I teach IB Maths with most of my time split between AA HL and students who feel they are “not maths people” but need a steady, sensible route through the course. I’ve tutored one to one for six years, mainly online, and I’m especially good with functions, calculus and past paper timing. We usually work from markschemes quite early on because that is where many students drop easy marks in IB.

I’m an IB English tutor with a literature background, and I mainly help students who are stuck between having ideas and actually shaping them into solid essays. A lot of my work is on Paper 1, HL essay planning and getting oral commentary notes into something that sounds thoughtful rather than memorised. I tutor both Language and Literature and Literature, and I’m particularly interested in drama and postcolonial texts.

I’ve been teaching IB Biology for nearly eight years and still enjoy the subject for the same reason I did at university: it connects detail with the bigger picture. I work with both SL and HL students on data questions, command terms and IA structure, especially when they have a topic but no clear method yet. Genetics, cell respiration and ecology tend to come up most often in my lessons, so we spend a lot of time making those topics stick.

Hi, I tutor IB Chemistry and I’m usually the person students come to when the course has started to feel too abstract. I like making stoichiometry, energetics and equilibrium feel workable without oversimplifying them. I’ve helped students with both weekly support and short exam-season catch-up, and I also spend a fair bit of time on IA ideas because that part can get messy quickly if the question is too broad.

I teach IB Physics and most of my students take me on for HL, usually because mechanics or electricity has started to snowball on them. My background is in applied physics, so I’m quite practical in how I teach: define the model, set up the equations properly, then keep practising until the method feels familiar. I also help with IA troubleshooting, especially when an experiment looks good on paper but the data is not behaving.

I’m an IB Psychology tutor with a background in cognitive psychology, and I work a lot with students who know the studies but struggle to use them properly in essays. We spend time on command terms, how to compare research rather than list it, and how to keep ERQ plans manageable under pressure. I’ve also supported plenty of IAs, especially around method, ethics and making sure the write-up still sounds like the student’s own work.

I teach IB Economics and usually work with students who are fine with the theory in class but lose marks when they need to apply it to a case or evaluate properly. My lessons cover both micro and macro, with a lot of attention to diagram use, chains of reasoning and writing commentary that does not sound copied from a textbook. I also help with IA portfolios, especially article choice and keeping analysis sharp instead of descriptive.

I’m an IB Business Management tutor and have spent the last five years helping students get more precise with case study answers. A lot of Business marks are lost through vague wording, so I focus on structure, terminology and making recommendations that actually fit the evidence. I cover SL and HL, support IA planning, and tend to work well with students who understand the content but need help turning that into stronger 10-mark and extended responses.

I tutor IB Geography and I probably spend more time than most on essay structure and case study choice, because those two things usually decide whether a student stays average or starts picking up 6s and 7s. My background is in physical geography, but I also teach the human side of the course comfortably. I enjoy working on fieldwork and IA planning too, especially when a student has good data but is not yet sure what story it is telling.

I teach IB History and most of my work is with HL students who need help moving beyond narrative and into argument. We work quite closely on source handling, essay planning and choosing evidence that actually answers the question rather than just showing revision. I also support the historical investigation, particularly where students need help narrowing a topic into something that is researchable and still interesting enough to write about properly.