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.
If someone asked me to choose just three maths resources to keep forever, I honestly don’t think I’d need very long to answer. Over the years, I’ve collected all sorts of games, manipulatives, worksheets and activities, but I always seem to come back to the same three resources.
Not because they’re flashy.
Not because they’re expensive.
But because they work.
As someone who has worked with hundreds of children over the years—particularly learners with ADHD, dyslexia, dyscalculia and autism—I have learnt that maths makes far more sense when children can actually see it, touch it and move it. Abstract numbers on a page can feel overwhelming for many learners, but the right resource can transform confusion into genuine understanding almost instantly.
1. Numicon – My Absolute Favourite
If you’ve ever had a lesson with me, you’ve probably met Numicon!
Without a doubt, it is my favourite maths resource.
There is just something incredibly satisfying about it. I love the colour-coding, I love the tactile feel of the pieces and, perhaps most importantly, I love how naturally children begin spotting patterns.
Instead of seeing the number 8 as just another symbol on a page, they can physically hold eight. They can compare it with seven, build ten, explore number bonds and notice relationships without me having to explain every tiny step.
I often find that children who have been told they’re “not good at maths” suddenly start smiling when Numicon comes out.
It’s almost as though someone has switched the lights on.
For many neurodivergent learners, that visual element is incredibly powerful. Rather than memorising facts which don’t seem to mean very much, they begin building genuine number sense.
As someone who loves colour anyway, Numicon just makes my brain happy.
2. Counters – Simple… But Brilliant
If Numicon is my favourite specialist resource, counters are probably the most versatile.
Honestly, you can teach almost anything with a handful of counters.
Addition.
Subtraction.
Multiplication.
Division.
Fractions.
Patterns.
Probability.
The list goes on.
One of the things I love most is watching children move from counting every individual counter to recognising groups automatically. That transition is often where confidence starts growing.
Children don’t always realise they’re developing mathematical reasoning because they’re so busy moving the counters around and experimenting for themselves.
I’ve always believed children learn best when they’re actively involved.
Sometimes I’ll deliberately say very little and simply ask, “What do you notice?”
The answers children come up with are often far more interesting than the explanation I was about to give.
Those moments are some of my favourites.
3. Base Ten – Place Value Suddenly Makes Sense
If there’s one concept that causes more confusion than almost anything else in primary maths, it’s place value.
We tell children that the digit 3 can mean three… or thirty… or three hundred… and then wonder why they look slightly puzzled!
This is exactly why I love Base Ten.
Watching children physically exchange ten ones for one ten is one of those magical tutoring moments.
Suddenly, our number system isn’t just a rule adults have invented.
It actually makes sense.
Regrouping during addition and subtraction becomes easier because children can physically see what’s happening instead of trying to imagine it.
I especially enjoy using Base Ten with children who have dyscalculia because it slows everything down beautifully.
There is no rush.
No pressure.
Just time to explore how numbers fit together.
Why I Love Practical Maths So Much
Looking back, I think I’ve always been someone who enjoys learning by doing.
Perhaps that’s one reason I love using practical resources so much now.
As someone with ADHD, I know my own brain remembers things far better when I can interact with them. Sitting passively and listening has never really been my strongest learning style, whereas exploring, building, noticing patterns and asking questions absolutely is. In many ways, I think that’s shaped the tutor I’ve become.
I also think practical resources remove a huge amount of anxiety.
Many children arrive believing maths is simply pages of calculations and getting things wrong.
Then the counters appear.
Or the Numicon.
Or the Base Ten.
Suddenly, maths feels much more like solving a puzzle than sitting a test.
That’s when confidence starts to grow.
And confidence changes everything.
Final Thoughts
People sometimes ask whether resources really make that much difference.
For me, the answer is an emphatic yes.
Of course, resources don’t teach children on their own, but the right resource, used at the right moment, can unlock understanding in a way that words sometimes can’t.
If I had to choose just three maths resources for the rest of my tutoring career, I’d happily take Numicon, counters and Base Ten.
Everything else would simply be a bonus.
Here at Bedford Tutor, I have supported children in mathematics for many years, both across the UK and around the world. Whether I’m working with home-educated learners, supporting children with ADHD, dyslexia, dyscalculia or autism, or helping students rebuild their confidence after struggling with maths, I always aim to make learning practical, engaging and enjoyable. Resources like Numicon, counters and Base Ten are just some of the tools I use to help children truly understand mathematics rather than simply memorise it.
To find out more, please click on the relevant link below.
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.
Home education can be an incredibly rewarding way of learning.
It can give children the freedom to explore subjects in greater depth, learn at their own pace and spend more time developing the things they are genuinely interested in. For some families, it provides an opportunity to create an education that fits around the child rather than expecting the child to fit into a traditional school environment.
But I also know that home education can leave parents with plenty of questions.
Are we covering enough?
Is my child making the progress they should be?
How do I make sure they develop the English and maths skills they need?
And perhaps one of the biggest questions of all: how do I make learning work for my particular child?
Having supported home-educated children for many years, these are questions I understand very well. I have worked with learners studying a wide variety of subjects and following the British Curriculum, as well as children following other educational programmes around the world.
And one thing I have learnt repeatedly is that there is no single way to make home education work.
The child has to come first.
Home education doesn’t have to look like school
One of the things I love most about working with home-educated students is the freedom.
Learning doesn’t necessarily have to mean sitting at a desk completing worksheet after worksheet. In fact, some children become far more engaged when we take an idea from their own interests and use it as a starting point for learning.
A child who loves animals might explore descriptive writing through an imaginary wildlife documentary.
A student fascinated by football might develop mathematical skills through statistics, averages, percentages and graphs.
A child interested in history might discover that their passion provides a wonderful starting point for reading comprehension, vocabulary, research and extended writing.
Someone who loves gaming might develop problem-solving and logical thinking through mathematics, while also using their interests as inspiration for creative writing.
The curriculum still matters. Children need to develop important knowledge and skills. But the route we take to get there can be much more flexible.
Over the years, I have found that when children are genuinely interested in what they are learning, they often become far more willing to tackle the things they previously found difficult.
For more than fourteen years, I have supported children and young people with a wide range of educational needs, abilities and learning styles. My experience includes working with learners with ADHD, dyslexia, dyscalculia and autism, as well as children experiencing executive functioning difficulties, low confidence and anxiety around learning.
I am very proud to describe myself as a SEND-experienced tutor.
This isn’t simply because I have experience working with children who have additional needs. It is because understanding the individual learner is at the heart of the way I teach.
I am also neurodivergent myself.
I wasn’t diagnosed with ADHD until I was 31, and looking back at my own education, I can now see many things very differently. I loved learning and was academically capable, but there were aspects of education which were much harder for me than they appeared from the outside.
My own experience has made me particularly aware of how easily children can be misunderstood.
ADHD does not look the same in every person. Dyslexia does not affect every learner in exactly the same way. Autistic children are not all going to benefit from identical approaches. And a child with dyscalculia may have a completely different experience of mathematics from another child.
There is no single “SEND learner”.
My own ADHD journey taught me that very clearly. As I have written previously, my ADHD is not your ADHD and your ADHD is not mine. We all experience neurodivergence differently.
That philosophy is incredibly important in my tutoring.
I don’t want to see a diagnosis and immediately decide how a child should be taught.
I want to get to know the child.
A teenager I have supported for many years
One of the most rewarding parts of tutoring is seeing how a child develops over time.
I have been tutoring one particular teenager for a number of years, and it has been wonderful to watch her educational journey develop and change as she has grown.
I think this is a lovely example of why personalised tuition can be so valuable.
Education isn’t always about following a predetermined route simply because that is what everyone else is doing.
Sometimes we need to step back and ask:
What does this young person actually need now?
For this student, Functional Skills provides an important opportunity to develop practical English and maths skills which are relevant to her future. Because I have worked with her for so long, I understand her strengths, the areas she finds more difficult and the approaches which help her engage.
That relationship matters.
Good tuition isn’t simply about knowing the curriculum.
It is about knowing the learner.
Building the British Curriculum around the child
For families choosing home education, the British Curriculum can provide a useful framework.
It gives parents some reassurance about the knowledge and skills children are expected to develop, particularly in core subjects such as English and mathematics.
But a framework doesn’t have to become a cage.
One child may need additional time to develop reading comprehension. Another may need to revisit mathematical concepts several times before they become secure.
A dyslexic learner may benefit from multi-sensory approaches to reading, spelling and writing.
A child with dyscalculia may need practical and visual ways of understanding number.
An ADHD learner might benefit from shorter activities, movement, variety and clear structure.
An autistic learner may need predictable routines and carefully considered communication.
None of these things mean that a child is incapable of following the British Curriculum.
They simply mean that they may need a different route through it.
This is one of the greatest advantages of personalised home education.
English and maths are about much more than worksheets
English and maths are often the subjects parents feel most concerned about when they begin home educating.
With English, we might work on reading, comprehension, spelling, vocabulary, grammar, punctuation, creative writing or communication.
With maths, we might focus on number, calculation, reasoning, problem-solving, fractions, percentages or practical mathematics.
But underneath all of this is confidence.
I have seen children who are perfectly capable of learning begin to believe that they are “bad at English” or “just can’t do maths” because previous experiences have knocked their confidence.
This can be particularly painful for children with SEND.
A child who has spent years being told to concentrate harder, stop making careless mistakes or simply try harder can eventually start believing that they are the problem.
They aren’t.
Sometimes the teaching approach simply hasn’t matched the learner.
Learning through interests
One of the things I have particularly enjoyed over the years is using children’s interests to make learning engaging.
I have supported a number of home-educated students, and no two have ever been exactly alike.
Their interests become doorways into learning.
A love of animals can lead into research and writing.
An interest in space can become a wonderful opportunity for reading, vocabulary and scientific discussion.
Sport can provide endless opportunities for maths.
History can inspire creative writing.
Art can support descriptive language.
Even seemingly niche interests can become incredibly useful starting points for education.
I don’t believe that every lesson needs to be entertaining every second. Children still need to experience challenge, practise skills and sometimes persevere with things they don’t immediately enjoy.
But motivation matters.
When a child understands why they are doing something and can connect it to something they already care about, learning can feel completely different.
Home education can be particularly valuable for SEND learners
For some families, home education provides something that traditional schooling simply hasn’t been able to offer: time.
Time to slow down.
Time to revisit something.
Time to ask another question.
Time to approach a concept differently.
Time to celebrate progress without constantly comparing a child with thirty other children in the same classroom.
This can be particularly valuable for neurodivergent learners.
Children with ADHD, dyslexia, dyscalculia and autism can sometimes spend an enormous amount of energy navigating environments that weren’t designed with their needs in mind.
Home education doesn’t automatically solve every difficulty, of course. Parents can still find themselves exhausted, uncertain or unsure about how best to support their child’s learning.
That is where specialist tuition can become a useful part of the wider home education picture.
The tutor doesn’t replace the parent.
Instead, they can provide subject expertise, structure, encouragement and a different perspective.
Looking towards September
As September approaches, I know many home-educating families will be thinking carefully about the year ahead.
For some children, that may mean continuing with the British Curriculum.
For others, it may mean strengthening English and maths, preparing for Functional Skills, developing confidence or creating a more consistent learning routine.
For children with SEND, finding the right support can be particularly important.
Perhaps your child has struggled with school and needs an education that feels calmer and more individual.
Perhaps they are academically capable but have lost confidence.
Perhaps they have ADHD and need learning to be more flexible and engaging.
Perhaps dyslexia has made reading and writing exhausting.
Perhaps maths has become a source of anxiety because of dyscalculia.
Or perhaps your child is simply wonderfully individual and you want their education to reflect that.
Whatever the reason, I believe home education should give children the opportunity to learn in a way that recognises who they are.
Not every child needs the same timetable.
Not every child needs the same resources.
And not every child will make progress in exactly the same way.
What they do need is someone who understands learning, understands SEND and is prepared to meet them where they are.
Personalised tuition that grows with the child
For me, that is what personalised tuition is really about.
It isn’t about taking a child and trying to squeeze them into a pre-existing programme.
It is about looking at the learner in front of me and asking:
Where are they now?
Where would they like to go?
And what will help them get there?
After many years of supporting home-educated learners, I have seen just how powerful this approach can be.
Sometimes progress is a qualification.
Sometimes it is finally understanding a mathematical concept that has caused difficulty for years.
Sometimes it is writing a paragraph independently.
Sometimes it is reading aloud without that familiar feeling of dread.
And sometimes it is simply a child finishing a lesson and saying:
From following the British Curriculum and developing core English and maths skills to working towards Functional Skills English and Maths, I adapt tuition around the individual learner. I also love using children’s interests as a starting point for learning, because I have seen time and time again how much more engaged children can become when education connects with something they genuinely care about.
Most importantly, I want children to finish their lessons feeling that they can learn.
If you are considering home education for September, or are already home educating and looking for specialist English, maths or SEND tuition, I would be very happy to have a conversation about your child’s individual needs.
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.
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:
As the summer holidays approach, many parents begin asking the same question:
Should my child have tuition over the summer?
It’s an interesting debate and one which doesn’t really have a universal answer.
For many families, summer is a precious opportunity to slow down. After months of early mornings, homework, packed lunches and busy schedules, children deserve time to relax, recharge and simply enjoy being children. Looking back at my own school holidays, some of my happiest memories involve long days outdoors, building dens, reading books and becoming completely absorbed in whatever strange obsession had captured my imagination that particular week.
Summer should never feel like an extension of school.
However, there is another side to the story.
Teachers often talk about the “summer slump”, that period during the long break when some children forget skills they worked hard to develop during the academic year. This is completely normal. In fact, many schools spend the first few weeks of the autumn term revisiting previous learning before introducing new concepts.
For some children, particularly those who have struggled with confidence or have gaps in their learning, a small amount of support over the summer can make a surprisingly big difference.
Learning Doesn’t Have To Feel Like School
When people hear the word “tuition”, they often imagine children sitting at a desk completing worksheets while everyone else is outside enjoying the sunshine.
Some of the most effective holiday learning happens through games, creative challenges, discussion activities and hands-on tasks. Without the pressure of school assessments and deadlines, children often feel more relaxed and willing to take risks in their learning.
In many ways, summer provides an opportunity to revisit skills at a gentler pace.
Whether a child needs support with reading, writing, spelling, times tables or mathematical fluency, a few well-planned sessions can help keep important skills ticking over without dominating the holiday period.
What About Children With SEND?
For children with SEND, summer tuition can sometimes be particularly valuable.
Many neurodivergent children thrive on routine and predictability. Whilst a complete break from school can be beneficial, six weeks without any structured learning can feel unsettling for some children.
As someone with ADHD, I understand this feeling well. Although I desperately needed breaks from school, I also found comfort in having something meaningful to focus on. Too much structure felt restrictive, but no structure at all often left my thoughts bouncing around like pinballs in an arcade machine.
Every child is different, but many children with ADHD, autism, dyslexia and other learning differences benefit from maintaining a small amount of routine during the summer months.
The quieter pace of the holidays also allows tutors to spend more time exploring how a child learns best. Without the demands of the school timetable, sessions can focus on building confidence, strengthening key skills and developing strategies which can later be transferred back into the classroom.
So, Is It Worth It?
The honest answer is: sometimes.
Not every child needs summer tuition and not every family wants it. Holidays should still be holidays. However, if your child has gaps in learning, struggles with confidence, is preparing for a transition to a new school or simply benefits from additional support, summer tuition can be a valuable investment.
The most successful summer learning programmes are flexible, enjoyable and tailored to the individual child. They don’t aim to replace summer adventures with worksheets and timetables. Instead, they provide just enough support to help children return to school feeling confident, capable and ready for a new academic year. After all, the goal isn’t to fill every moment of the holidays with learning.
It’s to ensure children begin September believing they can succeed.
If you are considering summer tuition in Bedford or online, our Super Summer Learning sessions provide personalised support for children aged 5-16 in a fun, engaging, and encouraging environment.
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Moving abroad is an exciting adventure for families. Whether you’ve relocated to Dubai, Abu Dhabi, Riyadh, Jeddah, Singapore, Kuala Lumpur, Bangkok or elsewhere, international life offers children wonderful opportunities to experience new cultures, make lifelong friendships and develop a global outlook.
However, alongside the excitement often comes a familiar concern for parents:
Over the years, I have worked with many families living overseas, supporting children attending British international schools, home educating, or preparing to return to the UK. One thing has become increasingly clear to me: online tuition isn’t simply a convenient alternative to face-to-face lessons—it is often the ideal solution.
For many internationally based families, British Curriculum online tuition provides consistency, flexibility and personalised support that can be difficult to find locally.
Learning With a Tutor Who Understands the British Curriculum
One of the biggest advantages of working with a specialist British tutor is continuity.
Whilst many international schools provide an excellent education, children sometimes need additional support with particular topics, exam preparation or confidence building. Parents often tell me they simply want someone who understands exactly what their child is learning.
This consistency becomes particularly valuable for families who relocate regularly. A child may move between schools in different countries whilst continuing to follow the British Curriculum, and having the same tutor throughout those changes provides welcome stability.
Flexibility That Fits Around International Life
Life overseas rarely follows exactly the same pattern as life in the UK.
School terms differ between countries. Public holidays vary enormously. Some families travel frequently for work, whilst others return to Britain during school holidays.
Online tuition adapts to those changing schedules.
Rather than travelling across a city after school or trying to find a local tutor with suitable experience, lessons take place from home. Children can learn in familiar surroundings whilst maintaining a regular routine regardless of where they happen to be living.
Over the years, I’ve supported families studying the British Curriculum across the UAE, Saudi Arabia, Singapore, Malaysia and Thailand, and one thing I’ve learnt is that flexibility matters. Every family’s timetable is slightly different, particularly when balancing school commitments, extracurricular activities and different time zones.
Personalised Learning Makes a Huge Difference
One-to-one tuition allows every lesson to focus entirely on the individual child.
Unlike a busy classroom, there is time to revisit difficult concepts, answer questions immediately and adjust the pace of learning without worrying about keeping up with thirty other pupils.
Some children need additional practice with fractions.
Some simply need reassurance that they’re capable.
Every child is different, and personalised tuition recognises that.
As someone who has supported children for many years, I have found that confidence often grows surprisingly quickly once learning is tailored to the child rather than expecting the child to adapt to the lesson.
Living abroad can sometimes make accessing specialist educational support more difficult, particularly if English-language SEND services are limited or waiting lists are long.
Online tuition can bridge that gap.
Rather than expecting every learner to fit one teaching style, lessons can be adapted to suit how each child learns best.
Some learners benefit from visual resources.
Others enjoy discussion-based learning.
Some need movement breaks or learning broken into smaller chunks.
Having ADHD myself has reinforced something I’ve always believed: neurodivergent learners don’t all look the same. Every child has their own strengths, challenges and ways of learning. Understanding the individual child is always more important than relying on stereotypes.
Confidence Travels Better Than Knowledge Alone
When families move between countries, children sometimes worry about fitting into a new school.
They may wonder whether they’ll make friends, understand different teaching styles or keep up academically.
Academic support certainly helps, but confidence is often the biggest factor.
One of the most rewarding parts of tutoring the British Curriculum internationally is watching children gradually become more willing to ask questions, tackle unfamiliar challenges and believe in themselves.
When children feel safe making mistakes, learning accelerates naturally.
This is particularly important for children preparing for transitions into new schools or returning to the UK after living overseas.
Parents Stay Closely Involved
Another benefit of online tuition is communication.
Parents living abroad often appreciate regular updates about their child’s progress with the British Curriculum, particularly if work commitments mean they cannot always speak with teachers during the school day.
A strong partnership between tutor, parent and child creates consistency.
Small concerns can be identified early, achievements celebrated together and future learning planned collaboratively.
Children thrive when the adults around them work as a team.
Technology Has Made Online Learning Better Than Ever
When online learning first became widespread, many people viewed it as a temporary solution.
Today, the experience is completely different.
Interactive whiteboards, shared documents, educational games, visual resources and instant feedback make lessons engaging and highly effective.
Many children actually prefer learning online.
Without the distractions of a busy classroom, they often feel more comfortable asking questions and participating fully. During the growth of online learning, I found many students became more engaged and confident in one-to-one virtual lessons than they had been in traditional classroom settings.
A Long-Term Investment in Your Child’s Education
Families living abroad often move several times during a child’s education.
Schools may change.
Countries may change.
Curricula may occasionally vary.
However, having a trusted tutor provides one constant throughout those transitions.
Whether your child is preparing for GL Assessments, studying iGCSE English Language, strengthening maths skills or building confidence in reading and writing as part of the British Curriculum, consistent support can make those challenges feel far less overwhelming.
Ultimately, successful online tuition isn’t just about improving grades.
It’s about helping children become resilient, confident learners who know they can succeed wherever life takes them.
Here at Bedford Tutor, I have supported children following the British Curriculum across the UK and around the world for many years. Whether your child attends an international school, is home educated or is preparing to move between countries, I provide personalised English and maths tuition that builds confidence alongside academic skills. I also have extensive experience supporting learners with ADHD, dyslexia, dyscalculia and autism, ensuring every lesson is adapted to the individual child.
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Bedford, UK 
