--- title: "IB Computer Science Online Tuition | SL and HL Live Classes" description: "Paper 2 comes in a Java version and a Python version, so the language decides the paper. Live online IB Computer Science tuition, SL and HL, one to one or batch." canonical: https://learn.modernagecoders.com/ib-computer-science-online-tuition source: src/pages/ib-computer-science-online-tuition.html --- > Paper 2 comes in a Java version and a Python version, so the language decides the paper. Live online IB Computer Science tuition, SL and HL, one to one or batch. Start here ## The three courses behind this page The diploma course covers both themes and the internal assessment. Mathematics and Java are what most IB Computer Science students carry with it. [![IB Diploma Computer Science course thumbnail](/images/ib-computer-science.webp) IB / 01 IB Diploma Computer Science The course this page describes. Both themes, the language decision taken deliberately, and the internal assessment started in DP1. Open the syllabus →](/courses/ib-diploma-computer-science-course)[![IB Mathematics AA and AI Masterclass course thumbnail](/images/ib-maths-aa-ai.webp) IB / 02 IB Mathematics AA and AI Masterclass Taken alongside by most IB Computer Science students, and the reason the machine learning content lands or does not. Open the syllabus →](/courses/ib-mathematics-aa-ai-masterclass)[![Java Programming for Teens course thumbnail](/images/java-teens.webp) IB / 03 Java Programming for Teens For students taking the Java route through Paper 2, and the usual choice for anyone also sitting an AP. Open the syllabus →](/courses/java-programming-masterclass-for-teens) The course ## IB Computer Science, taught live across DP1 and DP2 One course, two formats, both live. The batch runs to a shared two-year schedule; one to one reorders around this student's level, language and internal assessment deadline. | How it runs | Batch of five to eight | One to one | | --- | --- | --- | | Live classes each week | Two, fixed slot | Two, slot agreed with you | | Level taught | SL and HL together where content overlaps | Exactly the student's level | | Language | Chosen by the batch, then fixed | Chosen by the student, then fixed | | IA supervision | Scoping review and two checkpoints | Checkpoints as often as needed | | Past papers marked | Fortnightly, to the criteria | Weekly in DP2 | | Joining part way | At the start of a term | Any week | | Monthly fee | USD 100 | USD 150 | | Trial | First class free, no card | First class free, no card | [Open the full syllabus](/courses/ib-diploma-computer-science-course) Book the free first class The short answer IB Diploma Computer Science is taught at standard and higher level. Under the syllabus first assessed in May 2027, external assessment is carried by two papers rather than three: Paper 3 has been removed, and Paper 2 exists in two versions, one Java and one Python, so a candidate sits the version their chosen language dictates. At standard level each paper carries about 35 per cent and the internal assessment 30 per cent; at higher level each paper carries about 40 per cent and the internal assessment 20 per cent. The internal assessment is a computational solution of roughly 35 hours submitted with a video. Modern Age Coders teaches it live online, one to one or in batches of five to eight, from USD 100 a month, first class free. Module by module ## The eight modules across the two diploma years Ordered so that the internal assessment starts in DP1 and the newest content is taught rather than skimmed, which is where the current syllabus is thinnest on past questions. 01 ### Choosing the language, and why it now matters 3 classes - Java against Python, decided on the student's destination not the school's habit - Why the choice selects the Paper 2 version from May 2027 - Committing, and never implementing in the other one again 02 ### Theme A: how computing systems actually work 8 classes - Architecture, memory and the relationships the paper asks about - Networks and data, taught as systems rather than as definitions - The vocabulary the criteria reward, used from the first week 03 ### Computational thinking and problem decomposition 7 classes - Breaking a problem down until each piece is checkable - Designing before implementing, which Paper 2 assesses directly - Every exercise in the chosen language, never in both 04 ### Data structures and algorithms for Paper 2 8 classes - Arrays, lists, stacks, queues and trees in the exam's treatment - Searching and sorting, with the complexity discussion the paper wants - Tracing and predicting, written down rather than done in the head 05 ### Object-oriented programming in the chosen language 7 classes - Classes, inheritance and polymorphism, in Java or in Python - Reading a specification and implementing exactly it - Building the habits the internal assessment will need 06 ### The internal assessment: client, problem, scope 6 classes - Finding a real client with a real problem, in DP1 - Scoping thirty-five hours of work honestly rather than optimistically - Planning the video as part of the design, not as an afterthought 07 ### Machine learning and the newer syllabus content 6 classes - What the models do, taught properly rather than skimmed - Why this is the most under-prepared material in the course - Question shapes, built from the criteria where past papers are thin 08 ### Both papers, under time, in the right version 9 classes - Paper 1 and Paper 2 worked to time, in the student's language version - Marked to the published criteria rather than to intent - The final weeks spent on the weaker paper, not on both equally The change that reorganises the two years ## Your language choice now decides which exam paper you sit Under the syllabus first assessed in May 2027, Paper 2 exists in two versions, one in Java and one in Python, and a candidate sits the one their language dictates. This sounds administrative and is not. Previously a student could drift between languages, learn concepts in one and implement in another, and nothing external forced a decision. Now the choice made in the first year determines the paper they open in the second, and switching late means switching the exam they have been practising for. It also means the language is worth choosing deliberately rather than inheriting from whatever the school happens to teach. A student heading toward [AP Computer Science A](/ap-computer-science-a-online-classes) is usually better served by Java. A student whose interest is data or machine learning is usually better served by Python. Both are defensible, and drifting is not. The other structural change is that Paper 3 has gone. External assessment is now carried entirely by two papers, which raises what each one is worth and removes the case study that some students used to lean on. There is nowhere left to make up a weak paper except the other paper and the internal assessment. And the internal assessment is a computational solution running to about thirty-five hours with a video submitted alongside the documentation. At standard level it carries thirty per cent of the grade, which is more than either paper is worth on its own at that level. It is not a project that happens around the course. It is a third of the course. The assessment, laid out ## How IB Computer Science is assessed at SL and HL For the syllabus first assessed in May 2027. Confirm your own entry details with your school, which is the body that actually registers candidates. | Component | Standard level | Higher level | What it is | | --- | --- | --- | --- | | Paper 1 | About 1h15m, roughly 35% | About 2h, roughly 40% | Concepts: how computing systems work | | Paper 2 | About 1h15m, roughly 35% | About 2h, roughly 40% | Computational thinking and problem-solving | | Paper 2 versions | Java or Python | Java or Python | You sit the one your language dictates | | Paper 3 | Not set | Not set | Removed from May 2027 | | Internal assessment | Roughly 30% | Roughly 20% | A computational solution, about 35 hours | | IA submission | Documentation and a video | Documentation and a video | The video is part of the submission | | Themes | A and B | A and B, extended | Systems, and solving problems with computing | Read the weighting column at standard level again, because it changes how a sensible family plans the two years. The internal assessment is worth more than either written paper. A student who treats it as coursework to be finished in the holidays before it is due is gambling thirty per cent of their grade on a fortnight, and it is the one component where time spent converts almost directly into marks. Where marks are lost ## Six ways IB Computer Science students lose grades they had earned These are not knowledge failures. They are planning and process failures, which is why they are fixable. ### Leaving the internal assessment until DP2 At standard level it is worth more than either written paper. A student finishing it in a fortnight before the deadline is gambling thirty per cent of the grade on their least rested two weeks of the diploma. ### Drifting between Java and Python The language now selects the Paper 2 a candidate sits. A student who learns concepts in one and implements in the other, or who switches in DP2, has been practising for a paper they will not open. ### An IA with no real client and no real problem The commonest quiet failure. A solution invented to satisfy the criteria rather than to solve something for somebody scores badly on almost every strand, and it cannot be rescued late. ### Treating the video as paperwork It is submitted alongside the documentation and it is where a strong solution either demonstrates itself or does not. Recorded in a rush, it undersells work that took thirty-five hours. ### Studying Theme A as vocabulary rather than as systems Paper 1 rewards understanding of how the parts relate, not a list of definitions. Students who memorise terms answer the easy questions and stall on the ones that carry the marks. ### Ignoring the machine learning content It is in the current syllabus and it is new, which means fewer teachers have taught it and fewer past questions exist. That combination makes it the most under-prepared material in the course. The two years, phase by phase ## How we sequence IB Computer Science across DP1 and DP2 Two live classes a week, one to one or in a batch of five to eight, with the internal assessment started early rather than treated as a deadline in DP2. 1. #### DP1 term 1: choose the language, deliberately, and start Theme A The choice that selects the Paper 2 version is made here rather than drifted into, with the reasoning written down. Theme A begins at the same time, because systems content rewards long exposure and short revision poorly. 2. #### DP1 term 2: computational thinking, in the chosen language only Theme B, implemented consistently in Java or Python and never both. Every exercise from here is written in the language the student will be examined in, so that fluency and exam preparation are the same activity. 3. #### DP1 term 3: find a real client and scope the internal assessment Not a topic, a client with an actual problem. This conversation happens in the first year, which is the single largest predictable difference between a good IA and a rescued one. 4. #### DP2 term 1: build the computational solution, with the video in mind Thirty-five hours of work, planned as thirty-five hours rather than as a deadline. The video is treated as part of the design from the start rather than as something recorded the night before submission. 5. #### DP2 term 2: machine learning and the newer content, then past questions The material with the fewest past questions available gets taught properly rather than skimmed, and then both papers are worked under time in the correct version for the student's language. 6. #### DP2 term 3: full papers, marked to the criteria Both papers under time, marked against the published criteria rather than to intent, with the remaining weeks spent on whichever of the two is the weaker rather than on both equally. Choosing ## Standard level or higher level, and Java or Python Two decisions, taken early, that shape everything afterwards. | | Standard level | Higher level | | --- | --- | --- | | Paper length | About 1 hour 15 minutes each | About 2 hours each | | Paper weight | Roughly 35% each | Roughly 40% each | | Internal assessment | Roughly 30%, the largest single component | Roughly 20% | | Content | Themes A and B | Themes A and B, extended | | Suits | A strong grade alongside three other HLs | A student heading into computing | | Where the risk sits | The IA, because it outweighs each paper | The papers, which carry more | On the language, the honest guidance is short. Java suits a student continuing toward a computing degree in a system that assumes it, and it makes [AP Computer Science A](/ap-computer-science-a-online-classes) substantially easier if they are taking that as well. Python suits a student whose interest runs toward data, statistics or machine learning, which the new syllabus now includes. What matters most is that the decision is made in the first year and then committed to, because the paper follows the language. Being straight about it ## What we will not tell you about IB Computer Science **We will not write any part of the internal assessment.** It is the student's own work, the IB takes academic integrity seriously, and a tutor who supplies code puts a diploma at risk rather than a grade. We teach, we question, we review, and we refuse to accept a solution that has no real client or no real problem behind it. **We do not guarantee a grade.** Nobody can. What we control is coverage, marked past-paper practice, and whether the internal assessment was started early enough to be finished properly. **Your school is the authority on entry.** Registration, session, level changes and internal deadlines are your school's, and where our advice differs from theirs on logistics, they are right. We teach the subject alongside them. **We will say if higher level is the wrong choice.** A student carrying three other higher levels and a weak DP1 record in this subject is often better served by standard level and a good grade, and we would rather say that in the first term than in the fourth. Outcomes ## What a student can do by the end of the course Things a teacher observes in a lesson. A predicted grade is not one of them, which is why none appears here. ### Answer Paper 2 in the version their language dictates Having implemented in one language consistently for two years rather than having drifted between two and practised for neither. ### Produce an internal assessment with a real client behind it Scoped in DP1, built across DP2, and defensible in the video because the problem was somebody's actual problem. ### Explain how the parts of a computing system relate Rather than reciting definitions, which is what Paper 1 rewards and what memorisation cannot reach. ### Trace an algorithm on paper and state its complexity Written out rather than done mentally, which is faster and considerably more accurate under exam time. ### Implement to a written specification without deviating The habit the internal assessment and Paper 2 both assume and neither teaches. ### Discuss machine learning at the level the syllabus expects The newest content, where fewer past questions exist and preparation therefore separates students most. ### Record a video that does the work justice Planned as part of the solution rather than recorded the night before, so that thirty-five hours of work is visible in it. ### Sit both papers to time at the correct level Repeatedly before May, so the only unfamiliar thing in the room is the questions. The catalogue ## The courses this sits inside IB Computer Science is taught from its own course. The rest are what students on this page most commonly take alongside it or after it. I ### The IB course Standard and higher level, Java or Python IB / 01 #### IB Diploma Computer Science The course this page describes. Both themes, the language decision taken deliberately, and the internal assessment started in DP1. [Open the syllabus](/courses/ib-diploma-computer-science-course) IB / 02 #### IB Mathematics AA and AI Masterclass Taken alongside by most IB Computer Science students, and the reason the machine learning content lands or does not. [Open the syllabus](/courses/ib-mathematics-aa-ai-masterclass) IB / 03 #### Java Programming for Teens For students taking the Java route through Paper 2, and the usual choice for anyone also sitting an AP. [Open the syllabus](/courses/java-programming-masterclass-for-teens)II ### The other route through Paper 2 For students choosing Python PY / 01 #### Python for Teens The other Paper 2 version. Chosen most often by students whose interest runs toward data and machine learning. [Open the syllabus](/courses/python-complete-masterclass-teens) PY / 02 #### Data Science for Teens Real data handling, which makes the newer syllabus content concrete instead of theoretical. [Open the syllabus](/courses/data-science-course-for-teens-python-data) PY / 03 #### AI and Machine Learning for Teens The material the current syllabus added and the one with the fewest past questions available. [Open the syllabus](/courses/ai-ml-masterclass-teens) PY / 04 #### Git and GitHub for Teens The internal assessment committed as it is built, which produces a history rather than a folder and a portfolio at the end. [Open the syllabus](/courses/git-github-version-control-course-for-teens)III ### Before and after the diploma Where IB students arrive from and go next NEXT / 01 #### Cambridge IGCSE Computer Science 0478 Where many IB students came from, and a very different style of assessment to unlearn. [Open the syllabus](/courses/igcse-computer-science-0478-course) NEXT / 02 #### AP Computer Science A Exam Prep Taken alongside the diploma by students in schools that offer both, where the Java overlap is worth using. [Open the syllabus](/courses/ap-computer-science-a-java-exam-prep-course) NEXT / 03 #### Data Structures and Algorithms The university-level version of module four, for students continuing into a computing degree. [Open the syllabus](/courses/data-structures-algorithms-masterclass-college) NEXT / 04 #### Competitive Programming for Teens For a student who found Paper 2 the interesting half and wants harder problems than the diploma sets. [Open the syllabus](/courses/competitive-programming-for-teens-course) NEXT / 05 #### Complete Java Programming Masterclass The language past the diploma subset, for students heading into a computing degree that assumes it. [Open the syllabus](/courses/complete-java-programming-masterclass-college) Fees ## What IB Computer Science tuition costs Two figures, identical in every country outside India, billed monthly in US dollars. Nothing to begin, nothing owed once you stop, and the first class free without a card. Free first class USD 0 no card required - Taught rather than sold - A real diagnostic on the exam itself - You watch it, then decide Book it Group batch USD 100 a month, billed in US dollars - Five to eight students, one teacher throughout - Live video, never a recording - Past-paper work between classes, marked by the teacher - Certificate on completion Start here One to one USD 150 a month, billed in US dollars - Private teaching, paced to the entry date - The only way to get a weekday morning slot - Syllabus rebuilt around the papers the student is weakest on Enquire What families say ## Rated 4.9 across 547 Google reviews Real reviews from real families. We neither write nor commission them. ★★★★★ "The one step solution for my son. Modern Age Coders make learning coding so simple that kids love it. The teachers explain complex concepts clearly with practical exercises and interactive content." Ria Mukherjee Parent ★★★★★ "Modern Age Coders has been a game-changer for me. I struggled to grasp IT concepts and coding before joining, but their classes transformed everything. I can now confidently write complex programs with ease." Samriddha Mondal Student ★★★★★ "One of the most wonderful education centres out there. Education is not limited to school syllabus but focuses on skill development." Vansh Agarwal Student ★★★★★ "My child Dhairya is really enjoying the Modern Age Coders classes. This is his first online class and he eagerly looks forward to it. I can already see his improvement, and the teachers are very cooperative." Sonam Oswal Parent of Dhairya ★★★★★ "Modern Age Coders have wonderful teachers who teach in a clear, easy and practical way. The teacher boosts students' confidence and inspires them to learn without hesitation." Sonu Goyal Parent ★★★★★ "I highly recommend this computer coding class! The teachers are incredibly knowledgeable and passionate about coding." Ritu Kedia Parent The other nine ## The other exams we prepare students for Same method, different specification. Useful if your child sits more than one of these, or if a family is weighing the diploma against an Advanced Placement route. [AP Computer Science AJava](/ap-computer-science-a-online-classes)[AP Computer Science PrinciplesAny language](/ap-computer-science-principles-online-coaching)[Cambridge IGCSE 0478Python, VB, Java](/cambridge-igcse-computer-science-tuition)[Cambridge A Level 9618Python, VB, Java](/cambridge-a-level-computer-science-online-classes)[UK GCSE Computer SciencePython](/uk-gcse-computer-science-tutoring)[USACOC++, Java, Python](/usaco-preparation-online-coaching)[Informatics olympiadsC++](/ioi-olympiad-informatics-training)[PCEP and PCAPPython](/python-certification-pcep-pcap-course)[Canadian Computing CompetitionC++, Java, Python](/canadian-computing-competition-ccc-prep) IB Computer Science questions ## What IB families ask about Computer Science ### Is it true Paper 2 now depends on the language? Yes. Under the syllabus first assessed in May 2027, Paper 2 exists in two versions, one in Java and one in Python, and a candidate sits the one their chosen language dictates. That makes the language decision an exam decision rather than a classroom preference, and it should be taken deliberately in the first year and then committed to. ### What happened to Paper 3? It is no longer set. External assessment is now carried by Paper 1 and Paper 2, which means each carries more weight and there is no third component to make up ground on. Confirm the detail of your own session with your school, which is the body that registers candidates. ### How much does the tuition cost? A batch of five to eight students is USD 100 a month and one to one is USD 150 a month, billed in US dollars, and the figures are identical in every country we teach outside India. No enrolment fee, no minimum term, and the first class is free without a card. ### How important is the internal assessment? At standard level it is worth more than either written paper on its own, around thirty per cent. At higher level it is around twenty. Either way it is not coursework that happens around the course, and a student finishing it in the fortnight before the deadline is gambling a large share of the grade on their least rested weeks. ### Will you help with the internal assessment? We teach, question and review. We will not write any part of it. The IA is the student's own work and the IB takes academic integrity seriously, so a tutor who supplies code puts a diploma at risk rather than a grade. What we do is refuse to accept a solution that has no real client and no real problem behind it, which is the commonest quiet failure. ### Should we choose Java or Python? Java suits a student continuing toward a computing degree in a system that assumes it, and it makes an AP Computer Science A entry considerably easier if they are taking that too. Python suits a student whose interest runs toward data, statistics or machine learning, which the current syllabus includes. Both are defensible. Drifting between them is not. ### Standard level or higher level? Higher level suits a student heading into computing who can carry the extra content alongside their other subjects. Standard level and a strong grade is often the better outcome for a student already carrying three demanding higher levels. We will give you a straight view in the first term rather than the fourth. ### Are the classes live? Every class is live, one to one or in a batch of five to eight, taught from India to students worldwide. We do not sell recordings in place of classes, because a recording cannot look at a student's internal assessment scope and tell them there is no real client in it. ### Can you teach both SL and HL students together? In a batch, where the content overlaps, yes, and the overlap is substantial. Where it diverges the higher level students get additional sessions. One to one is taught at exactly the student's level throughout, which is one reason families with a higher level candidate often prefer it. ### What about the machine learning content? It is in the current syllabus and it is newer, which means fewer teachers have taught it and fewer past questions exist to practise on. That combination makes it the most under-prepared material in the course and one of the easier places to gain ground, so we teach it properly rather than skimming it. ### My child is starting DP2 and the IA has not been scoped. Is that recoverable? Usually, and one to one is the right format for it. The first thing we would do is find a real client and cut the scope to something genuinely finishable in the time left, which is a more useful intervention than any amount of content revision at that point. ### Do you follow our school's teaching order? One to one, yes, and it is often the most valuable thing we do, because meeting the same topic twice in a fortnight is how it becomes secure. In a batch we follow our own order, which starts the internal assessment earlier than most schools do. ### How long is the course? Two years at two classes a week, matching DP1 and DP2. A one-year intensive is possible one to one for a student joining late, and we will tell you honestly whether the remaining time is enough for both the papers and the internal assessment. ### What happens in the free first class? A short diagnostic rather than a sales call. Usually one Paper 2 style question and a conversation about the internal assessment, because those two together show where the risk actually sits. You get a straight assessment afterwards, including on level and language. ### What happens after we send the form? A mentor calls you at a reasonable hour to arrange the free class. Nothing is charged and no card is requested. Tell us the level, the language and whether the IA has been scoped, because those three facts decide what the honest recommendation is. Read next ## The internal assessment no longer requires a client. What the guide first assessed in 2027 actually changed, why criteria A and E still reward having a real one, and where to find a person with a genuine problem this month. [The IB Computer Science IA client rule](/blog/ib-computer-science-ia-client-rule-2027) Enrol ## Book the free first class, and find out where the risk sits The first class is a diagnostic: one Paper 2 style question and a conversation about the internal assessment. Between them they show whether this student's risk is the papers or the project, and those need completely different work. If the IA has not been scoped yet and the student is in DP1, that conversation alone is usually worth more than a term of content revision. Rather read first? [The full course syllabus](/courses/ib-diploma-computer-science-course), [Cambridge IGCSE 0478](/cambridge-igcse-computer-science-tuition), or [how we teach](/how-we-teach). [WhatsApp us](https://wa.me/919123366161?text=Hello%20Modern%20Age%20Coders.%20I%20am%20interested%20in%20IB%20Diploma%20Computer%20Science%20online%20tuition.) · [+91 91233 66161](tel:+919123366161) · [contact@modernagecoders.com](mailto:contact@modernagecoders.com) Live classes only, one to one or a batch of five to eight, taught from India at an hour arranged with you. We do not sell recordings. The form starts a conversation, not an enrolment. --- *Canonical: https://learn.modernagecoders.com/ib-computer-science-online-tuition*