1. Pupils and parents used a simple language at home.

2. Parents can buy simple English book for their children.

3. Help their children with the worksheet provided by the teacher.

4. Encourage children learning via you tube, etc.

-Engance foundational skills

• Help students achieve proficency in essential subjects

• identifying specific challenges, providing targeted support and fostering a positive learning environment to enable acedemic succes

visual aids, and the use of technology to engage students and reinforce concepts. Additionally, ongoing assessment and feedback help tailor

instruction to the unique requirements of each learner.

1. Ready students for upcoming lessons - discuss learning expectations - provide the schedule in advance - be very clear on the material needed for the lesson

2. Conducting effective lessons - review the previous lesson - help students participate during the lesson - help student focus - check student performance - provide follow- up directionns

Topic : Module 2 : My Week

LS : M: 1.2.2

C: 1.1.1

Pre lesson

• stick the flashcard of Art, Music, PE, Maths, Science and Social Studies on the board

• Point to the flashcards and say the phrases out loud

• Pupils repeat the teacher

• Ask pupils what their favourite subject is

• Enabling success in mainstream class by meeting the needs of the pupils.

Question 2: Who typically receives Ri and in what grade levels or educational settings?

• Pupils who are below average academic performance, Pre A1 and Low A1 grade levels

Question 3: How is the need for Ri identified or assessed?

• Diagnostic test to all year 4 pupils, only then they’re categorised according to the grade levels.

Q17. What is remedial instruction, and are there additional support services?

• Remedial instruction: Extra teaching tailored for pupils with special needs to help them catch up, like one-on-one reading help for a child with dyslexia.

• Additional support services:

• Special education teachers to guide them.

• Speech therapy for communication challenges.

• Assistive tools like audiobooks for easier learning.

Q20. How can schools or institutions ensure a positive educational experience for these pupils?

• Make a personalized plan (like an IEP) to fit the child’s needs.

• Create a kind, inclusive environment so the child feels safe.

• Focus on the child’s strengths to build their confidence.

3. What should teachers be aware of when it comes to remedial instruction?

• Understand the child’s specific needs and how they learn best.

• Be patient and break tasks into small, simple steps.

• Praise small successes to keep the child motivated.

Q18. Is there ongoing research or development in the field of remedial instruction that educators should be aware of?

-Personalized learning: Adapting lessons to each student’s needs.

-Proven teaching methods: Finding the best ways to help struggling students.

-Social-emotional learning: Teaching students to manage emotions and build confidence.

Q19. Are there any specific considerations for pupils with special needs or learning disabilities when it comes to remedial instruction?

-Extra time and practice: Learning at a slower pace with more repetition.

-Sensory support: Accommodations like quiet spaces or noise-canceling headphones.

-Multiple ways of learning: Using pictures, sounds, and hands-on activities to help them learn.

Yes, which are

• textbook

• flashcards

• hands on game

• peer tutoring

Q9: How do educators track progress and measure the effectiveness of remedial instruction?

Through:

• pre and post assessment

• benchmark

• students' portfolios (PBD, classroom assessment)

Q10:Are there any legal or policy considerations related to providing remedial instruction in schools?

Education Act 1996

National Education Policy

Curriculum Guidelines and Standards

DPK 3.0