To simplify the choice of the model of corrective learning, the results of the diagnosis can be divided into levels:

1. A) all students in the class or the vast majority have significant gaps in the development of the educational material;
2. B) the vast majority of students in the class have small gaps in learning the educational material;
3. C) some students in the class have significant gaps in the development of the educational material;
4. D) some students in the class have small gaps in learning the educational material.

Next, teachers with the help of the administration should determine the need for ‘additional study’ of the educational material and forms of its implementation. The role of the school administration is to create common approaches to translating the results into the need for additional processing.

Forms of implementation of corrective learning:

1) due to several lessons at the beginning of the academic year;

2) due to the hours of the subject for several weeks of September. At the same time, the development of this year’s material will be compacted;

3) allocation of additional time of a variable component on the basic subjects (0.25 h, 0.5 h);

4) allocation of hours of the variable component of the curriculum for individual or group classes in individual subjects (from 0.1 hours);

5) introduction of additional individual and group classes at the expense of additional funds from the local budget (within the maximum allowable load, or within the ‘full-time school’);

6) processing of the last year’s topics gradually throughout the academic year on the eve of the study of the material for which these topics will be basic;

7) individual consultations during lessons with the subsequent independent processing of a material by the students.