VIRTUAL
Making the Most of a CRISIS
Introduction In a crisis, we learn to adapt. To think differently. To see possibilities we did not previously envisage. To appreciate others more - and to see how variety is good. To realise there is always a lot more to learn. To become aware of our own creativity - and our self-imposed limitations. To recognise that necessity is indeed the mother of invention: the astonishing acceleration in vaccination science is but one obvious example. Whether they feel it or not, many nations, institutions, families and individuals have become more resilient as a result of the pandemic. Resilience builds self-confidence and can be the wellspring from which new thinking and innovation can arise. At Radley, we can build on this newly-discovered resilience. There is no more powerful statement than: ‘I didn’t think I could do that, but I can’. Related to that might be: ‘I didn’t think that would interest me, but it does’ and: ‘I didn’t realise before that X is linked to Y and this therefore explains Z’. And so on. Building on the experience and lessons of Virtual Radley 1, but seeking a fresh look and direction, we are setting boys some realistic but ambitious challenges this term. The lesson from the first phase of virtual Radley was that, although online learning imposes some obvious limitations, it also opens up new possibilities. Having found them, we need to make the best of them. For example, we noticed how boys did so much more reading or listened to podcasts/audiobooks and showed great initiative in competitions and other challenges. We also saw how boys, who in normal times might be more low-key in class (though not by any means necessarily less industrious), became much more involved in online lessons, making significant oral contributions. We also noticed a greater understanding of what constitutes debate and independent learning. Necessity led to the creation of a format which brought these qualities to the surface. Necessity, therefore, in this Lent Term, once again offers us the opportunity to move boys forward more quickly than might have been possible in normal times. We are aware of the time of year and its restrictions and have adjusted accordingly. We know that examinees need to continue to work hard to produce evidence for the GCSE and A-Level grade awards, the details of which will become clearer in due course. Yet there is plenty in this programme for them. As we all know, education is a much wider thing than examination preparation and we feel we can both lead boys to GCSE and A-level success and continue to develop those wider skills and interests which they will need for university and the workplace.
Therefore, the academic aspect of the 'Making the Most of a CRISIS' programme for Virtual Radley 2 will involve all boys, managed by Form Masters, being expected to show evidence of personal progress in the following areas. C
Careers Exploration
R
Reading
I
Independent Research
S
Skills Acquisition
I
Issues of the Day
S
Service to the Community
Further details on each section follows below.
Career Exploration RadSoc and the Careers Department, building on the popularity of the careers talks run during Virtual Radley 1, will arrange a series of events, to be held during Activities time. These will involve Old Radleians and Parents who will give talks/sit on discussion panels/network with boys. This vast resource will provide huge opportunities for boys. Sessions will be hosted by the RadSoc Manager, the Foundation Director and me. Broad themes will be: • • • • •
General careers advice Creative arts and related careers Business and Tech Science and Tech Other fields where ORs have made careers/have enthusiasms
Reading (including podcasts and audiobooks) Here is a link to the general podcast list and many will find the range of options useful. Boys can leap from one theme to another or specialise. What is most important is that they immerse themselves in something beyond standard curriculum learning. However, we will also send specific recommendations week by week to allow for discussion within and across forms and year groups. Within Forms, we will encourage a reading challenge initiative and boys will be expected to give a five minute talk towards the end of term on what they have read.
Independent Research In both Lower School and the Sixth Form, writing and research projects will be encouraged by academic departments, the Head of Junior Scholars and the Academic Director. This worked very well during Virtual Radley, as many of you will recall. One ongoing example is the submission of articles to the boy-led magazine Serpentes, which is edited by the Academic Prefects. Cash prizes may help with creativity! There will be a stress on both individual and collaborative research projects and challenges. I would stress that practical projects and research/problem-solving challenges are just as important as ‘paper’ ones.
Skill Acquisition There will be a major focus on communications and presentation skills. The annual Declamations competition will therefore run as usual this term. This presents a great opportunity for every boy to memorise and perform a piece in front of his form mates and hopefully move on to the Semi-Finals and possibly the Final. The Careers talks (see above) will obviously contain a lot of relevant material too for skill acquisition. The Director of Digital Strategy and Head of Computer Science will be providing introductions to coding and other IT courses which will be of help to all year groups and levels of ability. We shall also repeat (but with a greater number of chefs!) the hugely popular online cooking option. Additionally, we will provide a list of ten high-quality (free) external courses, covering a range of key skills, that we would encourage boys to access and complete. Finally, we strongly recommend that boys listen to Radio 4’s More or Less programme which, as many of you already know, helps people develop Critical Thinking skills for navigating a confusing and confused world.
Issues of the Day The Academic Director has already organised a variety of interesting speakers for this term’s lecture series, as can be seen from the Calendar. Yet, given the circumstances, we shall expand it even further. Parents are very welcome to attend! These talks will generally be at 8pm and we shall send details before each one as a reminder. Contentious topic areas and the advance of science and technology are among the key themes. The Academic Director will, where appropriate, send boys and parents an Issue of the Week briefing for the upcoming lectures to whet appetites and contextualise the talk. Additionally, the Warden will continue to give his news-themed Thursday evening Chapel Address.
Service to the Community The Director of Partnerships is working with me on ensuring that Radley boys and staff can assist the wider educational community and other organisations during lockdown. The talks mentioned above will in most cases be shared appropriately with partner schools, either in recorded form or live. We already have a large number of boys assisting pupils in the state sector with a Maths tuition and revision programme. We are developing a range of safe opportunities for boys to make a really effective contribution to wider society now and beyond the pandemic. Each boy will be expected to show that they have participated in something that has a service element during this period.
Support for your boys in the programme Although we want boys to show energy and initiative, we will also encourage them in the following ways: • • • •
• • • •
We shall ask for feedback on elements of the programme; Heads of Year and the Head of Academic Scholars will promote and attend year-specific events; Form Masters will also attend events specific to their charges and host discussion of lectures/books etc; The Library team will continue to provide reading lists (including audiobooks), title recommendations and other resources for all year groups. There will be a special focus on broadening empathy (reading of novels is excellent for this), general knowledge and global outlook; Tutors, Form Masters and subject dons will encourage boys and keep an eye out for those who might be struggling to focus or find something of interest; The Academic Director will specify which activities are voluntary or compulsory. All boys will be helped to record their activities (which will help with UCAS etc in due course) A boy’s progress with the Making the most of a CRISIS programme will form part of the End of Term Report.
Finally, the school will send boys and parents a collation of each week's upcoming events, as a navigational tool. I am grateful to colleagues and boys who have contributed to the ideas above - helping to develop the programme - and to all who will ensure it is a success. With all good wishes, Stephen Rathbone Academic Director