International curriculum tutors in Hong Kong: IBDP, A-Level, IGCSE, AP and SAT

Step one: identify the system, awarding body, subject and level

Avoid submitting only “international curriculum”. If the student is taking the International Baccalaureate Diploma Programme, write IBDP rather than generic “IB”, then add the subject, Higher Level (HL) or Standard Level (SL), and examination year. The IBO describes the DP as an assessed programme for students aged 16 to 19. It aligns with other IB programmes, but the labels are not interchangeable for tutor matching.

For GCE A-Level, International A-Level (IAL), IGCSE and GCSE, provide the awarding body and official subject title. Cambridge International, for example, publishes separate AS & A Level subjects and syllabus codes, while Cambridge IGCSE lets schools construct different subject combinations. For GCSE, copy the actual awarding body, subject, specification code and tier or paper where applicable from the school or official exam documents; do not assume GCSE and IGCSE are identical.

For AP, name the exact course and exam, such as AP Calculus BC. For SAT or ACT, state which test is involved. Under “Other”, give the full qualification or programme name, awarding organisation, subject or module, and an official specification link when available.

Step two: record the assessment structure and current position

Similar names can hide different assessment arrangements. Pearson Edexcel explains that its IAL is modular, except Law, with unit results that can be banked and individual units that can be resat. The same official page describes Pearson's GCE AS/A Level as linear. That distinction concerns these Pearson qualifications and should not be generalised to every A-Level provider.

For IBDP, add HL or SL, current school progress, the assessment work that needs attention and a recent piece of work that can be shared safely. For Cambridge AS & A Level, IGCSE or GCSE, include the syllabus or specification code, paper or component, exam session and material already covered. Confirm every detail against the student's school, awarding body and documents for that examination year.

College Board describes AP as university-level courses and exams taken during secondary school, so an AP request should be course- and exam-specific. The SAT currently contains Reading and Writing and Math sections; record the overall and section evidence, intended test date and priority domains. ACT is a separate test, so use its own official score report and section names rather than copying the SAT structure.

Step three: do not convert unlike grades into a ranking

IBDP, GCE A-Level, IAL, IGCSE, GCSE, AP and SAT/ACT have different purposes, subject structures and score scales. Even when two tutors publish strong results, an IBDP 7, A*, AP 5 or SAT score should not be converted onto one ladder. A public result is contextual background, not a Tutor Break ranking, recommendation, availability promise or guarantee of a student's outcome.

A fair comparison first stays within the same system, relevant awarding body, subject and level. It then checks evidence of teaching fit. If a profile does not answer a question, ask during matching or the first lesson rather than inferring teaching ability from a university name or one examination result.

• Can the tutor accurately identify the student's syllabus version and assessment components?
• Can they explain relevant experience teaching the same system, subject and level?
• Will they use existing work or a short diagnostic to identify why errors occur?
• Can they propose a realistic practice, feedback and retest cycle for the exam date?
• Do teaching language, online or in-person format, district, schedule and budget fit?

Step four: write a request that can actually be matched

Use this order: “system and awarding body; qualification; subject and code; level, unit or paper; exam session; current evidence; target; main weaknesses; teaching language; format or district; availability; budget.” Do not place a student's name, school, contact details, candidate number or an unredacted result document in a public field.

• IBDP Mathematics: Analysis and Approaches HL; 2027 exam; support with proof and timed questions; recent anonymised work available.
• Cambridge International AS & A Level Physics (9702); state the exam session and current component; focus on data analysis and solution steps.
• Pearson Edexcel IAL Mathematics; list the current unit, completed units and intended session instead of writing only “A-Level Maths”.
• AP Calculus BC; name the exam year, recent topic and question needs; or SAT Math with the test date, current section evidence and target.
• Other: give the complete programme or qualification, organisation, subject, version or year, assessment components and learning objective.

Step five: shortlist, interview and verify in lesson one

Shortlist a small number of tutors who broadly fit the system, subject, format and budget, then ask each the same questions: How will you confirm the syllabus version? What evidence will you collect in lesson one? What would the next four weeks of practice and feedback look like? How will you check an unfamiliar component against the official specification? Consistent questions are more useful than cross-system grade comparisons.

Use a recent anonymised assignment, test or official sample for a short first-lesson diagnostic. Afterwards, ask the student to explain the error cause and next action before deciding whether to continue. Published information, curriculum experience, schedule, lesson mode, actual rate and availability must all be reconfirmed during matching; the website does not guarantee results or endorse a particular tutor.