Primary School Academic Intervention Through Learning Intervention
Supporting primary school students facing academic challenges — even when effort is high
Who We Support
Children struggling with English, Mathematics, or Science despite tuition
Children achieving results only with tremendous effort
Children putting in effort but still getting borderline passes or failures
Challenges may be associated with ADHD, Dyslexia, Autism, or undiagnosed learning difficulties
Academic Learning Intervention focuses on strengthening how children learn, not just what they practise.
Why tuition may not work for some primary school children
The Challenge
- Tuition assumes learning skills are already in place
- Some children struggle with attention, working memory, and stamina
- Learning difficulties such as ADHD, Dyslexia, Autism may be present
- Understands during lesson but forgets later
- Can repeat knowledge but cannot apply it
- Freezes or leaves questions blank during tests
More practice does not always resolve how learning is retained, retrieved, or applied.
How academic learning intervention is different
01
How learning is processed and understood
02
How knowledge is retained over time
03
How learning is applied across question types
04
How children cope with exam and assessment demands
Our Approach to Practice
Planned with sufficient practice
Moves on once mastery is shown
Avoids unnecessary repetition
Practice materials may be shared for home use
The focus is on knowing how and when to apply strategies — not drilling.
Working in partnership with parents
We equip children
We equip children with learning strategies
We guide parents
We guide parents on how to support learning at home and in school
We do not complete
We do not complete homework for the child
- Prompting thinking, not giving answers
- Applying strategies through school homework
Operational clarity:
- End-of-session debriefs
- Written learning objectives shared with parents
A flexible and sustainable support model
Support adjusts as learning needs change
Parent partnership reduces over-dependence on centre sessions
Many children attend once per week per subject
Higher frequency only when difficulties are significant or time is limited
The goal is meaningful learning progress, not maximising attendance.
Who this support is suitable for
Support is guided by learning readiness, not academic level alone.
How this fits within our learning intervention pathway
Support evolves as academic demands increase.
Moving forward with clarity
Progress & Outcomes
- Improved understanding and application
- Better retention and recall
- Increased independence
- Reduced exam anxiety and freezing
- Greater confidence with school demands
Progress is individualised and adjusted over time.
Learning challenges can feel overwhelming. With the right strategies, children can cope more effectively.
Learning does not have to feel overwhelming when the right strategies are in place. Every child has the capacity to develop effective ways of learning.
Singapore-based learning intervention centre established in 2009