Just want to try this on you: From everything I read, it seems that when the Great Return happens it will be on a "staggered", half-class basis to allow some sort of greater distancing (though I bet the 2 m rule is fudged). For secondaries, I can only see that as being on a week-on, week-off basis. Day-on, day-off founders on the odd number of weekdays and interactions with the secondary timetable. I see EIS' Larry Flanagan has again been touting the idea of putting the current S4 on "half speed" and doing their courses over two years. I don't think this is thought through - if done just for S4 there will be a pile-up in three years when the current S4 becomes "S7". Who teaches them and which rooms are they in? Also, I don't see why this wouldn't also apply to the current S5 and 6, in which case the pile-up would start next year. So that leaves just bashing on regardless, with half a class in one week and the other half the next. The obvious solution is to hire a bunch of extra teachers to remotely teach the ones at home while we deal with the ones in school. OK, you can all stop laughing and get up off the floor. So how would is it going to work? Say in week 1 I have half-classes "A" in front of me and half-classes "B" sitting at home doing work set by me. What sort of work will that be? "Read these notes, watch these videos, go to these websites, do these questions (on Forms / Sheets / Isaac / whatever), send some pics of workings for me to look over, any questions post them on Teams or email me if you don't want the entire class to see." There can't be much of a "live" element to it since I've now done enough live audio / screenshare class calls to know that these definitely count as class contact time, whether it's to one student or 33. It's a chunk out of your life, you can't do anything else in that time, you have to focus and prepare. So if I've already done 22.5 hours in school teaching the "A" half classes, I'm not going to be doing any more live teaching to the "B" half classes at home. So it looks like the kids would be getting 50% of their teaching via an impersonal, remote, text-based route. I've done enough bi- and tri-course "flipped" teaching to know this can be made to work, but not very well. It's OK (being generous) for the bright, motivated and well-supported at home, but not for many others. And it's hugely draining for the teacher. Feeling a bit bleak about it. Let me know if you think I've got this wrong or missed something.