GENERAL GUIDE TO REMEDIAL AND CATCH UP PROGRAM FOR

Rwanda Education Board, Stadium Road, Remera P.O. BOX 3817, Kigali, Rwanda; e-mail: [email protected]; website: www.reb.rw

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GENERAL GUIDE TO REMEDIAL AND CATCH UP

PROGRAM FOR LEARNERS AT RISK OF

REPETITION AND DROPPING OUT

Kigali, November 2020

RWANDA EDUCATION BOARD P.O Box 3817 Kigali

Telephone : (+250) 255121482

E-mail: [email protected]

Website: www.reb.rw


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TABLE OF CONTENTS

1. Introduction & Background ........................................................................................... 1

2. Purpose of the Guide .................................................................................................. 2

3. Goals for the Remedial and Catch up program ............................................................ 2

4. Selection of learners who need Remedial program ....................................................... 2 A. Assess all learners .................................................................................................................... 3

B. Assess again low-performing learners ...................................................................................... 3

C. Group learners according to their ability ................................................................................. 4

5. Remedial strategies ..................................................................................................... 4 A. Teaching at the Right Level .................................................................................................. 5

B. Universal Design for Learning ............................................................................................... 6

C. Play Based Learning ............................................................................................................. 7

D. Classroom Management Strategies and Motivating Learners ............................................. 7

E. Presenting Information to Learners ....................................................................................... 9

F. Informally assessing learners ............................................................................................... 10

G. Positive Reinforcement .................................................................................................... 11

H. Other Types of Remedial program ................................................................................. 12

1. Pull-out program ............................................................................................................... 12

2. Continuous Progress and Cooperative Learning Models ..................................................... 12

3. Individualized Instruction .................................................................................................. 12

I. Some Key Tips for successful Remedial Instruction .............................................................. 12

6. Remedial methodology .............................................................................................. 13 A. Organisation of the Remedial program ................................................................................. 13

B. Remedial cycle ...................................................................................................................... 14

a. Revision on first, second or third term content ............................................................... 15

b. Assessment period .......................................................................................................... 15

c. Assessing again to determine the exact level of learners .................................................. 15

d. Conducting remedial programs ....................................................................................... 16

e. Summative assessments ................................................................................................... 16

7. Subject based teachers’ guides ..................................................................................... 16

8. Instructional materials ................................................................................................ 18

9. Role of parents in Remedial and Catch up program .................................................... 19

10. Teacher training on Remedial and Catch up program ................................................ 19

11. Activities to be done through the remedial and catch up program ............................. 20

12. Assessment and Monitoring of Remedial and Catch Up activities ................................ 21 A. Assessments .......................................................................................................................... 21

a. Initial Summative assessment on term 1 content .............................................................. 22

b. End of lesson formative assessments ............................................................................... 22

c. Mandatory summative assessments done once in 3 weeks .............................................. 23

d. End-of-unit assessments .................................................................................................. 23

e. End – of term and End-of year assessments ..................................................................... 23

B. Monitoring ........................................................................................................................... 24

C. Use of the data at the classroom level ................................................................................... 25

D. Use of the data at school level .............................................................................................. 25

E. Use of the data at national level ............................................................................................ 26

13. References ............................................................................................................... 27

14. Annex ..................................................................................................................... 28 Remedial plan for learners with weak achievements.................................................................. 28


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1. Introduction & Background

The COVID-19 outbreak in Rwanda, like elsewhere in the World, left so many activities

disrupted and this did not leave Education unaffected. Schools were prematurely closed

before the end of first term and this forced more than 4,087,339 children temporarily out of

school. The pupils experienced unfinished learning and this loss could have long term effects

on pupils’ academics. During the temporally school closure, the government tried to use

different channels (TV, Radio and e-learning) and assessment program to minimize the

impact of the learning losses. These attempts could not reach all the pupils for lack of

accessibility to the channels that were being used. With the government’s plans of reopening

of schools beginning with November, there are plans for Remedial program to cater for the

pupils who were greatly affected by missing the government organized online teaching for

one reason or the other.

In order to improve the Human Capital Index, the Government of Rwanda opted to

improve teacher competence and learner retention and learning in basic education through

the RWANDA QUALITY BASIC EDUCATION FOR HUMAN CAPITAL DEVELOPMENT

PROJECT.

The project is targeting identified schools and will support Remedial / catch-up program for

learners at risk of repetition and dropping out due to Covid-19 consequences. It is expected

to provide technical and financial support to 2,520 primary and lower secondary schools

countrywide. The number of learners to be supported will be determined based on the test

results: when schools reopen, a revision period of one week will be reserved to learners

before they do an assessment prepared at school level. The scores from this assessment will

help to identify learners who need additional support, and those learners will get assistance

from their teachers through remedial activities.

The Remedial activities will be conducted in all grades of primary and lower secondary

levels. For primary level literacy and numeracy skills are the priorities. This is because they

are the foundational skills for further learning. The table below highlights the core subjects

that will be targeted for Remedial program when schools reopen in November 2020:

SN Grades Kinyarwanda English Mathematics SET Biology Chemistry Physics

1 P1-P3 × × ×

2 P4-P6 × × × ×

3 S1-S3 × × × × ×

In this Guide, general information on the remedial and catch up activities will be provided,

while subject based guides and tools will be provided in separate guides.


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2. Purpose of the Guide

This ―GENERAL GUIDE TO REMEDIAL AND CATCH UP PROGRAM FOR LEARNERS AT

RISK OF REPETITION AND DROPPING OUT‖ is a general document that guides teachers

and school leaders on the Remedial and Catch up program to be conducted in all schools, in

response to Covid-19 and its impact on basic education.

Remedial program are designed to close the gap between what a learner knows and what

he/she is expected to know and do. They often target basic skills such as reading, writing,

basic mathematical skills or some basic scientific skills. In many cases, learners are removed

from their regular classroom and taught in another setting. It is to be noted that Remedial

program are not the same thing as ―Special education‖ which is designed to meet the

ongoing needs of learners with disabilities to help them make progress in school. Like a

remedy, remedial classes are supposed to improve learning, specifically in school subjects

where they have scored zero or close to zero.

3. Goals for the Remedial and Catch up program

The aim for the Remedial and Catch up program is to provide foundation skills to pupils

who lag behind their counterparts in school performance. Once foundation skills are

achieved, depending on learners’ level, each learner shall be able to learn in regular classes

without any difficulty. This will create a culture and habit to diagnose and help low

performing learners on time, without waiting for the end of term or year examination.

4. Selection of learners who need Remedial program

Before carrying out Remedial program, teachers must assess learners in their own classes and

then provide Remedial activities according to their ability. A 3-step process is shown in the

figure below and further described in the text that follows:


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Figure 1: Selection of learners who need to be admitted in Remedial program

A. Assess all learners

Teachers will use the end-of first term assessment to identify the low performing learners

who scored zero or close to zero (out of 10) in that assessment. This will be a normal end-of

Term One assessment, prepared at school level, respecting the Ministerial Guidelines on

Comprehensive assessment. Once low performing learners are identified, they will form a

group of children who are eligible to be in the Remedial program. During remedial classes,

teachers will support learners individually according their learning abilities.

B. Assess again low-performing learners

Once low performing learners are identified, teachers have to evaluate the approximate

learning levels of the learners. To do this, the teacher assigns a series of learning tasks,

exercises and assessments for the learners to complete. The tasks are related to the key

curricular competencies. Some tasks may be done individually while others can be done in

small groups. The teacher observes how each learner performs in the different skill areas

related to the grade-below level. For example, P5 low performing learners are given P4

or/and P3 tests to diagnose their exact abilities / grades. The teacher will then record marks

to indicate the extent to which grade-below level skills have been mastered or not.

This activity will be done in a remedial class, with the selected learners who had low scores

(scored zero or close to zero out of 10).

Assess all

learners

(third Week)

• Using an end ot first term summative assessment, teachers will identify

the learners who scored zero or close to zero (out of 10) in that

assessment. These students are eligible for remediation.

Assess (again )

the lowest

scoring

learners

(fourth week)

• A series of exercises / assessments is given to identified low performing

students, assessing individual levels. For example, P5 low performing

learners are given P4 or/and P3 tests to diagnose their exact abilities /

grades

Group learners

according to

their ability

(from the fith

week)

• Conduct remedial activities (twice a week for primary, and once a week

for lower secondary)

• Within each grade, teachers adapt instruction to ability levels (Teaching at

the Right Level)


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C. Group learners according to their ability

The teacher will determine each learner’s learning level in the subject’s core skills. This will

help determine how children can be divided into ability-level groups during the remedial

periods. For example, P5 children could be divided into three remedial groups based on

their abilities (assuming there are three P5 teachers at the school). The weakest group will go

to one P5 teacher during the remedial period to receive additional instruction on the most

basic skills. Those who are doing slightly better may go to another P5 teacher. To avoid

stigmatization and demotivation, these remedial groups should not be referred to as levels,

e.g. ―weakest‖ P3 group. Rather ability groups can be referred to by colours, e.g., the Blue

group: weak group, the Orange group: middle group and the Green group: better group.

Once learners are grouped in their respective ability groups / classes, teachers provide

instruction on targeted sub skills. In each group, learners get proper guidance, time and

individualized support.

It is important for teachers to regularly re-evaluate learners to assess how they are

improving. It will help the teacher know how she/he should continuously adapt instruction

to the child’s evolving learning needs. Regular formative assessments will also be needed to

inform how children eventually progress out of the Remedial program, as they demonstrate

the ability to learn at grade-level.

Remember that learners can show mastery of a skill in different ways. When teachers are

assessing learners informally, they should try to use different types of assessments as

described in this Guide under ―Assessment strategies‖.

As explained in section 6 of this Guide (Organisation of the Remedial program), remedial

activities will be conducted twice a week for primary, and once a week for lower secondary

levels.

5. Remedial strategies

There are many types of Remedial program. For the upcoming academic year, the Ministry

of Education has instituted a cycle of revision, assessment, and Remedial program. As

indicated in this Guide, Remedial program is particularly effective when it is built into the

academic calendar.

At the beginning of this academic year, teachers will conduct Remedial program to a

targeted group of learners. The target group for Remedial program includes:

Low performing learners from Lower Primary

Low performing learners from Upper primary

Low performing learners from lower secondary


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Before going into the details, it is important to agree on a set of principles for Remedial

program and general instruction. These principles align with REB’s vision of inclusive

education. All class instruction (remedial and regular) should be guided by the following

beliefs:

All children have the capacity to learn.

Learners may struggle to learn for a variety of reasons.

Some learners may struggle to learn because they have a disability; however, you cannot

always tell if someone has a disability by just looking at them.

It is important for teachers to remember that they do not necessarily need to label a child

as having a disability in order to teach him/her effectively. Rather, it’s more useful to

identify what strengths and needs can be used to help children to learn, and provide

them with constructive feedback.

For Remedial classes to be successful, it requires some general principles to be followed.

Creating positive culture in the class is one of the keys to success. The learners joining a

Remedial class are likely to have low self-esteem and lack of confidence which need to be

addressed so that they feel encouraged and included. These techniques encourage more

learners to regularly participate through thinking, active listening, giving answers to questions

in words and in written forms, and finding ways to show what they have learned. The way

a teacher delivers these techniques should be on the spot as it fits the moment in the

classroom, and always convey that she/he is using this technique because it shows care for

her/his learners’ ideas, thinking, actions and answers.

Beyond creating a positive classroom culture, there are a variety of instructional strategies

that teachers can use in both remedial and regular lessons that engage all learners, including

those with difficulties. These strategies do not require additional resources and teachers can

easily integrate them into existing lessons. As learners learn in different ways, it is important

that teachers vary their instructional technique to engage a greater number of learners. These

strategies can be used across subjects and grades.

A. Teaching at the Right Level

Teaching at the Right Level (TaRL) is an evidence-based educational approach. The approach

works by dividing children into groups based on learning needs rather than age or grade;

dedicating time to basic skills rather than focusing solely on the curriculum; and regularly

assessing learner performance (i.e classroom assessment), rather than relying only on end-of-

year examinations.

Recommended TaRL Remedial Principles:

Divide learners into small groups based on identified ability levels

Instruction & learning activities are given to the group based on learning level of group

Ensure children master a topic before moving onto the next topic


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Use formative assessments to continually adapt instruction to children’s increasing

learning levels. Learners will improve rapidly. If well used, it can be used to predict the

results of summative assessment.

In order for this approach to be effectively implemented, teachers must take into

consideration the fact that grouping children according to their skills level (instead of grade

level) might create resistance among children and parents. In such cases, some children might

not be interested in participating and drop out. Therefore, this approach will be effective if

children and parents understand fully why the skill level grouping was necessary and how it

would work.

B. Universal Design for Learning

The Rwanda Education Board has endorsed Universal Design for Learning (UDL) as an

approach to support teachers to provide instruction to all learners. It is proven to help

learners in the classroom including those who are struggling and those who may have a

disability or a special educational need.

Remedial program has one simple goal: to provide learning support to learners who are

falling behind their peers in school performance. The remedial strategies highlighted in this

Guide are grounded in UDL principles and are therefore applicable to all learners.

The three principles of UDL are described below. General Remedial strategies that fall under

these principles are further described throughout this Guide.

1. Multiple means of Engagement. All learners are motivated to learn in different ways.

Providing options or choices—in story reading, exercises, or group practice—is one of the

best ways to motivate learners. Increasing learner motivation will also help to increase

learner focus.

2. Multiple means of Representation. Learners learn in different ways. Some learners learn

best by hearing, seeing, writing, or acting out information. Instruction should offer a

variety of ways to learn new information and match learners’ strengths.

3. Multiple means of Action and Expression. As learners learn differently, it is important to

offer a variety of options and allow them to select the way that they prefer to show

knowledge. Remember that individual approaches are important to UDL. So, asking

learners to repeat in unison often to show their understanding is not recommended.

As you read the practical Remedial strategies throughout this Guide, it is important to keep

in mind the following:

Teachers in Rwanda are already using many principles of UDL. Rwanda’s national

curriculum emphasizes creating learning-centred classrooms, and a focus on inclusion and

equity to make sure no learner is left behind.

UDL benefits all learners. The benefit of using UDL in the classroom is that it will

motivate learners to learn and take advantage of their different strengths. A different


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lesson plan is not needed for learners with disabilities. In other words, UDL moves the

focus from having a disability to recognizing that there is diversity in the way that all

individuals learn.

UDL is an instructional approach but does not change the content of what you are

teaching. UDL focuses on how to present information to learners and how learners

express knowledge, not on changing curriculum or learning objectives.

A focus on learners with disabilities. There may be some learners who are consistently

falling behind, even with remedial instruction. Even if the teacher varies her techniques

and utilizes inclusive teaching strategies, some learners may still find it difficult to engage

with the content. These learners may have a disability or a learning difficulty that

prevents them from fully engaging. If you suspect that this is the case, you should

continue to work with that learner.

C. Play Based Learning

Remedial teachers should specifically design meaningful learning situations, such as games or

initiative in learning. One of the activities that might lead to academic learning and could

also help in remedial learning is Play based learning which is essentially learning while at

play.

Teacher directed play activities to support academic learning, where educators take an active

role in the play such as leading pre-designed games, collaborating with learners, and

intervening in child-led play to incorporate learning targets. It is believed that play-based

strategies can be used to teach prescribed academic goals in an engaging and

developmentally appropriate manner making active teacher involvement in play necessary.

However, this type of learning using play is more suitable to pre-primary and lower primary

settings because in upper primary and secondary levels there is a tendency to disregard any

learning activity such as play and many other extracurricular activities due to an increased

focus on meeting academic benchmarks through teacher-directed instruction.

D. Classroom Management Strategies and Motivating Learners

The Classroom Management Strategies and Motivating Learners is a technique which teaches

learners the specific behaviours that show active listening. The teacher gives learners positive

cues or directions that refer to these behaviours to increase time on task. This helps the

teacher to Guide learners to what she/he wants them to do so they are ready to learn.

Instead of saying ―keep quiet‖, she/he can say, ―I need to see everyone track the speaker‖. It

uses ―SLANT‖ technique: Sit up; Lean forward; Ask Questions; Nod your head and Track the

speaker.

Precise Praise


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Teachers should use language that is very descriptive of specific desired behaviours or actions

in the learning environment. This technique uses positive reinforcement to emphasize what

good learners do. Saying ―good boy‖ or ―good girl‖ doesn’t help a learner understand why

they are earning praise or acknowledgment, or give other learners clues about what to do so

that they can also earn that kind of praise. Teachers should say things like:

―Ange, thank you for raising your hand and not shouting out.‖

―This row is cooperating so well; they all have their exercise books and pens ready to

begin writing.‖

―John, thank you for keeping your bag in your desk.‖

―Keza, I can see you are keeping your book so nice by turning the pages carefully.‖

―Table three is sitting up and nodding their heads, I can see they are really listening to

Peter.‖

Wait Time

Teachers should give at least 5 to 10 seconds of wait time before calling on a learner to

answer a question. When more wait time is given, then more learners have enough time to

think about the answer and raise a hand to participate. During the wait time, teachers can

ask learners to:

use a tool in the classroom environment to help find the answer (e.g. visual aid on the

wall, notes in exercise book)

turn and tell a friend the answer

write down the answer they want to give

Everyone Can Answer and Give the Right Answer

There are four formats a teacher can use to help any learner answer a question if called on

or get the correct answer if they are wrong or partly correct. Teachers should never accept

any answer or a wrong answer and move on. It sends the message that it is acceptable for

learners to give a wrong answer and confuses the other learners who have the right answer

but were not called on. Helping the learner get to the correct answer should be done

lovingly and firmly and sets the expectation that everyone can answer.

Format 1: Teacher gives correct answer, learner repeats.

Format 2: Teacher gives clue to help learner find the answer, learner gives answer.

Format 3: Teacher calls on another learner to give the correct answer. The first learner

repeats.

Format 4: Teacher calls on another learner to give a strategy to get the correct answer.

The first learner repeats.

Sometimes a learner gives a partly correct answer, and it is a good practice for the teacher to

say, ―Can you extend your answer? I hear part of the answer, but it’s not complete yet.

Check your exercise book.‖ Teachers can also ask learners, if they want to ask friends for

help, or to give their answer for them if they are shy about speaking in front of the class. A


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teacher might say, ―Do you want to whisper your answer to your friend who can say it

loud?‖

Positive Classroom Culture

Creating positive classroom culture by the teacher and learners both describing clearly what

are the goals they are trying to pursue from the Remedial course, and what types of

behaviour from pupils would help everyone to achieve those goals. If time is available,

specific time can be allocated to have brief discussions to share how children felt about

today’s learning, what can they do better in the classroom to make it more productive etc.

Teachers can help learners to participate and share by modelling. For example, a teacher

might say, ―Today I appreciated how much all learners were talking to each other and

discussing the story when I asked questions during reading. I could see and hear how much

you were understanding and enjoying. My concern is that we were very late to start today’s

session which reduced the time for today’s lesson. What can we do tomorrow so that this

does not happen again?‖ Then the teacher would go around the circle and give the other

members of the class opportunities to share appreciations and concerns.

Teachers should also use this time to reflect on the positive behaviours that were recognized

and reinforced during the day, and learners' input and ideas on what they can do to

continue the learning the following day. If there were significant negative behaviours, then

this is also a time to address it as a group if appropriate and discuss what can be done

differently the next day to ensure success.

Visual Schedules

The teacher provides learners with a plan for the day. Using images to represent the name

of subjects is a practical strategy for learners who are not yet readers.

E. Presenting Information to Learners

Think-Pair-Share

Learners are given a question or assignment for discussion.

1. First, they think individually about their response to the question.

2. Then, they discuss ideas in a pair with another learner.

3. Finally, the pair will share their ideas with the entire class or another small group.

Even if young learners cannot read and write, they can still participate in Think-Pair-Share

activities. For example, learners can:

Identify as many words as they can that begin with a certain initial sound. If the initial

sound is /b/, possible answers could be a [book, bag, bucket, bus], etc.

Discuss key vocabulary words about a certain theme. For example, learners can list names

of animals, objects found in the home, or materials found in a school.

Create stories. If a teacher provides a prompt like ―[Winnie’s] mother went to the store

to buy bread,‖ learners can complete the rest of the story from their imagination.


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Small Group Work

Teachers provide opportunities for learners to practice an activity with their peers in small

groups (4-7 learners), while a teacher circles the classroom to provide support and attention

to those who need it.

The key to successful small group work is to plan in advance. For example:

1. Identify the task and how much time it needs.

2. Prepare any materials in advance of the activity.

3. Provide clear instructions to the class about the goal of the lesson and the assignment of

groups. Make sure that each learner in the group has a role so that everyone is actively

contributing.

4. Model the activity to the whole class before beginning small groups.

Provide rules to the class about talking and listening respectfully in small groups. It is

important to take turns and give each group member an opportunity to participate.

Role Play

Learners act out key ideas, including new vocabulary words, the moral or main idea of the

story, problem and solution, etc. They can pretend they are a character in the story and act

out how that character would behave.

Use Materials

Use materials that learners can touch and interact with. For example, molding new letters

out of local materials (such as sand, stones, or leaves) or using materials to figure out a math

problem. After the activity, teachers can still keep learners engaged by giving them the

responsibility of taking care of the materials and putting them away in the classroom.

Teachers can also engage learners to distribute materials at the beginning of a lesson.

Music, Games, and Song

Use music, games, and songs to reinforce learning and keep learners engaged through fun

activities.

F. Informally assessing learners

Choice

Allow learners to choose how they show their response to a question: writing the answer,

answering out loud, drawing a picture, acting it out (if applicable), or pointing to the correct

answer.

Turn and Talk

Learners turn to a partner nearest to them and talk about the question or discussion topic a

teacher has posed. This helps to improve learner participation and include learners less

comfortable with speaking to a large group. This can also be an opportunity for learners to


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support and mentor their peers who may be struggling. These learners can model good

practice and build the confidence of those who might be shy.

Thumbs up when you know

Learners silently put their thumbs up when they know an answer to a question. This helps

learners who need more time to think and helps the teacher to informally assess learner

understanding.

Thumbs Up/Thumbs Down

Learners use thumbs up if they agree with a statement or answer, and thumbs down if they

disagree. This helps learners who are not as comfortable speaking and ensures that all

learners can participate in answering a question instead of a small number. It is also an

informal assessment strategy.

Provide a Selection

For learners who are struggling, teachers can provide them with a selection of possible

answers. For example, selections of three letter or number cards and learners have to pick

the correct card.

Ticket Out the Door

Before leaving the classroom for a break or at the end of the day, learners have to write the

answer to a question on a small slip of paper and submit it to the teacher. This could be as

simple as writing the letter of study for the day, writing a syllable that contains the target

letter, or answering a maths problem.

G. Positive Reinforcement

Steps to positive reinforcement (designing reward schemes)

1. Identify the problems and define goals through assessment using and feedback and active

participation

2. Reveal motivating rewards and assign each with a point value. Give diversified rewards

(including verbal commendation) or prizes to accommodate pupils’ interest; give rewards

instantly

3. Select a number of tasks for which points can be earned. Try to limit it to 5 tasks. As

success is reached, new tasks can be substituted into the program.

4. Decide the number of points that each of the tasks will earn.

5. Record daily points.

6. Once every few weeks, review the tasks and rewards and revise as needed.

7. Invite parents to help children improve their work.


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H. Other Types of Remedial program

1. Pull-out program

In pull out program, learners are taken out of their regular class for thirty-to-forty-minute

periods; during this time they receive remedial instruction in a subject with which they are

having difficulty.

2. Continuous Progress and Cooperative Learning Models

In continuous progress model, learners proceed at their own pace through a sequence of

well-defined instructional objectives. They are taught in small groups composed of learners

at similar skill levels. In cooperative learning model, learners work in small learning teams to

master material initially presented by the teacher. When the teams are rewarded, based on

the individual learning of all team members, cooperative learning methods can be

consistently effective in increasing learner achievement compared to traditionally taught

control groups.

Two successful cooperative learning methods combine the use of cooperative teams with

forms of continuous progress. In Team Accelerated Instruction (TAI) and Cooperative

Integrated Reading and Composition (CIRC), learners first learn in small, same ability groups

and then work in mixed ability groups.

3. Individualized Instruction

Individualized instruction is a method in which each pupil participates in setting his own

goals, works at his own pace (either alone or as a member of a small group) and participates

in evaluating his own progress.

I. Some Key Tips for successful Remedial Instruction

Target learners individually – use the data to determine which learners need to improve

on which skills or standards.

Use small groups or stations to let learners work in teams based on similar needs.

Divide skills into small tasks that can be done over time rather than giving one large

review packet.

Use peer tutors to explain concepts in different words.

Have learners track results to see if their Remedial learning led to improved performance

on the next benchmark.

Use self-grading activities to give learners immediate feedback.

Provide a little time each day to learners to practice skills already finished to help them

keep their skills fresh in addition to new content. Attending Remedial classes should not

be seen as punishment.

Have learners reflect on their strengths and weaknesses, as well as the results of their class

and home activities.


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An example of ―Remedial plan for learners with weak achievements‖ is suggested in

annex of this Guide (to be used at the end of each unit).

6. Remedial methodology

The remedial and catch-up program for learners at risk of repetition and dropping out due

to Covid-19 consequences is targeting all schools in Rwanda, with a special focus on 2,520

primary and lower secondary schools countrywide (Public and Government Aided schools).

The schools will be selected based on the number of learners who demonstrated low

performance during the assessment ending the first term, 2020 – 2021. The Remedial

program will be conducted from primary one to secondary three.

A. Organisation of the Remedial program

The Remedial activities will start from the fifth week of school reopening (on 30th November

2020) after identification of learners to be enrolled in the remedial program. Two models of

remedial classes are proposed: weekday model, and weekend model.

For the weekday model, on a weekly basis, the schools will reserve the first period for a

particular subject in a particular classroom, for Remedial activities. Example: in P3A, the

remedial period for English will be the first period when the teacher of English will enter in

P3A classroom. It can be in the Morning or Afternoon, depending on the school time table.

In this case, all learners (those who need remedial attention and those who perform well)

will attend the class at the same time, but the teacher will give special attention to low

performing learners, giving them remedial activities. This will be done for all grades, from P1

to S3.

For the weekend model, only low performing learners from primary level (P1 – P6) will

come to school on Saturday or Sundays for further Remedial instruction. The remedial

teaching will be done in the morning, and will last 4 periods (starting from 8:00AM to

10:40AM).

It is expected that all learners who will be identified to receive remedial classes (in the first

cohort of November and December 2020) should be on the same level with their pairs by

the end of the second term 2020 (end of March 2021).

It is important for the Remedial classes to adapt a culture of encouraging and motivating

these learners to be positive towards learning. This particular group of children might be

lacking motivation due to various reasons, and a positive learning culture in the Remedial

classes can help them learn quickly and effectively. Teachers should be aware and enforce

general strategies and techniques to foster positive learning and behavioural environment in

the Remedial classes and reinforce an encouraging and empowering culture from which

pupils can learn confidently and quickly.


14

The focus of the Remedial program should be to teach foundation skills and sub skills of core

subjects to the targeted learners. Teachers should identify specific content for their group of

learners based on the assessment.

There should be continuous assessment (formative assessment) throughout the Remedial

program so that teachers can understand what contents should be emphasized, how children

are learning, if there is a need for re teaching specific content etc.

B. Remedial cycle

The remedial program in school will be implemented following the remedial cycle in the

figure below. By the time the schools are re-opened, a two-weeks revision period is

provided, where teachers will review on the content of the first term. This will be followed

by an assessment of all learners on the content for the first term, prepared at school level.

This assessment will determine the lowest scoring learners. It will be followed by a series of

exercises aiming to determine the abilities and exact levels of those low scoring learners. The

two assessments (the end-of term one assessment and the series of exercises) will then inform

what kind of remedial classes are needed: within each grade, teachers adapt instruction to

ability levels (Teaching at the Right Level).

Figure 2: Remedial cycle

As remedial learning is completed during the term, new content will be added, reviewed,

assessed and further remediation conducted. This process will be conducted continuously

throughout the term and throughout the year.

1.

Revision on Term

1, 2 or 3 Content

2. Assessment

on Term 1, 2 or

3 Content

3.

Assessing again

to determine

the exact level

of learners

4. Remedial

activities

(weekdays and /

or weekends)

5. Summative

assessments

(After 3 weeks,

End of Unit, and

End of Term /

year)


15

a. Revision on first, second or third term content

Schools had to be closed following the responses to COVID 19 in Rwanda. During the forced

school closure period, the Rwanda Education Board focused on the remote learning

strategies by exploiting all possible means and taking advantage of all available modern

technologies. Due to significant efforts from all concerned partners in education, these

remote learning programs were able to reach a significant number of children though there

were some who could not access these learning opportunities. School closure for an

unusually long period also anticipated to negatively impact children’s learning.

Taking these issues into consideration, the school reopening will start with the second term.

There will be a two-week revision period followed by one week for assessment and one

week for remedial activities on content for first term.

The revision period will help learners to catch up and reinforce what they learnt previously,

in the first term. In order to help children practice, teachers might consider providing

homework for children and appropriate feedback. A simple strategy for homework should

be followed – homework is for practice not for new content. What is taught by the teacher

in class should be given as homework for practice. Teachers should only select activities that

s/he has taught for homework. This will allow children to reflect on what was taught in class

and continue doing the homework with very limited support from parents.

b. Assessment period

At the end of two-week revision period, schools will prepare and administer an assessment

based on the content of the first term, covering all subjects and all grades. This will be a

classroom-based assessment designed and implemented by the teachers. The key objective of

this assessment will be:

to understand the learning level of the learners in order to tailor instruction to match

children’s learning level

to identify the volume and nature of learning losses that might have happened due to the

Covid-19 period

to prepare academic plan for the second term based on the general findings from

assessment results

to determine if there is a need for a Remedial course for low performing learners (low

scorers) as per the assessment results.

This assessment should be managed by the school with the support from sector and district

levels. Results should also be uploaded online, following specific instructions to be issued by

the Ministry of Education prior to the school reopening.

c. Assessing again to determine the exact level of learners

Once low performing learners are identified, teachers have to evaluate the approximate

learning levels of the learners. This was explained in details in the section 4 ―Selection of

learners who need remedial program‖.


16

d. Conducting remedial programs

As explained in the section ―Organisation of the Remedial program‖ above, remedial

activities will be done twice a week for each concerned subject, for primary school level, and

once a week for lower secondary.

The weekday sessions will be conducted from Monday to Friday, considering only the first

period per subject per week. During this period, all the learners from P1 to S3, those who are

eligible for remedial classes and those who aren’t, will sit together in the same classroom,

and receive instruction from the same teacher. The teachers should pay more attention to

those who are vulnerable in terms of achieving learning targets.

For the weekend sessions, only low performing learners from primary level (P1 – P6) will

come to school on Saturday or Sundays for further Remedial instruction. The remedial

teaching will be done in the morning, and will last 4 periods. Each school will design its own

timetable depending on the number of remedial classes, class size, number of teachers, etc.

12 teachers’ guides to remedial and catch up program were developed, and will be

distributed as soft copies in all schools, public, Government aided or private.

e. Summative assessments

The summative assessments shall be done either after 3 weeks, at the end of each unit, and at

the end of each term or year. Details on this matter are provided under the section

―assessment‖ below.

7. Subject based teachers’ guides

In order to implement the remedial and catch up program at classroom level, the Rwanda

Education Board has developed 12 subject based teachers’ guides as follows: Kinyarwanda,

Mathematics, English for lower Primary; Kinyarwanda, Mathematics, English and Science and

Elementary Technology (SET) for upper Primary and Mathematics, Physics, Biology,

Chemistry and English for lower Secondary.

Each of these guides was specifically designed to help selected learners in need of remedial

learning program. It is not meant to replace the existing Competence-based Curriculum

Physics syllabus. Rather, it is a tool that teachers shall use to fill in the gaps identified in low-

performing learners. Remedial programs offer the possibility of teachers providing extra

attention to those learners who are lagging behind and to make it easier to teach them at the

levels that are appropriate to their current abilities. Below are key things that the teacher

should consider while using this guide:

From the current curriculum in use in all schools, all units are not considered. The guides

only focus on basic competences that many learners may struggle with. If time allows, the


17

teachers are advised to prepare remedial activities for the remaining units based on the

examples given in this guides.

The activities that are suggested in each of those guides are practical and engaging.

Depending on subjects, they vary from games, role plays, experiments and all other

activities that learners will enjoy interacting with. In the teachers’ guides, each learner’s

activity is accompanied by a suggestion on how the activity will be done (in small groups,

in pairs or individually). Teachers are encouraged to look at these suggestions while

preparing their remedial classes and make any necessary adjustments if needed. At the

end of the guides, sample remedial lesson plans are also provided as examples for the

teachers on how to prepare and conduct remedial classes.

Each activity goes together with the resource materials. Depending on the subjects,

resource materials vary from the locally made materials (improvisation) to industry

fabricated materials or print materials, purchased by the school or provided by Rwanda

Education Board and its’ partners. They can be concrete, online or virtual computer

based experiments. Teachers are encouraged to always check if there are enough

resources (for all learners) available before the lesson. Learners can also participate in the

process of improvisation.

The structure of each of the subject based teachers’ guide is basically aligned with the one in

the subject syllabus. It features the following elements:

1. Learning Units: The units identified in each guide were selected from the Competence-

based Curriculum subject syllabus to be part of the remedial program on basis of

common difficulties encountered by learners as observed by subject teachers.

2. Remedial content: The content under the selected units was also drawn from that

provided in the Competence-based Curriculum subject syllabus. It is the content which

seems to be difficult to most learners and considered necessary in order to acquire other

subject skills.

3. Learners’ activities: These are proposed activities and tasks provided to learners as a

model to guide the development of the remediated competence. It is important to note

that the teacher may adapt these activities to the learning abilities and pace of individual

learners.

4. Learning resources: These are learning materials that teachers may use to enhance

remedial learning. They include textbooks, teaching aids (Essential classroom materials

like manipulatives, wall charts, laboratory materials), search engines links (e.g. You Tube),

etc.

5. Number of Periods (for remedial sessions): The number of periods to be used during the

remedial instruction was allocated to a given selected content basing on the length of the

unit, the amount of features to cover and the learners’ learning pace.

6. Assessment criteria: These are generally the core competences to be assessed to ensure

that learners following the remedial program have achieved the desired level of learning,

after a certain learning unit. It will be used against the Key Unit Competence, as it is given

in the Competence-based Curriculum subject syllabus.


18

7. Methodology: This part provides guidance on how teachers will lead learners’ activities

to help them develop the desired competences during the remedial instruction.

8. Instructional materials

Instructional materials are the tools used in educational lessons, which include active learning

and assessment. Basically, any resource a teacher uses to help him teach his learners is an

instructional material.

Teachers should exercise their discretion in the appropriate use of teaching aids. Appropriate

learning resources not only help to enhance pupils’ interest in learning, but will also

consolidate the knowledge they learned, thus achieving the objective of teaching.

When designing and using learning resources, teachers should first consider their practical use

and assess whether the aim of remedial teaching can be attained.

The design and organization of learning resources should be pupil-oriented. They should be

selected and collated systematically to serve the purpose. Learning resources provided by

REB in the competence based curriculum (CBC) in use should first serve as a reference for

teachers. Instructional materials should address the learning needs of children and be in line

with the current curriculum used.

The following are some examples of instructional materials teachers might use to carry out

remedial teaching and catch up programmes:

Print materials (Textbooks, Teachers’ guides, Big books, Board games, Card games, Flash

cards, Dictionaries, Readers, wall charts, maps, globes, …)

Laboratory apparatus and chemicals for science subjects

Laptops, projectors with audio devices such as speakers

Reliable internet connection

Online courses and videos

Computer based animations/simulations and software tools,

Improvised teaching and learning materials,

Assistive devices for learners with Special educational needs(SEN) used to increase,

maintain, or improve the functional capabilities of persons with disabilities such as

assistive devices for visual impaired, hearing impaired, physically impaired.

For other instructional materials teachers might use during Remedial classes, they should

refer to the Competence Based Curriculum subject syllabi.


19

9. Role of parents in Remedial and Catch up program

In order to help pupils with learning difficulties, schools must liaise very closely with parents.

Messages about the Remedial program could also be shared through School General

Assembly Committees (SGAC) meetings and Umuganda for parents that are harder to reach.

Parents play a significant role in encouraging their low performing children to participate

fully in remedial sessions. They should ensure that children are punctual and adhere to the

period set aside for remedial education by school authorities. It is also the parents’ duty to

provide their children with learning materials such as exercise books, pens/pencils and books.

Parents should work tirelessly to keep learners learning during remedial education.

Apart from providing guidance on homework to their children, parents also handle pupils’

problems either by the same way or similar ways in line with the requirements of the school

and their schoolwork. Parents should be encouraged to support children if they bring home

materials from school (textbooks, supplementary readers etc).

Some parents may have unrealistic expectations of their children’s performance. In such

cases, remedial teachers have to explain to the parents about the characteristics and abilities

of pupils so that they may help their children to learn in a pleasurable manner. On the

contrary, some parents’ expectations may be too low. Teachers must then keep in contact

with parents to help them understand their children and to provide appropriate guidance to

develop the pupils’ potentials.

Parents should ensure that children receive improved meals at home and also contribute

towards school feeding programme to enable learners to take lunch at school.

10. Teacher training on Remedial and Catch up

program

Before the activity of remedial teaching takes place, a number of preparations need to be put

in place, including the preparation of Subject Based Teachers’ Guides to Remedial and Catch

up Program for each of the seven subjects, in each level, the dissemination of the Guides to

school system administrators (DDEs, DEOs, SEOs and HTs) and parents, as well as the teacher

orientation on the implementation of the Remedial and Catch up program.

The orientation sessions to school system administrators and parents as well as the teacher

training will be done separately, because the contents of their training will be different:

1. The orientation sessions for school system administrators (DDEs, SEOs and HTs) and

for parents was done countrywide from 03rd to 14

th November 2020, whereby a

team of REB staff met all the DDEs, DEOs, SEOs, HTs and the representatives of

School General Assembly Committees. The orientation sessions held in each District,


20

where the target people had to meet in different zones to ease their transportation.

The orientation sessions for school system administrators and for parents aimed to

brief each of them on the upcoming program, on its features and on the roles and

responsibilities for each of them.

2. The Teacher Training will be done from 30th November 2020, in different Sectors

countrywide. Three key Development Partners will play a key role in this teacher

orientation, depending on their area of intervention in supporting Rwandan schools:

a. USAID Soma Umenye will provide support in teacher orientation for

Kinyarwanda Subject in lower and upper primary

b. BLF will provide support in teacher orientation for English and Mathematics

Subjects in lower and upper primary

c. VVOB will provide support in teacher orientation for STEM Subjects in lower

primary, upper primary and lower secondary

During teacher training sessions, through the existing Continuous Professional

Development structures and Communities of Practice, teachers in their respective

subjects will reflect on how best they can handle low performing pupils. The

following are some key points of discussion:

to conduct the Teaching at the Right Level during the remedial classes;

to use the Universal Design for Learning as an inclusive approach to remedial

instruction;

to employ diagnostic approaches to identify low achieving pupils and their diverse

learning needs

to vary the instruction methods based on the individual learning differences in

order to address the existing learning gaps teachers should be prepared to teach

the material in a different way it was taught previously.

to continuously assess or give regular reviews and exercises to reinforce learning

and to determine whether a pupil is making progress such that those making

progress might not need further Remedial activities.

to design appropriate teaching activities, aids and support materials to employ in

diversified teaching.

11. Activities to be done through the remedial and catch

up program

Before Remedial activities take place or the teacher proposes Remedial activities to learners

at risk, the teacher can effectively work with learners and determine the learners at risk and

what they need.

A Remedial teacher is responsible for using multiple diagnostic tools while teaching to

determine learner needs. These tools include formative assessment or proposed tests

designed to basic skills. The results from the tests, however, will help teachers to select

appropriate materials and prepare a list of Remedial strategies to help learners to learn.


21

Therefore, a remedial teacher should have at least basic skills that can help him/her to

identify learners at risk among learners and select best strategies to accompany them. This is

the only sure deal to have more likely effective Remedial measures. In addition, to identify

learners at risk and decide on what a teacher is going to feed them is not sufficient. The

process will imply a number of activities.

Whenever Remedial takes place, that is to say, before, during and after the session, Teachers

in these circumstances are responsible for:

Constantly analyse formative data and analyse the factors that lead to the low

performance and identify learners with difficulties in their learning (emotional stability,

self-efficacy & self-confidence, motivation, prior knowledge)

Determine the learners close to the masterly of the content

Determine learners who need intensive Remedial classes

Categorize learners at risk in terms of their needs based on their performance

Select effective Remedial strategies :

o use a wide variety of appropriate teaching strategies to cater for the various

learning styles of learners

o use a mixture of teacher-directed and learner-directed activities

o engage learners in appropriate real life problem solving and give them some

autonomy & responsibility for their own learning

Role of the head teachers/School leaders

To empower academically learners at risk requires school members' synergy. The role of a

school leader is indisputably necessary at an equal level of what remedial teachers can do.

Establish a school conducive environment for learners at risk

Oversee the Remedial program in their schools

Engage the School General Assembly Committee (SGAC) in the Remedial Program

Ensure school improvement plans prioritise Remedial program.

12. Assessment and Monitoring of Remedial and Catch

Up activities

A. Assessments

The assessments that shall be undertaken to support the remedial program are the ones

which are provided by the Ministerial Guidelines to Comprehensive Assessment:

Classroom assessments: end-of lesson formative assessments, mandatory summative

assessments done once in 3 weeks and End-of-unit assessments.

End – of term assessments: assessments prepared at school level (first term) or at District

level (second term)


22

End-of year assessments: End-of third term assessments prepared at National level, End-

of Cycle National Examinations and sample based assessments.

Depending on remedial needs, teachers may also conduct diagnostic assessments to all

students or to a small group of learners especially to those identified with low performance.

It is important that teachers ensure that all assessments are focused correctly on assessing and

evaluating all learners objectively, in order to correctly identify their levels of knowledge,

skills and attitude in the subjects of focus for the Remedial program, and that the important

focus on assessments for learners with special education needs is not forgotten.

a. Initial Summative assessment on term 1 content

As explained in the section ―selection of learners‖, from the 3rd week after school reopening,

a summative assessment on the first term of 2020 – 2021 school year will be administered to

all learners. This assessment will use grade-level questions for the term one content and will

be used to identify the low-scoring learners who do not meet the required levels (who

scored zero or close to zero out of 10) and therefore need the Remedial programme.

After identification of those learners, they have to do a second assessment which is below

grade-level (not mandatory for all learners)

The low-scoring learners identified from the first summative assessment will undergo a

second summative assessment containing below-grade-level questions to measure the

extent to which they are close to the required learning levels at their grade-level.

The below grade level summative assessment explained above should be done in the

fourth week from the school reopening. This is just in one week for remedial learning

activities before the real remedial programme starts, in the fifth week.

Teachers will use the results of the below grade level summative assessment to group the

learners into appropriate ability groups in order for them to benefit fully from the

Remedial programme. Details on this activity are provided under the section ―Selection

of learners who need Remedial Program‖.

Note: to monitor the learners’ individual progress, teachers will have to provide tests to all

learners after each 3 weeks. The learners’ individual test scores should be recorded in

MIS/SDMS online platform to ease the tracking of their performance. It expected that all

learners who will be identified to receive remedial classes should be on the same level with

their peers by the end of the second term 2020.

b. End of lesson formative assessments

Formative assessments are on-going, flexible, and more informal diagnostic tools which help

teachers to check the students’ individual progress, and take relevant actions for possible

remediation on time.


23

While formative assessment can take place at any time during a lesson, it is expected that as

per pedagogical norms, each teacher ensures that before winding up each lesson, s/he

provides a set of exercises/questions/activities aimed to assess individual and collective

learners’ achievements. This will enable the teacher to ascertain the level at which particular

lesson objectives have been attained and thus set the pace for forthcoming lessons.

c. Mandatory summative assessments done once in 3 weeks

In order to monitor learners’ progress in learning, teachers are requested to conduct

mandatory classroom summative assessments, for each taught subject, after every 3 weeks.

This mandatory assessment may coincide with the end-of unit assessment. Students’

individual scores/ marks for 3 weeks should be recorded and feed the end of term results.

d. End-of-unit assessments

The Competence-Based Curriculum (CBC) provides Key Unit Competences to be achieved by

learners in each unit of study. By providing the end-of-unit assessment, teachers should

provide feedback and remediation before starting the next unit. The value of feedback is

dependent on two main factors: the quality of the feedback and how learners receive and

ultimately use it. Students’ individual scores/ marks for each unit should be recorded and

feed the end of term results.

In the context of the remedial learning, all learners, regardless of their abilities, will do the

end-unit assessment, as part of the existing Comprehensive Assessment framework. This type

of assessment will help to monitor the learners’ progress against expected learning objectives

of the Remedial programme.

An example of ―Remedial plan for learners with weak achievements‖ is suggested in the

annex of this Guide (to be used at the end of each unit).

Learners’ individual scores shall be recorded and uploaded in REB’s online portal. Details on

this aspect are under the section ―Data and Monitoring‖ in this Guide.

e. End – of term and End-of year assessments

The End-of-term or end-of-year summative assessment (at grade-level) shall be given to all

learners, including the learners who participated in the Remedial programme (who scored

zero or close to zero in the initial assessment). This will be done to assess learners’

achievement against expected learning objectives of the Remedial programme.

To supplement the formative assessments done during the Remedial programme in making a

judgement on whether the Remedial programme has been effective, an end-line summative

assessment will be undertaken by all lower performing learners (who scored zero or close to

zero in the initial assessment) at the completion of the Remedial programme.


24

B. Monitoring

Analysis of the learner assessment data at the classroom level will be used to ensure that

learners showing rapid progress during the Remedial programme will be assigned to ability

groups of a higher level to continue with their Remedial program.

All the data will be collected in the classroom using available phones, tablets and laptops at

the school, respecting given templates and uploaded on REB’s online portal (Comprehensive

Assessment MIS platform).

Monitoring, data collection and analysis of the assessment data will be undertaken as

follows:

Data and data collection

methodology

Data type Frequency Reporting

Data Set 1: Data from initial classroom

summative assessments done at grade-

level (End-of-term 1 assessment).

All learners (individually) shall do the

assessment to select the low scoring

learners that qualify for the Remedial

programme.

All Learners’

individual

scores /

marks.

Once at the

beginning of the

term immediately

after the revision

period.

Not more

than 5 days

after the

summative

assessment has

been

undertaken.

Data Set 2: Data from the mandatory

after 3 weeks summative assessment.


assessment to assess learners’

individual progress after 3 weeks of

remedial and normal classes.

All Learners’

individual

scores /

marks.

This assessment will

be done after every

3 weeks.

Not more

than 3 days on

the day after

the assessment

was done.

Data Set 3: Data from the End-of-unit

formative assessment



individual achievement of Key Unit

Competence.

All Learners’

individual

scores /

marks.

Depending on the

number and length

of units in the

subject syllabus, all

units have to be

covered

Not more

than 3 on the

day after the

assessment

was done.

Data Set 4: End-of-term summative

assessment (at grade-level)



All Learners’

individual

scores /

marks.

The End-of-term

summative

assessment will be

conducted at the

end of each term.

Not more

than 1 week

after the

assessment

was done.


25

Data and data collection

methodology

Data type Frequency Reporting

individual achievement of a series of

Key Unit Competences for term 1 or

term 2.

Data Set 5: End-of-Year summative

assessment (at grade-level)



individual achievement of grade Key

Competences.

All Learners’

individual

scores /

marks.

The End-of-year

summative

assessment will be

conducted at the

end of each term.

Not more

than 1 week

after the end

of the

Remedial

programme.

C. Use of the data at the classroom level

Through the REB’s online platforms, teachers shall download data on learner performance in

the Remedial programme and during the normal term programme, and use them to

understand the impact of the Remedial programme in their classrooms. This data will be

used by the teachers to monitor the progress of learners under their charge and to discuss

mitigation strategies to improve learning outcomes for the learners concerned.

Teachers will be able to create charts, make comparisons and make observations and

decisions based on the findings.

D. Use of the data at school level

Through the REB’s online platforms, school leaders shall download data on learner

performance, in the Remedial programme and during the normal term programme, class by

class, and use them to understand the impact of the Remedial programme in their schools.

This data will be used by the school leaders to monitor the progress of learners and classes

under their charge and to discuss mitigation strategies to improve learning outcomes for the

learners concerned.

School leaders will be able to create charts, make comparisons among learners and classes,

and make observations and decisions based on the findings. Head Teachers should also

discuss this data at Peer Learning Communities to learn from other Head Teachers what is

working and what is not in order to adjust strategies used in their schools.


26

E. Use of the data at national level

Aggregated and disaggregated data on learners, schools and districts performance in the

Remedial programme and during the normal term programme will be downloadable from

REB’s platforms. The Rwanda Education Board staff will use this data for decision-making,

monitoring and strategic planning for the Remedial programme and for other purposes that

require the monitoring of learner performance data as per the requirements of continuous

assessment.

REB shall contact concerned schools to discuss the particular issues which may hinder the

progress of learners’ achievements.


27

13. References

1) Banerjee, A., Cole, S., Duflo, E., & Linden, L. (2006). "Remedying education: Evidence

from two randomized experiments in India," Quarterly Journal of Economics, 122(3),

1235-1264.

2) Building Learning Foundations. (2016). Guide to Inclusive Education in Pre-primary,

Primary and Secondary Education in Rwanda, Kigali.

3) Ceraldi, A. (2006). Remedial education helps millions of Palestinian children. UNICEF.

retrieved on October 08, 2020 from

https://www.unicef.org/doublepublish/oPt_31058.html

4) Kanamugire, C., & Rutakamize, J. (2008). The remedial program for out-of-school and

drop-out children in Rwanda. Prospects, 38, 237-246.

5) Ministry of Education. (2015). Competence based curriculum framework, Kigali.

6) Slavin, R., Madden, N. (1989). What Works for Learners at Risk: A Research Synthesis.

Educ Leader. 46.

7) World Bank (2004). Education for All: Compensating for Disadvantage in Mexico.

Education Notes. Washington, DC.





28

14. Annex

Remedial plan for learners with weak achievements

School: …………………………………….. Learner’s name ………………………………………

Class…… Term: …………… Subject: ENGLISH Unit: ……………………………

Area of weakness Reasons for weakness Suggested

solutions

Improvement level Comments

Very

good

Good Slow

Can't read

words,

number,

sentences,

paragraphs

correctly

Can't spell and

pronounce

words

correctly,

Can’t recall

mathematical

operations

Can't write

words,

sentences,

paragraphs

correctly,

Can’t produce

meaningful

sentences,

Can't

comprehend

listening,

- Others…

Psychological factors

or unwilling to learn

Doesn’t recognize

mathematical

operations -Doesn't

concentrate in

reading questions

Doesn't pay attention

at class

Low level of

understanding

Doesn't understand

prerequisites

Family problems or

no family assessment

Others…

Doing short

and essay

assignment

(out of

class)

Provide

core

vocabulary

Attend extra

lessons

Doing easier

tasks at class

Using mark

register to

reinforce

Doing

previous

exams

Provide

readers

Others …

Comments by parents:

Teacher’s comments:

Note: This template is to be used at the end of each unit, for each learner, under the remedial program

Documents

GENERAL GUIDE TO REMEDIAL AND CATCH UP PROGRAM FOR