The International Baccalaureate (IB) is renowned for its challenging curriculum, encompassing a multitude of topics tested by exams and assignments of a difficulty that sets IB apart. This unique educational experience not only hones our ability to perform under timed conditions in exams but also demands adept management of assignments.
The IB has 2 distinct types of what are considered ‘assignments’. One type is the IA or Internal Assessments of which each subject has one. Thus, a student doing the IB Diploma Programme with a full course load of 6 subjects would have 6 IAs. These assessments are marked internally (hence the name) by your school’s teachers, then the marked paper is taken by the IB to be moderated. IAs are given a set amount of class time by the IB to be worked on (for example, the Global Politics Political Engagement Activity has 20 in-class hours), yet more hours are needed outside of this to complete them. The second type are the ‘core assignments’ of EE and TOK (Exhibition and Essay), which also requires a great deal of time both within dedicated class times and outside of school. These assessments are not formally considered ‘IAs’, but they are still included in the ‘IA Workload’ due to them being assessments that need to be worked on outside of designated class time as well.
Each school operates differently, providing different IA, EE and TOK deadlines throughout the two years. However, a common thread is what’s known as ‘IA Season’. This period of time is usually when IAs and core assignments are due simultaneously. Along with having to keep up with timetabled lessons, revision and CAS, it all culminates in an extremely stressful period.
To navigate this demanding period effectively, students employ various strategies before and during IAs. Personally, my IAs were introduced in the months leading up to the summer break between DP1 and DP2. Then, ‘IA season’ took place in the first two terms of DP Year 2 which included draft writing and final presentations of IAs and core assignments (so spread out over 3-4 months). This start before summer break allowed me time to set personal preliminary deadlines to strive towards while on a break from classes, and so what was an effective approach for me was planning and preparedness for this ‘season’.
To mitigate stress during this time and prevent mental exhaustion, I employed several strategies:
- Creating Term, Weekly, and Daily Checklists: Rather than relying solely on just remembering deadlines, I created a master list of IA draft and final dates. This way I could see the bigger picture of where my busier periods were and plot personal deadlines accordingly (eg. Bio IA experiment finished by X date). Then, I implemented two systems; I first inputted both the set and personal deadlines into my digital laptop calendar and also wrote them onto whiteboards, so I could have a constant visual reminder of what was upcoming (and also get the satisfaction of ticking tasks off 🙂). I then broke down tasks into term, weekly and daily checklists using Notes checklists. By breaking down these tasks I got a clearer and less overwhelming view of impending deadlines.
- Collaborative Groups: Forming study groups for IAs helped to facilitate mutual support and knowledge exchange. These groups usually formed from class or friend groups, and we set designated time in-school or after to work on particular IAs. While we worked through our IAs independently, when we had questions or needed to see our IA from a different lens, it was helpful to ask the group and get clarification and support. This collaborative approach not only reduced the burden but also enhanced understanding through diverse perspectives.
- Reward System: Implementing a reward system for achieving milestones provided much-needed motivation. This could be as simple as allowing oneself a small treat or break after completing a challenging section of an assignment. In my case, I had a slight habit of ‘procrasti-baking’ so I got into a habit of only allowing myself to bake once I had completed things on my to-do list
- Subject Tutorials: Some of my teachers hosted tutorials during IA season where we could ask for clarification and get moral support. So, even though they couldn’t provide any other written feedback (due to IB regulations), these were good sounding-board sessions to talk about our ideas (an awesome tip – trying to explain part of your IA/EE/TOK to someone else is really effective in helping you to find what you need to work on and clarify).
- Flexibility in Planning: Recognize that, despite your best planning efforts, unexpected challenges may arise during IA season. Being flexible and adaptable is crucial; consider it part of the strategic planning process. If something unexpected pops up, be ready to tweak your plan. Adjusting deadlines isn’t a setback; it’s a smart move in response to challenges, showing resilience and foresight.
- Communicate: During IA season, effective communication is your ally. Whether with teachers, classmates, or family, openly expressing your needs and seeking support is a strength, not a weakness. Engage in dialogue to clarify doubts, share challenges, and ensure you have the support network you need during this intense period. Remember, you’re not navigating this journey alone.
These strategies not only helped me meet deadlines but also contributed to a more manageable and less stressful IA season, and I hope they can help you as well!
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