Find an IB tutor for your subjects and goals

The full Diploma Programme combines six subjects with three core elements: theory of knowledge (TOK), the extended essay (EE), and creativity, activity, service (CAS). Higher Level (HL) subjects cover a greater scope of knowledge and skills than Standard Level (SL). A useful tuition plan therefore starts with the learner’s subjects and levels, rather than a single target for “IB revision”.

Name the programme, exact subject, SL or HL where applicable, exam session and current difficulty. “DP Mathematics: analysis and approaches SL; I can substitute into a formula but cannot explain its graph” gives a tutor a much clearer starting point than “help with IB maths”. Bring the school’s course outline and a recent independent attempt or teacher comment. IB publishes new guides ahead of their first assessment, so the newest document may not be the right one for your exam year.

This constructed practice question uses exponential functions, graphs and logarithms from the AA course first assessed in 2021.

An amount is modelled by N(t) = 80 × 2^(−t/3), where t is time in hours and N(t) is the amount in units. Here t/3 counts three-hour intervals, and 2^(−1) = 1/2 makes the amount halve in each interval. At 0, 3 and 6 hours, the model gives 80, 40 and 20 units. Subtracting 40 every three hours would incorrectly give zero at six hours: this model halves the remaining amount each time.

To find when 30 units remain, start with 30/80 = 2^(−t/3). Taking natural logarithms, written ln, gives ln(30/80) = (−t/3) × ln 2. Rearranging gives t = 3 × ln(80/30) / ln 2 ≈ 4.25 hours. A graphical check finds the intersection of the model with the horizontal line N = 30.

A better response explains both the calculation and its meaning: the model reaches 30 units after about 4.25 hours, assuming the same proportional decrease continues. For AA, practise justifying the logarithmic rearrangement. For AI modelling practice, use technology to locate the crossing and explain the constant-proportion assumption. Both routes need a reasoned interpretation; use the permitted technology for the learner’s paper. For a short independent follow-up, find when 10 units remain and explain why the answer is nine hours.

Consider this fictional practice source: a factory owner publishes a letter in a local newspaper saying, “The new reform saved jobs at my factory.” The question is whether the reform protected employment.

One weak answer simply repeats the claim as fact. Another dismisses the source as “biased” and stops there. Neither explains its value or limitation. The letter is evidence of the owner’s public position. Its author and audience matter: the owner may want to persuade local readers, and the letter alone does not establish how many jobs were saved or what caused employment to change. Payroll records and workers’ accounts could help test the claim.

A stronger response would say: “The letter shows that the owner publicly defended the reform, but it cannot establish the employment effect on its own. I would compare staffing records before and after the change and consider other causes.”

History course requirements change with the 2028 assessment. Use the school’s actual topics and course criteria for exam practice. As a follow-up, imagine the same sentence appeared in the owner’s private diary. Explain how the changed audience affects its use, and why employment evidence would still be needed.

Latimer’s service is online-first, with one-to-one lessons. Microsoft Teams is the default platform; learner and tutor can agree an alternative. Before the first lesson, confirm the meeting method, have the relevant course materials ready and agree how to share handwritten working or a text passage. In-person lessons require an individual arrangement.

Each tutor sets their own hourly rate, shown on their profile. Latimer invoices after lessons on a pay-as-you-go basis. To budget, use the agreed lesson length and frequency at the chosen tutor’s rate, including the total across subjects if you use more than one tutor. Review the arrangement alongside the specific work the learner can now do independently.