Achieve empowers us to have choices.

Students are guided and challenged to become critical thinkers,

to produce discerning opinions and to solve problems.


In preparing students for the challenges of a dynamic new era of rapid technological and global change, Achieve Tutoring moves away from the traditions of rote learning and the ‘practice effect’, teaching instead the vital processes that underpin learning outcomes—in other words, students learn ‘how’ to learn.

Skill Building

As they become engaged in skill building, students begin to understand that there is more: that learning has meaning; that it has a purpose beyond the classroom. The revelation for many is both liberating and stimulating. The excitement of discovery drives students’ desire for greater learning. They seek to achieve more and to compete with their peers. As skills and strategies are built and refined, confidence and self-belief grow. Students begin to realise the positive impact their new-found ability can have on their future careers and lives.

A legacy of rote learning

It is relevant to note here that a major obstruction to student achievement—seen across education systems entrenched in rote learning—is that many students struggle to understand, for example, the nature of questions, lacking, as they do, the mental dexterity to explore the requirements of the task. Here, it is asked: ‘How can they therefore perform the tasks expected of them? How can they predict outcomes, for example, if they know nothing of how to look for cues? If students do not understand the question, they cannot possibly become involved in the process of constructive thinking.


Achieve’s programmes are designed to complement the classroom teaching process. In exploring the mechanisms that underpin learning, in Comprehension, for example, students are not passive participants, reading merely for the exercise. In relation to the task at hand, they read for meaning and understanding, and to evaluate what they read:

  • Ÿ to deconstruct and rationalise the purpose of the task
  • Ÿ to identify the skills required for the task
  • Ÿ to apply the skills through critical analysis
  • Ÿ to validate their findings


the mechanisms

that underpin

the learning process

Taking Control

This new awareness empowers students to take control of their learning which, in turn, enhances their classroom participation and importantly, the teaching experience. As they move, at Achieve, towards greater skill acquisition, they are guided and challenged to become critical thinkers and effective communicators; they learn how to analyse and evaluate issues, to produce discerning opinions and to solve problems.


The essential skills for classroom, exam and future workplace success

These are the essential elements for successful classroom and exam performance and significantly, for responsible decision-making and management in the future workplace. Globally today, governments and corporations are responding proactively to national and business issues. Learning from recent world crises, leaders know they must prepare their young for the uncertainties of the 21st century—and to build resilient and robust economies where diversity in the marketplace offers buffers against the crippling effects of unexpected events.

No one quite knows what this century will bring; what new technologies and innovations will emerge, what production and workplace challenges will be. Nor do we know what economic, environmental and social challenges will put us and our children to the test. It seems certain, however, there will be greater complexities and more problems to solve—and more decisions and choices to make—than has ever been encountered in human history.