Foundations First: Early-Grade Literacy and Numeracy and the Practice of Remediation (Remédiation / PEC)

Rationale

The Ivorian foundational-learning gap is the most urgent quality challenge created by the compulsory-schooling law (Loi n° 2015-635). PASEC 2019 data show 82.3% of pupils below the end-of-primary threshold in mathematics, and a DVSP study found 77% of end-of-CP1 pupils weak in French and 81% weak in mathematics. The national strategy commits to addressing this through the Programme d'Enseignement Ciblé (PEC) and the Programme national d'amélioration des apprentissages, with a structured remediation typology (immediate, deferred, traditional, rattrapage, soutien). This course equips teachers with the evidence-based practices to teach early reading, writing, and numeracy; to diagnose struggling learners; and to deliver the full range of remediation interventions the national system requires. It respects the national-languages policy of mother-tongue start with French as a second language. Certification at pass 12/20 feeds the valorisation-des-acquis domains that link CPD to promotion, allowances, and accelerated advancement under the Statut général de la Fonction Publique (loi n° 92-570).

Part I: Foundations (Lessons 1-4)

Lesson 1. The Ivorian foundational-learning gap, reading the PASEC 2019 and DVSP evidence

Participants begin by examining the national data that justify this course. The lesson presents the PASEC 2019 finding that 82.3% of Ivorian pupils fall below the end-of-primary threshold in mathematics, and the DVSP study showing 77% of end-of-CP1 pupils weak in French and 81% weak in mathematics. Participants analyse how these figures relate to the mass-enrolment context created by Loi n° 2015-635, which brought larger and more heterogeneous cohorts into early grades. The session uses a guided data-interpretation activity: teachers work with anonymised classroom profiles to see how the national gap manifests in their own settings. By the end, participants can explain the scale and nature of the foundational-learning crisis using the strategy's own evidence and can connect it to the urgency of remediation. The lesson does not assert exact hour figures from the strategy as binding quotas, respecting the caveat that these are planning targets.

Lesson 2. How children learn to read, decoding, fluency, comprehension

This lesson establishes the reading-development model that underpins early-grade instruction. Participants learn the three-component model of skilled reading: accurate decoding, fluent word recognition, and language comprehension. The session uses a structured demonstration: teachers experience a brief decoding exercise in an unfamiliar script to build empathy for the beginner reader. The lesson then maps each component to the Ivorian curriculum's expectations for CP1 and CP2. Participants practise identifying which component a struggling pupil is missing by analysing short video clips of early-grade reading. By the end, participants can describe the reading process in terms of decoding, fluency, and comprehension, and can use this framework to plan instruction. The lesson respects the national-languages policy by acknowledging that the reading model applies to both national languages and French, with the transition between them a separate pedagogical skill.

Lesson 3. Mother tongue first, French as a second language

This lesson addresses the national policy of beginning literacy instruction in the child's mother tongue (Baoulé, Dioula/Jula, Bété, Sénoufo, or other Ivorian languages) and teaching French as a second language. Participants study the strategy's statement that children who begin in their mother tongue "fixe mieux les" learnings. The session presents the bilingual pedagogical sequence: oral language development in the mother tongue, introduction of literacy in the mother tongue, oral French development, and transfer of literacy skills to French. Teachers analyse sample lesson plans from the Programme d'Enseignement Ciblé (PEC) that implement this sequence. A group activity asks participants to plan a week of CP1 literacy instruction that respects the mother-tongue-first principle while meeting the French-language curriculum targets. By the end, participants can explain the rationale for mother-tongue literacy and can plan a bilingual early-grade lesson sequence.

Lesson 4. Teaching writing in the early grades (écriture)

This lesson focuses on the writing component of the foundational-literacy priority. Participants learn the developmental stages of early writing: from scribbling and letter formation to spelling, sentence construction, and composing short texts. The session presents the Ivorian curriculum's writing expectations for CP1 through CE1, including handwriting standards for both French and national-language scripts where applicable. Teachers practise a structured writing lesson: modelling letter formation, guided practice, and independent writing with a simple prompt. The lesson also addresses the connection between reading and writing development, showing how writing practice reinforces decoding and comprehension. Participants analyse pupil writing samples to identify the stage each child has reached and to plan the next instructional step. By the end, participants can teach a structured early-writing lesson and can assess pupil writing to inform instruction.

Part II: Core Practice (Lessons 5-10)

Lesson 5. Foundations of early numeracy (calcul)

This lesson addresses the mathematics gap documented by PASEC 2019. Participants learn the core components of early numeracy: number sense, counting principles, quantity comparison, basic operations, and spatial reasoning. The session uses a hands-on activity with concrete materials (counters, number lines, ten-frames) to demonstrate how children build number concepts. Teachers practise a structured numeracy lesson that follows the concrete-representational-abstract sequence. The lesson also addresses common early-maths misconceptions, such as counting errors and difficulty with conservation of number. Participants analyse a PASEC-style maths item to understand what the assessment measures and what it reveals about pupil thinking. By the end, participants can teach a foundational numeracy lesson using concrete materials and can identify the most common early-maths errors in their pupils.

Lesson 6. Mathematical reasoning at collège level

This lesson extends the numeracy foundation into the reasoning demands of lower-secondary mathematics. Participants study the strategy's module on "apprentissage du raisonnement en mathématiques au collège." The session presents the progression from early number sense to proportional reasoning, algebraic thinking, and geometric proof. Teachers analyse sample collège-level problems that require reasoning rather than recall, and they practise designing tasks that build reasoning step by step. The lesson addresses the challenge of pupils who arrive at collège with weak numeracy foundations, and it presents strategies for bridging the gap without holding back the class. Participants work in groups to adapt a primary-level numeracy activity into a collège-level reasoning task. By the end, participants can identify the reasoning demands of the collège mathematics curriculum and can design scaffolded tasks that develop mathematical reasoning.

Lesson 7. Learning through play (apprentissage par le jeu)

This lesson presents playful methods for teaching reading and mathematics, as referenced in the strategy's modules on "lecture par le jeu" and "mathématiques par le jeu." Participants learn the pedagogical rationale for play-based learning: it reduces anxiety, increases engagement, and allows repeated practice in a low-stakes context. The session demonstrates specific games for early literacy (letter-sound bingo, word-building card games, rhyming games) and for early numeracy (number-line hopscotch, counting games, shape-sorting races). Teachers participate in a simulation of a classroom game, then design their own game aligned to a specific curriculum objective. The lesson also addresses classroom management during play, including how to keep play purposeful and how to assess learning during game activities. By the end, participants can integrate at least three play-based activities into their early-grade literacy and numeracy teaching.

Lesson 8. Diagnosing the struggling reader and the struggling calculator

This lesson builds the diagnostic skill that underpins all remediation. Participants learn a simple, curriculum-aligned diagnostic protocol for early reading (letter-sound knowledge, phonemic awareness, word reading, passage reading) and early numeracy (counting, number identification, quantity comparison, basic operations). The session uses case studies of real pupil profiles from Ivorian classrooms. Teachers practise administering a brief diagnostic assessment with a partner, then interpreting the results to identify the specific skill gap. The lesson emphasises that diagnosis must be quick, low-stakes, and actionable, not a formal test. Participants create a simple diagnostic checklist they can use in their own classrooms. By the end, participants can administer a brief diagnostic assessment for early reading and numeracy, interpret the results, and identify the specific skill that needs remediation.

Lesson 9. Immediate remediation (remédiation immédiate)

This lesson addresses the first and most time-sensitive form of remediation in the strategy's typology. Immediate remediation occurs in the moment of teaching: when a pupil makes an error, the teacher corrects it on the spot with a brief, targeted intervention. Participants learn the principles of immediate remediation: it must be quick, specific, and not interrupt the flow of the lesson for other pupils. The session demonstrates techniques such as a quick re-teach of a misread sound, a prompt to recount, or a gesture that cues the correct operation. Teachers practise responding to simulated pupil errors in reading and maths, receiving feedback on the speed and specificity of their response. The lesson also addresses when immediate remediation is not enough and the teacher should plan a deferred session. By the end, participants can deliver an immediate remediation intervention that corrects a pupil error in less than one minute.

Lesson 10. Deferred and traditional remediation (remédiation différée / traditionnelle)

This lesson covers the planned remediation cycles that follow the immediate response. Deferred remediation is a short, planned session (15-20 minutes) later the same day or the next day, targeting a specific skill gap identified during the lesson. Traditional remediation is a longer, structured session (30-45 minutes) that re-teaches a concept using a different approach. Participants learn the distinction between these two forms and when to use each. The session presents a template for planning a deferred remediation session: identify the gap, choose a different instructional strategy, provide guided practice, and check for understanding. Teachers practise planning a deferred session for a reading gap and a traditional session for a maths gap, using the PEC framework. By the end, participants can plan and deliver both a deferred remediation session and a traditional remediation session, selecting the appropriate form based on the severity and persistence of the pupil's difficulty.

Part III: Application and Mastery (Lessons 11-15)

Lesson 11. Rattrapage and soutien, organised catch-up and support

This lesson addresses the most intensive forms of remediation in the strategy's typology. Rattrapage (catch-up) is a structured programme for pupils who are significantly behind, often involving a reduced curriculum focus on essential skills. Soutien (support) is ongoing, regular assistance for pupils who need sustained help to keep pace. Participants learn the difference between these two forms and the criteria for assigning a pupil to each. The session presents examples of rattrapage programmes used in Ivorian schools, including the PEC's targeted instruction groups. Teachers practise designing a six-week rattrapage plan for a pupil who is two years behind in reading, and a term-long soutien plan for a pupil who needs steady support in maths. The lesson also addresses how to monitor progress and transition pupils out of intensive support. By the end, participants can design and implement both a rattrapage programme and a soutien programme for pupils with significant learning gaps.

Lesson 12. The Programme d'Enseignement Ciblé (PEC) in practice

This lesson provides a deep dive into the PEC, the national framework for targeted instruction. Participants learn the PEC's core principles: grouping pupils by level rather than by age, focusing on essential skills, and using frequent formative assessment to regroup. The session presents the PEC's structure for early-grade reading and maths, including the specific skills taught at each level. Teachers practise using PEC assessment data to group their pupils into three levels (below, at, above benchmark) and to plan differentiated instruction for each group. The lesson also addresses the logistical challenges of implementing PEC in a typical Ivorian classroom with limited materials and large class sizes. Participants share strategies for managing multiple groups simultaneously. By the end, participants can implement the PEC grouping and instruction cycle in their own classroom, using the national framework to target instruction to each pupil's level.

Lesson 13. Assessing foundational learning without over-testing

This lesson addresses the challenge of monitoring progress in foundational skills without consuming instructional time with formal tests. Participants learn a repertoire of quick, low-stakes assessment techniques: one-minute reading fluency checks, counting and number-identification walks, exit tickets with a single maths problem, and observational checklists. The session demonstrates each technique and provides templates teachers can adapt. Teachers practise administering a one-minute reading fluency check and interpreting the result against grade-level benchmarks. The lesson also addresses how to record assessment data simply and how to use it to make instructional decisions, such as regrouping pupils or adjusting the pace of instruction. By the end, participants can integrate quick, low-stakes assessments into their daily teaching routine and can use the results to inform instruction without adding to their workload.

Lesson 14. Involving families and communities in early learning

This lesson addresses the community dimension of foundational learning, grounded in the compulsory-schooling context of Loi n° 2015-635. Participants learn strategies for engaging parents and caregivers in supporting early reading and numeracy at home, even when the adults themselves have limited literacy. The session presents practical, low-literacy activities: oral storytelling, counting household objects, singing alphabet songs, and playing simple word games. Teachers practise designing a take-home activity sheet that a non-literate parent can use with their child. The lesson also addresses how to communicate with families about a child's learning gaps without causing shame or defensiveness, and how to connect families with community resources such as the 116 "Allô enfants en détresse" line if broader support is needed. By the end, participants can design and implement a family-engagement strategy that supports early learning in the home.

Lesson 15. Certifying your remediation practice

This final lesson prepares participants for the graded certification assessment that the strategy's valorisation-des-acquis system requires. Participants learn the certification mechanics: a mean of an online academic assessment and a practical in-person assessment, with a pass mark of 12/20. The session guides teachers in assembling a portfolio of evidence from their remediation practice: diagnostic assessments, lesson plans for immediate and deferred remediation, PEC grouping records, pupil progress data, and a reflective commentary. Teachers practise presenting one piece of evidence and explaining how it demonstrates their remediation competence. The lesson also addresses how to prepare for the practical assessment, including what the assessor will look for. By the end, participants can compile a certification portfolio that meets the strategy's evidence standards and can articulate their remediation practice in terms that the certification system recognises.

This syllabus was designed from primary-source research of this nation's official teacher requirements and passed independent verification. The full course, its lessons, assistant, and materials are live for enrolled educators.