Although the schools have started back in Scotland, and although I have little doubt that they will start back in England soon, I have considerable doubt that they will actually complete the school year. I think there's a good chance that we'll need another significant lockdown as things get worse over the winter. Even if a second lockdown doesn't occur, it's obviously not inconceivable that at some point something may come along and disrupt the academic year again.
The upshot of that is that obviously the education system is at some point going to have to be adjusted for this new reality - both in terms of needing the ability to transfer to mostly-online learning if that proves necessary, and also in terms of needing to deal with a curtailment of the academic year. In particular, this fiasco over exam results must surely indicate that a new approach to assessment is required.
Consequently, I've gone ahead and fixed it. You're welcome.
My proposal, simply put, is to essentially abandon year-long qualifications in favour of a much more modular approach: pupils attend a six-week module of material in a given subject, complete an assessed piece of work immediately after the end of the module, and are awarded credit in that module immediately. End-of-year exams essentially become a thing of the past. (Though exams as a concept may remain - they may be the best form for that "assessed piece of work" in at least some cases.)
The consequence of that is that if there is a sudden curtailment of the academic year, pupils are already credited for the work they have already completed, and so in the worst case only lose five weeks' worth of work-in-progress. Likewise, the academic year can essentially resume at any time, without an arbitrary start date in August (or September). (And so if, for example, we needed a lockdown from Nov - Feb, things could just pick up again in March without too much hassle.)
That solves the "sudden curtailment" part of the problem. The second issue is, of course, the need to switch to largely-online learning in some cases.
In this case, my proposal is that there should be a family of modules put in place pretty much specifically for online delivery. That of course doesn't work for all subjects, or all parts of a subject, but in many cases it is possible. And by making it a different set of modules for online and 'normal' learning there doesn't need to be any attempt to shift gears for the transition from one to the other.
(Another benefit is flexibility in the sequencing of work. When in a school environment, it makes a lot of sense to shift from one subject to another every 40 minutes or so, especially as that means shifting physically from one location to another. When working remotely it may well be preferable to approach modules as "crash courses" in a subject - tackling English one week, Maths another, and so on. Or not - the benefit of flexibility is that it's flexible.)
A final benefit of the use of 6-week modules is that it also allows a modification to a major bugbear of mine - the summer holidays. It is, frankly, madness that schools have three really long terms during the academic year and then a massive long holiday during which the kids proceed to forget everything they learned in June. It would be much better, for all involved, to have more shorter blocks of learning with a decent-sized break between each. Say six weeks on, one week off repeated seven times through the year, with one extra week of holiday at the end of December, and two extra weeks in July. (I haven't counted either the number of days of school or days of holiday here - it's just an illustration.)
Of course, I haven't addressed how modules relate to qualifications. But that's easy enough: six modules of this difficulty gives you that qualification (possibly with a caveat that "you need two from column A, two from column B, and two from column C", or whatever). Or abandon 'named' qualifications entirely, and just award credits in a subject - the universities are already well equipped to handle that, since they do it already, and employers inevitably adapt to whatever system is in place.
There are, however, two major downsides of such an approach.
The first is that it would be another significant shake-up of an education system that has had far too many shake-ups in recent years. Basically, every new education secretary seems to feel the need to leave their mark by changing things, and usually for the worst. So that advocates very strongly for not making any change.
The second is, of course, that putting together these modules, and especially the new assessments, represents a considerable amount of work that would need to be done. Inevitably, I have thoughts on that topic too, but given that I've already wittered on far too long I think I'll stop there...
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