want to avoid the typical pitfalls of the first year of IB: a poor choice of HL\/SL levels, unpredictable predicted grades, and chaos around the Internal Assessment.<\/li>\n<\/ul>\nWe also support parents who do not always understand the structure of IB, the assessment system, and how grading works. We explain the programme’s rules in plain language, show the roadmap for the next two years, and provide concrete tools for making informed educational decisions.<\/p>\n
Why is good pre-IB preparation so important?<\/h2>\n
IB is a demanding programme valued by universities abroad and provides a real advantage in applications \u2013 but only when students make informed decisions from the very start. Choosing subjects for the IB Diploma Programme<\/strong> is not a mere formality; it is a strategic decision that will determine which degree programmes the student will be eligible to apply for at all.<\/p>\nMany programmes \u2013 medicine, physics, engineering, economics \u2013 require specific IB subjects<\/strong> at HL. HL Chemistry, Biology, or Mathematics are often a prerequisite for applications to medicine, biochemistry, or engineering. Humanities programmes and psychology, on the other hand, reward social sciences and languages. Without a considered subject selection, a student with excellent grades may still be rejected simply for not meeting the entry requirements of a particular university.<\/p>\nThe second reason pre-IB is so crucial is the difference between “understanding a topic” and “writing to the markscheme”. Students who enter IB without preparation often quickly realise that their previous study methods are not enough. IB demands deeper analysis, critical thinking, independence, and an academic style of working. The earlier a student becomes familiar with these requirements, the more easily they will build the habits that will pay off in the final exams.<\/p>\n
In the long run, it looks like this: better pre-IB preparation \u2192 stable predicted grades \u2192 a stronger application \u2192 a better university \u2192 a stronger professional network and greater career opportunities<\/strong>. This is not an abstraction \u2013 it is exactly the path taken by our alumni now studying at Cambridge, Oxford, LSE, and Imperial College London.<\/p>\nHow to choose IB subjects? Structure and levels in a nutshell<\/h2>\n
As part of pre-IB tutoring, we explain the system in full to both students and parents. In brief: a student chooses 6 subjects \u2013 one from each of six groups. These are: mother tongue, foreign language, social studies, experimental sciences, mathematics, and arts or a second subject from groups 2\u20134. Three or four of them are studied at Higher Level (HL), the rest at Standard Level (SL).<\/p>\n
HL requires more hours, deeper analysis, and a greater workload. Choosing three demanding science subjects at HL (e.g. Mathematics HL + Chemistry HL + Physics HL) can therefore be overwhelming and may affect predicted grades. How should you choose IB subjects<\/strong> wisely? You need to consider the student’s motivation, natural aptitudes, study plans, and what the school realistically offers \u2013 because the range of available subjects varies between schools. We analyse all of this during consultations.<\/p>\nOur working method \u2013 why parents and students choose us<\/h2>\n
Pre-IB online tutoring is delivered in an individual model, tailored to the student’s pace as well as the specifics of their school. We work systematically, with a clearly defined roadmap and concrete goals for each stage. After each session the student receives brief feedback<\/strong>, and the parent receives an update on progress and areas for further work. This way, nobody is left in uncertainty about where their child stands.<\/p>\nOur approach rests on several pillars. First, we analyse the markscheme and teach students how to write answers to IB criteria \u2013 not just understand the topic. Second, we work through past papers and model solutions so that the student learns to think in the way IBO expects. Third, we introduce students to the structure and methodology of the Internal Assessment, which for many is the greatest challenge of the programme. Fourth, we build a revision strategy and support students ahead of key tests and mock examinations.<\/p>\n
An important element is also ongoing contact between sessions. Students can message their mentor with a question about homework, a paragraph from an essay, or a concern before a test \u2013 we never leave anyone alone with a problem. It is precisely this availability, and the sense that someone truly knows the system from the inside, that most often appears in parents’ reviews of our work.<\/p>\n