For students in Grade 6 to Grade 12 preparing for DP Physics, matched with tutors who understand IA planning, command terms and the mark schemes examiners actually use — online, worldwide, in your own time zone, with home and hybrid options where a tutor happens to be 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.
Searching for IB Physics tutors usually means one of a few situations: a student new to the Diploma finding the jump in depth harder than expected, a Grade 11 or 12 student losing marks on the internal assessment, or a family relocating mid-programme and needing continuity. IB Gram matches students in Grade 6 through Grade 12 with tutors who teach specifically to the DP Physics syllabus — command terms, criterion-based marking, IA guidance — online worldwide, in the family's own time zone, with home and hybrid options depending on tutor availability where you are.
Matching starts with specifics, not a general request for 'a physics tutor'. The level (HL or SL), the current grade, the exam session the student is registered for, and what has already gone wrong or fallen behind — a shaky start on the IA, a specific topic like electromagnetic induction, general exam technique — all shape who gets suggested. A tutor whose strength is exam technique for a student two months from Paper 1 is a different match to one whose strength is building conceptual foundations for a Grade 9 student new to the subject. Every tutor on the platform is checked for subject-specific qualification and teaching background before being offered for IB Physics specifically, not tutoring in general — familiarity with the syllabus, the command terms, and the criterion-based marking is treated as separate from general physics competence, because the two are not the same skill. Once a match is proposed, the first session itself is diagnostic rather than instructional: working through recent test papers or IA drafts, identifying where marks are actually being lost, and agreeing what the next four weeks should focus on. By week four, a parent should be able to point to something concrete — a topic that has moved from shaky to solid, an IA draft that has gone from vague to specific, a mock score that has genuinely shifted — rather than a vague sense that lessons are happening.
Level, grade and exam session captured before matching
Subject-specific qualification and syllabus familiarity checked
First session is diagnostic, not a straight lesson
Four-week check-in against a concrete, named goal
Learn with verified tutors matched for IB Physics, with strong exam support, fast feedback, and structured preparation.
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Mathematics
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IB + IGCSE
The IB Diploma Programme runs Physics at Higher Level or Standard Level across the final two years, but the tutoring most families ask about starts well before that. IB Gram covers Grade 6 to Grade 12, because a student who struggles with vectors or unit conversion in Grade 9 will struggle with DP mechanics two years later regardless of how good the DP-specific teaching is later on. For students already in the Diploma, the working rhythm is set by two things: the school's own internal assessment deadlines, and the May or November examination session the student is registered for. These are not flexible dates a tutor can work around — they are fixed by the school and, ultimately, the IB Organization's calendar — so a sensible tutoring plan works backwards from them rather than treating every week the same. A student sitting the May session needs IA drafts finished and reviewed months earlier than the exam itself; a November-session student on a different school calendar needs a different pacing entirely. HL and SL Physics share a common core but diverge in depth and in the additional HL-only content, so a tutor who only knows one level well can misjudge how much time a topic needs. Matching accounts for this rather than assuming any physics tutor can teach any level equally well.
Grade 6 to Grade 12 covered
HL and SL syllabus differences respected
Planning works backwards from May or November session
IA deadlines follow the school's own calendar, not a generic one
Physics at Diploma level is not one uniform block of content — it moves from mechanics and thermal physics through waves, fields and electricity, into atomic, nuclear and particle physics, with Higher Level adding depth and extra content rather than entirely new subject areas. A tutor teaching to the syllabus needs to know not just the physics but how the IB weights each area across the written papers and the practical-based internal assessment. The internal assessment is where most of the individual tutoring value shows up, because it is the one part of the subject with no fixed content: the student picks an investigation, and a tutor's job is to help sharpen the research question, check the method is genuinely testable in the time available, and read the criteria the way an examiner will — not just correct the physics. Weak IAs are rarely wrong on the science; they are usually vague on variables, light on uncertainty analysis, or answering a question broader than what was actually investigated. Physics is also frequently paired with Mathematics: Analysis and Approaches at Higher Level, since much of DP Physics — vectors, calculus-based kinematics, exponential decay — leans on mathematical tools the student may or may not have solidified yet. Where that gap exists, it is worth naming it early rather than letting it surface for the first time inside a physics lesson.
IA research question and variable control checked early
Paper 1, 2 and 3 weighting explained, not assumed known
Maths AA HL gaps flagged when they affect Physics
HL depth handled separately from SL core
IB Gram is not tied to one city or one country. Online lessons run worldwide, in the family's own time zone, which is the only way a Diploma Programme subject like Physics works for a genuinely international user base — an IB school in one country, a tutor with the right specialism somewhere else entirely, and a lesson time that has to suit both. Even so, a meaningful share of enquiries for IB Physics still comes from a recognisable set of Indian cities — families based in Ahmedabad, Bangalore, Bhopal, Bhubaneswar, Chandigarh, Chennai, Coimbatore, Dehradun, Delhi, Faridabad, Ghaziabad and Greater Noida among others, many at IB World Schools with a strong pull towards STEM subjects. For these families, home tutoring can be arranged where a tutor's travel route allows it, though this depends entirely on tutor availability in that specific city rather than a promise IB Gram can make in advance. Everywhere else, and for a good share of families in these same cities too, online is simply the more practical option: no commute, no traffic-dependent scheduling, and access to a tutor whose specialism matches the exact syllabus rather than whoever happens to live nearby. Hybrid plans — mostly online with an occasional in-person session — are also possible where geography allows it.
Online worldwide, in the student's own time zone
Home tutoring subject to tutor availability by city
Enquiries include families in Delhi, Bangalore, Chennai and other IB hubs
Hybrid plans possible where a tutor is locally reachable
IB Gram does not teach inside any school and is not affiliated with the IB Organization, Cambridge International or Pearson Edexcel — the tutoring runs alongside a student's own school, not in place of it or with any special access to it. That distinction matters more for Physics than it might for a humanities subject, because a lot of what a tutor needs to know — which topics the school has already covered, how the school's own teacher marks lab reports, what internal deadlines exist — comes from the student and parent, not from any partnership with the school. Students come from IB World Schools of very different sizes and structures: some run large DP cohorts with several Physics teachers and well-established IA supervision, others run a small cohort where one teacher covers Physics across both HL and SL with less individual attention available per student. Tutoring tends to matter more in the second situation, simply because there is less slack in the system to catch a student who has quietly fallen behind. Whichever the setup, a first session with an IB Gram tutor typically starts by understanding the school's own pace and expectations, so the tutoring adds to what the school is doing rather than teaching the same content twice or, worse, teaching it in a way that conflicts with how the school wants it presented.
No affiliation with the IB Organization, Cambridge or Pearson Edexcel
Tutoring supplements the school, does not replace it
Works with both large and small DP cohorts
First session maps the school's own pace before teaching begins
Online tutoring is the default for most IB Physics bookings on the platform, and for a reason specific to this subject: the pool of tutors who genuinely know the DP syllabus at the right depth is not evenly spread across every city, so restricting the search to 'physics tutors within driving distance' usually means compromising on syllabus fit to get proximity. Online removes that trade-off — a student anywhere can be matched with a tutor whose specialism is exactly right, taught over video with a shared whiteboard for the diagrams and derivations that make up a large part of physics teaching. Home tutoring still has a real place, particularly for younger students in Grade 6 to Grade 8 who benefit from someone physically present to hold attention and build study habits, and for whom the DP-specific specialism matters less than general foundation-building. It depends entirely on a tutor being available and reasonably placed to travel, which is a genuine constraint rather than a formality — it is worth saying plainly that this option simply will not exist in every case. Hybrid plans — a weekly online lesson plus an occasional in-person session before a mock exam or major deadline — combine both reasonably well for families who want some face-to-face contact without giving up specialist matching. None of the three is universally correct; the right one depends on the student's age, the tutor pool available, and what the family can realistically sustain across a school year.
Online: widest access to syllabus-specific specialists
Home: better suited to younger, Grade 6-8 students
Home tutoring depends on tutor travel availability, not guaranteed
Hybrid: occasional in-person plus regular online sessions
Before a tutor is offered for an IB Physics match, several things are checked rather than taken on trust. Academic background is verified — a physics-relevant degree or equivalent qualification, not an adjacent science treated as close enough. Teaching experience specific to the IB Diploma is checked separately from general tutoring experience, because familiarity with command terms, criterion-related marking and academic honesty expectations is not something a strong A-level or national-board tutor automatically has. Where possible, exam-board familiarity is verified through the tutor's own history — years actually spent teaching or examining DP Physics, exposure to real past papers and mark schemes, and comfort with how the IA is assessed against the criteria rather than against a generic lab-report rubric. This matters because IA criteria change across syllabus revisions, and a tutor working from outdated assumptions can genuinely cost a student marks. None of this is visible to a parent unless they ask, so it is worth asking directly: how long has this tutor taught DP Physics specifically, at what level, and how many IAs have they actually supervised through to a final grade. A platform that has done this vetting properly will have a straightforward answer; one that has not will talk around the question.
Physics-relevant qualification verified, not an adjacent subject
IB-specific teaching experience checked separately from general tutoring
Familiarity with current IA criteria, not an outdated syllabus version
Parents encouraged to ask about specific IA supervision history
Before signing up for anything, most parents want one question answered plainly: will this actually help, given where my child is right now? That is the right question, and it is worth answering before price, before schedule, before anything else. An IB Physics tutor is only useful if the fit is right — the right level, HL or SL, the right stage of the Diploma, and a teaching style that matches how the student actually learns rather than how a marketing page describes tutoring in general. IB Physics sits differently from a typical school subject. It is assessed against IB command terms, marked to detailed criteria, and taught through a concept-based approach that expects students to link ideas across topics rather than memorise formulas in isolation. A tutor who has only taught A-level or a national board physics course will often default to habits that do not transfer cleanly — different weighting on data-based questions, different expectations in the internal assessment, different exam technique for Paper 1, 2 and 3. IB Gram exists to solve that specific matching problem for families anywhere, not to run a generic tuition centre. The platform connects students in Grade 6 through Grade 12 with tutors who teach specifically to the DP Physics syllabus, understand IA requirements and academic honesty rules, and can be reviewed against a student's actual gaps rather than a one-size profile. What that looks like in practice is covered block by block below.
HL vs SL fit checked before matching
Command-term and mark-scheme literacy required of tutors
Concept-based teaching, not memorised formulas
Grade 6 to Grade 12 covered under one platform
No tutor, on this platform or any other, can promise a 7, a specific grade jump, or a guaranteed outcome, and it is worth being suspicious of anyone who does. What can be controlled is the process: whether the tutor actually knows the syllabus, whether sessions are structured around the student's actual gaps rather than a generic curriculum, and whether progress is checked honestly rather than assumed. A fair limitation to state plainly: tutoring started a few weeks before a May or November session cannot substitute for two years of consistent classroom learning. It can sharpen exam technique, fix specific misunderstandings, and improve IA presentation — all of which move marks — but it cannot rebuild an entire subject from a cold start in six weeks. Families in that position are better served by an honest conversation about what is realistically achievable than by a tutor who says yes to everything. Where tutoring does work reliably is in the space between those extremes: a student broadly on track but losing marks to avoidable things — sloppy uncertainty analysis, a shaky grip on one HL-only topic, exam technique that does not match how IB Physics papers are actually structured. That is a solvable problem, and it is the problem most families booking a tutor are actually trying to solve, whether or not they have named it that way to themselves yet.
No promised grades or guaranteed outcomes
Late-start tutoring has real limits, stated honestly
Best suited to fixing specific, identifiable gaps
Progress checked against real work, not assumed
Getting started does not require a long commitment or an upfront exam-level decision. The usual first step is a short conversation about the student's current level — HL or SL, which grade, which exam session — followed by a proposed tutor match based on that information rather than a generic sign-up form. There is no obligation to continue past a first session if the fit is not right, and saying so plainly is more useful to a parent than pretending mismatches never happen. From there, a first session is diagnostic: recent test papers, an IA draft if one exists, or simply a conversation about where marks are being lost. That session gives both the tutor and the family a realistic sense of what four, eight and twelve weeks of consistent work could look like, rather than a vague promise of improvement. Scheduling is arranged around the family's own time zone and the school's calendar, particularly around IA deadlines and mock exam dates, since those are the fixed points everything else works backwards from. Changing tutors, if the fit turns out to be wrong after a genuine attempt, is a normal part of the process rather than a failure on anyone's part — subject knowledge and personal teaching style are different things, and occasionally the first match does not land even when the qualifications are right on paper.
Start with a short conversation on level and exam session
First session is diagnostic, not a sales pitch
Scheduling built around time zone and school IA deadlines
Switching tutors is normal if the fit is wrong
IB Gram is an independent tutoring platform and is not officially affiliated with the IB Organization, Cambridge International or Pearson Edexcel.
IB Physics is assessed differently from a typical school or national-board physics course — through command terms, criterion-related marking, and an internally assessed investigation with no fixed topic. Ordinary physics tuition often focuses on solving problems correctly; IB Physics tuition also has to focus on how those answers are structured, since IB examiners mark against specific criteria rather than just checking a final number. A tutor without DP-specific experience can teach the physics correctly and still leave a student losing marks on presentation, uncertainty analysis, or how a Paper 3 data-based question is approached.
It works for most students, with one caveat: physics leans heavily on diagrams, derivations and worked graphs, so the online setup needs a shared whiteboard or annotation tool, not just a video call. Where that is in place, online tutoring generally performs as well as in-person for DP Physics, and it opens access to tutors with the right specialism regardless of where they live. Students who need more hands-on redirection to stay focused — often younger students — sometimes do better with home tutoring instead, which is a fair trade-off to weigh honestly rather than assume online always wins.
Fees depend on the tutor's experience, whether lessons are HL or SL, and whether the arrangement is online, home or hybrid — home tutoring generally costs more once a tutor's travel time is factored in. Rather than quote a single figure that would not hold across very different situations, IB Gram works out a fee once a specific tutor and schedule are proposed, so a family is comparing an actual quote against their own budget rather than a marketing number. It is fair to ask for this upfront before committing to sessions.
Switching is straightforward and treated as a normal outcome, not a complaint that needs justifying at length. Subject knowledge and teaching style are different things — a tutor can know DP Physics thoroughly and still not suit how a particular student learns best. After a genuine attempt, usually a handful of sessions, a family can ask for a different match, informed by what specifically did not work the first time, which usually improves the second match considerably, and there is no penalty for asking.
Yes, and this is often where individual tutoring adds the most value, because the IA has no fixed content for a tutor to simply re-teach. Support typically covers sharpening the research question so it is genuinely testable in the time available, checking that variables and uncertainty analysis are handled the way the criteria expect, and reviewing drafts against the assessment criteria rather than general scientific writing standards. A tutor cannot write or substantially rewrite the IA — academic honesty rules do not allow that — but can guide the student toward a stronger version of their own work.
It is manageable but worth naming early rather than discovering mid-year. The core physics content overlaps substantially, but IB Physics structures assessment differently — command terms, criterion-based marking, and the internal assessment are unfamiliar territory even for a student who understands the science well. Tutoring in this situation often focuses less on new content and more on translating existing knowledge into how the IB actually wants it presented and marked, which is a narrower and faster job than teaching physics from scratch.
No. IB Gram is an independent tutoring platform and has no affiliation with the IB Organization, Cambridge International or Pearson Edexcel, and no partnership with any specific school. Tutors are matched to work alongside a student's existing school and syllabus, using publicly available IB Physics curriculum information and past papers, not any privileged access. This distinction matters because it means the tutoring adapts to whatever a particular school is doing, rather than assuming every DP Physics cohort is taught identically.
Sessions are arranged around the family's own time zone rather than the tutor's, since online tutoring is worldwide by design. In practice this means confirming a recurring weekly slot that suits the student's school timings and homework load, then adjusting around IA deadlines or mock exam periods when extra sessions are useful. Families working with a tutor in a very different time zone should expect slightly less flexibility for last-minute rescheduling, simply because overlapping available hours are narrower — a reasonable trade-off for the wider choice of specialist tutors it opens up.
A parent should be able to point to something specific: a topic that has moved from confused to confident, an IA draft that reads more precisely than the first version, or a mock question type the student can now approach without hesitation. If nothing concrete has shifted by then, that is worth raising directly with the tutor rather than assuming more time will fix it — four weeks is enough to see direction, even if it is not enough to see a full grade change yet.
No fixed minimum is required upfront. Most families start with a short block of sessions to see whether the match works before agreeing to anything longer, and scheduling can be adjusted as the exam session approaches or as a student's needs change — more frequent sessions before IA deadlines or mocks, fewer during quieter periods. What matters more than the length of commitment is whether the sessions are actually being used consistently, since sporadic tutoring rarely moves marks much regardless of how many months it runs for.
The subject content is identical, but the calendar around it is not — school terms, mock exam timing and IA deadlines for a November cohort often run on a different rhythm than the more commonly discussed May session. A tutor working with a November-session student needs to plan backwards from that specific date rather than defaulting to a generic May-centred timeline, which is a detail worth confirming explicitly when a match is first proposed.
If your child needs an IB Physics tutor who actually teaches to the DP syllabus — HL or SL, Grade 6 through Grade 12 — start with a short conversation about their current level and exam session. IB Gram matches from there, worldwide, online or hybrid, with availability always subject to tutor schedules and location.
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