Recently, I’ve been reflecting on 2019-20, how the year unfolded and the changes made due to Covid. Thinking back to the centre-assessed grades (CAG) process, the U-turns and the long hours, I remember a sense that we were all working towards one common goal - the end of the year. Maybe somewhat naively, there was a sense that if everyone made it to the end of the year, we could enjoy the summer and then start afresh (in schools and colleges, Covid-free) in September.

However, it became clear that this was unlikely. With Christmas on, then off, then sort of on and the majority of students learning remotely until at least February, workload has again come to the fore. So, with rumours circulating that lockdown will continue until at least Easter, below are some suggestions to tackle workload.

Coronavirus: Tips for coping with increased teacher workload

Don’t be an island

Though creating individualised resources from scratch certainly has its merits, it can quickly create a mountain of workload, with burnout looming. Yes, creating bespoke resources that you are confident in delivering is great, but if you’re too exhausted to deliver them well, what’s the point?

In March 2020, it felt as though everything had to be made from scratch and no one was quite sure what excellent online practice was. However, we now have a clearer idea and so many resources have been created in so many places that there is no need to create from scratch every time. Work together with people in your department; collaboratively plan and produce resources; use Twitter, Tes and other sites offering resources - buy and download resources wherever possible (and credit those who have created them).

If you’re a leader, remember to delegate. There is a temptation to do everything yourself in a bid to support your teams. This is highly commendable, but not if it wipes you out. Delegate to teams and create collaboratively.

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Automate where possible

Perhaps as a response to the U-turns and the uncertainty over assessment in 2021, there has also, at times, been an obsession with gathering assessment data. Though this may help to evidence 2021 assessment outcomes, the workload it creates can be smothering.

To combat this, use the tools we already have. Teams, Microsoft Forms, Google Classroom and a host of other online tools offer self-marking functions - use them. To start with, this may cause additional workload, but in the long run, quizzes and assessments can be recycled, and also quickly shared with peers and colleagues.

If there is budget available, using remote learning software such as MyMaths, GCSE Pod and Century Tech can also help to alleviate workload. Don’t have a budget? BBC Bitesize and Oak National Academy also offer high-quality resources to support teachers.

Let the students do the work

A common theme in lessons during 2020-21 has been the quantity of work teachers have taken on during online lessons. By this I mean the leading of all activities, tasks and discussions with too many sessions turning into lectures. It doesn’t have to be this way - use breakout rooms to engage students in group discussion (or use the chat function to start discussion and debate), set paired or group tasks, or facilitate peer and self-marking where possible. Yes, there is lots to do, but it doesn’t mean teachers have to do all of it.

Ye old education

With that in mind, there have been others who have similarly reflected during lockdown, asking questions such as, “What would we have done 20 years ago?” A popular answer has been distributing textbooks or worksheets, asking students to complete research or revision tasks or creating presentations on topics. Though it can sometimes seem like these activities belong to a different age, they are effective. Use them!

Don’t plan too far ahead

The consultation is still taking place and no final decision has been made on what 2021 assessments will look like. With this being the case, we don’t know what we’re planning for yet - so planning too far ahead in too much detail is likely a futile exercise.

The above are by no means revolutionary, and any teacher or leader paying any level of attention will have come across all of them, but knowing and applying are different things. We can be aware of the above but don’t always implement these strategies - we must remember to look after ourselves so we can support others. It is also important to remember that we are not “back to normal” and that we are living in extraordinary times and, as a result, there are some expectations that may need to be tempered.

An exhausted teacher rarely delivers effective learning, and it’s important to remember that. 

Jonny Kay is the head of teaching and learning at a college in the North East. He tweets at @jonnykayteacher