Map examinable topics
Use the course structure to create actionable units. Keep them small enough that a study block can end with evidence: a recall attempt, a solved problem or a corrected repeated mistake.
IB DIPLOMA STUDY GUIDE
Build an IB study plan around course depth, evidence and exam urgency.
IB study planning is not simply dividing six subjects across a week. SL and HL expectations differ, course variants matter, and a useful plan should react to weak concepts, older material that is fading, earlier topics and the actual order of your exams.
STEP 1
Separate course identity before you plan study time.
The first layer of an IB study plan is the exact subject and level. Mathematics AA HL and Mathematics AI SL are not interchangeable; the same is true for SL and HL variants in Physics, Chemistry, Biology and Economics. Your plan should inherit that distinction before it decides what to revise.
Mark the state of each unit
Separate topics you have never assessed from topics you can retrieve, topics that only work with prompts, and topics where errors repeat under exam-style conditions.
XYSHIMA represents IB course variants separately so tutoring and planning can use the selected SL/HL context. Explore curriculum support →
Weight subjects by more than hours or level.
Depth
HL material can require more sustained practice, but “HL” alone should not automatically outrank a severe weakness in another subject.
Weakness
Use recent attempts, teacher feedback and recall evidence instead of a global feeling that a subject is “bad.”
Exam urgency
As a paper approaches, relevant topics should gain weight—especially when the student still has unstable knowledge or timing problems.
Prerequisites
A foundational gap can deserve priority because it blocks several later topics or types of questions.
Memory
Older units should return for short checks before they become expensive to relearn from scratch.
Available time
The plan should fit the real week, including school hours, deadlines and recovery time, rather than assume unlimited study capacity.
A PRACTICAL WEEK
Rotate through diagnosis, deep work, mixed practice and delayed recall.
Early week — diagnose likely weak areas
Use short recall prompts or targeted questions across several subjects. The goal is not a full mock; it is to find which topics deserve longer blocks.
Midweek — deep repair on high-value gaps
Use longer sessions for concepts that are weak, foundational or close to assessment. Follow explanation with independent application.
Later week — mixed and timed practice
Mix topics within a subject and introduce realistic time pressure where appropriate. This exposes whether knowledge transfers beyond the exact example studied.
Weekend — recall and reprioritisation
Return to selected material after a delay. Use the results to change next week's allocation instead of simply repeating the same subject rotation.
Use the time to produce evidence, not just exposure.
15 min — delayed recall
Attempt one older concept without notes to check whether previous learning is still accessible.
35 min — concept repair
Work on one high-value weak area. Use explanations selectively and stop to predict each next step.
45 min — application
Attempt new questions at the selected course depth. Keep solutions hidden until you have committed to an approach.
15 min — correction
Classify errors by concept, interpretation, method, algebra, units, data handling or timing.
10 min — future recall
Create a small set of prompts or cards for the ideas that most need to be checked again later.
Then replan
If a supposedly secure topic failed under recall, it should be allowed to move back up the priority queue.
COMMON MISTAKES
What weakens an IB study plan?
Scheduling subjects but not tasks
“Study HL Physics” is not actionable enough. Define the concept, the practice type and the evidence you want at the end.
Treating all HL time as automatically more valuable
Level affects expected depth, but current weakness, exam timing and dependencies still determine where the next hour is best spent.
Confusing familiarity with memory
Reading notes can feel fluent because the cues are visible. Use closed-note recall and delayed retests to measure accessibility.
Keeping a broken timetable unchanged
A missed session or unexpected weak topic should trigger local adaptation, not force you to follow a plan that is no longer informative.
Connect IB course context to the next study action.
XYSHIMA can combine course identity, weak concepts, due reviews, earlier topic gaps, repeated mistakes, exam urgency and available time. New quick check or tutor evidence can then alter later recommendations.
AUTHOR
Reviewed by Masoud Elahian
Founder of XYSHIMA and Xynara Analytics; theoretical-physics PhD researcher. This guide uses an evidence-first planning framework rather than claiming there is one ideal IB timetable for every subject combination.