GL Assessments Explained: A Parent’s Guide to Understanding GL Tests

GL Assessments tuition infographic highlighting personalised English and Maths support, reasoning skills and confidence building to prepare children for GL Assessments.

IIf your child attends an international school or is preparing to join one, you’ve probably come across the term GL Assessments. For many parents, those two words immediately raise questions.

What exactly are GL Assessments?

Why does my child’s school use them?

Should I be helping my child prepare?

Having worked with many children preparing for GL Assessments in both the UK and international schools, I’ve found that these assessments often worry parents far more than they worry children. In reality, GL Assessments are simply one way of understanding how a child is progressing and identifying where they may need additional support.

Let’s take a closer look at what they involve and how you can help your child approach them with confidence.

What Are GL Assessments?

GL Assessment is an educational organisation that develops standardised assessments used by schools across the UK and throughout the world.

Many international schools in countries such as the UAE, Saudi Arabia, Singapore, Malaysia and Thailand use GL Assessments to monitor academic progress and compare a child’s performance against age-related expectations.

Rather than testing how well a child has memorised facts the night before, GL Assessments are designed to measure the skills they have developed over time.

Schools often use the results to identify strengths, highlight areas requiring additional support and monitor progress from year to year.

What Subjects Do GL Assessments Cover?

Although each school chooses the assessments that best suit its pupils, GL Assessments commonly include:

Reading

Reading papers often assess:

  • Reading comprehension
  • Vocabulary knowledge
  • Inference skills
  • Retrieval of information
  • Understanding of language

Rather than simply finding answers in a text, children are encouraged to think carefully about meaning and evidence.

English

English assessments may include:

  • Grammar
  • Punctuation
  • Spelling
  • Sentence structure
  • Vocabulary
  • Writing conventions

Many questions focus on understanding how language works rather than simply recalling rules.

Mathematics

Mathematics assessments usually explore:

  • Number skills
  • Arithmetic
  • Problem solving
  • Mathematical reasoning
  • Fractions, decimals and percentages
  • Measurement and geometry

Children are expected to apply mathematical knowledge rather than complete repetitive calculations alone.

Verbal Reasoning

Verbal reasoning assesses how children think using language.

Questions may involve:

  • Word relationships
  • Vocabulary
  • Letter patterns
  • Logical thinking
  • Sequences

Strong reading habits often help children perform well in verbal reasoning.

Non-Verbal Reasoning

Non-verbal reasoning focuses on visual and spatial thinking.

Children might complete:

  • Pattern recognition
  • Shape sequences
  • Rotations
  • Analogies
  • Visual problem solving

These assessments measure reasoning ability without relying heavily on language.

Why Do Schools Use GL Assessments?

Schools use GL Assessments for several reasons.

They provide a consistent way of monitoring progress while helping teachers identify both strengths and areas where additional support may be beneficial.

For international schools, they also offer valuable information when children arrive from different educational systems.

Rather than replacing teacher judgement, the assessments provide another useful piece of the puzzle.

Should Parents Be Worried?

In short, no.

One of the biggest misconceptions surrounding GL Assessments is that they are something children need to revise intensively for.

In my experience, confidence has a much greater impact than last-minute cramming.

Children who regularly read, enjoy learning and have secure foundations in English and mathematics usually approach these assessments far more confidently than children who spend hours memorising practice questions without fully understanding the underlying skills.

How Can Parents Help?

The best preparation begins long before the assessment itself.

Encourage Regular Reading

Reading widely improves vocabulary, comprehension and inference skills naturally.

Discuss stories together, ask questions about characters and encourage your child to explain their thinking.

Make Maths Part of Everyday Life

Cooking, shopping, measuring and budgeting all help develop mathematical reasoning.

Real-life maths often feels much less intimidating than worksheets.

Build Vocabulary

Children with a broad vocabulary tend to feel more confident across many different assessment areas.

Talking together, reading aloud and introducing interesting new words all make a difference.

Keep Learning Enjoyable

Some children become anxious the moment they hear the word “test.”

Whenever possible, try to frame GL Assessments as an opportunity to show what they already know rather than something to fear.

Games, puzzles and interactive learning activities are often far more effective than endless practice papers.

Supporting Neurodivergent Learners

Many children with ADHD, dyslexia, dyscalculia or autism also complete GL Assessments successfully.

What often matters most is helping them access learning in ways that suit their individual strengths.

Over the years, I’ve found that many neurodivergent learners benefit from:

  • Breaking learning into manageable chunks
  • Building confidence gradually
  • Using visual resources
  • Incorporating movement into lessons
  • Revisiting concepts through games and discussion

Every child learns differently, and preparation should reflect that.

Common Questions Parents Ask

Do Children Need Tutoring Before GL Assessments?

Not necessarily.

Many children simply benefit from continuing to develop their everyday English and mathematics skills.

However, if a child lacks confidence or has gaps in their understanding, personalised support can help reduce anxiety whilst strengthening the underlying skills being assessed.

Are GL Assessments Difficult?

The level of challenge depends on a child’s age and the assessment being used.

Generally, they are designed to reflect the skills children should be developing through their normal education.

Can Children Prepare?

Yes—but preparation should focus on building long-term confidence and understanding rather than memorising answers.

Regular reading, mathematical reasoning, vocabulary development and problem-solving activities all contribute to success.

Final Thoughts

GL Assessments can initially sound intimidating, but they are simply one way of measuring a child’s progress.

The strongest preparation isn’t endless revision.

It’s helping children become curious, confident learners who enjoy reading, solving problems and thinking independently.

When children feel relaxed, supported and confident in their abilities, they are far more likely to perform at their best—not just in GL Assessments, but throughout their education.

Here at Bedford Tutor

Here at Bedford Tutor, I have supported many children preparing for GL Assessments in international schools across the UK and around the world. Through personalised English, mathematics, reasoning and confidence-building lessons, I help learners develop the skills they need whilst ensuring they feel calm, capable and ready for whatever assessment comes next.

To find out more, please click on the relevant link below.

Bel 😊

Wondering How We Can Help?

Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

Current Availability

✅ Super Summer Learning (August): Good availability throughout the holiday

✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

Please include Area Code if Outside UK

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  • Supporting ADHD Learners in International Schools

    What is ADHD?

    When most people think of ADHD, they picture a child who can’t sit still, constantly interrupts and bounces from one activity to the next. Whilst that can certainly be part of the picture, ADHD is far more complex than many people realise.

    Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition which affects attention, organisation, impulse control and executive functioning. However, no two people experience it in exactly the same way.

    I wasn’t diagnosed with ADHD until I was 31. Looking back, the signs were there in bright neon lights. I was energetic, excitable, impulsive and intensely curious about almost everything. I struggled with multi-step instructions, often forgot things that had been said to me moments earlier and found repetitive tasks about as appealing as watching paint dry. Yet I also did well in school, loved learning and was often described as organised and conscientious. For years, those apparent contradictions stopped me from recognising my own ADHD.

    That experience taught me something important: ADHD doesn’t look the same in every child.

    In international schools, where learners arrive with different languages, cultures, educational experiences and life stories, it is especially important to look beyond stereotypes. The child who constantly calls out answers may have ADHD. Equally, the child quietly staring out of the window, lost in a world of their own, may be experiencing exactly the same condition.

    How Does ADHD Affect Learners?

    One of the greatest misconceptions about ADHD is that it is simply a problem with paying attention. In reality, it is often a difficulty with regulating attention.
    ​
    Many ADHD learners can focus brilliantly when something captures their imagination. As a child, I could happily spend hours immersed in a topic which fascinated me. If a lesson sparked my curiosity, I was fully engaged and often had more questions than anyone else in the room. However, if a task felt repetitive, disconnected from my interests or required sustained concentration, keeping my attention on it could feel like trying to hold onto a handful of sand.

    ADHD can affect working memory, organisation, emotional regulation, time management and task initiation. A child may know exactly what they need to do but struggle to get started. They may understand the instructions but forget half of them by the time they reach their desk. They may desperately want to succeed whilst appearing disengaged on the surface.

    Sadly, these difficulties are often misunderstood. Many ADHD learners spend years being told they are careless, lazy or not trying hard enough. I remember making mistakes which seemed obvious in hindsight and feeling frustrated because I genuinely was trying. The gap between what I knew I could do and what I actually managed to produce was often a source of anxiety.

    Creating ADHD-Friendly Learning Environments

    The good news is that many of the strategies which help ADHD learners also benefit other students.

    Clear routines can be incredibly powerful. Predictability reduces cognitive load and frees up mental energy for learning. Visual timetables, checklists and step-by-step instructions provide useful anchors throughout the day. Breaking larger tasks into smaller chunks can transform an overwhelming mountain into a series of manageable hills.

    The classroom environment also matters. ADHD learners often notice everything. A flickering light, a conversation in the corridor or a bird landing outside the window can suddenly become the most interesting thing in the universe. Simple adjustments such as thoughtful seating plans, reduced visual clutter and access to quieter workspaces can make a remarkable difference.

    Movement is equally important. Throughout my own education, opportunities to move helped me concentrate far more effectively. Some of my clearest memories involve lessons where activity was built into the learning process. Children were never designed to sit perfectly still for hours on end and many ADHD learners think best when their bodies are allowed to move.

    The Power of Understanding

    Perhaps the most important support schools can provide is understanding.
    Many ADHD learners experience frequent setbacks and begin to view themselves through the lens of their difficulties rather than their strengths. A child who hears constant corrections can eventually start believing they are the problem.

    The teachers I remember most fondly were not necessarily the strictest or the most knowledgeable. They were the ones who noticed what I did well. They recognised my enthusiasm, creativity and determination. They celebrated small successes and helped me see strengths which I couldn’t always recognise in myself.

    In international schools, this understanding becomes even more important. When children are learning in a language that is not their first language, attention difficulties can sometimes be confused with language barriers and vice versa. Close collaboration between teachers, families and specialists helps ensure that support is both accurate and effective.
    ​
    Ultimately, supporting ADHD learners is not about fixing children. It is about understanding them.

    When schools embrace neurodiversity and recognise that every brain works differently, they create environments where all learners can flourish. Sometimes the most powerful support is not a complex intervention or expensive resource. Sometimes it is simply helping a child understand that there is nothing wrong with the way their brain works and giving them the tools they need to shine.

    Here at Bedford Tutor, we have been working with children who have ADHD for over fourteen years; being neurodivergent myself has helped me create a style of tuition that works to the strengths of the ADHD brain.

    ​To find out more, please click on the link below:

    Bel 😊

    WORLDWIDE ONLINE TUITION

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  • Helping SEND Learners Thrive in International Schools

    Moving to a new country is an exciting adventure for many families. Children have opportunities to experience different cultures, make friends from around the world and learn in diverse educational environments.

    Alongside these opportunities, however, international schooling can present unique challenges, particularly for children with Special Educational Needs and Disabilities (SEND).

    Over the years, I have worked with many families living overseas, supporting children attending international schools in countries including the UAE, Saudi Arabia, Singapore, Malaysia and Thailand. Although every school is different, one thing has become very clear to me: SEND learners thrive when they feel understood.

    As someone with ADHD myself, I also know how important that understanding can be. No two neurodivergent children are exactly alike. Two children with the same diagnosis may learn in completely different ways, have different strengths and need entirely different types of support.

    That is something I wish more people understood.

    Every Child’s Journey Is Different

    When parents first contact me, they often begin by explaining their child’s diagnosis.

    “My daughter has dyslexia.”

    “My son has ADHD.”

    “Our child is autistic.”

    These labels can be helpful because they provide a starting point for understanding a learner’s needs. However, they never tell the whole story.

    Some children with ADHD are constantly on the move, whilst others appear quiet and dreamy. Some autistic learners love routine and predictability, whilst others enjoy variety and creativity. Children with dyslexia may struggle with reading but excel in problem-solving, storytelling or art.

    Rather than asking, “What diagnosis does this child have?” I prefer to ask, “How does this particular child learn best?”

    That question changes everything.

    International Schools Offer Wonderful Opportunities

    One of the things I particularly enjoy about working with international school students is the incredible diversity they experience every day.

    Many children grow up alongside classmates from dozens of different countries, learning about languages, traditions and cultures that broaden their understanding of the world.

    International schools are often wonderfully inclusive environments, and many provide excellent SEND provision. However, children can still experience challenges.

    Some learners are adjusting to a new language.

    Others have moved countries several times.

    Some are adapting to an unfamiliar curriculum or assessment system whilst also trying to make new friends.

    For SEND learners, these changes can sometimes feel overwhelming.

    Building Confidence Comes First

    Parents often ask me whether we should focus on catching up academically.

    Whilst developing English and maths skills is important, confidence almost always comes first.

    A child who believes they are capable is far more willing to attempt challenging tasks, ask questions and persevere when things become difficult.

    I often think back to my own experiences at school. Looking back now, I can see that the teachers who made the greatest difference weren’t necessarily the ones with the fanciest resources or longest explanations.

    They were the teachers who made me feel capable.

    Sometimes a few encouraging words can stay with a child for years.

    Personalised Learning Makes a Huge Difference

    One of the greatest advantages of one-to-one tuition is flexibility.

    Rather than expecting a child to fit a particular teaching method, lessons can be adapted around the learner.

    For one student, this might mean using visual resources.

    For another, movement breaks and interactive games help maintain concentration.

    Some learners benefit from breaking tasks into smaller chunks, whilst others need extra time to process new information before responding.

    When children feel that lessons have been designed with them in mind, learning often becomes far more enjoyable.

    Working Together Creates Success

    One thing I particularly value when supporting international families is communication.

    Parents know their child better than anyone else.

    Teachers understand the classroom environment.

    Tutors can provide personalised strategies and additional support.

    When everyone shares ideas and works together, children receive consistent encouragement wherever they are learning.

    I’ve often seen remarkable progress when families, schools and tutors become a team rather than working separately.

    Looking Beyond the Diagnosis

    Perhaps the biggest lesson my own ADHD diagnosis taught me is that labels should never limit expectations.

    Children with SEND are not defined by the challenges they experience.

    They are artists, scientists, mathematicians, storytellers, inventors, musicians and future innovators.

    Sometimes they simply need teaching that recognises their strengths as well as their difficulties.

    Whether a child attends an international school in Dubai, Singapore, Kuala Lumpur, Bangkok or Riyadh, they deserve to feel understood, respected and confident in their own abilities.

    When we focus on understanding the individual rather than the diagnosis, remarkable things can happen.

    Here at Bedford Tutor, I have supported SEND learners attending international schools across the UK and around the world for many years. From personalised English and maths tuition to specialist support for children with ADHD, dyslexia, dyscalculia and autism, I create engaging lessons that build confidence whilst adapting to each child’s unique way of learning.

    To find out more, please click on the relevant link below.

    Bel 😊

    WORLDWIDE ONLINE TUITION

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  • Educating at Home: What are the Benefits?

    Home education is a journey that looks different for every family.

    Over the years, I have worked with many home-educated learners across the UK and around the world, and one thing has become increasingly clear: there is no single “right” way to educate a child. What matters most is finding an approach that works for the individual learner.

    Some children thrive when learning follows a structured timetable. Others flourish when lessons are shaped around their interests, curiosity and natural pace of development. One of the greatest strengths of home education is the flexibility it offers families to create a learning experience that truly meets their child’s needs.

    Every Child Learns Differently

    One of my favourite things about supporting home-educated students is seeing how unique each learner really is.

    I have worked with children who can discuss complex scientific ideas for hours yet need additional support with writing. I have taught students who excel in mathematics but lack confidence when reading aloud. I have also supported many neurodivergent learners whose strengths and challenges don’t always fit neatly into traditional educational expectations.

    As someone with ADHD myself, I understand that learning differences can sometimes make education feel challenging. However, I also know that when children are given the right support and encouragement, those same differences can become incredible strengths.

    Home education allows parents to build learning around the child rather than expecting the child to fit into a predetermined system.

    Building Confidence in English

    For many home-educated learners, confidence is just as important as academic progress.

    English can feel overwhelming for children who struggle with reading, spelling or writing. This is particularly true for learners with dyslexia, ADHD or autism, who may have experienced frustration in previous educational settings.

    I often tell parents that reading confidence develops much like growing a plant. Progress can sometimes seem slow at first, but with consistent nurturing, encouragement and patience, remarkable growth begins to appear.

    One of the most effective ways to develop English skills is through genuine enjoyment. Children who discover books, stories and topics that genuinely interest them are often far more motivated to read. Whether it’s a book about dinosaurs, space, animals or computer games, enthusiasm is a powerful learning tool.

    Writing confidence also improves when children feel safe making mistakes. Some of the best creative writing I’ve seen has come from students who were encouraged to focus on expressing their ideas before worrying about perfect spelling and punctuation.

    Making Maths Less Intimidating

    Mathematics can sometimes create anxiety for both children and parents.

    I frequently meet learners who believe they are “bad at maths” when, in reality, they simply haven’t found an approach that works for them yet.

    Home education provides the opportunity to slow down when necessary and revisit concepts without the pressure of keeping pace with a large class. This can be particularly beneficial for learners with dyscalculia or those who need additional time to process mathematical ideas.

    I often use practical examples, games and visual resources to help children understand mathematical concepts. When maths becomes something children can see, touch and relate to everyday life, it often feels far less intimidating.

    One student I worked with struggled to understand fractions until we began using pizza slices and baking activities as part of our lessons. Suddenly, the abstract concept became something tangible and meaningful.

    Moments like these remind me that successful teaching is often about finding the explanation that clicks.

    Supporting Neurodivergent Home-Educated Learners

    Many families choose home education because traditional school environments have not fully met their child’s needs.

    For learners with ADHD, autism, dyslexia or dyscalculia, personalised education can be transformative.

    Some children benefit from movement breaks and highly interactive lessons. Others need information presented visually or broken into smaller, manageable chunks. Many simply need the freedom to learn at a pace that reduces anxiety and allows confidence to grow naturally.

    The beauty of home education is that these adaptations can become part of everyday learning rather than special exceptions.

    The Power of Personalised Learning

    One of the greatest advantages of home education is the opportunity to celebrate progress without comparison.

    Children develop at different rates, and learning is rarely a straight line. There will be periods of rapid progress and moments when things feel slower. Both are completely normal.

    When children feel understood, valued and supported, they become more willing to take risks, ask questions and persevere through challenges.

    That confidence often becomes the foundation for long-term success in both English and maths.

    After all, education isn’t simply about covering curriculum content. It’s about helping children develop the skills, knowledge and self-belief they need to thrive.

    Here at Bedford Tutor, I have supported home-educated learners across the UK and around the world for many years. Whether a child needs help developing confidence in English, strengthening mathematical understanding, preparing for Functional Skills qualifications or accessing personalised support for ADHD, dyslexia, dyscalculia or autism, I aim to create engaging lessons that meet learners where they are and help them move forward with confidence.

    To find out more, please click on the relevant link below:

    Bel 😊

    UK HOME EDUCATION
    WORLDWIDE ONLINE TUITION

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  • GL Assessment English: Building Vocabulary Naturally

    If your child is preparing for a GL Assessment English paper, you’ve probably wondered how to help them improve their vocabulary. Many parents imagine they need to buy expensive vocabulary books or spend hours memorising long lists of unfamiliar words. Whilst learning new vocabulary is certainly important, that isn’t how most children develop a rich and lasting understanding of language.

    Having worked with many children preparing for GL Assessments, one thing has become very clear to me. The children who make the greatest progress are usually those who encounter new words naturally through reading, conversation, games and everyday experiences. Vocabulary isn’t simply about knowing a definition. It’s about understanding how words are used, recognising them in different contexts and feeling confident enough to use them in both speech and writing.

    The good news is that building vocabulary doesn’t have to feel like hard work. In fact, some of the most effective learning happens when children don’t even realise they’re practising.

    Why Vocabulary Matters in GL Assessment English

    Vocabulary underpins almost every part of the English assessment.

    A broad vocabulary helps children to:

    • Understand reading comprehension passages.
    • Work out the meaning of unfamiliar words.
    • Answer inference questions more confidently.
    • Recognise subtle differences between similar words.
    • Write with greater precision and imagination.

    Sometimes one unfamiliar word can make an entire paragraph difficult to understand. Equally, a child with a wide vocabulary often finds it easier to identify clues within a text and make sensible predictions about what an author is trying to say.

    Fortunately, vocabulary grows steadily over time, making it one of the easiest areas to improve through enjoyable daily habits rather than intensive last-minute revision.

    Read Widely and Read Often

    If I could recommend just one activity for building vocabulary, it would be reading.

    Books expose children to thousands of words they may never encounter in everyday conversation. Unlike vocabulary lists, stories provide context. They show how words behave, the emotions they convey and how different authors use language to create atmosphere.

    Encourage your child to read a wide variety of material, including:

    • Adventure stories
    • Mystery novels
    • Non-fiction books
    • Children’s magazines
    • Newspapers aimed at young readers
    • Biographies
    • Poetry

    Each genre introduces different vocabulary and helps children become more flexible readers.

    One thing I always reassure parents about is that children don’t need to understand every unfamiliar word immediately. Often, simply seeing a word several times allows its meaning to become clear naturally.

    Talk About New Words

    Vocabulary learning doesn’t stop when the book closes.

    Whenever an interesting word appears whilst reading together, watching television or even chatting at home, take a moment to explore it.

    You might ask:

    • What do you think that word means?
    • Can we work it out from the sentence?
    • Have you heard anything similar before?
    • Can you think of another word with the same meaning?

    These relaxed conversations often develop a much deeper understanding than asking a child to memorise a dictionary definition.

    Sometimes we even discuss why an author has chosen one word instead of another. Why describe a character as furious rather than simply cross? Why write whispered instead of said? These conversations help children appreciate how carefully chosen words create stronger writing.

    Make Vocabulary Part of Everyday Conversation

    One of the easiest ways to build vocabulary is simply by using richer language yourself.

    Vocabulary doesn’t belong only in English lessons.

    Some of the best conversations happen during car journeys, whilst walking the dog or sitting around the dinner table.

    Instead of always choosing familiar words, naturally introduce more ambitious vocabulary into everyday speech.

    Rather than saying something is big, you might describe it as enormous, vast or immense.

    Instead of saying someone is happy, perhaps they’re delighted, thrilled, content or ecstatic.

    Children gradually absorb these words because they hear them being used naturally.

    Over time, they begin to use them themselves.

    Play Vocabulary Games

    One of the biggest misconceptions about vocabulary building is that children need to sit quietly with worksheets.

    In reality, some of the best vocabulary learning happens through games.

    One activity I regularly play with students is a vocabulary version of I Spy.

    Rather than saying, “I spy with my little eye something beginning with B,” I’ll ask them to find something that is transparent, circular, fragile, tiny, gigantic, ancient or colourful.

    Sometimes we’ll choose one object and think of as many describing words as we possibly can.

    A tree might become towering, leafy, gnarled, majestic, windswept or ancient.

    Not only does this build vocabulary, but it also encourages children to observe the world around them more carefully. The game quickly becomes less about spotting objects and more about selecting exactly the right word.

    Children usually don’t even realise they’re practising English.

    We also enjoy playing synonym challenges, category games and “Can you think of a better word?” These simple activities encourage children to become curious about language rather than seeing vocabulary as something to memorise.

    Educational infographic showing how a rich vocabulary supports communication, confidence, thinking skills, empathy and future opportunities.

    Learn One New Word Every Day

    One of my favourite routines is learning just one new word each day.

    Rather than overwhelming children with long vocabulary lists, we choose a single interesting word and spend time exploring it properly.

    We discuss:

    • What the word means.
    • Where it might be used.
    • Whether it has any synonyms or antonyms.
    • How we could use it naturally in conversation.
    • Whether we’ve heard it before in a book or film.

    Sometimes we challenge ourselves to use the word several times during the lesson.

    For example, if our word of the day is reluctant, we might talk about being reluctant to tidy our bedrooms, reluctant to try a new food or reluctant to leave for school after a holiday.

    Connecting vocabulary to real experiences makes the word much more memorable than simply copying out a definition.

    The results soon add up.

    One new word every day becomes seven each week, dozens every month and hundreds over the course of a year.

    Keep a Favourite Words Notebook

    Many children enjoy collecting words they find interesting.

    Rather than writing endless lists, encourage your child to keep a notebook filled only with words they genuinely like.

    They could include:

    • The new word.
    • Its meaning.
    • A sentence using it.
    • A small picture to help remember it.
    • Similar words.

    Because the words are personally meaningful, they’re often remembered far more easily.

    It’s also lovely to look back through the notebook after a few months and see just how much vocabulary has been learnt.

    Become a Word Detective

    Children preparing for GL Assessments don’t need to know every word they encounter.

    Instead, they need the confidence to work out unfamiliar vocabulary independently.

    I often encourage children to become “word detectives”.

    When they come across an unfamiliar word, we look for clues.

    Can we spot a familiar prefix or suffix?

    Does the rest of the sentence help?

    Does the word remind us of another word we already know?

    Developing these detective skills helps children approach challenging texts with confidence rather than immediately giving up.

    Build Vocabulary Through Real Life

    Some of the strongest vocabulary learning happens away from books altogether.

    A visit to a museum introduces historical language.

    Cooking together teaches words such as measure, combine, whisk and simmer.

    Nature walks introduce vocabulary like habitat, camouflage, predator, migration and evergreen.

    Shopping provides opportunities to discuss words such as budget, compare, quality and ingredients.

    Because children experience these words in real situations, they often remember them much more successfully.

    Final Thoughts

    Preparing for a GL Assessment English paper isn’t about cramming hundreds of ambitious words the week before the assessment.

    Vocabulary develops steadily through reading, conversation, curiosity and enjoyable everyday experiences.

    Some of the richest learning happens during simple moments: spotting descriptive words during a game of I Spy, discussing an unfamiliar word whilst reading together or discovering a new “Word of the Day” and finding opportunities to use it naturally.

    These small habits gradually build the confidence children need when they encounter unfamiliar vocabulary in their GL Assessments. More importantly, they help children become thoughtful readers, confident writers and lifelong lovers of language.

    In my experience, children make the greatest progress when learning feels like an adventure rather than another task on the to-do list.

    Here at Kite Tutoring, the online division of Bedford Tutor, we have supported many children preparing for GL Assessments in international schools around the world. We specialise in supporting learners with SEND, including ADHD, dyslexia, dyscalculia and autism, as well as children who are learning English as a second or additional language. Through engaging, personalised lessons, we help students develop rich vocabularies alongside their reading comprehension, grammar and writing skills. Whether your child is preparing for an upcoming GL Assessment or simply wants to become a more confident reader and writer, our lessons are designed to make learning enjoyable whilst building the skills they need to succeed.

    To find out more, please click on the relevant link below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • British Curriculum vs American Curriculum: What Parents Living Abroad Should Know

    ​
    One of the questions I am frequently asked by parents living overseas is whether there is a significant difference between the British and American curricula.

    The short answer is yes… and no!

    Having taught children following both educational systems for many years in countries such as the UAE and Thailand, I am often surprised by how similar they really are. Whilst there are certainly some differences in terminology, assessment and curriculum content, both ultimately aim to help children develop the same core skills: confidence in reading, competence in writing and a secure understanding of mathematics. That being said, there are some important distinctions which can occasionally catch families by surprise, particularly when children move between schools or educational systems.​

    One of the most obvious differences appears in English.

    Although British English and American English are essentially the same language, there are some spelling variations which can occasionally cause confusion. For example, a child attending a British school may write colour, favourite and centre, whilst a child following the American curriculum will be expected to write color, favorite and center.

    I often teach both British and American English and one of the first things I reassure children about is that neither version is “wrong”. The important thing is consistency. If a child is studying within an American school, they should use American spellings. If they are following the British curriculum, British spellings are usually expected.

    Fortunately, children tend to adapt remarkably quickly once they understand the differences.

    Over the years, I have also gained extensive experience preparing students for the GL Assessments used by many international schools. These assessments often form an important part of school entry procedures and provide valuable information about a child’s strengths and areas for development. Supporting children through these assessments has given me a strong understanding of the skills many international schools expect students to demonstrate.

    Alongside this, I regularly support students studying iGCSE English Language. I particularly enjoy helping learners develop their reading, writing and analytical skills whilst building the confidence needed to tackle longer pieces of writing and examination questions.

    My experience is not limited to the British curriculum, however.

    I have also worked with students in countries such as Saudi Arabia who follow Common Core English and Mathematics programmes, and regularly support children studying both the British and American curricula. Over the years, working across different educational systems has taught me that successful teaching is rarely about the curriculum itself. More often, it is about understanding the child sitting in front of you and adapting your approach to suit the way they learn best.​

    Mathematics is perhaps where some of the most noticeable differences occur.

    When I first began supporting a student studying the American mathematics curriculum over a longer period of time, I quickly realised that certain concepts were approached differently. The methods were not necessarily better or worse, but they were sometimes presented in a different order or explained using different terminology.

    One area which particularly expanded my own knowledge was the use of imperial measurements.

    Whilst British children are often familiar with miles and occasionally encounter other imperial units, the American curriculum tends to make much greater use of feet, inches, yards, pounds and gallons. Supporting students with these concepts helped me become far more confident teaching measurement systems which are not always covered in depth within the British curriculum.

    Experiences like these have been invaluable because they have allowed me to become more adaptable as a tutor.

    Perhaps the biggest lesson I have learnt is that children are often far more flexible than adults give them credit for. Whether they are learning colour or color, converting centimetres or inches, preparing for GL Assessments or studying iGCSE English Language, the underlying goal remains exactly the same: helping them become confident, capable learners.

    Curricula may vary from country to country, but curiosity, confidence and a love of learning are universal.

    As someone who works with children from a wide range of countries and educational backgrounds, I genuinely enjoy helping students navigate these differences and discover that, regardless of which curriculum they follow, they are capable of achieving great things.

    Here at Bedford Tutor, I have supported children following both the British and American curricula for many years. From GL Assessments and iGCSE English Language to Common Core English and Mathematics, working with learners from different educational systems has helped me develop a flexible approach that allows every child to build confidence whilst developing the skills they need to succeed.

    To find out more, please click on the link below:

    Bel 😊

    WORLDWIDE ONLINE EDUCATION

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  • What Should International Families Look for in an Online Tutor?

    Choosing an online tutor for your child can feel surprisingly difficult.

    Type “online tutor” into a search engine and you will find hundreds of people offering tuition, promising excellent results, personalised lessons and experienced teaching. But when your child lives overseas, the decision can be a little more complicated.

    Perhaps they attend an international school in Dubai. Maybe they are following the British Curriculum in Abu Dhabi, studying Common Core in Saudi Arabia, or moving between educational systems because your family is relocating. Perhaps your child has ADHD, dyslexia, autism, dyscalculia or simply needs a little more confidence.

    So, what should you actually look for?

    Having worked with students in Saudi Arabia, the UAE and other countries around the world, I have found that the best online tutor is not necessarily the person with the longest list of qualifications.

    For me, one quality stands above the rest: flexibility.

    Look for a tutor who understands your child’s curriculum

    International families do not all follow the same educational pathway.

    Some children study the British Curriculum, whilst others follow an American curriculum or another international programme. I have worked with students in Saudi Arabia following Common Core English and Mathematics programmes, as well as learners in the UAE whose schools approach certain areas of mathematics differently. I have also supported students preparing for GL Assessments and studying iGCSE English Language.

    This experience has taught me that curriculum knowledge matters.

    A tutor should understand what your child is being asked to learn, the terminology they are encountering and the expectations of their school. However, they also need to recognise that two children studying the same subject may have very different educational experiences.

    For example, a child preparing for an assessment in Riyadh may need a different approach from a child preparing for a similar assessment in Bedford.

    The underlying skills may be similar, but the route towards developing them can be completely different.

    Look for flexibility rather than one fixed teaching method

    This is probably the biggest lesson I have learnt from working with international families.

    A tutor who rigidly follows one programme or one teaching style may struggle when a child’s circumstances change.

    A flexible tutor can adapt resources, explanations, lesson structure and activities according to the learner sitting in front of them.

    This is particularly important for children with additional learning needs.

    There is no such thing as a “typical” child with ADHD. My own ADHD looks different from another person’s ADHD, and the same is true of children. Some learners need movement and discussion. Others need visual structure and predictable routines. Some thrive when lessons are highly interactive, whilst others need quieter periods to process information.

    I have always felt that different minds sometimes need different routes to reach the same destination.

    That is why I would be wary of any tutor who insists there is only one “right” way to learn.

    Consider whether they understand neurodivergent learners

    For families of children with ADHD, dyslexia, dyscalculia or autism, this can be particularly important.

    A child may be perfectly capable of understanding a concept but struggle to demonstrate that understanding because of working memory, attention, processing, confidence or executive functioning difficulties.

    I know this personally. I was diagnosed with ADHD at 31, and looking back at my own education, I can see that I was never lacking intelligence or enthusiasm. I loved learning. What I sometimes struggled with was working memory, multi-step instructions and maintaining focus when something failed to capture my imagination.

    That experience has influenced the way I teach.

    I believe a tutor should look beyond the difficulty and notice the child behind it.

    For an ADHD learner, that might mean breaking a large task into smaller steps. For a dyslexic learner, it might mean using visual, creative or multi-sensory approaches. For another child, it might simply mean giving them enough time to think before expecting an answer.

    The important thing is not to assume that every child needs the same support.

    Look for someone who builds confidence

    Academic progress is important, but confidence matters too.

    I have worked with children who have become so accustomed to getting things wrong that they begin to avoid trying altogether. Sometimes the biggest breakthrough is not getting an answer correct. It is seeing a child put their hand up, have a go or say, “I don’t understand that yet.”

    The right tutor should create an environment where mistakes are safe.

    Children need to know that getting something wrong does not mean they are bad at the subject. It simply gives us information about what needs more practice.

    This is particularly important for international learners who may already be adapting to a new country, school, language or curriculum.

    Good tutoring develops skills.

    Great tutoring can also help rebuild a child’s belief in their own ability.

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    Look Beyond the Lesson Itself

    Another important consideration for international families is whether the tutor can help a child make connections between learning and their wider educational journey.

    A student may be preparing for a GL Assessment, moving towards iGCSE, changing schools or simply trying to catch up in an area where they have lost confidence.

    In these situations, tuition should not feel like an isolated extra lesson added to an already busy week.

    The tutor should understand the bigger picture and help the child see how the skills they are developing now will support them later.

    In my experience, this can be particularly valuable for international families, where children may move between schools, curricula or even countries during their education. A flexible tutor can provide a sense of continuity when everything else around the child is changing.

    Check that they understand the realities of international education

    Online tuition has one enormous advantage for international families: geography is no longer such a barrier.

    From Bedfordshire, I have been fortunate enough to support children in Saudi Arabia, the UAE, Thailand and many other parts of the world.

    But working internationally requires more than simply opening a laptop.

    Families may have different school calendars, different holidays and different daily routines. A UK summer holiday does not necessarily coincide with a child’s school holiday in the Middle East.

    I have found this particularly interesting when working with families in Saudi Arabia and the UAE. There have been occasions when children overseas were preparing to return to school whilst UK pupils were still enjoying their summer break. At other times, international students have had a quieter period when we could focus on confidence-building, revisit difficult areas or simply enjoy learning without the pressure of a busy school term.

    A good online tutor needs to understand this rather than expecting every family to fit around the UK school calendar.

    Communication with parents matters

    When you live thousands of miles away from your child’s tutor, communication becomes even more important.

    Parents should feel comfortable asking questions and discussing how their child is progressing. The tutor should be able to explain what they are working on, where difficulties are appearing and where they have noticed progress.

    This does not mean parents need a lengthy report after every lesson.

    Sometimes a simple conversation is enough.

    For international families especially, good communication helps everyone work towards the same goal. When the child, parent and tutor understand what they are trying to achieve, learning becomes much more consistent.

    Look for the right person, not the most impressive profile

    Qualifications matter. Experience matters. Subject knowledge matters.

    But I would not choose an online tutor purely because their profile looks impressive.

    I would ask:

    Will my child feel comfortable with this person?

    Will they be able to admit when they are confused? Will they feel able to make mistakes? Will the tutor notice their strengths as well as their difficulties? Will they adapt when something is not working?

    These questions are particularly important for children with dyslexia, dyscalculia and other learning differences because there is no single approach that works for everyone.

    Sometimes the tutor who looks perfect on paper is not the right person for your child.

    And sometimes the tutor who takes the time to understand your child’s personality, interests and individual way of learning turns out to be exactly what they needed.

    Final thoughts

    Working with international families has taught me that children are remarkably adaptable.

    Whether a child is learning persuasive writing in Dubai, developing reading comprehension in Riyadh or strengthening mathematical reasoning somewhere else in the world, the fundamental goal remains the same: helping them become confident, capable learners.

    Curricula may change. School systems may change. Time zones may change.

    But children still need encouragement, understanding and someone who believes they can succeed.

    For me, that is what good online tuition is really about.

    At Kite Tutoring, the online division of Bedford Tutor, I have supported children in Saudi Arabia, the UAE and other countries around the world, alongside families throughout the UK. My online lessons are designed to be flexible, personalised and engaging, with support tailored to each learner’s educational background, learning profile and goals.

    Whether your child follows the British Curriculum, American Curriculum or another international programme, is preparing for GL Assessments, needs support with English or maths, or simply needs someone to help rebuild their confidence, finding the right tutor can make a remarkable difference.

    Here at Bedford Tutor, I have supported home-educated learners across the UK and around the world for many years. From Functional Skills English and Maths to personalised learning programmes for children with ADHD, dyslexia, dyscalculia and autism, I have developed a flexible and engaging approach that helps students build confidence whilst developing the essential skills they need to thrive.

    To find out more, please see below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

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