Our resources encourage personal choice and active involvement.
The more students are more effectively engaged with their learning, the more they learn.
Students learn more when they are presented with problems that interest them.
Properly designed activities require students to develop and practice basic skills through problem-solving strategies, recording, and checking measurements, and interacting with others.

Our resources invite students to examine misconceptions. New ideas and knowledge are largely constructed out of previous experiences. When existing ideas contain misconceptions, any new knowledge may also be flawed. Our resources encourage students to identify and revisit past ‘learnings’ and have opportunities to make adjustments to previous understandings.

Our resources have a variety of presentation styles. Learning is enhanced when ideas are presented with a mixture of analytic, numerical, graphical, verbal, and written representations.

Our resources encourage sharing and feedback. Learning is improved when students are required to express ideas and then receive timely feedback. Students should have opportunities to reflect on the feedback they receive and have opportunities to make adjustments

Our resources encourage the appropriate use of technology. Teachers are no longer expected, nor should they be, the sole and ultimate source of information. Interactive Communication Technologies should be readily available so students can research and collect further data.

Our resources provide opportunities to make choices and to generate a range of instant, often unexpected inputs, to expand interaction and introduce new or novel thinking. Peer group involvement in activities also supports metacognitive growth and the development of reasoning skills.

Our resources have been developed after the examination of curriculum offerings in countries and regions throughout the world, but unashamedly look different from many current offerings.

We have incorporated “deliberate mistakes” like extra dots in dot-to-dot exercises, spaces that do not fit the overall patterns in color-by-number activities, as well as simple easy to recognize irregularities - that learners delight in pointing out, and enjoy correcting for themselves. Skills development and moments for revision are also scattered - seemingly at random - throughout our collections.

Recent neuroscience research is now providing us with leading-edge ‘brain development’ information and giving us the reasons why some learning processes and techniques have worked well, and why others have not.

It may, or may not, surprise you that just as every human fingerprint is not the same, every human tongue print is different, and every human brain is also unique. We already know, just by looking around, that all of us are different in so many ways.

What is also becoming clear is that the class of children at beginning of the primary school may easily have collective experience and abilities extending over a range of five to six years


Today’s students are inheriting a complex and rapidly changing world – a world in which they will be required to evaluate and absorb new ideas, examine and interpret information, apply and expand knowledge, and solve new and unconventional problems.

Our resources have also been developed with parents in mind. Our message for them is to be successful and address the information about the explosion of the twenty-first century, students and job-seekers will need to develop their critical thinking abilities.

Governments and other organizations have constantly held meetings and discussions about the ‘individual differences’ between students - but to date, very little change has occurred.