Bespoke learning programs deliver great results for students

 

At High Q, we work for you – the student. The aim of all of our programs isn’t to get you to fit in with our methods, or to conform to how we think you should live, learn, and behave. As strange as it may seem, we just want you to realize and achieve your full potential, and to get you through your psychometric and matriculation exams with flying colors.

 

That sounds good, but how do you hope to achieve this?

With over 35 years of experience, we’ve learned that the best way to achieve this isn’t to force all of our students to fit in with a one-size-fits-all learning program. We’re not trying to make you into somebody that you’re not; we’re trying to help you become the best that you can be, in your own way. To this end, we’ve developed bespoke learning programs that adapt to your needs, not the other way around.

Okay, tell me more

Because the bulk of learning under any system is done outside the classroom, by students studying and revising in their own time, we’ve used the latest technology to come up with an advanced interactive learning program to guide this progress and to make sure that students are always being challenged – but aren’t being left behind.

 

What about personal attention?

Personal attention from teachers is a key facet of the High Q approach to learning, In addition to our Dynamic Learning Program, all of our teachers will form a personal one-on-one relationship with each individual student, guiding them through the learning process from beginning to end. A student’s needs, aspirations, abilities, and favored learning approach are assessed through a series of personal conversations at the start of the course. From these, a tailored bespoke learning program is developed, which can be adapted and reassessed as the sessions continue.

Does it get results?

High Q’s bespoke learning programs give our students a significant advantage over their peers, and their examination results speak for themselves. Bespoke methods are particularly important when preparing for the psychometric entrance test as each student is an individual being with different requirements, strengths, and weaknesses.

Developing a genuine dialogue in order that a suitable learning program can be collaboratively created between teacher and student is step one. Using advanced dynamic learning technology that adapts itself to the student’s progress is step two. Step three is passing exams and going on into the world with a new understanding not just of the subjects studied but also of one’s own character and potential for achievement in life.