Every single time I go to a supermarket or the mall there are many people not practising social distancing.

If I don't move the majority of people will walk by me, way too close.

If standing in line most stand way closer than 1.5 metres, often within inches of each other.

Instead of standing on the social distancing markers they often stand half way between.

I regularly ask people to move further away.

Whilst, most retailers have social distancing markers vertically to the til.

They do not have horizontal social distancing markers between people. Which means, in fact, they may as well have none.

Moreover, retailers aren't enforcing social distancing rules. Whilst I understand their reluctance, don't we have to, to be safe?

I don't understand what is causing people to not socially distance. Is it impatience, lack of attention? Or do people not think they can get infected, or not care if they infect someone else?

Honestly, social distancing really isn't a big ask is it? To protect yourself and others.

I sincerely wish people think and act better.

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It is timely when so many students are receiving their year 12 results following another year of disruption, confusion and demands due to COVID-19 restrictions to reflect on the actual importance of those results.

First, I would note that the results are indeed significant, and do provide a gateway for students to gain entry to courses and jobs of their choice.

It is important, however, to recognise that these opportunities are but one of many, many educational opportunities and pathways.

Failure to gain the result that one hoped for is inconvenient, but it is not - repeat not - any sort of "all important" permanent educational or employment handicap.

There are a huge range of courses available, and many ways to gain entry to the courses/jobs of one's choice.

Within a couple of years of sitting year 12 examinations students are eligible for mature student special entry tertiary education schemes.

Year 12 is always a demanding year for students, their parents and their teachers all of whom have a great deal invested in the year's educational outcomes.

This has, of course, been compounded and exacerbated by the impact of the omnipresent COVID-19 challenges.

As someone who has taught year 12, marked year 12 exams, sat on Victorian Certificate of Education (VCE) examination setting panels for many years and had three of my own children sit VCE, I would urge students - and parents of students - to keep the actual importance of year 12 results in perspective.

It is counterproductive and just plain wrong to invest these results with long-term permanent importance that they simply do not possess.

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