Group 11+ tuition has an immediate challenge: six pupils can be the same age and still have very different arithmetic fluency, vocabulary, reasoning familiarity and target schools.
Differentiation does not mean writing six separate lesson plans. It means keeping a shared learning objective while adjusting the support, question level and extension.
Teach the same idea at different depths
Suppose the objective is fractions of amounts.
One pupil may need concrete examples and one-step questions. Another can apply the same principle to multi-step word problems. Both are working on the same mathematical idea, so whole-group teaching remains coherent.
Use a common starter
Begin with five accessible retrieval questions that everyone attempts. This creates a shared opening and gives you quick information about who needs support.
Add one optional stretch item for early finishers rather than making the entire starter too hard for half the room.
Tier independent practice
Prepare two or three levels of question set. Avoid calling them “easy” and “hard” in front of pupils. Use neutral labels such as Foundation, Developing and Secure/Stretch.
Move pupils between levels based on today's evidence rather than permanent groups.
A strong mathematician can still need foundation vocabulary practice.
Use extension that deepens, not just lengthens
Fast finishers do not always need fifteen more questions. Ask them to explain two methods, create a similar question, find the trap answer or solve a harder application.
This avoids rewarding speed with more repetitive work.
Build short tutor checkpoints
While pupils work independently, call individuals for two-minute checks. Ask one diagnostic question, correct one misconception and send them back to practise.
This gives group tuition moments of individual teaching without stopping the whole class.
Use timed work together
A short common timed section is useful because everyone experiences the same clock. Afterwards, differentiate the review: one pupil focuses on pace, another on method accuracy.
Closer to the exam, some groups may need centre-specific splits if pupils are targeting genuinely different formats.
Set differentiated homework efficiently
A digital assignment system makes it easier to send different papers to different pupils without announcing the groups publicly. Set each child the next useful level and a common due date.
A free teacher account lets you assign different papers to different pupils without announcing the tiers. create a free teacher account
Track movement, not labels
The aim is for pupils to move between tiers as skills change. A static “bottom group” mindset is especially unhelpful in a selective-exam context where confidence can already be fragile.
Use the free tutor roster and assignments
EduArchives teacher tools support pupil rosters, individual assignments, due dates, marking and feedback while the worksheet library offers different levels for targeted work.
Run your group from the tutor dashboard →
Frequently asked questions
What is a good size for 11+ group tuition?
That depends on teaching style, room, pupil needs and the amount of individual feedback you can provide. Smaller groups generally make differentiation easier.
Should pupils know which difficulty tier they are on?
They can know the task level without attaching ability labels to themselves. Emphasise that levels change by topic and over time.
How do I teach pupils taking different exams?
Teach common skills together, then use targeted format practice or separate timed sets where the actual tests differ.