Australia's leading research-based learning centre

Students in Year 4 sitting the OC test on 28 July 2022: Applications open on 26 April 2022 and close on 13 May 2022

Term 2 starts Monday 25 April 2022 (ANZAC Day)

Our 5-C Method

Our Five-C-Method and Cognitive Load Theory

Global Education Academy is a research-based learning centre. It has been developed as a result of our Founder’s many years of research in education and Cognitive Load Theory. Dr Majeda Awawdeh studied the theory supervised by Professor John Sweller at UNSW.


Clarity is power.

Many parents feel they are left in the dark when it comes to their children’s performance and ability. Or there is a mismatch between their ability and their performance as shown by the school report. School reports do not say much. In addition, it is almost impossible to get to meet the school teacher more than twice a year. Yet, when you meet them, the feedback given is quite general with no direction for a future focus or plan.

To provide the clarity every parent needs, we conduct different types of assessments: Diagnostic, Formative, Summative and Benchmark assessments. In addition, our curriculum is communicated with parents who get to see what their child learns with us.

Let’s talk about the various assessments we provide

Diagnostic assessment

Our initial diagnostic assessment has four goals:

  1. to uncover the areas of proficiency and measure any misconceptions;
  2. to highlight the reasons behind any deficits;
  3. to reveal the untapped potential of a student and,
  4. to measure where the child is at.

This assessment is conducted by an educational expert.

Formative Assessment

All our students undergo weekly quizzes, drills and writing tasks to gauge what they learn during the lessons. They also are evaluated during the lessons to help us to enhance the learning material and adjust it to meet the students’ needs. This provides the students the opportunity to demonstrate how well they understand the material learned.

Summative Assessments

All our students are assessed every 9 weeks. This assessment is not only provides a report, but students receive a comprehensive feedback from their teachers. In addition, parents are sent a report with actual marks and feedback. This assessment is diagnostic and comprehensive. It also reveals gaps and misconceptions in students’ skills and knowledge.

Benchmark Assessments

This assessment is conducted for students who want to join the OC program or the Selective and Scholarship program. The objective is to see where the student stands in terms of their ability to join the program as is, or whether an intervention plan is needed. 

All these assessments are conducted to enable parents to gain more clarity and understanding of their children’s potential, ability and progress. Parents are also encouraged to meet with the head teacher to get more insight on their child’s assessment and progress.

Students who are placed on a one-on-one plan, receive monthly reports to enable teachers to monitor their progress closely and more frequently. 


Following the clarity stage, the focus is on

  • conceptual understanding – to create independent learners and critical thinkers. We believe that once students understand the concepts, it is easier to grasp and master the strategies. Conceptual understanding paves the way to strategy mastery at a much higher and deeper
  • problem-solving skills – using our unique, evidence-proven method that takes students through the four stages of problem-solving: Understand, Plan, Solve and Learn (UPSLTM). It applies to mathematics as well as all other subjects. It is a life-long skill. Students are used to thinking of problem-solving at the “Solve” stage only. At GEA we believe this is the third stage. Students are taught how to understand and comprehend the problem by finding the “Destination” in the question first. In other words, to really understand what the question is asking, followed by summarising the information given in dot points. This stage is followed by the planning stage where students are asked to draw a plan before attempting to do any operations with the numbers given. Usually students rush to the solution stage before they even think about the problem in an analytical way. The “Solve” stage becomes easy as students need to follow the plan. The final stage is “Learn” the meta-learning stage where students are explicitly encouraged to form a schema in their brain. We do not solve questions for the sake of solving them. We solve questions to learn from them. If for every question they solve, they develop a schema in their brain, students become experts in a very short time.
  • comprehensive command of all components of English – oral reading, reading for meaning and answering different levels of reading comprehension questions, establishing and developing higher levels of vocabulary, strong grammar and punctuation skills, various spelling strategies (auditory and visual) and writing. In the writing we teach the PEEL strategy across all genres and teach how to plan, write and edit.
  • intensive coverage of the Maths and the English curriculum – which aim to teach students more than they learn at school in a more thorough, comprehensive and passionate way.
  • teaching – our teachers are qualified, experienced and trained in Cognitive Load Theory. They are experts in their field.
  • Research-based material – all our material is developed by us in accordance with cognitive load theory. This theory takes the structure of the human brain into consideration.


A confident child

  • believes in their own ability to do things
  • has a genuine sense of their own worth
  • takes responsibility for their actions
  • is not afraid of making mistakes.

Self-confidence comes from a sense of competence. When children are empowered with problem-solving skills, a solid foundation in Maths and English, and are encouraged to make mistakes and learn from them, they enjoy learning and become more competent. 

Building a positive self-esteem does not always come naturally. Yet it is infectious. Research has shown that teachers with high confidence in their teaching ability create confident learners. Our teachers are qualified and experienced, confident in their ability to teach and also in their ability to motivate students. They are caring and passionate and believe in a growth mindset.  

Confidence comes also from a sense of self-worth. While self-esteem generally results from how children feel when comparing themselves to others,  self-worth comes from an inner belief of their ability and persistence. We place our trust and belief in our students, who will then mirror those beliefs.

Our students learn how to set goals and work towards them. They are also more likely to become independent learners. Hence, they develop a sense of leadership and become responsible for their actions and outcomes. This works like magic. It is every parent’s dream.


Connection at GEA is at more than one level.

At one level connection refers to the students’ engagement  in the classroom and in the real world. At GEA this is guaranteed by the critical selection of only the most enthusiastic and passionate teachers who are able to achieve this.

The GEA textbooks also allow for students to have discussions in class and engage with the material and with each other. It is proven by research that these activities help to promote their connection between abstract concepts to the real world, thus strengthening their conceptual understanding. Students thus become connected and engaged in and outside the classroom.

Furthermore, our teachers and  head teacher meet with parents to discuss their child’s performance, ongoing improvement and how to cater for each individual’s needs. GEA encourages parents to take a more involved approach in their child’s learning, by encouraging their child to incorporate the new concepts they have learned in their everyday life; such as using a broader vocabulary, problem-solving methodologies which brings Maths to life.

The whole team of GEA is approachable; we have clear communication and we are transparent. Students take their books, assessments and all we teach home. This enables parents, particularly primary school students’ parents, to have something to work with and get involved. Our text books are a guide to parents and compensate for the lack of text books used in primary schools.

When it comes to OC, Selective and Scholarship application, we have a team of experts who help parents with school choice and application, a matter that maximises the chance of achieving entries into these schools.

All our courses include mindfulness intervals implemented to ensure students are purposely bringing one’s attention to experiences occurring in the present moment without judgment. This relieves stresss and improves focus.


This is where all things come together.

Parents who have clarity and students who are confident, connected and engaged, and are empowered with a solid foundation in mathematics and English, and most importantly problem-solving skills, inevitably not only reach their full potential, but also expand it and reach beyond it. Students will be equipped with a love for learning and life-long skills.

Our Unique Problem Solving Strategy
The UPSL Strategy

The UPSL strategy has been developed by Dr Majeda Awawdeh based on her research. Dr Majeda used the principles of Cognitive Load Theory to simplify the steps involved in solving a word problem. She created a template to help students perform the steps effectively. The steps are straightforward and easy to grasp.

• Understand it (U)
• Plan it (P)
• Solve it (S)
• Look back and learn from it (L)

This is the template that is provided with maths questions.
Students need to use the template to automate the steps.

UPSL Strategy – Primary School

UPSL™ Strategy – High School