I studied applied maths and ended up in data analytics, so I’m good at tying functions, calculus, and stats back to real problems. Sessions are mostly paper practice + question debriefs, with a shared folder of worked solutions and TI/Desmos tips. I also support IA planning (model choice, data cleaning, write-up). English or Dutch is fine. Most weeks.

Hi, I’m an IB English Language & Literature tutor in Amsterdam. I’ve taught small groups at an international school and now tutor 1:1 online. We spend time on the IO: picking passages, shaping a tight global issue, and practising under the timer. I’m also the person students message when their HL essay question is too broad. Paper 1 commentary and lit essay structure are regular topics. Straight feedback, no waffle.

I tutor IB Biology mostly HL students who want steady progress rather than last-minute cramming. My background is molecular biology and I’ve supervised student lab projects, so I’m comfortable with IA design, variables, and writing up methods properly. I’m a bit obsessed with genetics, cell respiration, and human physiology, and I’ll happily drill data-based questions from past papers until they feel routine.

Chem is my thing. I tutor IB Chemistry in The Hague and focus on the parts that trip people up: stoichiometry, energetics, kinetics, equilibrium, and organic mechanisms. I did my master’s in chemistry and worked in an analytical lab, so I’m picky (in a good way) about units, sig figs, and clean working. We’ll translate markscheme wording into something you can actually reproduce, and I’ll guide IA planning + error analysis.

IB Physics tutor in Delft. I’m an engineer by training and I’ve been coaching DP students for years, especially on mechanics, waves, fields, and option topics. Lessons are usually: quick recap, then a stack of exam-style questions with me marking as we go (units and diagrams matter). If you’re stuck on your Physics IA, I can help you turn a messy idea into a workable setup, sensible data collection, and proper uncertainty treatment.

I’m pretty practical about it: strong SAQs/ERQs come from knowing the studies and arguing the limitations clearly. I did clinical psych modules at uni and later worked in youth support, so I’m comfortable linking theories to real behaviour without drifting off-topic. We practise Paper 3 evaluation, build a clean “core studies” revision set, and plan IAs so they’re realistic with your time and participants.

I studied economics and later worked in policy research, so I’m big on clear diagrams and a tight chain-of-analysis. For HL students, we spend lots of time on Paper 3 calculations and on writing commentaries that actually use the data. I’ll help you pick a sensible IA article (often Dutch/Eurozone news), define terms quickly, and keep evaluation focused rather than turning it into a rant.

Leiden history graduate tutoring IB History in Haarlem and online. I like the nuts and bolts: how to structure a Paper 2 essay, how to use OPVL without sounding robotic, and how to keep Paper 1 answers sharp. I’ve worked a lot with topics like authoritarian states and the Cold War, so I can help you spot what the markscheme is really asking for. For the IA, we’ll narrow the question and choose sources you can genuinely analyse.

I tutor IB Business Management, mainly HL. My background is business administration and I’ve worked with a couple of start-ups, so the toolkit (SWOT, STEEPLE, ratios, decision trees) isn’t just buzzwords. We practise case-study technique, exam timing, and making points that link back to the command term. I also help with IAs: choosing a real organisation, collecting usable data, and writing analysis that doesn’t read like a brochure.

I’m into urban and environmental geography, so units on populations, climate change, and resource use are my favourites. Lessons tend to be discussion + exam practice, especially command terms and concise evaluation. For the fieldwork IA, I can help you plan a manageable investigation, design a survey, and present results with maps/graphs (even simple GIS) that actually support your conclusion.