Back To School Programmes

Literacy Programme

Does your child have…

  • Weak word attack
  • Poor sight-word recognition
  • Inaccurate spelling despite phonetic accuracy
  • Poor contextual reading fluency
  • Weak memory for dates, names, numerals, lists, etc

The Seeing Stars program (Lindamood-Bell) develops the ability to visualise sounds and letters witin words for both phonological and orthographic processing. Students progress through a series of steps to develop the imagery-language connection for competency in written language.

The process-based instruction of Seeing Stars teaches the students to create mental imagery for letters within words, and to connect that imagery to the sounds of the language. This visual processing of written word sounds and symbols is known as symbol imagery. This program focuses on phonemic awareness, phonics, and fluency through symbol imagery. It aligns with current reading research in that each lesson is systematic and explicit with new information linked to previously taught skills.

Programme for concentration, planning and organisation skills essential for academic success

Has your child been referred to as having ‘careless mistakes’ by teachers and tutors? Is your child making sweeping generalisations of the requirements of the question, resulting in inaccurate understanding? Does your child struggle to focus on tasks?
We incorporate an Israeli based technique of learning, that involves socratic questioning and using specific tools targeted for increasing critical thinking, exploration and executive functioning. A skilled Cognition Therapist mediates the child by asking targeted questions that facilitate learning, triggering thoughts, and shaping thinking skills. The student is helped through specific instruments created by the Institute to achieve goals of:

  • Gaining clear perception
  • Organisation of Space
  • Conservation and Constancy
  • Precision and Accuracy
  • Visual Transportation
  • Summative Behaviour
  • Restraint of Impulsivity
  • Elimination of Trial and Error behaviour
  • Increased sense of competence

Gains in both learning and social behaviour as well as directly in Mathematics based learnings are expected to follow. Strategies will be provided to ensure for generalisation to Mathematics. Conducted in up to groups of 5 or Individually.


Poor math can be caused by under-developed knowledge of math fundamentals. These abilities are often influenced by weak planning and inadequate conceptual knowledge of quantity, space and time. Sometimes, impulsivity and lack of attention to details can play a part.

This programme targets all those underlying skills a student should have as pre-requisites for successful math learning. Reflective skills are facilitated so as to avoid passive learning. These skills are often assumed to be already present in students when they are not. Run in small groups by Educational Therapists, this series of classes enhances regular math coaching. 

Targeted areas:

  • Visualizing techniques for Math comprehension
    • Essential for word problems; number line understanding.
  • Enhancing sensitivities to shapes and parts to whole through training of analytic perception.
    • Pre-requisite skills for model drawings; fractions, percentage and decimals; geometry etc.
  • Planning strategies
    • Necessary for word problems; sequencing of workings, completion of task within required time.

The first hour will focus on consolidating concepts, and the second hour will be more skills based. 


What is pretend play? Essentially, pretend play occurs when children imagine something or impose a meaning on what they are doing and go beyond the literal. For example, a child might be pushing a truck in the sand pit but the truck gets a flat tyre and runs out of petrol; or when a doll is put in bed, the doll is sleeping so the child will have to wait until the doll wakes up.

Pretend play is a vital component to the development of a child. Pretend play is linked with language development, social and emotional well-being, as well as thinking skills.

Our Learn to Play group aims to build on the spontaneous pretend play ability of children. There is a focus on pretend play as this type of play is the most complex and mature form of play. The play skills that are targeted in our Learn to Play group include:

  • Sequence of play actions
  • Object substitution
  • Doll or teddy play
  • Play scripts
  • Role play
  • Social interaction


Struggling with Chinese?
Chinese Dyslexia is a lesser known condition that affects students in various different ways.  Poor phonological awareness, morphological awareness, visual orthography skills and weak working memory can affect a child’s ability in learning.

Our speech therapists have been involved in diagnosing Chinese Dyslexia for many years.  Now included within our service is the treatment of Chinese Dyslexia. 

Early intervention provides the key towards successful remediation of children who are at risk of developing Chinese Dyslexia. We are pleased to have Dr Yang Chien Hui, with special interest in Chinese Dyslexia remediate young children who are suspected of having the condition.  Combining sensory training along with visualisation techniques, Dr Yang will work with students from 6 years old in their journey in learning Chinese.

Classes are conducted on an individual basis. 


Total Communication is bridging the gap for children who lack vital school readiness skills, but possess unlocked educational and social potential. Understanding that all children develop at different paces, these tailor made programmes are carefully built around the strengths and needs of each child utilising the developmental expertise of occupational therapists, speech therapists, and educational therapists. Our bespoke programmes target the underlying deficits, required for strong language and learning foundations, by providing a language-rich environment with language and cognitive stimulation as primary focus. Our programmes scaffold learning for students who:

  • Have language based learning challenges
  • Are gifted, however are underachieving due to poor learning foundations
  • Have a slower pace of learning due to cognition or motor based challenges
  • Require a bridging programme to ease the transition into mainstream school settings

Our programmes run from 9am to 2pm Monday – Friday based on the individual needs of the child, taking a strong focus on speech and language goals, motor goals, developmental goals and academic goals.

The programmes draw upon tools from Feuerstein, TEACCH, and Conscious Discipline to support emotional and educational foundations. Depending on the strengths and needs of the child, we then select the Dynamic Intelligence Curriculum, Functional Curriculum, or Oak Tree Learning curriculum.