A tutor for one subject group or several, matched to your child's grade band and school's assessment criteria, available online in your own time zone, with home and hybrid sessions where a tutor happens to be nearby.
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.
An IB MYP tutor supports Years 1 to 5 across every subject group, working from your child's school units and assessment criteria. Help includes maths, sciences, languages, humanities and the Personal Project, delivered online worldwide or at home where a local tutor is available.
Matching starts with specifics, not a general request for 'an MYP tutor' — subject group, MYP year, current school, what the last report card actually said, and whether the concern is a specific unit, exam technique, or a broader confidence problem. That detail is what separates a useful match from a random one, because two students both labelled 'struggling with MYP Sciences' can need completely different tutors — one needs criterion-by-criterion exam technique, the other needs the underlying concept explained a second time in different words. IB Gram uses that information to shortlist tutors who teach that specific subject group at that specific level, rather than offering the first available tutor with 'IB' on their profile. A first session is treated as diagnostic on both sides: the tutor checks where the gaps actually are against MYP criteria, and the parent and student check whether the working style fits — pace, tone, how much the tutor pushes versus explains. Neither side is committed based on that one session. If the fit is wrong, the honest and normal outcome is a second match, not persevering for a term out of politeness, since a mismatch that continues rarely resolves on its own and mostly wastes the weeks it runs for. Weekly one-to-one sessions, fees and mode are confirmed once both sides are satisfied, not before.
Match request specifies subject group, MYP year and current gap
Shortlist built from tutors teaching that exact subject and level
First session is diagnostic — checks fit, not a locked-in commitment
A poor fit is re-matched, not persisted with out of politeness
Fees and schedule confirmed only after both sides agree on fit
Learn with verified tutors matched for IB Myp, with strong exam support, fast feedback, and structured preparation.
Math AAHL
IB + IGCSE
Australia
United States+2 more
Business Management (HL/SL)
IB + IGCSE
India
Mathematics
IB + IGCSE
MYP is the middle stretch of the IB continuum, and it helps to place it there rather than treat it as a standalone exam course, because the skills it builds are the ones the Diploma Programme and Career-related Programme later assume are already in place. The Primary Years Programme, before it, is inquiry-led and largely ungraded; MYP introduces criterion-related assessment, command terms and formal academic honesty expectations for the first time, which is exactly why the transition into MYP1 or MYP2 catches some students off guard even when they were doing well in PYP. What comes after — DP or CP — assumes a student can already structure an extended response, cite sources correctly and manage internal-assessment-style deadlines without being told each step. A tutor working with a MYP student well is quietly preparing them for that jump, not just clearing this term's homework. Age bands within MYP are programme-specific rather than fixed by a single grade label across every school, since some schools run a five-year MYP and others a shorter version ending earlier, so it is worth confirming with the school which year of MYP a child is actually in before booking anything. On-screen eAssessment, where a school opts into it for the final year, adds a further layer — typing speed, on-screen annotation and exam-interface familiarity become real preparation items. For those schools, timed past-paper practice under on-screen conditions is usually the single most useful activity, more useful at that stage than extra content review.
PYP before MYP: inquiry-led, largely ungraded
MYP introduces criterion-related assessment and command terms
DP/CP after MYP assume structured, cited, deadline-driven work
Age bands are programme-specific — confirm the exact MYP year with the school
Optional on-screen eAssessment rewards timed past-paper practice, not just content review
The Middle Years Programme is built from eight subject groups — Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education, and Design — and a tutor who is strong in one is not automatically useful in another, because MYP assessment criteria differ by subject group even when the underlying skill looks similar. A Sciences tutor works against criteria for knowing and understanding, inquiring and designing, processing and evaluating, and reflecting on the impacts of science; a Language and Literature tutor works against analysing, organising, producing text and using language. Command terms — analyse, evaluate, justify, discuss — carry specific weight in MYP marking, and a tutor who treats 'discuss' the way a different curriculum would is setting a student up to lose marks on structure rather than content. Interdisciplinary units, which combine two subject groups around a single concept, are another place generalist tutoring falls short — they need a tutor who understands both disciplines' criteria well enough to help a student connect them rather than answer for each separately. In MYP year five, many schools also run the Personal Project, a long independent piece of work assessed against its own criteria, where the tutor's job is closer to structured coaching on planning and reflection than subject teaching. Matching by subject group, not just 'MYP' as a blanket label, is what actually determines whether a session helps.
Sciences: inquiring and designing, processing and evaluating criteria
Language and Literature: analysing, organising, producing text criteria
Command terms like 'discuss' and 'evaluate' carry specific MYP weight
Interdisciplinary units need cross-criteria understanding, not two separate tutors
Personal Project (MYP5) needs planning and reflection coaching, not subject drilling
An MYP family arranging tutoring through IB Gram could be based in Ahmedabad, Bangalore, Bhopal, Bhubaneswar, Chandigarh, Chennai, Coimbatore, Dehradun, Delhi, Faridabad, Ghaziabad or Greater Noida — or in a country altogether outside that list, since IB World Schools run on every continent and the platform is not tied to any single market. What matters for matching is time zone and mode, not the city name itself. Two families in different cities with children in the same MYP year and the same subject group gap can end up with the same shortlist of online tutors, because the tutor's specialism and the student's actual need line up regardless of geography. Where the difference shows up is home tutoring: that option only exists where a tutor is genuinely local enough to travel reliably, so a family in a smaller city, or a less-served part of a larger one, may find online is the more realistic route even if home was the original preference. This is worth saying plainly rather than glossing over — home tutoring is not universally available everywhere IB Gram operates, and a parent should ask directly whether a home-capable tutor exists for their specific subject and area before planning around it. Online removes that uncertainty entirely, which is part of why most MYP matches end up running that way by default rather than by second choice.
Time zone and mode decide the shortlist, not the city name
Same subject-group gap in different cities can get the same tutor shortlist
Home tutoring exists only where a tutor can travel reliably
Smaller or less-served areas often default to online for that reason
Ask directly whether a home-capable tutor exists before planning around it
Every IB World School sets its own internal deadlines for coursework, mock assessments and unit tests inside the broader May and November IB examination session calendar, and tutoring that ignores those dates is tutoring that arrives too late to help. A tutor working well with an MYP student asks for the school's assessment calendar early — when is the next Sciences unit test, when is an Individuals and Societies essay due, when does the school run its own mock week — and builds sessions backward from those dates rather than working through a generic syllabus at a flat pace. Academic honesty is treated with the same seriousness a school applies to it: a tutor helps a student understand and structure their own work, not produce it for them, because MYP moderation checks for exactly that and a student who submits tutor-written work risks the assessment being invalidated entirely. IB Gram is an independent tutoring platform. It is not affiliated with the IB Organization, Cambridge International, Pearson Edexcel, or any individual school, and it does not have access to a school's internal systems, grades or assessment records — a parent remains the point of contact with the school for anything official, and tutoring supplements that relationship rather than replacing any part of it. Where a school runs its own criteria slightly differently from the general MYP framework, the tutor adapts to the school's version, not the reverse.
Tutoring built backward from the school's own assessment calendar
Academic honesty respected — coaching structure, not producing the work
IB Gram is independent, not affiliated with the IB Organization or any school
No access to a school's internal systems, grades or records
Tutor adapts to the specific school's version of MYP criteria
Online tutoring is the default for most MYP families simply because it removes the single biggest constraint — geography — and opens up specialist subject tutors regardless of which city or country a family is in. For a subject group with fewer strong local tutors, such as a less common Language Acquisition option or higher-level Design, online is often the only way to find someone genuinely qualified rather than settling for whoever happens to be nearby. Home tutoring suits younger MYP students, particularly in MYP1 and MYP2, where a parent wants a tutor physically present to manage focus and pacing, and it works best when the tutor's travel route reasonably includes the family's address — arranging it purely on hope rather than checked logistics usually fails within a month. Hybrid plans are the middle path: a weekly online session for steady subject work, with an occasional in-person session before a big test or when a concept genuinely needs a whiteboard and shared paper rather than a screen. None of the three modes is objectively 'better' — the honest trade-off is that online maximises subject-matching and home maximises in-person presence, and a family choosing between them is really choosing which of those two things matters more this term. Availability for any mode is subject to which tutors are free at the time you enquire, not a guarantee attached to the mode itself.
Online: widest specialist choice, fixed to the family's time zone
Home: better for younger MYP students, needs a realistic travel route
Hybrid: weekly online plus occasional in-person before assessments
No mode is universally better — it's a trade-off, not a hierarchy
All modes remain subject to tutor availability at enquiry time
A tutor profile that says 'IB experienced' means very little without specifics behind it, so the checks that matter are concrete: which subject group and which MYP years the tutor has actually taught, whether that included criterion-related assessment and internal moderation rather than only exam coaching, and whether they can explain command terms the way a school actually marks them rather than in general terms. Academic background is checked against the subject group claimed — a tutor teaching MYP Individuals and Societies should have a background that supports it, not an adjacent subject stretched to fit. Availability and realistic schedule capacity are confirmed before a match is offered, so a family isn't introduced to someone who technically qualifies but cannot actually hold a weekly slot. None of this produces a public rating or a review score — IB Gram does not publish tutor ratings or invented statistics, and any claim that sounds like a guaranteed grade outcome should be treated as a red flag regardless of which platform it comes from, since no honest tutor can promise a specific IB result. What a parent should reasonably expect instead is transparency about what was checked and why a particular tutor was shortlisted for this specific subject group and year. Questions about a tutor's background are answered plainly before the first session is booked, not deflected.
Subject group and MYP years actually taught are checked, not assumed
Background verified against the specific subject group claimed
Realistic weekly availability confirmed before a match is offered
No published ratings, no invented statistics, no guaranteed-grade claims
Questions about a tutor's background are answered before booking
Before you compare tutors on subject expertise, sort out the timetable — because for the IB Middle Years Programme, timing kills more tutoring arrangements than teaching quality ever does. A student in MYP might have six or seven subject groups running concurrently, each with its own homework rhythm, plus co-curricular commitments a school timetable rarely leaves room to move. Add a tutor in a different time zone and a session that looked fine on a shared calendar app quietly becomes a 6 a.m. call nobody wants to keep. So the honest first question isn't 'who is the best tutor for Sciences' — it's 'when, realistically, can this happen every week without one side resenting it.' Online tutoring solves most of this cleanly: sessions run in the family's own time zone, so a Tuesday evening slot stays a Tuesday evening slot regardless of where the tutor is based. Home tutoring is different. It depends entirely on whether a tutor's travel route reasonably includes your address, and school-day traffic in most cities makes an evening home session harder to hold than an online one at the same hour. Hybrid plans — home sessions when the calendar allows, online the rest of the time — are common for families who want in-person contact without demanding it every week. None of this is a reason to delay. It is a reason to decide mode before subject, because mode decides whether the plan survives past week three.
Online sessions fixed to the family's own time zone
Home tutoring depends on a tutor's realistic travel route
Hybrid mixes both without demanding weekly in-person contact
MYP's multiple concurrent subjects make homework rhythm the real constraint
Deciding mode before tutor choice avoids early drop-off
By the end of four weeks, a parent should be able to point to something specific that changed — a criterion the student previously misunderstood and now applies correctly, a command term they no longer confuse with another, a piece of homework completed with less back-and-forth than it needed a month earlier. Vague reassurance that 'things are going well' without a concrete example is worth questioning, not accepting at face value. A reasonable first-session structure covers where the student currently sits against the relevant MYP criteria, what the next school deadline is, and a short revision plan for the weeks between now and it — not a generic 'let's see how it goes' opening that wastes a paid session on discovery that could have happened over a message beforehand. Progress in MYP is genuinely slower to see than in an exam-heavy curriculum, because criterion-related assessment rewards depth over a term rather than a single test score, and a parent expecting weekly grade jumps will be disappointed regardless of tutor quality — that is a fair limitation to name rather than paper over. What should be visible instead is the student's own account of what they now understand that they didn't before, and whether homework and unit tests are landing with less last-minute scrambling. If neither is true by week four, that is the moment to raise it directly rather than waiting out the term.
A specific criterion or command term corrected, not vague reassurance
First session maps current standing against criteria plus the next deadline
MYP progress shows over a term, not a weekly grade jump — a real limitation
Student's own account of new understanding is a useful signal
Raise it directly at week four if nothing has actually changed
None of this requires a term-long commitment signed on day one. The reasonable way in is a single diagnostic session against the subject group and MYP year that actually needs attention, reviewed honestly afterward by both the tutor and the parent before agreeing to anything ongoing. That review should cover whether the tutor's explanation style matched how the student learns, whether the pace felt right for the time available before the next deadline, and whether continuing weekly makes sense given the school calendar ahead — May and November examination sessions on one end, and each school's own internal deadlines running throughout the year on the other. Fees, frequency and mode — online, home or hybrid — get confirmed once that first session has actually happened, not guessed at in advance based on a generic price list, because what a subject and level actually need varies enough that a flat number rarely reflects what a family will really use. If a first match doesn't fit, saying so and asking for a different tutor costs nothing but a short conversation, and it is the normal next step, not an awkward one. Starting small and correcting quickly beats committing broadly and hoping it works out.
Start with one diagnostic session, not a term-long commitment
Review fit honestly before agreeing to anything ongoing
Fees and frequency confirmed after the first session, not guessed upfront
A poor first match is simply re-matched — no penalty for asking
Build the schedule around May/November sessions and school deadlines
IB Gram is an independent tutoring platform and is not officially affiliated with the IB Organization, Cambridge International or Pearson Edexcel.
They reinforce what the school is teaching and show your child how to meet the criteria. In practice that means unpacking task instructions, checking understanding of a unit's key concept, and giving feedback on drafts before the teacher sees them.
Often for the lower years, and for related subjects such as maths and sciences. By Years 4 and 5, specialised tutors for each subject work better, because the criteria and content become more demanding. Prefer a tutor who has taught the specific subject group so criteria language is already familiar.
The biggest change is how learning is assessed, not how much is taught. Expect a few weeks of learning to explain reasoning, write reflections and work to criteria. A tutor can speed that up with focused practice on real tasks.
By coaching the process: choosing a realistic goal, keeping a clear process journal and planning timelines against the criteria. The student does the research, creation and writing. The tutor does not supply ideas or content. A tutor helps most when the school has already set the task and the student wants a clearer sense of what to produce.
Yes. Shared whiteboards handle equations and diagrams well, and virtual simulations can stand in for demonstrations. Practicals still happen at school, so the tutor focuses on analysis, lab write-ups and exam-style questions. A trial session on a real worksheet or lab write-up shows whether online teaching suits your child.
Where a tutor lives near you, yes, and we confirm availability by locality at the matching stage. Where none does, online sessions start immediately, and you can switch to home visits when a tutor becomes available. We confirm the tutor's neighbourhood and travel time first so the lesson slot is realistic and reliable.
If your child needs help with a specific MYP subject group — Sciences, Mathematics, Individuals and Societies, Language and Literature, Language Acquisition, Arts, Design or PE and Health — tell IB Gram the subject, the MYP year and the current gap. A shortlist of matched tutors follows, for a single diagnostic session first, online or at home, subject to tutor availability.
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