I teach IB Maths and mostly work with students who need help turning class notes into something usable before mocks. My lessons are quite structured: we sort out weak topics first, then do timed questions and review method properly. I’ve helped with both AA and AI, though algebra, functions and probability are the areas I teach most often. I’m also happy to go through IA ideas if a student is stuck on where to start.

I’m an IB English tutor with a literature background, and most of my work is around essay planning, close analysis and getting students to write with a bit more control under time pressure. I teach both Language & Literature and Literature. A lot of my students come to me because their ideas are good but their essays drift. We usually spend time on structure, commentary and how to make Paper 1 responses feel sharper and less repetitive.

My teaching is centred on IB Biology only, usually with students who are fine with the content in class but lose marks when questions become more applied. I spend a lot of time on data-based questions, markscheme wording and the topics that tend to trip people up, especially genetics, metabolism and ecology. I also help with Internal Assessments, from refining a question to checking whether the method and evaluation actually make sense.

Hi, I tutor IB Chemistry and I’m probably best suited to students who want things explained plainly without too much waffle. I like teaching stoichiometry, equilibrium and organic because those are the topics where a small misunderstanding can follow someone for months. My lessons usually mix short explanation with exam questions straight away, so we can see what’s actually sticking. I also help students tidy up IA drafts before submission.

I’ve been teaching IB Physics long enough to know that most problems are not really about maths, but about reading the question properly and setting up the method. I teach SL and HL and usually work through mechanics, electricity and waves in a very step-by-step way. If needed, I can also support with IA planning, especially where students have chosen topics that sound interesting but are too broad to score well in practice.

I tutor IB Business Management and usually work with students who understand the case study in class but struggle to turn that into a strong answer on paper. My approach is fairly direct: we look at command terms, paragraph structure and whether the point actually fits the question. I also spend time on the IA because that is where many students drop easy marks by being too descriptive or choosing a business issue that is far too wide.

I teach IB Psychology and enjoy working with students who need help making the subject feel less like a pile of studies to memorise. We spend a lot of time linking research back to the question, because that’s where essays often fall apart. I’m particularly keen on biopsychology and abnormal psychology, but I cover the full course. I can also help with the Internal Assessment, especially write-up structure and interpretation of results.

I’m an IB Economics tutor and most of my lessons revolve around getting students to explain diagrams and chains of reasoning properly, not just copy definitions. I teach both micro and macro, and I’m especially used to helping with 10 and 15 mark responses where evaluation feels forced. Students often send me essay plans or practice answers between lessons, and I’m happy to mark them in the same straightforward way an examiner would.

I teach IB History with a strong focus on essay writing, source work and helping students avoid the vague, general answers that lose marks quickly. A lot of my students know the content but are unsure how much evidence to use, or how to shape an argument under timed conditions. We work on that directly. I also help with the historical investigation, especially choosing a question that is narrow enough to analyse properly rather than just describe.

I tutor IB Geography and usually work with students who enjoy the subject but need help turning case study knowledge into precise exam answers. I teach the course topic by topic, but I pay particular attention to 10-mark and 16-mark responses because that’s where structure really matters. I’m also happy to support with the fieldwork write-up and IA, especially when students need a second pair of eyes on methodology, data presentation or evaluation.