Language teaching
Language teaching built around what a learner needs to do in the language, rather than around the order a textbook happens to use.
Teaching organised around what the learner needs to do, not around a textbook sequence.
Languages spoken in Australian communities, taught for real use with family and clients.
Placement and progress assessment against recognised proficiency scales.
We publish these because most of the value in hiring anyone is knowing which mistakes are common, and that knowledge is not worth hiding.
Sequencing by grammatical complexity delays useful communication for months, and most learners leave before it arrives.
Putting learners into whichever class has space undermines every subsequent progression judgement.
Including when the answer is that you do not need what you came to ask for. Anyone who never says that is not giving you information, they are giving you an invoice.
Where something needs a legal opinion, a financial audit or a clinical judgement, we will say so and stop rather than improvise past the edge of what we do.
Tell us the situation rather than the service you think you need. We would rather start from your problem.