We had an interesting discussion of strategies at the meeting on 2nd July. Most strategies involved providing students with a booklet (commercial or produced in-house) focussing mainly on algebra to work on over the summer. There was general consensus that unless there were quite serious consequences for failing to complete the work then there wasn't much point in setting it.
Useful ideas for increasing the effect included:
Useful ideas for increasing the effect included:
- Issuing a booklet on results day rather than during induction in the summer term. (This entailed further strategies for ensuring that everyone got it, including using pre-existing forums and importantly getting students to sign a slip saying they knew they had access to the booklet.) This was perceived as a particularly good idea as it means the work will be done towards the end of the holiday rather than at the beginning.
- Setting a test during the first lesson.
- Setting a test after three weeks.
- Compulsory additional study periods for some students - with varying amounts of teacher support.
- Buddying system - every student paired.
- Lots of retesting until students really are fluent.
- A mixture of Draconian consequences (students not being allowed to continue with the course if they didn't get at least 70%) and less severe (students have to attend additional sessions until they are up to speed; or that heart to heart conversation about whether this is really the course for them). No consensus on which was best - pluses and minuses with both. In any case you would need to choose a strategy that fits with whole school policy on student access to courses.