A tutor who understands HL and SL demands, internal assessment deadlines and the extended essay is different from one who only revises past papers in April. IB Gram matches families with subject tutors who can support the full two years, online worldwide or in person where a tutor is local.
Matched by programme, subject, level, weak areas and your school's calendar.
Math AA, Math AI, Physics, Chemistry, Economics, English and more, to the current syllabus.
Online worldwide around school hours, with home and hybrid options where tutors are local.
Clear updates on what was covered, what needs practice and the next step.
Looking for IB Diploma Programme tutors usually means one of two things: a subject is slipping mid-year, or May or November exams are close and past-paper practice has to start now. Either way, the right tutor understands HL and SL demands, internal assessment criteria and command terms, not just the syllabus content. IB Gram matches families with subject tutors for online lessons worldwide, in the family's own time zone, with home and hybrid options where a tutor happens to be local. Matching depends on subject, level and tutor availability — never guaranteed on the same day.
Matching starts with specifics, not a general enquiry: subject, level (HL or SL), current or predicted grade if the school has issued one, and roughly how many weeks until the next assessment that matters — an IA deadline, a mock, or the May or November session itself. Vague requests get vague matches; specific ones get better ones. Based on that, IB Gram reviews tutors for subject-matter background and familiarity with the DP syllabus and command-term conventions at that level, then offers a short-list rather than a single take-it-or-leave-it option, so a family can choose based on a short conversation or a brief trial. The first session is diagnostic, not instructional in the traditional sense: it covers where the syllabus currently stands, what the IA or EE looks like if one is underway, and which past-paper areas are weakest. Out of that comes a written plan — topic sequence, target dates, and what 'progress' should look like in four weeks, which is deliberately concrete rather than a vague promise of improvement. Week four is a genuine review point, not a formality: has the plan been followed, has the weak area actually moved, and does the tutor-student working relationship feel right. If any of that answer is no, changing tutors at that point is normal and expected, not a failure of the process — a mismatch found early costs far less than one carried for two years.
First session: diagnostic review of syllabus gaps and IA/EE status
Week two: a written plan with topic sequence and target dates
Week four: progress review against the plan, tutor change if needed
Ongoing: session notes shared after every class
Learn with verified tutors matched for IB Dp, with strong exam support, fast feedback, and structured preparation.
Math AAHL
IB + IGCSE
Australia
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Mathematics
IB + IGCSE
English Language and Literature
IB + IGCSE
Families arrive at the Diploma Programme from different starting points — some from the Middle Years Programme within the same school, others from an IGCSE curriculum with no MYP in between, and a smaller number transferring from a non-IB Year 11 entirely. Each transition carries its own adjustment, and pretending the DP simply continues where the previous programme left off undersells how different the assessment model actually is. Concept-based learning means a tutor has to teach the 'why' behind a topic, not only the 'what', because DP exam questions are written to test transfer of understanding to unfamiliar contexts. Command terms carry real weight in the mark scheme: 'evaluate' and 'discuss' are scored differently from 'describe' or 'outline', and a student who answers a discuss question as though it said describe loses marks regardless of content knowledge. Academic honesty checks apply to every Internal Assessment and to the Extended Essay, which makes proper citation and process documentation part of the actual skill being taught, not an afterthought. Criterion-related assessment is the other adjustment IGCSE transfers in particular tend to underestimate: DP subjects are marked against published criteria rather than a flat percentage scale, so understanding what each criterion actually rewards matters as much as content revision. A tutor who has taught the transition before — MYP to DP, or IGCSE straight into DP — usually gets a student oriented faster than one meeting the shift for the first time alongside the student.
Command terms like 'evaluate' and 'discuss' carry specific mark weight
Academic honesty checks apply to every IA and the EE
Criterion-related assessment replaces flat percentage marking
Transition support for students arriving from IGCSE or MYP
The IB Diploma Programme organises subjects into six groups, and a tutor's usefulness depends on how well they know the specific group and level, not just 'IB' as a label. Group 1 and 2 cover Language A literature or language-and-literature, and Language B acquisition — tutoring here is about textual analysis, paper structure and the Individual Oral, not grammar drills alone. Group 3, Individuals and Societies, spans History, Economics, Psychology and Business Management, each with its own command-term conventions and source-evaluation criteria that a generalist tutor easily misses. Group 4 sciences — Biology, Chemistry, Physics, Environmental Systems and Societies — carry both theory content and the internal assessment's scientific-investigation criteria, which reward a specific kind of write-up more than raw lab skill. Group 5 Mathematics splits into Analysis and Approaches and Applications and Interpretation, each offered at HL and SL with genuinely different demands; a tutor strong in AA HL is not automatically the right fit for AI SL. Group 6 electives and the arts sit alongside the DP core of Theory of Knowledge, the Extended Essay and CAS, which run through all three programme groups but need their own kind of support. Exam preparation across Paper 1, 2 and sometimes Paper 3 depends on subject-specific mark schemes. Past-paper practice only helps when someone can explain why a mark was or wasn't awarded, which is a narrower skill than simply knowing the content.
Group 1 & 2: Language A and B, literary and linguistic analysis
Group 3: History, Economics, Psychology, Business Management
Group 4: Biology, Chemistry, Physics, Environmental Systems and Societies
Group 5: Mathematics AA and AI, HL and SL
Core: Theory of Knowledge, the Extended Essay and CAS
Online tutoring for the IB Diploma Programme is available wherever a family has an internet connection and a time zone that a tutor can work around — that is the default, and it works for the overwhelming majority of subjects and levels. Home tutoring is a narrower offering by nature: it depends on a specific tutor's travel radius on a specific day of the week, not on a fixed office a family can simply visit. In cities including Ahmedabad, Bangalore, Bhopal, Bhubaneswar, Chandigarh, Chennai, Coimbatore, Dehradun, Delhi, Faridabad, Ghaziabad and Greater Noida, some families have arranged home sessions when a tutor's own commute allows it. That list is illustrative, not a guarantee — availability shifts subject by subject and term by term, and a family in any of these cities may still be matched with an online-only tutor if that is who fits the subject and level best. Traffic and school timings matter more for home sessions than most families expect before trying it. A tutor who can reach one part of a city easily by early evening may not be able to reach another part at all on a weekday, which is exactly why hybrid plans — online through the term, home sessions concentrated around a mock exam or an IA deadline — tend to work better than committing entirely to one mode from day one. IB Gram does not operate a branch address or walk-in centre in any city; every match happens directly between a family and a tutor, subject to that tutor's own schedule.
Online is the default and available wherever the DP is taught
Home sessions depend on a tutor's travel radius, not a fixed office
Sample cities with past home matches: Delhi, Bangalore, Chennai, Chandigarh
No walk-in centre — matching happens directly with a tutor
The Diploma Programme is delivered by IB World Schools across many countries, and each school sets its own internal calendar within the IB's overall timeline — its own IA submission dates, its own mock exam weeks, its own CAS reporting checkpoints. A tutor working around 'the DP schedule' in the abstract is working around nothing useful; what matters is the specific school's calendar, which a tutor needs from the family directly rather than assuming a generic template applies. This also means tutoring has to flex around term breaks, school event weeks and exam block schedules that vary from one school to the next, sometimes significantly, even within the same city or the same examination session. IB Gram is an independent tutoring platform. It is not affiliated with the IB Organization, with Cambridge International, or with Pearson Edexcel, and it does not claim partnership with any specific school anywhere in the world. Tutors are matched to a family's stated subjects, level and school-set deadlines — never presented as representing a school or the IB Organization in any official capacity. That independence cuts both ways, worth naming honestly: it means no institutional access to a school's specific assessment criteria beyond what is publicly documented by the IB, so a tutor's guidance is built on general DP assessment knowledge and the student's own school-issued materials, not privileged information from inside any school.
Each school sets its own IA and mock deadlines inside the IB timeline
Tutoring schedules built around the student's own school calendar
IB Gram is independent of the IB Organization, Cambridge and Pearson Edexcel
No claim of partnership with any specific school worldwide
DP students juggle more scheduling constraints than most: CAS commitments, IA deadlines spread across several subjects, sports or music alongside six subjects at HL or SL. So the question of online versus home tutoring is less about preference and more about what actually fits the week. Online tutoring works well for most DP subjects because a screen-shared document does the same job a shared table used to. Higher Level Mathematics annotation, essay marking with tracked changes for Language A and B, even lab-report structure for the sciences — all of this transfers to a screen without real loss. It also opens access to a specialist tutor who may not live anywhere near the family, which matters for a subject like Higher Level Economics or a less commonly taught Group 6 elective where local specialists are thin. Home tutoring suits a different case: a younger student who needs someone physically present to build study habits, or a family who simply concentrates better with a tutor in the room. It depends entirely on a tutor's travel range, though, and is never available on demand the way online sessions are — a fact worth knowing before assuming it will be there in a hurry. Hybrid plans are the honest middle path many families land on: weekly online sessions to keep pace with the syllabus, with an occasional home or in-person session scheduled before a mock exam or an IA submission deadline, when working side by side genuinely helps. None of the three modes is superior in the abstract; the right one depends on the subject, the student's age, and the calendar.
Online: works across time zones, best for specialist HL subjects
Home: depends on a tutor's travel range in the family's city
Hybrid: weekly online sessions, home sessions before mocks or IA deadlines
Screen-sharing and shared documents replace the need for a shared table
Verification happens before a tutor is ever offered to a family, and again on an ongoing basis afterward — it isn't a one-time badge that gets stale. The first stage is identity and qualification documentation: proof of the degree or teaching credential claimed, and evidence of the subject background relevant to the specific DP subject and level being taught, since a general science background is not the same as demonstrated Higher Level Chemistry depth. The second stage is subject-specific screening rather than a generic interview: familiarity with the actual command terms and mark-scheme language for that subject, awareness of the internal assessment criteria that apply, and, where relevant, exam-familiarity built from having actually taught or marked similar work before. After a match begins, feedback from the family after the first few sessions feeds back into whether that tutor continues to be offered for similar requests — a tutor who consistently gets flagged for pacing issues or unclear explanations gets reviewed, not left on the list by default. This is closer to an ongoing quality loop than a single gate at onboarding. None of this is presented as infallible. A qualification document and a good first impression cannot fully predict classroom chemistry between a specific tutor and a specific teenager, which is exactly why the week-four review exists as a real checkpoint rather than a formality.
Identity and qualification documents reviewed before listing
Subject-specific screening matched to HL/SL demands
Parent feedback collected after the earliest sessions
Tutors reviewed periodically, not only at onboarding
Most enquiries about IB Diploma Programme tutors arrive in one of two moods: quietly proactive in September of Year 1, or genuinely worried three months before a May or November session. Both are legitimate reasons to start. But they need different kinds of support, and a page that pretends otherwise is not being honest with you. Year-long support means a tutor who tracks internal assessment deadlines the school has already set, who knows the Extended Essay research question needs to firm up well before the second year begins, and who paces subject content against the syllabus rather than against whatever chapter feels urgent this week. Exam-season firefighting is narrower by necessity: past-paper technique, mark-scheme language, and triage of which topics still carry the most marks for the least remaining time. Neither approach is wrong for its situation. A student six weeks from Paper 2 does not need a philosophical conversation about command terms; they need timed practice and specific feedback on where marks are being lost. A student starting Year 1 in September has the luxury of building habits — regular reading logs for Language A, consistent lab write-ups for the sciences — that make the last six months far less stressful. What matters is telling a tutor, honestly, which situation this is. IB Gram asks that question in the first conversation, because it changes what the first month of sessions should look like.
Support from Year 1 IA proposals through to Year 2 mocks
Weekly goal-setting rather than one-off cram sessions
Coverage for both the May and November examination sessions
Continuity across TOK and CAS alongside subject content
It is worth saying plainly what this page will not promise: no guaranteed grade, no promised 7, no invented improvement percentage, and no tutor headcount presented as a credibility signal. Anyone offering a guaranteed outcome for an externally examined, criterion-marked qualification is either overstating what tutoring can control or hasn't thought carefully about what actually determines a DP result — prior preparation, effort, school support and the exam itself all play a part that no tutor fully owns. What can be checked, and is checked before a match is offered, is more specific: the tutor's subject-matter qualification, relevant teaching or exam-marking background where it exists, and demonstrated familiarity with DP command terms and the specific subject's mark scheme rather than IB terminology in general. Fees are not fixed platform-wide; they depend on subject, level, session frequency and the individual tutor, and should be confirmed in writing before the first paid session, not assumed from a headline number seen elsewhere. One honest limitation deserves saying directly: a tutor starting two months before a May session cannot substitute for two years of accumulated syllabus gaps. Focused past-paper work in that window can lift technique and confidence meaningfully, but it cannot rebuild content that was never taught or retained the first time. Families weighing a late start are better served knowing that ceiling upfront than discovering it in April.
Subject qualification and exam familiarity checked before matching
No score or grade guarantees — outcomes depend on effort and starting point
Fees depend on subject, level and frequency, confirmed before starting
A late start narrows what is realistically achievable before the exam session
Starting is deliberately simple, and it should stay that way: a parent describes the subject, the level, the current grade situation and how urgent the timeline is, and that's the information a match is built from — nothing more elaborate is needed at this stage. From there, expect a short-list of tutors rather than a single option, a first session that functions as a diagnostic rather than a full lesson, and a written plan coming out of that session with actual dates on it. None of this happens instantly in every case; matching is subject to tutor availability for that specific subject and level, and a rare or advanced combination — a less common Group 6 elective at HL, for instance — may take a little longer to match well than a widely taught subject like English A or Mathematics AA. Families in a genuine hurry, three or four weeks from an exam session, should say so upfront rather than mentioning it after a plan is already built around a slower timeline; it changes what the first session should prioritise. Families starting in September have more room to build the kind of habits that make the following May easier, and that is worth saying honestly too, since it is the better time to start whenever a school calendar allows it.
Tell us the subject, level and current grade
Get matched with a short-list of tutors, subject to availability
First session covers a diagnostic and a written plan
Review progress at week four, adjust or switch if needed
IB Gram is an independent tutoring platform and is not officially affiliated with the IB Organization, Cambridge International or Pearson Edexcel.
Usually yes, though it depends on the tutor. HL and SL share a core syllabus in most Group 3–5 subjects but diverge in depth, option topics and paper structure — HL Mathematics AA, for instance, adds calculus depth that SL never touches. A tutor confident across both levels can usually adjust, but if a student is genuinely borderline between HL and SL, or considering switching mid-year, say so early. That decision affects pacing, IA expectations and which past papers are actually useful, so it changes what the first month of tutoring should focus on.
For most students, yes — annotation tools and shared working let a tutor walk through calculus or statistics exactly as they would at a table, and HL Maths tutoring is mostly about worked method and technique rather than physical materials. It suits a student comfortable working from a screen. It suits it less well if a student needs someone physically present to stay focused, in which case a home or hybrid arrangement, where a tutor is locally available, tends to work better than forcing online sessions that aren't landing.
Often, yes, though what's realistic depends on how far behind and in which subject. A tutor can help restructure the remaining IA timeline, clarify what the criteria actually reward, and triage which sections need the most attention with the time left. What a tutor cannot do is submit work on a student's behalf or guarantee the school will accept a late resubmission — that decision sits with the school, not with IB Gram. Starting the conversation with the school early, alongside tutoring, matters more the further behind the IA already is.
Yes, EE support is usually arranged as its own thread even when the same tutor also teaches the subject, because EE supervision runs on a different timeline — research question refinement, source evaluation and the reflections process happen alongside, not inside, regular syllabus lessons. A tutor experienced in supervising EEs in that subject area understands the assessment criteria and the academic-honesty documentation the IB requires, which is different knowledge from teaching subject content itself, so it's worth confirming a tutor has done both before assuming one covers the other.
There's no single platform-wide rate — fees depend on the subject, whether it's HL or SL, the tutor's own experience level, and how many sessions a week the plan involves. A family should get a clear figure confirmed in writing before the first paid session, not an estimate that shifts afterward. It's reasonable to ask directly what a specific tutor charges and how that compares before committing, and IB Gram expects that question rather than treating it as awkward.
Switching is normal, and the week-four review exists partly to surface exactly that question honestly rather than let a mismatch drag on for months. If pacing feels wrong, explanations aren't landing, or the working relationship simply isn't clicking, saying so leads to a new match rather than a refund argument or an awkward continuation. A mismatch caught in week four costs a few sessions; one carried silently for a full term costs far more, in both time and a student's confidence.
Yes — matching and past-paper preparation run for both sessions, since school cohorts sit in May or November depending on their calendar and hemisphere. What differs is the preparation timeline relative to when a family starts: a student in a November-session school starting tutoring in September has a shorter runway than one starting the previous January, and that timeline should shape the plan from the first session rather than being treated as a minor detail.
It depends entirely on whether a suitable tutor's travel range reaches that specific location, which isn't guaranteed outside cities with a larger tutor base. Online tutoring is the reliable fallback in that situation, and for most DP subjects it works just as well as an in-person session would. It's worth asking directly during matching rather than assuming either way — sometimes a tutor's travel route covers an area that wouldn't seem obvious from the city name alone.
By asking for it directly in the first session — the school's own scheme of work, past assessment papers if the school shares them, and the specific IA and mock deadlines that school has set. The IB publishes a common subject guide, but how a school sequences topics, when it runs mocks, and which past papers it favours varies enough that a tutor working from a generic outline alone will drift out of step with actual classroom pacing within a few weeks.
The first session is a diagnostic, not a full lesson: the tutor reviews where the syllabus currently stands, checks IA or EE progress if applicable, and identifies the two or three weakest areas from recent past-paper attempts or school assessments. Out of that comes a short written plan with a rough timeline, which the family reviews before deciding whether to continue. There's no long-term contract signed at that point — the plan itself is what's being agreed to, not a fixed term.
Ready to start? Tell IB Gram the subject, the level and how much time remains before the next deadline that matters — an IA, a mock, or the exam session itself. A short-list of tutors follows, matched to that specific subject and school calendar, subject to availability in your time zone.
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