Teachers supporting students to lead SEL End-of-Day routine at a school in Bonthe District

The school timetable is modified to incorporate start-of-day and end-of-day routines. This structure is embedded to provide opportunities for socio-emotional learning. During this time, the students engage in activities designed to help them see, connect, and care for themselves and each other. Students also set intentions for themselves at the beginning of each day and revisit them at the end of the day. 

Headteacher who doubles up as Grade 3 teacher, teaching the English Language at a school in Pujehun District

A 45 minute block is dedicated for language and mathematics lesson during each school day. Weekly structures are designed for these content areas to ensure all essential skills are targeted. A separate day is dedicated for review and remediation. Mechanisms for tracking progress, sharing feedback and strategies to ensure all learners feel seen, heard and cared for are integrated through each lesson. 

Teacher providing one-on-one feedback to students at a school in Pujehun District

Mother tongue based multilingual approach is being adopted by all the classrooms and aligned support for the educators is being provided. Equal emphasis is given to developing speaking and listening as it is for the reading and writing skills. Songs and stories are woven into each of the lessons to make this fun and engaging for the students.