Year 4:
I set important foundations in Maths and English. In Maths, I follow the Singapore Method to develop mathematical knowledge, understanding and fluency. To help develop students’ problem-solving skills, I use visual resources including bar modelling. In English, we cover spelling, grammar, punctuation, comprehension and writing. I start by going back to basics, looking at nouns, verbs etc. then move on to more complex word classes such as pronouns and modal verbs. A writing exercise is set every month and we cover a variety of written texts through comprehension. I also give students 10+ tests (entrance exams taken at the beginning of Year 5) to start developing exam skills and technique.
Year 5:
I teach simple and straightforward methods, based on the Singapore approach and use visual techniques to break down complex multi-step problems. We start by looking at place value, BIDMAS and then move to more complex concepts such as fractions and algebra. In English, I focus on spelling, grammar, punctuation, comprehension and writing. We start by looking at word classes (nouns, pronouns, verbs, verb phrases) then punctuation (basic and higher-level), before looking at these in context through questions and texts. Students develop their reading and comprehension skills through papers and reading; writing tasks are set termly. Mock 11+ tests are sat throughout tutoring to develop exam skills and techniques. Both Verbal and Non-verbal Reasoning is taught alongside Maths and English.
Homework:
Students are set Maths, English and Reasoning homework every week. Completing homework has made a genuine difference to the outcome of the 11+.
Theory:
Individual and Group tutoring is based on Jerome Bruner’s spiral curriculum, where students revisit concepts they have previously learnt but at a more complex level. This approach reinforces what students know and moves them to the next stage in their learning.
In Maths, you can see from the example below that students revisit the same concepts of place value and number throughout Year 3 to Year 6, each time at a more complex level. 
In English, you can see from the example below that the same concepts in reading are also revisited but at a more complex level throughout Years 3 to 6.
This approach, therefore, not only develops new learning but also draws on their existing knowledge developing students relational understanding and abstract representation.
Reasoning is often a new area for students but I have found that they enjoy the challenge of something new and different. As with the Maths and English, reasoning is age-appropriate and practised through 10-minutes tests and assessment papers.
I break reasoning down as much as possible. One area students really struggle with is non-verbal cubes. See below how I have broken this down so students can approach these questions more confidently.
Please do not hesitate to contact me, should you have any further questions and for my availability.
Charlotte Coleman Tutoring
Qualified teacher and experienced tutor, specialising in 11+ exams for grammar and independent schools. Ph.D. in Legal History, MA in History and BA in Primary Teaching with QTS.
