Information for university and college admissions teams

Impact of COVID-19 on Felixstowe International College students applying to university in 2021

Information for university and college admissions teams

Background

Felixstowe International College is a small, independent boarding school with a Christian ethos. All students (mostly from South Korea and China) speak English as an additional language; lessons are delivered in English and students are expected to speak English at all times. Students are able to study a selection of subjects at GCSE; however, the provision at A level centres mainly on the study of mathematics and the sciences. Most students progress to HE, either in the UK or abroad.

At the outset of lockdown in March 2020, all our students returned to their home countries. All students currently in the sixth form are from South Korea.

Teaching staff were furloughed from March to July, during which time students were given text book tasks/projects/past exam papers to complete in their own homes. Direct teaching support at this time, in line with Government expectations, was minimal.

From July, teaching staff were released from furlough and began to present regular, timetabled online lessons with accompanying homework tasks. This continued throughout what would normally be considered the summer holidays, until the start of the Autumn Term in September 2020.

Impact

Obviously, during the furloughed period (from March to July) students lost the vast majority of their normal teaching time. Although most students completed their set tasks, formative feedback and detailed instruction was limited and so students found it difficult to make expected progress during this time.   

With the commencement of online lessons in July, the situation improved for our students; however, communication over such distances and time differences was not always straightforward: often communication was interrupted due to technical difficulties, students were unable to hear clearly, there was sometimes excessive background noise, and students often felt reluctant to voice any concerns or problems.

Furthermore, Year 12 students would normally have begun their UCAS applications in the summer term, researching prospective universities and drafting personal statements. This can often take longer with international students, whose first language is not English and who are unfamiliar with British geography and the huge number of courses available. Although the students have appreciated the number of ‘virtual’ tours posted by UCAS, they missed the benefit of attending face-to-face meetings via the annual UCAS marketplace events.

Similarly, the transition back to ‘normal’ lessons in the UK has not been easy for some students after having been away for so long and, unsurprisingly, one or two have ‘dipped’ in performance, making the estimation of predicted grades quite troublesome for teachers. However, our students are resilient and determined and, with support, they will soon be back on track. The UCAS application process commenced on their return to the UK in September 2020 when the students began Year 13.

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