IGCSE One-to-One Tuition in Gurgaon: Building the Weekly Plan

It depends mainly on grade and how close the exam series is: roughly one to two hours a week per subject in Grade 9, rising to two to three hours through most of Grade 10, and three to four hours for a weaker subject in the final months before the series. IB Gram proposes a starting range only after the first diagnostic session, since a student sitting the India-only February/March series needs a steeper climb in fewer weeks than one sitting May/June. The number is reviewed every four to six weeks rather than fixed for the whole course.

Yes, this matters more than almost anything else in setting up the plan. Cambridge IGCSE and Pearson Edexcel International GCSE use different paper structures, different grading scales and, for many subjects, different tiering rules, so a tutor fluent in one syllabus is not automatically ready for the other. IB Gram asks for the board and, where you know it, the exact syllabus code in the first conversation, and matches a tutor against that rather than a general 'IGCSE' label.

No, the school sets the tier, usually by the end of Grade 9, based on the student's own performance and the school's own judgement; the tutor works within whatever tier has been set. Where a tutor can genuinely help is flagging, from the diagnostic session, whether a student looks comfortably ready for Extended or Higher content, so that observation can be raised with the school in good time rather than after entries are locked.

Early in a topic, most of a session goes to new content and worked examples; once the basics hold, guided practice with immediate correction takes over; and in the final months before the exam series, sessions run almost entirely on timed past papers and markschemes, since that is where the actual mark allocation becomes visible. A tutor running the same content-only structure right up to the exam series is not adjusting the plan the way it should adjust.

They typically step up over the final two to three months and drop sharply once the series ends. A common shape is an added past-paper-focused session eight to ten weeks out for the weakest subjects, a shift to almost entirely timed practice in the final month, steady hours rather than new content in the week immediately before, and a sharp drop in hours once the exams are over, since there is nothing left to prepare until the next subject or series comes up.

It can if the plan is poorly built, but a good one should reduce that dependence over the two years, not increase it. The tutor's role includes teaching an error log, exam technique and self-marking habits the student can use alone, not just delivering content session after session. If hours keep rising at every review with no sign the student is working more confidently between sessions, that is worth raising, since it usually points to the plan needing adjustment rather than more hours.

Yes, home tutoring on weekday evenings is the norm across Southern Peripheral Road and New Gurgaon, subject to tutor availability and a workable slot around school and travel time. SPR is generally easier to serve since more tutors already work that corridor regularly; New Gurgaon, being further out, sometimes works better as a hybrid plan, home for one subject and online for another where the nearest suitable specialist is further away. Either way, IB Gram asks for the week's fixed commitments upfront so the slot does not end up clashing.

It gets rescheduled where the tutor's own week allows, rather than simply skipped, since Gurgaon school calendars regularly collide with fixed tuition slots around test weeks, sports days or extra classes. If the same evening keeps clashing week after week, it is usually better to move the fixed slot entirely rather than reschedule every single time. A single missed session now and then is normal and does not affect the plan's overall review.

For most subjects, yes, reasonably well, though not identically. A shared whiteboard and annotated past papers cover algebra, graphs and most written subjects well, and Computer Science in particular suits live on-screen coding. Where home still has the edge is catching a slipped working-out step in real time and holding a younger Grade 9 student's attention across a full session; many families therefore run a hybrid plan rather than choosing one mode for the whole two years.

Yes, but as guidance only, never by producing the work itself. A tutor can talk through structure, review a coursework draft against the actual assessment criteria, or rehearse delivery ahead of a speaking component, all within the exam board's own integrity rules. The tutor does not write the coursework or answer on the student's behalf, since that breaks those rules and leaves the student unable to reproduce that standard under real exam conditions.

Raise it directly, since four to six weeks is roughly when the first review should already show some movement. If nothing has changed, IB Gram can look at whether the hours, the tutor or the plan itself needs adjusting, and a different tutor can be arranged if the fit looks like the real issue. Occasionally the honest answer is that the tier or the timeline itself was unrealistic, in which case the plan should reset around something achievable rather than continue unchanged.

Yes, a trial or demo session runs before any regular weekly plan is agreed. It lets the tutor run a short diagnostic against real syllabus questions and lets the family judge whether the pace and explanations feel right before anything is fixed. If the trial does not go well, IB Gram can suggest a different tutor rather than the family being tied to the first match, and the weekly plan is only set once both sides are satisfied.