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.