Why RMS
A different job from tutoring
Tutoring and RMS solve different problems. Tutoring usually supports a student week by week; RMS helps a student bring a whole course together at a critical point before examinations.
- Tutoring, commonlyRecurring, one lesson at a time.
- RMSA defined 18-hour course over 3 focused days.
- Tutoring, oftenResponds to homework or the current topic.
- RMSLooks across the whole course and prioritises examination readiness.
- Tutoring, mayMix needs, levels or goals in one group.
- RMSEach cohort follows one Diploma Programme Mathematics pathway and level.
- Tutoring, commonlyA class can grow while keeping the same label.
- RMSMaximum 9. There is no tenth seat.
Why three consecutive days, not one lesson at a time
Revision does not stay connected across separate appointments spaced weeks apart. RMS runs 18 teaching hours over 3 consecutive days so a student diagnosed on day one is still deep in the same course, with the same teacher, when day 3 arrives - building the kind of momentum a spaced-out schedule cannot.
Why pathway-specific cohorts matter
AA HL, AA SL, AI HL and AI SL are never mixed into the same cohort. Every student in the room is working towards the same paper, at the same level, so nothing said to the group is a compromise between different syllabuses or different demands.
Taught by educators who know the examination
RMS is led by a team of senior Mathematics educators with more than sixty years of combined professional experience. Between them they bring extensive international-school Mathematics teaching, examination experience, Head of Mathematics and departmental leadership, curriculum work, and experience within the IB Educator Network and professional-learning settings.
We are keeping individual profiles private for now, and we would rather tell you that plainly than fill this page with stock photographs. We are inviting selected members of the team to publish their profiles, with their written consent, ahead of the 2027 series. Until then, families are welcome to contact us directly with questions about the teaching team.
- 60+years combined professional experience
- Examination experience
- Head of Mathematics and departmental leadership
- IB Educator Network experience
What you actually do in the room
You solve problems at the board and at your desk, and explain your method out loud rather than just writing it down. Feedback happens while you are still working, not after you hand something in, so a wrong method gets corrected before it becomes a habit. You practise under timed, examination-style conditions, compare your approach with the other students in your cohort, and finish each day having corrected something specific rather than having watched someone else solve it.
Who RMS is for, and who it is not
RMS is likely a good fit if a student:
- is taking one of the four Diploma Programme Mathematics pathways above;
- already has course exposure and now needs consolidation, connection and examination practice, rather than first teaching;
- is prepared to participate, attempt unfamiliar problems and explain their thinking in front of others;
- wants a short, intensive, face-to-face experience rather than an ongoing weekly commitment.
RMS is probably not the right fit if a student needs months of foundational teaching, regular homework supervision, one-to-one pastoral support, or a residential programme. If that sounds closer to what your family needs, contact us before registering so we can talk it through.
Register your interest for the 2027 series
Registering takes a couple of minutes, places you under no obligation, and requires no payment. It tells us which city, period and course you are interested in, and it means you will be among the first to hear when a relevant group is confirmed. Because our groups are small, early registration matters.
Register your interest