IB Gram matches Grade 6 to Grade 12 students with an Individuals and Societies specialist who understands concept-based learning, command terms and criterion-related assessment, teaching online worldwide in your own time zone, with IA and coursework support built into every plan.
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 Individuals and Societies tutors usually means one of three things: your child is stuck on IA structure, a mock is coming up, or grades have dipped and you want a second pair of eyes before it becomes a pattern. IB Gram matches Grade 6 to Grade 12 students with tutors experienced in the Individuals and Societies group's concept-based approach, command terms and criterion-related marking. Sessions run online worldwide in the family's own time zone; home tutoring depends on tutor availability in your city, and hybrid plans combine both when that suits the schedule better.
Matching starts with specifics, not a general request for 'an IB tutor'. A parent tells IB Gram the exact subject option, the grade, the school's syllabus, and what prompted the search, whether that's a mock result, an approaching IA deadline, or simply wanting steady support through to the May or November session. That detail is what separates a useful match from a generic one; a tutor experienced in coursework supervision is not automatically the right fit for someone six weeks from a final paper. From there, two or three tutors whose subject background and exam-board familiarity match the request are suggested, along with what they focus on and how they usually structure sessions. A first session is diagnostic rather than instructional: the tutor works through a recent piece of the student's work or a past-paper question to see exactly where marks are being lost, not just whether the student 'seems to understand' the topic. Fees and scheduling are discussed upfront and depend on the tutor's experience, the subject level and how often sessions run. There is no fixed rate that applies to everyone, and any tutor quoting one without knowing the specifics is guessing. If the first tutor is not the right fit after a session or two, IB Gram arranges a different one rather than asking the family to persist with a mismatch out of politeness.
Start with the exact subject option, grade and syllabus, not a general request
First session is diagnostic: recent work or a past-paper question, not a lecture
Fees depend on tutor experience, subject level and session frequency
A poor fit after one or two sessions gets reassigned, not persisted with
Learn with verified tutors matched for IB Individuals, 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
Support looks different at each end of Grade 6 to Grade 12. In the MYP years, roughly Grade 6 to Grade 10, the work is about building the underlying skills the DP will later demand: reading a source without taking it at face value, writing a structured paragraph, and understanding why a claim needs evidence rather than just producing one. Tutoring at this stage is often about closing specific gaps, such as one type of source or one style of question, rather than covering an entire syllabus. By Grade 11 and 12, in the Diploma Programme, the demands sharpen considerably. Internal assessment and coursework carry real weight, deadlines are set by the school rather than negotiable, and exam-style questions reward technique as much as knowledge. Mock exams typically fall a few months before the actual session, and that window is when most families start looking for focused, weekly support rather than occasional help. Across both stages, the exam calendar matters more than people initially assume. The May and November IB examination sessions set a fixed point that revision has to work backward from, and internal assessment deadlines set by each individual school create earlier checkpoints inside that timeline that a tutor needs to know about specifically, not generically, since missing one has consequences a mock result alone does not.
Grade 6-10 (MYP): foundational source-reading and paragraph-writing skills
Grade 11-12 (DP): IA, coursework and exam technique carry real weight
Mock exams typically precede the May or November session by a few months
Each school sets its own internal assessment deadlines inside the exam calendar
Individuals and Societies covers a group of subjects rather than one fixed syllabus, and schools choose which options they offer, so the group can include historical, geographical, economic, political, psychological or business-focused strands depending on the school. What ties them together at IB level is not content but method: concept-based learning, tight academic honesty rules around sourcing, command terms that specify exactly what a question wants, and criterion-related assessment where marks are awarded against published descriptors rather than a simple right-or-wrong scheme. This is exactly where a lot of otherwise strong students lose marks, not because they don't know the content, but because they answer the question they wish had been asked rather than the one on the page. A tutor working in this group spends real time on command-term discipline: what 'evaluate' expects that 'describe' does not, and how to structure a response so each paragraph earns marks against the criteria rather than simply adding information. Because the specific subject and syllabus varies by school, matching starts with naming exactly which option your child studies and which syllabus it follows, so the tutor brought in has actually taught or examined that specific course rather than a neighbouring one that merely sounds similar. Getting this detail right at the start saves a wasted first session.
Concept-based learning across the group, not just content recall
Command-term precision: evaluate versus describe versus compare
Criterion-related marking against published descriptors
Academic honesty and correct sourcing built into every response
Matching starts with naming the exact subject option and syllabus
IB Individuals and Societies tutors on IB Gram work with families in more than one way, and where you are changes which options are realistic. Online tutoring is available worldwide and runs in the family's own time zone, which is the option most families actually use — it means a strong Individuals and Societies tutor is not limited to whoever happens to live nearby. Home tutoring is different: it depends on a tutor being available for in-person sessions in your city, and that varies. In cities such as Bangalore, Chennai, Delhi, Ahmedabad, Chandigarh, Coimbatore, Dehradun and Bhubaneswar, home tutoring can sometimes be arranged, subject to which tutors are currently taking students in that area and how far they can reasonably travel for a weekly session. This is worth saying plainly: home tutoring is not available everywhere, and pretending otherwise wastes a parent's time on a call that goes nowhere. If a home tutor is not currently available where you are, online is not a downgrade. For a subject built on essay structure, source evaluation and IA feedback, a shared document and a video call cover most of what an in-person session would, and it opens up tutors who specialise specifically in this subject group rather than whoever happens to be local. Hybrid plans, mixing occasional in-person sessions with regular online ones, suit families who want both without depending on one mode entirely.
Online: worldwide, any time zone, widest tutor choice
Home tutoring: depends on tutor availability in your city
Cities where home tutoring can sometimes be arranged include Bangalore, Chennai, Delhi and Ahmedabad
Hybrid: occasional in-person sessions plus regular online ones
No fixed branch or address — tutors are matched to where you are
IB Gram is an independent tutoring platform. It is not affiliated with the IB Organization, Cambridge International, Pearson Edexcel, or with any individual school, a fact worth stating plainly rather than leaving vague, because plenty of tutoring services blur this line. A tutor's job here is to support what the school is already teaching, not to replace it or run a separate curriculum alongside it. In practice this means a tutor needs to see what the school has actually set: the specific IA task sheet, the criteria the school is marking against, and the command terms used in recent internal assessments. Two schools teaching the same Individuals and Societies option can still emphasise different things, and a tutor who ignores that and teaches a generic version of the syllabus does the student a disservice, however knowledgeable they are in general. Where a school's own teacher is generous with feedback and available for questions, tutoring works best as reinforcement: extra practice, a second explanation, more repetitions of exam technique. Where school access is limited, whether from large class sizes or a teacher covering several subjects, tutoring carries more of the load. Either way, a tutor should be asking to see the school's materials early rather than working from a generic outline, because the gap between the two is usually where marks get lost.
Independent platform, not affiliated with the IB Organization, Cambridge or Pearson Edexcel
Tutors work from the school's own IA task sheets and marking criteria
Two schools on the same subject option can still differ in emphasis
Tutoring reinforces school teaching; it does not replace it
The honest comparison between online, home and hybrid tutoring depends on the student's age and habits, not on which sounds more serious. Online tutoring gives access to specialist subject tutors regardless of city, which matters more in Individuals and Societies than in some subjects, since a tutor who has actually taught or examined the specific option your school follows is not always available within driving distance. Screen sharing works well for annotating source extracts, building essay plans together and walking through a mark scheme line by line. Home tutoring suits younger learners more than older ones. A Grade 6 or 7 student building basic source-analysis habits often does better with someone physically in the room, keeping attention on the page rather than the screen. By Grade 11 and 12, most students manage online sessions perfectly well and prefer the flexibility, since there's no travel time cut out of an already tight evening. Hybrid plans combine both: a fortnightly in-person session for deeper feedback, with weekly online check-ins for pacing and doubt-solving in between. This suits families who want the depth of face-to-face work without needing it every single week, and it is often the more realistic option once school timings and travel are accounted for. None of the three is universally better. The honest answer depends on the student sitting in front of the material, not on which option looks most reassuring on paper.
Online: specialist access regardless of city, strong for annotation and mark-scheme work
Home: often better for younger students building basic habits
Hybrid: fortnightly in-person plus weekly online check-ins
Choice should follow the student's age and habits, not assumption
Before a tutor is suggested for an Individuals and Societies request, a few specific things get checked, not just a general claim of experience. Subject background comes first: has this person actually studied or taught the specific option in question, or are they a generalist offering to cover it because it falls loosely under humanities. Exam-board familiarity matters almost as much, since someone who has taught the same content for a different board can still miss what a specific mark scheme rewards. Teaching history is reviewed where available: how long they have worked with IB students specifically, whether that includes IA supervision or just classroom teaching, and what grade levels they are actually comfortable with. A tutor strong with Grade 11 and 12 coursework is not automatically the right choice for a Grade 6 student still building basic paragraph structure, and the reverse is equally true. None of this is presented as a guarantee of results. No responsible tutor can promise a grade, and any that does should be treated with suspicion. What can be checked and stated honestly is process: subject match, board familiarity, and a track record with the specific grade range requested. That is what gets verified before a name is suggested to a family, and it gets reviewed again if a family reports that a match isn't working out.
Subject background: has actually taught or studied the specific option
Exam-board familiarity, not just general subject knowledge
Teaching history with IB students specifically, including IA supervision where relevant
Grade-range fit checked separately from subject fit
No grade or score is ever promised
Parents arrive at this page for different reasons depending on where they are in the year. Some are here this week because a mock result landed badly and there are three weeks until the next one. Some are planning this month, mapping out revision before internal assessment deadlines close in. And some are thinking a term or a year ahead, choosing a tutor before Grade 11 starts so the working relationship is already solid when coursework season begins. Each timeline needs something different from a tutor. A this-week problem usually needs targeted paper practice and a clear read on what a mark scheme is actually rewarding, not a full syllabus rebuild. A this-month plan benefits from someone who can sit alongside the IA process, questioning sources and structure before a draft goes to the school. A this-term or this-year decision is really about fit: a tutor whose subject background and working style will hold up over eight or ten months, not just one crisis. IB Gram asks which of these applies before suggesting a tutor, because the honest answer changes the plan. A student six weeks from the May session needs a different kind of session than one just starting Grade 6. Getting the timeline wrong wastes the first two or three sessions on the wrong problem, which matters when time before an exam session is fixed and cannot be recovered.
This week: targeted paper practice and mark-scheme reading
This month: IA structure and source work before a draft is due
This term or year: tutor fit for the full course, not one crisis
Six weeks before May or November needs a different plan than Grade 6
By around four weeks, a parent should be able to see something concrete, not just hear that things are going well. That usually means a specific, nameable change: the student catching their own command-term mistakes before being told, a marked improvement in how a source is used as evidence rather than just quoted, or a first-draft essay plan that holds together without the tutor rebuilding it from scratch. It is fair to ask the tutor directly what they are seeing and where the gap still is. A tutor who cannot answer specifically, four weeks in, either hasn't been paying close attention or is being vague on purpose. Progress in this subject is rarely dramatic in a month; it shows up as fewer repeated mistakes and slightly more independent structure, not a sudden jump in mock scores. It is also fair to expect an honest answer if progress has not been visible. Sometimes the issue is fit, where a subject-knowledgeable tutor's teaching style simply doesn't suit the student, and sometimes the issue is frequency, where once a week isn't enough given how far behind the student started. Either is fixable, but only if it gets said plainly rather than papered over with reassurance. A family that has not seen any specific change by week four should ask for a straight answer, not another round of general encouragement.
A specific, nameable change by week four, not general reassurance
Fewer repeated command-term mistakes; steadier essay-plan structure
Ask the tutor directly what they see and where the gap remains
If there's no visible change, expect a straight answer on fit or frequency
Starting is simpler than most families expect, and it does not require deciding everything upfront. The first step is naming specifics: the exact Individuals and Societies option, the grade, the school's syllabus, and what is actually prompting the search right now, whether that's a mock result, an approaching IA deadline, or wanting a steady tutor in place before Grade 11 begins. From there, IB Gram suggests tutors whose subject background and exam-board familiarity match what was described, along with how they typically structure a first session. There is no obligation attached to an initial conversation, and no pressure to commit to a long block of sessions before knowing whether the fit actually works. A single diagnostic session is usually enough to tell whether a tutor's style and the student's habits line up, and if they don't, a different tutor gets suggested rather than the family being asked to make do. Because the May and November sessions and each school's internal assessment deadlines are fixed points that do not move, the honest advice is not to wait for a better time to start. A student six weeks from a mock benefits more from starting today, even imperfectly, than from waiting three more weeks for an ideal moment that rarely arrives on schedule anyway.
Name the exact subject option, grade, syllabus and reason for searching
No obligation on the first conversation
One diagnostic session usually shows whether the fit works
Fixed exam dates mean starting late costs real revision time
IB Gram is an independent tutoring platform and is not officially affiliated with the IB Organization, Cambridge International or Pearson Edexcel.
There is no fixed rate. Fees depend on the tutor's experience, the specific subject option, the grade level and how many sessions run each week. A Grade 12 tutor experienced in IA supervision generally costs more than support for a Grade 7 student building basic skills. IB Gram shares the specific fee for a suggested tutor before you commit to anything, rather than quoting a generic platform-wide number that wouldn't reflect the actual match. Ask for this upfront on the first call; any tutor unwilling to discuss it plainly before the first session is worth questioning.
For Individuals and Societies specifically, online works well because most of the actual work, annotating a source, building an essay plan, walking through a mark scheme, happens on a shared screen rather than needing physical presence. Grade 11 and 12 students generally manage this comfortably. Younger students, roughly Grade 6 to 8, sometimes focus better with a tutor physically in the room, which is why home tutoring is offered where a tutor happens to be available locally. Neither is universally better; it depends on the student's age and how they concentrate.
Home tutoring can be arranged in cities where a suitable tutor is currently available and able to travel for weekly sessions, which has included cities such as Bangalore, Chennai, Delhi, Ahmedabad and Chandigarh, though availability shifts as tutors' own schedules change. It is not available everywhere, and IB Gram will say so directly rather than promising a home tutor and leaving you waiting. Where a home tutor isn't currently available near you, online tutoring with a specialist in this exact subject option is usually the stronger alternative anyway, not a fallback.
This gets addressed directly rather than smoothed over. If a tutor's style, pace or manner isn't working after a session or two, IB Gram arranges a different tutor rather than asking the family to persist through a mismatch for the sake of continuity. It helps to say specifically what isn't working, too fast, too much lecturing, not enough practice questions, because that detail shapes who gets suggested next. A change in tutor partway through a term is common enough that it shouldn't feel like an admission of failure on the student's part.
IA supervision needs a tutor who understands the specific criteria your school is marking against and can question a draft's structure and sourcing without writing it for the student, since academic honesty rules make that distinction important. General revision support leans more on past-paper practice, command-term drilling and closing content gaps ahead of a mock or the May or November session. Some tutors do both well; others specialise in one. Naming which kind of help is actually needed, rather than asking generally for an IB tutor, gets a more accurate match on the first attempt.
Not at all, though the focus at this stage looks different from DP-level tutoring. In the MYP years, roughly Grade 6 to Grade 10, the work is usually about building specific skills, reading a source critically, structuring a paragraph, using evidence rather than just stating an opinion, that the Diploma Programme will later assume are already solid. Starting early on a specific weak spot is often more efficient than waiting until Grade 11 and trying to fix the same gap under exam pressure with far less time to spare.
Ask directly what the tutor has actually seen change, and expect a specific answer rather than general reassurance. Real progress in this subject usually shows as fewer repeated command-term mistakes and steadier essay structure, not a sudden jump in scores within a month. If nothing specific can be pointed to by around week four, the honest next step is examining whether the issue is fit, frequency, or something the school itself needs to address, and IB Gram will help work out which, rather than simply continuing the same sessions and hoping.
No. IB Gram is an independent tutoring platform and has no official affiliation with the IB Organization, Cambridge International, Pearson Edexcel, or any individual school. Tutors are matched to support what a school is already teaching, working from the school's own IA task sheets, marking criteria and command terms, rather than delivering a separate or competing curriculum. This distinction matters because a tutor unfamiliar with your school's specific materials, however well-qualified generally, can end up teaching a version of the subject that doesn't line up with what's actually being assessed.
There's no single right answer, since it depends on where the student currently stands, but earlier gives more room to work with. A student starting six to eight weeks before a mock has time to fix technique, not just cram content; a student starting the week before an exam session can only realistically focus on the highest-value gaps. Internal assessment deadlines, set individually by each school, often arrive earlier than families expect and are worth building a timeline around separately from the exam session itself, rather than treating everything as one deadline.
Yes. Session frequency and timing are agreed with the specific tutor and can be revisited if school timings, exams elsewhere, or family travel change what's realistic. A weekly plan can usually shift to fortnightly for a stretch, or intensify briefly before a mock, depending on the tutor's own availability at that point. This is worth raising directly with the tutor rather than letting sessions quietly lapse, since a plan that bends around a busy month is generally more sustainable than one abandoned when it stops fitting the calendar exactly as first set.
If a mock result, an IA deadline or the May or November session is the reason you're here, tell IB Gram the exact subject option, grade and syllabus. A matched tutor's background and exam-board familiarity get shared before you commit to anything, and fees depend on level and schedule, never a fixed platform rate.
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