I teach IB Maths with a strong focus on AA and AI, usually working with students who feel fine in class but get stuck once the questions become less routine. Most of my sessions are spent on algebraic methods, functions and probability, because that is where marks often slip. I also help with revision planning before mocks and finals, and I am happy to go through worked solutions line by line until things click.

I’m an IB English tutor and most of my work is with students who need help turning decent ideas into essays that actually score well. We spend a lot of time on Paper 1, structure for Paper 2, and choosing material for the IO without overcomplicating it. I also read drafts closely, so lessons often feel part discussion, part editing session. English can get vague quickly, and I try to keep it grounded.

My background is in biological science, and I tutor IB Biology for students who want more than memorised definitions. I like teaching topics such as genetics, ecology and human physiology because they give us something real to talk through rather than just recite. I also support students with data-based questions and IA planning, especially when they are unsure how much detail the write-up actually needs.

Hi, I tutor IB Chemistry and I usually work with students who are fine with the theory but lose marks when calculations, practical questions or longer explanations appear. I spend a lot of time on stoichiometry, energetics and organic mechanisms because those tend to cause the most stress. I can also help with IA ideas and processing results, especially if your experiment worked in theory but not quite in real life.

I teach IB Physics and enjoy working with students who want a clear, no-nonsense approach to the subject. A lot of my lessons are built around mechanics, electricity and fields, with plenty of time spent on showing where formulas come from and when not to use them. I also help students prepare for practical work and the IA, particularly when they need support turning a rough idea into something measurable and sensible.

I’m an IB Psychology tutor with a particular interest in cognitive and sociocultural approaches, though I teach the full course. A lot of students come to me because they know the studies but are not sure how to use them in a proper SAQ or ERQ. That is usually where we start. I like breaking essays into manageable parts and helping students get more precise with evaluation instead of writing everything they know at once.

I tutor IB Business Management and I tend to work best with students who need help making the course feel less abstract. We spend time applying theory properly to case material rather than memorising definitions in isolation. I particularly enjoy strategy, operations and finance, and I often help students tighten their use of terminology so their answers sound more like Business Management and less like general common sense.

I teach IB Geography and usually end up working with students who enjoy the subject but need help writing stronger answers under time pressure. I like topics where there is a clear link between case studies and the wider patterns, especially urban environments, population change and global resource use. I also help with fieldwork and IA structure, including how to keep the investigation focused instead of trying to include every idea.

I’m a History tutor for IB students, mainly helping with source work, essays and revision for Paper 2 and Paper 3. A lot of the job is showing students how to argue properly without turning every answer into a timeline. I enjoy teaching modern history in particular, and I am quite strict about evidence because that is usually the difference between an informed answer and a high-scoring one.

I tutor IB Economics and most of my students want help getting from basic understanding to answers that are actually sharp enough for the markscheme. We usually work on diagram use, evaluation and how to write in a way that is concise but still complete. I especially like microeconomics and development economics, and I’m happy to spend time fixing small wording issues because they often matter more than students expect.