The regular classes will be billed termly (i.e. every 3 months), in which you will be billed based on the number of lessons in each term.

We have four terms in an academic year & they are segmented as the following:

– Term 1: January, February & March
– Term 2: April, May & June
– Term 3: July, August & September
– Term 4: October & November

*Term 4 does not apply to Primary 6 students.

Fee for each lesson for the following academic levels:

– Primary 3 & 4: S$80
– Primary 5 & 6: S$100
– Secondary 1 & 2: S$110
– Secondary 3 & 4: S$110

If you were to enrol your child in the middle of the term, the fees will be pro-rated accordingly.

Classes will still carry on during school holidays (i.e. March, June & September). However, if the lesson falls on a public holiday, there will be no class on that day.

The materials for that session will be given to students as homework & they will be reviewed together in class in the next session.

We allow three make-up lessons in a term [E.g. Jan – Mar (one term), Apr – Jun (one term), Jul – Sept (one term)]The make-up has to be carried out within the same week in any of our existing group classes if there are available slots.

Please check with your dedicated Community Manager if you would like to arrange a make-up lesson.

If your child is unable to attend the make-up lesson in any of our existing group classes (despite having available slots), the materials will be handed to him/her in the next lesson.

It is mandatory for prospective students to enroll for a trial lesson, prior to the commencement of lessons with The Pique Lab, unless your child has enrolled in any of our regular classes previously.

For us, we’re all about the best fit. There are two main qualifying criteria when we shortlist students for our regular classes: 1) Learning Attitude, 2) Learning Aptitude (Ability)

1) A student with a good learning attitude and aptitude will be the best fit for our Science programme. We’re best able to help him/her improve in the shortest period of time (In some cases, we’ve had students who saw their grades jumping from 70s to high 80s in less than 3 months)

2) A student with a good learning attitude and poor learning aptitude will eventually improve, so long as they put in the hard work to memorise, revise and apply what they learn. They’ll probably take a longer time to absorb the subject matter, but we’ve seen them improve once they’re equipped with the right skills to excel.

3) We’ve also worked with students with poor learning attitudes (i.e. lazy) and good learning aptitudes. Assuming that these students comfortable with the learning environment, we can try to work with them to overcome their learning challenges. However, a lot of effort is often required to get them to a state where they’re ready to learn and improve. Parents usually commit for one term to assess if our classes work for their kids. In certain cases, we’ve managed to inspire and motivate them to change for the better.

4) The regular classes are not suitable for students with poor learning attitudes and aptitudes. In most cases, these students tend to be disinterested in the subject matter and have problems trying to pay attention in class. (Read more below on these students can be helped)

We recognise that our primary school Science programmes are not a one-size-fits-all solution for every student. While we strive to provide the best learning environment for our students, we also understand that not every student will benefit fully from our programmes. As such, we’ve decided to put in place a behavioural assessment during the trial lesson to quickly assess if the student has a higher propensity of improvement under our guidance.

During the trial lesson, the teacher is able to observe the student’s performance and highlight any potential challenges so that parents can make an informed decision before committing to our regular classes. This is especially important as it is crucial for parents and teachers to align their expectations and work hand-in-hand to maximise a student’s potential.

On the contrary, if a student exhibits signs of inattentiveness, disruption and/or laziness, it’s not that he/she cannot be helped. Rather, a different learning approach should be adopted & it’s typically best administered through a private 1 to 1 arrangement, which we do not offer at our centre. As different students have different learning needs, our role as educators is to find one that best fits them, so they can spend their time meaningfully every week.

We do not segregate the classes based on their ability.

The key objective of the regular classes is to introduce and expose students to the various forms of writing and the techniques involved in tackling Science questions.

As long as our students can understand what is being taught in class, they will do fine. In such situations, we will advise on the suitability of our classes after your child has attended a trial session.

If your child is unwilling to cooperate with us, our programme will not be effective for him/her.

Completing their homework is an essential aspect of the learning process as it provides us the feedback on whether your child is able to apply the techniques and structures of writing independently.

This enable us to identify students who “fall through the cracks”, allowing us to raise the challenges and difficulties faced by our students, prompting closer communication and cooperation between us and parents.