Tutoring Intensives

Learning Intensives

School Term Intensives

School term intensives are run throughout the school term. Sessions will be allocated at your designated time with the same tutor. Sessions run for 60 minutes once a week, one on one with an allocated academic educator.

School Holiday Intensives

School holiday intensives held as either:
1. Daily 1 hour session, four sessions per week, over two weeks. Total of 8 sessions.
2. Daily two hour sessions, four sessions per week over two weeks. total of 16 hours over 8 sessions.

Camp Intensives

Currently unavailable until further notice due COVID-19.


Tutors follow these steps to teach dyslexia students in Melbourne

Before starting tutoring:

All students must undertake an assessment to determine their level of literacy, language, memory, and attention. This is used to develop an individualised learning plan.

Tutoring session:

Tuition is presented in small, sequential, and cumulative amounts. Each session is detailed in a Lesson plan.

Lesson Plan:

Multisensory tutors devise daily lesson plans for the tuition of reading, writing, spelling, etc. For English classes, the English tutors set varied activities within the lesson and set a brief duration. All the senses are engaged so that all the pathways to the brain are activated to ensure optimal processing of information to support efficient retention and retrieval. Lesson plans typically include:

A review of the previous lesson and homework:

A review of the previous learning to scaffold lesson success. The previous week’s homework is checked at this time.

White Board Activities:

For younger children this activity aids memorisation through internalizing of patterns on a different scale to desktop paper and pencil. Strategies are given for reducing reversal transposition errors, including self-monitoring and self-evaluation training by the tutors for the benefit of the dyslexia students in Melbourne.

For older students, working at the whiteboard allows the organisation of written patterns on a different scale and allows the tutor to observe any error patterns and incorrect strategies.

Oral language:

A short time each lesson is devoted to oral language. Students are often required to answer questions orally as their English tutor will question them.
Students may continue to hold a pencil in their hand. While the student is using their mind to solve problems, they may need visual and kinaesthetic stimuli to affirm their thinking and learning

New Concepts:

Once students become comfortable with the lesson format and are ready to build on existing knowledge, new concepts are introduced or a new aspect of previous learning is reviewed or reinforced. The teaching is multisensory is aimed towards student independence. Guided practice activities follow the introduction of new concepts through the efforts of the tutors working in Melbourne.

Written analysis:

This is typically a time of silent and intensive writing practice and concentration. As required, students are given a mental break to switch mentally from work to rest and back into work.

Review and homework:

This part of the lesson ties together what has been learnt. Homework is assigned for completion prior to the next session.

Multisensory teaching and learning in mathematics provides the opportunity for the dyslexic individual to become successful and to fulfill their potential, as well as to enjoy what could otherwise be considered a chore.


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