Ex Pupil Writes for Jersey Evening Post

Zoë Beer sings the praises of Interhigh, the online educational establishment where students work from home.

Picture the scene: it’s a cold rainy day and you are sitting at home, logged on to school on the internet with a lovely warm cup of coffee. It is perfectly acceptable to sit in maths class in your pyjamas along with other students who live all around the world. No, I am not crazy and nor is this a dream.

This is online schooling and it is tipped to become the future for learning.Online school Interhigh opened its virtual doors in September 2005 and since then has offered a complete secondary school education to more than 1,902 students worldwide.

Currently, there are 350 students aged between ten and 18 attending Interhigh. It is one of a handful of internet-based schools in the UK and I chose to attend it following a period of dissatisfaction with the local schools in the Isle of Man and to avoid the disruption that moving islands would have on my education. The education follows the National Curriculum, students are entered for International GCSEs in Year 11 and the exams are sat at a local examination centre – for me, this was Highlands College.As all you need is a suitable internet connection, and then you can ‘go’ to school anywhere in the world. Interhigh offers ‘everything you expect to see in a traditional school, from subject lessons, to homework, school plays and exams’, explains Jacqueline Daniell, Interhigh director. Each morning, students log on to virtual classrooms at 9.25 and lessons begin at 9.30, lasting until early afternoon. Lessons are entirely interactive and delivered by teachers who are present in the virtual classroom and ready to respond to any questions students may have. There are 17 classrooms that are split into three areas: voice, text and work. However, some classrooms have other facilities to suit different lesson types, including videoconferencing, screen-sharing and breakout discussion boards. The classes are limited to a maximum of 18 students, with most classes having far fewer than that, so students benefit from small class sizes and more support from the teachers. For the shyer students, the private message facility enables them to ask questions which they might, in conventional schools, have kept to themselves in fear of negative reactions from other students. Its positive atmosphere and friendly ethos immediately struck me. Previously, I had been educated at two schools in the Isle of Man where I had faced hostility from my peers for being conscientious.

At Interhigh, things couldn’t have been more different.
On my first day, I was greeted by messages like ‘Hi Zoe’ and ‘Here if you need any help’by all my fellow students, known as ‘Interhighers’, many of which I still keep in contact with nearly two years later. I was overwhelmed by the caring and supportive environment that Interhigh offers, both from the staff and the pupils. It was a far cry from some other schools in the Isle of Man that I had attended.
The examination experience was also far less daunting than I had expected, as I was one of few students taking the International GCSEs in Jersey among some home-schooled students.At Interhigh, there is no time spent chucking chairs about, spending countless hours running round a freezing cold crosscountry pitch or waiting for teachers who often failed to turn up for lessons. Instead, learning is focused and the numbers of lessons are kept to a minimum within a day so that work can be consolidated. But there is still plenty of time for fun. Each year, Interhigh invites teachers, students and their families to descend on the small town of Brecon for a weekend of socialising, activities and extremely good food. The Interhigh Weekend has become a landmark in Interhighers’ calendars, and my favourite weekend was when I was crowned Prom Queen in 2012. The opportunities for making friends don’t just occur at the Interhigh Weekend. Weekly common room sessions, often with visiting speakers, offer students opportunities to chat to friends and get involved with clubs to make the most of their internet schooling experience. The principal of Interhigh, Paul Daniell, says that Interhigh has recently become UKAS ISO9001 accredited, ‘which is an international quality assessment that we are very proud of ’. The high-quality education seems to cultivate the type of student who wants to work without any of the time-wasting that can occur in a normal school.
However, I am not suggesting that online schooling suits everyone, as this method of learning does require a great deal of selfdiscipline. Students have to resist the temptation to wander onto Facebook or grab a couple of biscuits during lesson times. Instead, it appeals to expats, those with disabilities and certain types of people who for whatever reason may be better suited to the friendly and stable environment of an internet school. When results day came, my online schooling experience came to a very positive ending. Needless to say, I was confident that Interhigh had provided me just as good an education, if not better, than my previous schools.

Although I am now loving my time at Hautlieu studying the International Baccalaureate, I see my experiences at Interhigh as unforgettable and a crucial partof how I got to where I am today. The recent news that leading UK universities are offering their degree courses online does not come as a shock to me. I see that the world of online schooling is becoming just as important as the conventional ‘bricks and mortar’ school and it’s time we all embrace what virtual learning has to offer.
Zoe Beer
Jersey Evening Post



Im Being Chased by a Dragon

I’m the woman who runs the Monday creative writing workshops for InterHigh. I parachuted into the classroom in January 2010 and I’m happy to say, I’ve enjoyed every single session since. Hopefully, the students have too. Certainly I’ve seen several of them return a second, third or fourth time around. It’s my privilege to watch them develop their writing skills by reacting to simple tasks that trigger their imaginations. The main tasks require dedicated, quiet writing time. It’s brilliant to think of my students, quietly writing at home, wherever that may be, yet united by working to the same theme or starter sentence.

These classes are very different from the academic ones in that those attending range from Year Sevens to Year Elevens. I’m normally aware of a student’s age but no way does this influence me when choosing exercises. Every one of them enjoys words or else they wouldn’t waste time attending my sessions and that’s the levelling factor. I also try to make their choices flexible so they might find themselves imagining they’re auditioning for a part in a Broadway show or telling everyone how they’d turn their laptop into a steam punk computer. They can decide whether to write humorous stuff or to show their dark side. They compose restaurant menus. They design their dream bedroom. They create wild and wonderful worlds.

 Do the younger students ever become frightened by sinister shapes or gruesome monsters? I can tell you it’s usually me who’s scared to turn the light out at bedtime! We do have some bloodthirsty tales but nothing worse than anything you’d find in a self-respecting fairy tale. Humour’s often in evidence and how I enjoy it when someone finds his or her voice and delights us with a character’s quirkiness and ability to make us suspend disbelief.

 

There is a tremendously therapeutic element to creative writing. I first realised this back in the 1970s when I attended an open evening at a residential school for pupils with behavioural problems. One girl showed me a poem she’d written and although it was worryingly dark, I knew she’d expressed her emotions on the page probably far more easily than she could control her anger.

I once held a session for senior citizens where I urged them to write down their memories so their descendants had a record to cherish. The advantage of this kind of group exercise is that often one person’s experiences will trigger someone else’s. Faces light up and people chuckle and nod their heads. In the same way, an InterHigh group will post a smiley face, make a LOL comment, or draw something on the whiteboard. Jacqui and her admin team are very good at informing me if a student is experiencing any personal problems. Sometimes one of the group might text me to explain a close relative is ill or a pet has died. If this student prefers to stay online as an observer, that’s absolutely fine and I like to think the fun and companionship of the others is providing the kind of medicine money can’t buy. 

Every group has a different dynamic. My current one is large and contains writers with whom I’ve worked before plus ones who were new to me at the beginning of term. Of course some students work together in their peer groups but I’ve noticed how quickly everyone bonds and how supportive they are of everyone’s efforts. They are never obliged to contribute. Even the most experienced of writers can have an off day. Tell me about it! Sometimes we run out of time because there’s so much exciting writing to hear.

 When a student who attends regularly but has never contributed to any of the tasks, suddenly posts a piece of writing, I feel very delighted. Those who read aloud or post work achieved in a comparatively short time should be proud of their performance. Confidence is achieved in many different ways. So if you hear your son or daughter speaking over the mic about being chased by a dragon or watching their mum being captured by aliens, please don’t worry. It’s only that Monday woman again.

 

Sandra Mackness

 

 

Teaching a Global Classroom

Educating globally is of great interest to me and I’m amazed at how the move away from the confines of a physical classroom can be such an enriching experience. I’ve had a long time teaching classes inside a classroom where the pattern of one-way direction of information -- from teacher to students - was a well established one - even with the arrival of new technology.

I’ve been an A level  English Language and Literature examiner with Cambridge International for some years and  very much enjoy hearing the local ‘voices’ of the candidates as they write about their own experiences  on the questions  about their own life and culture.  A student from Nepal who is looking out at the Himalayas; one from Zimbabwe who is describing   their impressions of the Victoria Falls or a New Zealander  debating the impact of the Christchurch earthquake, are examples of individual  topics  which  broaden my  interests and knowledge.

The quantum leap however, has arrived with online teaching at Interhigh. The global classrooms are always lively and so enriching for us all and this is one of the many benefits of this method of learning. I remember my first Year Eight History class where I asked the students whether they lived nar any historical monuments: ‘The Pyramids’ came the first jaw- droppingly amazing reply!

In Geography, we can all look out of the window at the local weather conditions; for some the tropical monsoon is about to break; others have not seen rainfall in months and others are able to discuss the idea of global warming with reference to the vegetation of the African Savannah.  So that now, in these classes, knowledge is very much a flow of information amongst all of us. My classes know my IT trials and error- how reassuring to me that there some technical experts at Interhigh sitting right in my classroom!

Of course I have a responsibility as the teacher to organise and direct the shape of the lesson but this new teaching style seems altogether more collaborative and democratic than the traditional Socratic Method where knowledge was handed down from one source. Listening to my worldwide classes read Shakespeare or discuss the shopping facilities in their local towns in different continents, it seems that in the words of the poem, we have all slipped the surly bonds of Earth (John Gillespie Magee ‘High Flight’) as this shared knowledge travels instantly across the globe.

AS a relatively ‘new kid on the block’ with on line teaching, I do not assume to discuss well known  points  about the values of  this style of learning in this brave new digital world. But what is evident to me however, is that, at the stage of my teaching where I might be expected to have a reasonable store of knowledge to disseminate to those I teach, the medium of the global classroom is revolutionising the concept of teaching and learning.
 have so much to learn!

Marilyn Rankin

InterHigh Teacher

Enjoying Learning, a Parent's View

As a parent of two daughters who have attended Interhigh, I cannot praise enough the standards of the teaching and the enjoyment my children have got at Interhigh.
Both my daughters between them have attended state schools, independent schools and a grammar school and they have had a variety of experiences, I have found that independent schools have been the most waste of money and my children's education suffered as a result. But at Interhigh they enjoy learning and education becomes something that is a positive experience for them. They are treated as individuals with teachers and staff who are supportive and welcoming. Surely education should be a holistic experience and accessible to all?
So we thank Interhigh at being a pioneer and offering children an alternative way to learn, so that more children can soar and reach their true potential instead of being excluded and ignored in an educational establishment that has forgotten that children are at school to learn and to enjoy their learning experience.

Thinking of an Apprenticeship?

When I finished my previous job I decided that I wanted to do a job that gave me satisfaction and where I felt I was actually making a difference to people. I spent a while looking for jobs and then the opportunity arose to become a business apprentice at a local school which I found very interesting. Having studied business studies in college and currently studying a degree in business I thought this was going to be right up my street! So I looked further into the application process but when I saw what the school was called I became stumped - a local school called InterHigh This left me a bit confused having been born and bred in the small town of Brecon I thought I knew where most businesses were, but InterHigh left me puzzled so I turned to my good friend Google and typed in InterHigh for the first time and wow did I open a door! I was bombarded with information on this online high school from there I couldn’t stop reading, what a perfect match. I felt working for an online high school and completing a degree online! This was fate; this had to be my calling!

After applying I lived on egg shells waiting for an email or phone call, after what felt like weeks but was more probably like 5 days I received an email saying my application was being taken further and then a few days after that I received a phone call asking if I would like an interview. Which I of course accepted. After arriving at my interview I was brought into Jacqui’s office and from  Jacqui, Paul and Liz I was given a better understanding of the school, then of course standard interview procedure I was asked questions. I would tell you what I was asked but then I would have to kill you ;-) Once finished, I left and got into the car with my mum and explained how I really wanted this job to which she answered “well you better have given a good interview then!” (Thanks mom!) This was on the Friday and by the Monday I had accepted the position. J

 

When I started, InterHigh was in full flow of the September rush but even though it was very busy and hard work it was exactly what I needed, this allowed me to experience listen and watch all aspects of the school from the first enquiring phone call to when that child joins lessons.

My apprenticeship runs alongside the normal day to day work I complete at the office (actually most of the work I complete for InterHigh overlaps for the work I need to complete for my apprenticeship). I have to complete work booklets, answer questions give presentations, analyse work situations and many more things for my apprenticeship and for all you students reading this I even I have to do MATHS L

There is a lot of work to do in my day and sometimes it is just easier to put off my apprenticeship work but when I actually do it, it is quite interesting and I realise that I have actually completed units in my day to day work which is always nice. To make sure that I keep on track I have a mentor that visits me about every two weeks, when he comes we talk through what I have been doing in work and how it all relates back to my apprenticeship. He makes sure that I understand my work and that I am actually the one doing it and that I am not just getting everyone else here at head office to do it for me. (Which when I comes to my maths it is quite tempting).

 

Entering into the InterHigh family had been everything that I wanted it to be and more. All the staff and students have been wonderful.

I will try to keep you all updated with my apprenticeship and make sure you know how my assignments are going. If you would like any more information then please do not hesitate to contact me – alex@interhigh.co.uk

Learning more and more about Autism

Autism and Complex Needs Conference 2013

In October I was given the opportunity to attend the Autism and Complex Needs conference run by the National Autistic Society in Birmingham.  Learning about Autism is important to me, so that I can support all our pupils who are on the spectrum, and advise other colleagues on how best to manage certain situations, to ensure the young person receives our very best quality of care and support.

The conference opened with an excellent welcome by the Chair; Professor Barry Carpenter OBE. He focused on the issue that Autism and complex needs have not become more prevalent, but more widely acknowledged, diagnosed and understood than ever before.  Therefore as educators, we must take responsibility for not only recognising their conditions positively, but ‘navigating their routes to learning’.  We as a school can treat each pupil with the respect they deserve for their individual needs, and help them on the way to becoming great members of society without feeling ‘different’ to neurotypical young people.

This opening talk helped me understand that even though some of our pupils may have the same condition ‘on paper’ this does not mean they have the same needs when it comes to their education.  Professor Carpenter then discussed with us how important it was to not just focus on the ‘main’ diagnosis a young person receives e.g. ASD.  They could also have other conditions that are needing attention, such as ADHD, OCD, and Epilepsy.  We must not design our plan for the young person around their one condition, it must include all aspects of their requirements.  Modifying their learning plan and education will help them on the pathway to achieving what we know they can.

After a lovely cup of tea J we moved on to more in-depth Key Note speakers, and my absolute favourite was Professor Emily Simonoff from King’s College London.  Her talk was very engaging and all points backed up with reams of statistical evidence.  She mentioned frequently how important it was to separate each symptom from the ‘main condition’ e.g. Autism.  For example if you have an anxious child who is also on the Autistic spectrum, don’t just dismiss their anxiety as a part of their already known condition, but investigate what else could be causing this. 

Her talk went into very interesting aspects such as depressive anxiety could be linked to an over-focus on hostility.  If the pupil is becoming hostile towards you, then give them space! Don’t force them to interact with other pupils in their class. They will do this when their anxiety has dispersed, and then feel a greater sense of achievement when interaction is made. Points were then discussed on how cognitive behavioural therapy was excellent at helping anxiousness in young people, and has been proven to lower cortisol levels and reduce social anxiety, rather than rely on medication.

Temple Grandin is a celebrity for many reasons. She revolutionized the cattle industry with her cattle handling facility designs and insight into ‘thinking like the cows’.

Dr. Rona Tutt, OBE led the stream session that I then attended, who was such a lovely lady and Past President of the National Association of Head Teachers (NAHT).  She opened the session by telling us about Temple Grandin (see below) who you may have heard of before. Temple is a very famous lady who does have the label of ‘autistic’ but has challenged this at every turn, and written many books about how important it is to understand the world from someone’s perspective; labelled autistic or not.

Dr. Tutt explained to us how even when diagnosed with a condition such as Autism, the assessment of their individual circumstance should not end, as other co-occurring conditions could also be in existence.  As well as encouraging communication, we as Educators should also give them the space to work on their speciality.  So for example; if Pupil A hates doing homework, give him or her the space after completing a short piece of homework, to focus on what they love - if this be cooking, playing sports or computer games.  Associating this reward with work completed with help them progress onwards into adult life.

The one thing I will take away from this extremely thought-provoking conference, is to not take the ‘label’ as face-value.  Always be flexible, and always understand that each one of us is different, even if we have the same condition. It can be managed differently for each pupil, and by finding out which type of learning a pupil prefers, we can help them work towards their goals.

 

“Everyone is a genius. But if you judge a fish on its ability to climb a tree, it will live its whole life believing it is stupid”

-Einstein.

Elizabeth Jeffries
School Manager

The work behind the InterHigh Weekends

Managing Events

Since I started working for InterHigh back in April 2012 I have been involved in two very successful annual events. The first of which was an activity break (InterHigh Weekend 2012) for the Students and their families to attend - this was quite an eye opener for me as I had only been working at InterHigh for approximately two weeks! Whilst at the event I discovered just how much time, effort and organising the occasions require, even for the most trivial of things. The second was a Hollywood themed ball (Interhigh Weekend 2013) which I had a lot more input with. We had approximately 120 students, family members and staff form InterHigh attend this event and we were all very pleased with the outcome of the ball and hope that everyone enjoyed.

Whilst organising the ball with Jacqui and the rest of head office staff I realised that I wanted to learn more about event management in the corporate sector. This led me on to searching for an online course in which I could still work full time as well as still continuing with my other commitments outside of work, but still gave me a good accreditation at the end of my studies. I came across the Fitzwilliam Institute Group, (www.fitzwilliaminstitutegroup.co.uk) who specialise in online courses ranging from Events Management to Internet and Web programming and many more. This particular course allows me to study at home and complete the course in my own time frame providing I finish the course within the allocated time of one year. The course is a series of assignments with a final course project, all of which can be sent to course tutors for marking before they are submitted for a final grade.

At the moment I am currently in the process of completing my first assignment on strategic planning. Wish me luck! I will keep you posted with my progress, in the meantime if you have any questions please let me know- natalie@interhigh.co.uk

Natalie Davies

School Administrator

 

 

Pathological Demand Disorder

My child’s tantrums weren’t  normal

When Morgan, my 7 year old son, is in his calm state he is ‘angelic’, calm, eloquent, charming and funny. But, we had serious concerns about him – his social behaviour, lack of interest in his peers, his approach to food – binging then eating nothing.  Yet during GP appointments he behaved perfectly.
No one believed my worries – I was in despair!
But, a break though came when during one consultation Morgan was in an anxious state. Morgan hit his little brother full in the face with a metal toy, kicked him in the stomach and when I tried to intervene he hit me several times all in front of the consultant.
It was so very sad to see my little boy acting like this, but it was also a huge relief.
It seemed at last someone had seen a glimpse of this ‘other side’ which was NOT a normal tantrum or normal battle of wills – it was suggested he had possible Pathological Demand Avoidance Syndrome (PDA), which can be managed.

Previously I had written a lengthy letter to the NHS detailing all the worries I had.  Then, finally a consultant actually witnessed Morgan’s worrying behaviour - and now Morgan is currently undergoing the diagnosis process for possible Pathological Demand Avoidance (PDA) or other Autistic Spectrum Disorder (ASD).

Doctors and consultants frequently comment that Morgan is engaging, exceptionally bright, funny and so on… yet he isn’t like this with his peers. He still plays alongside his peers rather than with, he has to play on ‘his terms’.

For  example, at his request I invited two friends over for a play date but when they arrived Morgan wanted them to watch him play on the computer. When they refused, the guests ended up playing together whilst Morgan stayed in his room unable to adapt or join in. Other areas of concern were: Morgan’s flapping of arms, standing on tip toes, fixation of numbers, anxiety and tantrums at being out of routine, very controlling – has to have things ‘his way’, inability to understand boundaries e.g. difference between being adult and child – he often sees himself in the supervisor role, policing other children and adults.

It worries me whilst at age 7 children tolerate this I am worried they will bully him in the future as he ‘tells tales’ and complains if they break the rules. 

He refers to his own sense of ‘oddness’ and is highly sensitive to sound and smell.  Morgan also has periods of eating almost nothing and then periods of consuming vast amounts of food. He has meltdowns if the wrong number bus arrives or if you say something will happen at 11am and you are not ready until 11.15!

It first seemed that because Morgan was so eloquent and clearly intelligent the doctors had no worries about him. At age 7 years and 5 months his reading age was 12 years and 9 months.
I was (and still am) worried  about the implications of his behaviours as he grows older and other children start to ‘see’ him as different – as a secondary school teacher  I have seen first-hand the damage that can be done by bullying

I don’t think ‘chasing’ a diagnosis is important. We don’t want to label Morgan with something but to create understanding.  We needed help so we could help him.

It was after the appointment when Morgan demonstrated violence that the consultant Paediatrician first suggested looking into Pathological Demand Avoidance Syndrome (PDA). I was advised to look on the National Autistic Society website as PDA is on there.

The consultant also advised Understanding Pathological Demand Avoidance Syndrome in Children: A Guide for Parents, Teachers and Other Professionals by Phil Christie (Available on Amazon and on KINDLE)

As I began to read this book it was like a million light bulbs going off inside my head. 

I wrote to the consultant who made these suggestions, thanking her and saying: “I do feel a sense of hope; and yesterday I felt almost a sense of freedom.  To think of all these times I have seen that little boy struggle and be left feeling so totally helpless and inadequate to help him.  Now at least there are strategies there to read about and look at, support is there to help him grow and be the person he can be… the sense of relief is enormous.”

PDA is recognised by the avoidance of demands made by others.

This avoidance is due to the child’s high anxiety levels. They feel that they are not in control. As I was reading it explained all the gaps that never made sense before.  It was all to do with Morgan’s general levels of anxiety – as these levels rose so his ability to cope diminished.  It explained why he was able to keep things under control at school and melt down in the evening, by bath time and bed time he was ‘full’ of all the day’s anxiety needed to sleep it off – and so by morning there was ‘Mr Nice’ again! 

The main characteristics of PDA are:

-          Resisting demands obsessively, appearing sociable to outsiders but with difficulties recognised by parents.

-          Excessive mood swings.

-          Comfortable (sometimes to an extreme extent) in role playing and acting.

-          Language delay in, delay speaking and/or vocabulary, seemingly as a result of disinterest

-          Obsessive behaviour.

-          Being super-sensitive.

What’s the future for Morgan?

Well, we have not been ‘stamped’ with a diagnosis and I am in no rush for that.  As I stated earlier I believe this would only really be helpful to provide understanding as Morgan gets older.

But, I’m still not sure about telling him he “has” something. How productive would that be?

The overwhelmingly positive thing about the book is that it has given me understanding – I see it making sense on a daily basis.  I can use the strategies in the book, and I can try and help Morgan as much as possible. 

I don’t always get it right and that’s for sure – having many of my own meltdowns! 

However, most importantly I can try to ‘manage’ his anxiety – realising the triggers, anticipating when he might be reaching maximum capacity, making those allowances and letting him decide on things when appropriate have all made a huge difference. 

Simple things from the book have been amazing… instead of:
 ‘Morgan can you clean your teeth please?’ = demand
‘Morgan, do you think now is a good time to clean your teeth? = a question
‘It is time to come and do your homework, perhaps?’
‘We are going to eat dinner now if you would like to join us?’
A very straightforward strategy is just leaving him alone more… like that moody teenager, he needs his own space, and he needs quiet time.
This sounds simple enough but just changing language around like this and making simple daily requests less of a ‘demand’ has made an enormous difference. But, because I have these strategies that work, dealing with Morgan is so much better.  

I can enjoy him again, and appreciate his charm and sweetness. 

Dos and Don’ts:

-          Do choose your battles, some things really don’t matter.

-          Do be prepared to change your plans.

-          Do think ahead! Train yourself to spot potential triggers.  I booked haircuts after a school disco, nightmare!  Morgan hates loud noise and was mega anxious when I collected him. I should have just cancelled the hair! Instead I persisted and a meltdown occurred.

-          Don’t feel guilty; the problems were not created by something you have done.

-          Don’t worry about what other people think.  You often get the ‘ooh, look at that naughty child’ stare – ignore it!

-          Don’t beat yourself up, everyone gets it wrong sometimes.

Most of all – enjoy the good times, take advantage of the more malleable days and talk to other adults with similar experiences. With understanding and support this and other ASD can be managed. Be aware there are those who think this is all ‘made-up’ - it’s bad parenting or too much modern ‘mollycoddling’.

Trust your instincts and find support, there is a wealth of information out there as well as parents all going through very similar experiences.

Jess Driscoll.

 InterHigh English Teacher

“What do your parents do?”

I have always feared this question, not because I am embarrassed or ashamed, but simply knowing that following my answer will begin a series of further questions and I am bound to spend the next ten minutes at least explaining the concept of an online high school!

Responses vary and sometimes consist of shock and amazement that such business could exist in a cowshed in my garden. Others show complete dissatisfaction and comment that no such school could have a social aspect or could provide a fulfilling education. Surprisingly, negative comments are in the minority even though humans don’t seem fond of change or the’ unnatural’. In spite of using the internet for more and more mundane tasks, going to school online is still seen as highly unusual in the UK. 

I was actually very hesitant of using this medium although I had grown up with it, knowing every single detail of it!  Now I know it from a student perspective.

 I have been to state school all my life until last year when deciding on my A level choices. My school did not offer the combination I wished to study; it was only now I would have the full experience of two very different schools. I spend 8:30 to 3:30 at my local sixth form within a comprehensive studying four subjects as is expected. Then two nights a week I undertake a history class with InterHigh. There are clear differences.

The main one for me was the lesson intensity. At sixth form we have 5 hours per a week for a subject, when you subtract the amount of time spent moving around the school, unpacking/ packing books, class distractions, and waiting for slow teachers to get on with some teaching, you are left with little time of full concentration. With InterHigh I only have 3 hours, however these are three pure hours of learning. The difference in quantity of content is staggering and quality is not compromised. I’m often left mentally drained after an hour and a half lesson. As for social impact I find the InterHigh community far more pleasant and the strength of their bond should not be underestimated. I have always felt accepted, even when I was younger and not actually a pupil of the school. The common bitter and wholesome nastiness found at my state school is not present at Interhigh. When entering a classroom there is often a stream of “Hello” and “How are you?” comments in the text box. I can never imagine this happening in my sixth form!

For me, Interhigh seems very natural. I have fond memories of my father, the principal, and I testing classroom software in the kitchen during the very early stages of InterHigh. To be honest InterHigh has grown as I have so it doesn’t seem at all strange to me. Family life to me is InterHigh. It has such a huge impact on my life I cannot imagine my home without it. 

Penelope Daniell Y12 History

Home Schooling

I have to admit that when the concept of InterHigh School was designed back in 2003/2004 the idea was not conceived specifically with Home Educators in mind. However, as soon as the school opened in 2005 many enquiries were received from the HE community. The online school tended to be of most interest to those whose children were now getting to the stage of possibly sitting formal public exams (GCSEs) and really needed extra resources to help them achieve this across a range of core subjects. In some cases it might be that a home educating family have several children and the task has become too overwhelming.  Two of the key attributes of the school from the onset have been flexibility and accessibility. Our Home Educators have been able to take advantage of this as the technology makes the learning in the classroom time much shorter, and the formal school day much more consolidated.

It was through the very positive feedback from Home Educators that we developed the Lesson Library. The continued growth and refinement of the Library has been crucial to maintain organised flexibility. A store of Schemes of Works, Lessons, Homeworks, Recordings, Videos and all sorts of Resources for a student’s stage in the curriculum is invaluable and we now offer InterHigh Library Cards (Library only places) to Home Educators.

Thankfully, InterHigh continues to attract HE families who require structured timetables and learning for core subjects, allowing much of the day for individual pursuits. A proportion of the HE students at InterHigh do require more support in their learning but the nature of the learning platform itself greatly assists here. Technology helps to provide consistency. Clear notifications and using graphic displays to help children monitor their own achievements are just some examples of this.

Interestingly, the exam pass rate for IGCSEs for HE students is extremely high, 80% A* to C.