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It is not uncommon for students and parents - especially those looking to study abroad - to wonder whether the IBDP would be a better fit, or the GCE A-Levels.

Prior to deciding on which curriculum to choose, it is vital that one considers the students' personal interests and aspirations.

Students' preferences may affect or determine the ways in which they learn best - be it studying one subject in-depth, or evaluating the subject that they aim to specialize in in higher education.

Taking the IBDP into consideration, a wide array of subjects will be provided for students to choose from.

This can range from very science or mathematically oriented subjects, to humanities based subjects such as literature and language, or even subjects that are more hands-on such as art.

Certain students might learn better when given a greater diversity of topics to digest, and may be more motivated by the prospects of mastering knowledge from broader perspectives rather than focusing on any particular subject.

These are students who might be curious about different skill sets involved when studying for different subjects, since varied fields can assist students in developing different attributes.

Science-based subjects can train students to think logically and practically, whereas humanities based subjects can assist them in critical thinking development, and potentially improve students' communication skills and command of language.

These are definitely potential factors to take into account when students examine their learning styles, and whether they align with what the IBDP curriculum has to offer.

Given the opportunity to explore their intellectual parameters, students might be more inspired to learn due to a better fit regarding their learning styles when it comes to the IBDP curriculum.

Whilst some students might have too many interests they would like to pursue, the converse applies to those who have a very vague or even no idea about their intellectual and academic interests.

It is not uncommon for students to be hesitant about the subject they are thinking of pursuing at a university level, and though there is seemingly a lot of pressure placed on students to define their passions early on, the IBDP serves as a pathway for students to not only take their time to consider their interests, but also acts as a foundation upon which they can explore such interests.

With this in mind, students who are unsure about specialiszng in specific subjects might prefer to "shop around" prior to settling down and deciding on a certain field of study or research.

On the other hand, the GCE A-Levels serve as another route for students who are more keen on specializing in specific fields.

Though the A-Levels require students to take only three subjects, most students may choose to explore up to four or even five.

The range of subjects which students can choose is, without a doubt, less than the proposed six subjects in the IBDP curriculum, however this would definitely be advantageous for those who may have already considered their interests, options of study for higher education or even potential career.

Students who have more certainty regarding their interests might find the IBDP overwhelming, and thus, will prefer having an in-depth understanding of specific subjects they know for certain they would enjoy. These situations might be applicable to students who strongly insist on focusing on either the arts, or on science.

There have been cases in which students have solely focused on their pursuits in humanities subjects to build up their foundations and knowledge prior to reading for a humanities-based subject at university, which could benefit them immensely.

With a comprehensive overview and evaluation of their chosen topics, the A-Levels would definitely serve as a good stepping stone prior to specialization.

Apart from looking at the diversity of choices offered, students deciding between the IBDP and the GCE A-Levels should consider details and scope within the curriculum.

Though both might offer similar subjects that students choose from, students are meant to learn and process the content of each subject differently depending on the chosen syllabus.

The IBDP is renowned for being heavily focused on global affairs, which serves as another component to ruminate over when it comes to students' interests.

This may be perfect for students who are passionate about current affairs and social issues, such as racism in the United States, contemporary views on LGBTQ+ rights in various cultures and social spheres, or how feminism has changed throughout history.

Students with a greater interest in developing on their global values are prompted to think dialectically, given that the IBDP subjects are ones which ask students to consider how certain historical or modern events might impact cultural heterogeneity, or shape individualistic views.

As they are required to interrogate multiple perspectives, or reconcile seemingly juxtaposing views or pieces of information, they may find themselves enjoying the ways in which their views are first constructed, then challenged and redefined.

One such example of this is the Theory of Knowledge, which is compulsory for students studying the IBDP. What it entails is an intentional introspective inquiry in the multiple ways of "knowing" and "experiencing," centering around a central question of "why do we know what we know."

Assessed through a 1,600 word essay and an exhibition, students are meant to explore conceptual issues, and consider the methodologies of knowledge - ranging from an individualistic perspective to that on a cultural or societal level.

Those who find theoretical or philosophical inquiry appealing might find themselves inextricably drawn towards these prospects, and those who are engrossed with national and international phenomena may find themselves more inquisitorial towards the IBDP curriculum.

This is not to say that the A-Levels are lacking when it comes to an exploration of global values and current affairs.

A plethora of subjects, namely within the field of humanities, actually actively encourage students to interrogate social conventions, expectations, and consider current trends during their studies.

These subjects may include English language and literature, history and economics. Students reading for such subjects will similarly have to interrogate the boundaries of social conventions or evaluate contemporary affairs, whilst considering the intersection between the topics they're learning with global values.

Taking English literature as an example, students have to explore the interconnections between textual boundaries and the global context in which they were written, and context is a significant component upon which students will be marked.

It should be noted that, in this case, the main focus would still be on textual analysis. Nevertheless, global context serves as a substantial aspect which should not be overlooked.

All things considered, students can select subjects that comprise of crucial focus on global issues when it comes to choosing what to take for their A-Levels.

To evaluate one's own suitability for either the IBDP or the GCE A-Levels, students must additionally evaluate their strengths and weaknesses.

In the IBDP, students are expected to do a balanced subject portfolio. Students are required to do six subjects - three higher levels and three standard levels, upon which students should demonstrate a general or deeper understanding of a wider range of subjects.

Due to the wide variety of subject choice, the IBDP curriculum cultivates well-rounded students with a strong interest in global affairs.

Students whose strengths stem from their intense curiosity to explore and critically evaluate an extensive scope of fields would benefit from the IBDP.

Such examples might include students who harbor equal levels of intrigue towards both science and humanities subjects, and thus, may struggle to choose between the two.

For them, the IBDP would be more advantageous in the long run, since students will then have the chance to spend more time to research, thereby considering their preferences and passions prior to specializing in any subject or field in higher education.

Students whose strengths lie in both the sciences and humanities would further derive benefit from studying the IBDP because the curriculum may give them a chance to explore intersectional fields, and thus interrogate the interdisciplinary nature between science and humanities.

However, it is also important to consider other aspects of the IBDP, one of which is the copious amounts of essay-writing students are required to submit.

It is compulsory for IB students to do a 4,000- word extended essay, which, according to the IBDP website, is an "independent, self-directed piece of research." Similar to a mini-thesis, the extended essay entails an exploration of topics under one of the six approved categories provided by the IBDP.

These are: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts.

Akin to the subjects which students are required to choose, the IB extended essay provides students with a good range of topics upon which they can evaluate, discuss and construct a cohesive argument.

So those who have a good grasp and command of language may find themselves performing better if they were to choose the IBDP, and could potentially further develop their passion for writing and language whilst doing their research.

There are also a wide variety of language-based subjects - English, Chinese, French or Spanish, for example - and Group 3 courses for students to choose from in the IBDP curriculum, all of which are essay-based. Group 3 courses include history, psychology, economics, philosophy, and geography.

Even in circumstances where students proficient in language or writing, yet interested in taking science subjects, may find the IBDP favourable.

Offered by the IBDP are Group 4 experimental sciences subjects, such as physics, chemistry, biology and environmental systems - all of which require students to write internal assessments.

That said, students with a stronger command of language will definitely be able to excel in the IB compared to others.

Whilst it is important to consider one's strengths, it is equally significant to go through certain weaknesses some students might possess.

Though this varies in different students, one major weakness many students might have would be on mathematics.

Those for whom maths is not their strong suit may themselves required to do the subject in the IBDP.

However they are given the choice to pursue maths AI SL, which is viewed as the "easier" version in comparison to A-Level maths.

Despite this, one must also take into consideration certain preferences which top UK universities exhibit, since most of these universities are more partial to students who have studied a broad mix of traditional academic subjects.

Take London School of Economics as an example. Its competitive law program explicitly states this.

Therefore I believe that the IB curriculum provides a "middle ground" for such students, allowing them to do an "easier version" of maths than the A level maths, while meeting the demand from top UK universities for a broad mix of traditional academic subjects.

If you wish to take the IBDP, but have doubts on supplementing your studies to best prepare for it, you have come to the right place. Explored in this three-part publication will be information that will be useful in giving you the best chance to excel.

Today, around 30 international and double-pathway schools in Hong Kong offer the IBDP as an alternative to the DSE program. However, the bridging courses they offer differ from one another.

For example, St Paul's Co-educational College, Diocesan Boys' School and the HKCCCU Logos Academy all offer self-designed pre-IB program courses to equip their students.

Alternatively, some schools under the English Schools Foundation, such as West Island School, South Island School, Island School (yes, they're all different schools) and Shatin College will offer the IGCSE to prepare their students for the challenges of the IBDP. Some other international schools, such as the German Swiss International School also adopt the IGCSE from Years 10 to 11. This means that students might be given the proper groundwork prior to taking on the IBDP, since the IGCSEs are known as a stepping stone, whereupon students can get a taste of the materials they could be learning prior to the IBDP.

Other schools offer the IB's own program, the Middle Years Program. The schools who offer this educational pathway include Victoria Shanghai Academy, Renaissance College (also under the ESF), and Creative Secondary School.

So how should students make their choice?

I believe a plethora of factors have the potential to affect a student's ability to do the spadework for the academically challenging, yet intellectually stimulating IBDP.

One must first consider how all the above programs include a vast array of different academic subjects. Subjects selected by students are also generally similar to the IBDP, which means students gain a strong background of prior knowledge to tackle challenges within the program.

Chosen by students themselves, these subjects will allow individuals to recognize what they are most academically interested in and inclined towards.

Lastly, the IBDP uses exam based grading systems. These pre-IB programs, which all offer exam graded assessments, can allow students to familiarize themselves with exam conditions and etiquette.

This raises the important question: which course will equip students with the most solid foundation?

It is somewhat reassuring to know that the schools who offer their own pre-IB programs often produce top scorers within the IBDP worldwide.

Students in Hong Kong boast the title of the second highest average scorers globally in the IBDP.

Diocesan Boys' School and St Paul's Co-educational College in particular are home to the world's first and second highest scoring school population, respectively.

Of course, one should expect that the method of teaching differs between schools, and it is indubitable that teachers will do their best to accommodate students of different standards.

Regardless, parents should pay close attention to the teaching methods of each school in order to pick what is best for their child.

To make a more informed decision prior to enrollment, parents can communicate with their choices of school about their teaching ethos and learning environment, while also including their child's opinions about their learning style and academic strengths.

Schools which elect to teach using the IGCSE program often produce students who have the most rigorous study schedules and habits, since each student can study anywhere from six to 12 subjects at once during their pre-IB years.

The subjects taught are often more traditional - such as English literature, maths, physics, chemistry, biology, economics, geography and history.

Nevertheless, many of these subjects contain transferable skills and knowledge towards the IBDP, and will make an excellent choice for students looking to craft a solid foundation of prior knowledge.

In addition, IGCSE students are graded under traditional, standardized, open examination methods and conditions. What this entails is that the taught curriculum will stay relatively similar for most students, and large changes won't be made which can affect the quality of teaching. As the IGCSE is a widely internationally accredited program, rest assured that students partaking in the IGCSE will receive a solid educational background through this pathway.

As for the Middle Years Program, it will be discussed in the next part of this publication.

Previously, we discussed the types of Pre-IB bridging courses available in Hong Kong, and the importance of choosing the most suitable in consolidating a solid foundation for the International Baccalaureate Diploma Program. In this article, we will focus on the IB's self-curated Pre-IB course- the Middle Years Program.

The IBMYP was developed with the aim to create "creative, critical and reflective learners," whilst developing conceptual understanding as opposed to memory and cramming based learning.

Its curriculum encourages students to hold five Approaches to Learning: thinking, social, communication, self-management and research.

The main selling point of the MYP is that it is more project- and task-focused than most bridging programs. There is also some freedom regarding the methods of learning and examinations, which may be beneficial to students who are curious about many subjects but do not have a clear preference.

However, the freedom this program offers may prove detrimental to students who are more acclimated to a more organized manner of education.

The curriculum does not follow a strict structure like many local schools - for example, students do not have to partake in many core subjects in comparison to other bridging programs. MYP students are required to maintain independent decision making and inquisitive thinking in order to succeed.

If students lack initiative or intuition in their decision making, or are used to education that is more coddling, for example being spoon-fed information rather than having incentive to research material on their own, they may struggle to adapt at first.

On the other hand, the freedom can benefit students uniquely compared to other bridging programs - most notably, regarding the method of assessment. They may choose to partake in a personal project, which allows them to further explore, examine and master personal or academic areas of interest.

However, if students are more inclined towards examinations, they may instead elect to sit an on-screen examination, and hand in an e-portfolio that could allow students to demonstrate their academic abilities within a familiarized environment.

In comparison to the IGCSE, the difference between the examinations, academic rigor and workload is not large. However, for those who prefer a more structured academic profile, I would recommend the IGCSE.

The next important question is whether the MYP allows students to study their subjects of choice, and whether a wide enough range is available.

All three bridging programs (pre-IB, IGCSE and IBMYP) provide sufficient support in this area. Let's now weigh the differences between each program in relation to course choices.

Firstly, pre-IB programs allow students to experience IB-related materials and topics prior to studying the IBDP, ensuring that students have a headstart in reading for subjects that pique their interest. The programs also offer students opportunities to test out the waters of a subject prior to diving into its depths.

This is important since subject changes can raise educational and logistical challenges for both students and teachers. While subject change is not impossible, it can impede a student's academic progress and motivation to learn.

As for the IGCSE, academic preparation for students goes further than pre-IB programs. It is common for students to study at least six subjects at once - the same as required for the IBDP. However, many ESF students take on as many as eight to 10. Therefore, the educational exposure the IGCSE offers is of an excellent standard.

The MYP offers eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, design, and physical and health education.

In comparison to the IGCSE, the MYP takes a project-based approach in learning, and does not have a fixed curriculum.

That said, one should not discount the unique method of teaching offered by the MYP, which sheds new insights into the ways in which subjects are interconnected.

For example, within the individuals and societies subject, students will be able explore interdisciplinary topics such as geography and history. Such an experience is rare in secondary school education.

It is important for students to take the bridging leap and find out where their strengths and interests lie. Even if they don't undertake the IBDP, they will still retain a strong transferable educational skill set.

In this final article on International Baccalaureate Diploma Program bridging programs, we will discuss how effectively the three offered in Hong Kong equip students for open examinations, the chosen method of grading in the IBDP.

The IBDP offers some coursework as a method of examination, or Internal Assessments, within their subject grading. However, most subjects put only around 20 percent weighting on their IAs.

Thus, the majority of grading and examinations are performed in the traditional open examination method. Every May, most IBDP students will sit exams in preparation for graduation in June.

It is common for students to spend months preparing for these exams, not only academically, but emotionally as well. Therefore, it is wise for students to consider attending a school with a bridging course prior to undertaking the IBDP, as it will shed better light on the examination experience.

Most of these schools offer a dual-track program, meaning that students are split into sets depending on whether they wish to take the IBDP or Diploma of Secondary Education.

As a result, the students are familiar with examinations, as prior to split-streaming, they often undergo examinations and tests on a regular basis.

However, I would say the International General Certificate of Secondary Education equips students more adequately than Pre-IB Programs.

The IGCSE requires each student to be assessed under traditional open examination methods, in which examiners set questions under a set rubric. These students are thus more likely to have a clearer grasp of examination methods prior to undertaking the IBDP.

The IB Middle Year Program has offered open examinations from 2016, but schools must apply on behalf of students. These exams are not compulsory and sign-up is not required by schools.

Every subject is graded on a scale of 1 to 7, with 7 being the highest. The highest total score achievable is 56, and examination methods include on-screen examinations - similar to online exams - and an e-portfolio. If the former methods of examination are not chosen, then students may complete a personal project, which is assessed by external examiners in students' final year of the course.

The different methods allow students to display their knowledge and strengths with various methods. This may particularly benefit students who are anxious or perform poorly under exam pressure,

However, one downside of the MYP's methods of examination is that it does not conform or align to traditional open examination methods. Skills learnt for computerized exams may not transfer when students sit the IBDP's in-person open examinations in the future, such as answer methodology and wording, and the conventional use of pen and paper.

Therefore, the IGCSE would be my preferred choice of bridging program. Not only does it offer students a chance to consolidate strong academic foundations in preparation for future studies, it also allows students to familiarize themselves with exam conditions by giving themselves sufficient academic, physical and psychological preparation.

Additionally, the IGCSE curriculum is closest to the IBDP's curriculum, which is significant as a stepping stone for students prior to embarking on their IBDP journey. Arguably most important for students considering higher education abroad, the IGCSE produces one of the most well known and accredited certifications, which are recognized by tertiary institutions worldwide.

Of course, this doesn't mean the MYP and Pre-IB Program are not without benefits. Pre-IB Programs offer similar academic foundations compared to the IGCSE, and the MYP is known to produce conscientious, worldly-wise lifelong learners.

It should be noted that the MYP excels at training students to construct high-quality research briefs, critical analysis essays, and oral presentations.

Such skills are transferable, and are most useful when students tackle their IAs, which often use these three methods of assessment, and these are soft skills that are not only transferrable, but will follow students into their academic endeavours in the long run.

In conclusion, students who enjoy following their intuition and curiosity when learning will enjoy the MYP's relaxed structure in relation to curriculum, but students who prefer set curriculums or have weaker academic abilities should seek the IGCSE to consolidate fundamentals before doing the IBDP.

Importantly, students should take into consideration their personalities and abilities prior to selection of a bridging course.

Students are gearing up to apply for universities in the upcoming academic year. Of different university destinations, UK universities remain one of the most popular choices amongst parents in Hong Kong.

Among the better known are Oxford, Cambridge, Durham, London School of Economics, Imperial College London, University College London and King's College London.

With so many students flocking to these world-class institutions, one cannot help but wonder how to prepare strategically for these top universities. Outlined in the following are some methods and tips for applying to universities in the UK.

Most UK universities require students to apply via the Universities and Colleges Admissions Service system, which allows students to choose up to five programs. It is fairly straightforward and efficient to use - but does have some restrictions.

Regarding university choice, though it is tempting to choose both Oxford and Cambridge, students can only choose one of the two. When it comes to healthcare-related programmes, for example medicine and dentistry, students can only pick four choices.

That said, there are tips to better facilitate the application process. Generally, we would recommend students to select the same or similar subject majors, since they can more effectively tailor their application and personal statements to the subject of their choice.

Students should also keep in mind the UCAS deadline for healthcare-related programs and Oxbridge is October 16 - earlier than most other programs, which would be on January 31, 2024.

When UK universities consider potential applicants, there are several key elements they look into.

One of the most important is the students' academic profiles - specifically public exam results. Students will also be asked to submit a school reference letter, and their existing or predicted grades from school, since these will determine their eligibility for conditional or unconditional offers from universities. A personal statement is also required.

Students should also be cognizant of any standardized tests they are expected to take - since universities such as Oxford and Cambridge as well as subjects such as law, medicine and mathematics require additional conditions.

Interviews also serve as another component. While most programs do not involve interviews, Oxford, Cambridge, and occasionally universities such as Imperial College invite students for an interview as part of their selection process.

The following aspects should be considered in reference to the information above. For academic results, for those using predicted grades from school, it is more important to focus on school internal exams, since this will maximize their offer chances.

Apart from grades, students also need to make sure that they're taking the required subjects for the program they are applying for, as some are specific in terms of their conditions. An example would be medicine, in which GCE or IB HL Chemistry is a compulsory subject, and biology usually preferred. For economics, GCE or IB HL math is often required.

For the IBDP, apart from the total grades, there are generally additional requirements for higher level subjects as well. For example, IB HL students are expected to achieve a total of 766.

UK universities are, as a whole, subject-focused. This is particularly true for personal statements, since top universities want to see how committed the students are to their subject, in addition to their initiative and passion to an exploration of their chosen subjects.

In our next column, we will discuss and cover specific details students need to be aware of when writing their personal statements - in particular making sure that the universities which they are aiming for have the appropriate programs, and being cognizant of any hands-on experience necessary before a construction of their personal statement, and of course, the general format of a UCAS personal statement.

As discussed in our previous column, it is vital for students aiming for top UK universities to identify the university subject to pursue so as to tailor and prepare for their application accordingly.

Exploration of subjects for students can begin any time. Students generally work and progress at different paces. Whilst some may have a clear focus or target when they begin their application, others may need more time to research into different subjects and figure out what it is they wish to pursue in their academic career.

Prior to applying for universities, students should keep in mind this one integral factor: not all UK universities offer all different programs or degrees.

Take Cambridge, Oxford or London School of Economics for instance. These universities do not offer business programs, and the closest which students can apply for may be finance, economics, or economics and management.

That said, when it comes to the search for the right subjects, students should consider checking university websites to see if their target universities offer those courses.

Given these circumstances, the first key question to consider is this: which subject or program do they wish to pursue?

Students should have a clear understanding of their passions and their subject choice, because once they have confirmed a subject, they should start building up their portfolio and experiences related to said subject.

This is particularly important, since these are experiences which will assist students in formulating their personal statements, given that it can better demonstrate students' understanding and passion for their applied programs.

Those who have related experiences and readings will most certainly benefit more, because then they would have had sufficient materials to write on in their personal statements - an aspect which UK universities prioritize in their selection process.

Practical experience is common for subjects like medicine. Generally, students who are fully committed to this program start building subject-related experiences in secondary school.

For medicine, students might begin with job-shadowing a doctor, joining medicine summer courses, or doing their IB extended essay in biology or chemistry to build up a better academic foundation prior to their application, whilst being able to demonstrate their academic abilities and knowledge to the universities they are applying to.

All of these factors will definitely assist students in strengthening their profiles, which will then maximize their chances of getting an offer.

Besides students' experiences which they can write on in their curriculum vitae, personal statements are similarly integral to the application processes.

Students should first familiarize themselves with a general outline of the personal statement, including what universities ask for in terms of content, the structure of their statement and personal attributes that should be included.

Personal statements for UCAS submissions have a maximum of 47 lines, with 4,000 characters.

There is no fixed format regarding paragraphing, but based on communication with university admission officers, as well as our past experience of coaching the writing process, personal statements should generally focus on the students' academic interest in the subject, and their related experience regarding the topic at hand.

Some examples of this may include past or ongoing volunteer work, internships at related fields, exchange programs and competitions.

There is, however, one significant factor to note: the personal statement format will be changed starting 2024, and will be replaced by a series of short questions. For the 2023 batch who are applying for entry to universities next year, they will still have to write their personal statements in the same format, however this will be changed for those applying for degrees in September 2025.

Though personal statements and practical experience are both significant to the application process, one must not neglect the possibilities of preparing for admission tests and interviews, which is an aspect we will be covering in more depth next.

The universities of Oxford and Cambridge (often referred to as Oxbridge) are two of the most renowned in the world and, correspondingly, have highly selective admission rates.

Every year, Oxbridge candidates submit their predicted grades, personal statement and recommendation letters then undergo intensive interviews for the best shot at being admitted to one of the world's most prestigious universities.

Though both are renowned, students and parents might be curious about which institution they should apply for: Cambridge or Oxford?

Today, we will be discussing some aspects to consider for potential applicants to evaluate prior to starting the application process for Oxbridge.

Let's start off with some background knowledge.

Undergraduates apply to universities via the Universities and Colleges Admissions Service system. It is important to note that applicants seeking to complete their first degree at Oxbridge can apply only to either Oxford or Cambridge.

The UCAS system will require students to write a personal statement no longer than 4,000 characters. This is not only a chance for students to display their motivations and interests for their courses of choice, but is also an opportunity to add personal flair, making them stand out from competing candidates.

In terms of subject choice, the programs offered in the two universities differ. For some programs, Cambridge is uni-disciplinary whereas Oxford is more interdisciplinary. For example, Cambridge only offers economics, but Oxford offers economics and management, or philosophy, politics and economics.

However, for STEM majors, Cambridge offers the natural sciences program, which covers multiple areas such as biology, chemistry and physics. Students applying to Oxford must study biology, chemistry or physics as separate majors.

Another factor to be observant of is the acceptance rate for each school and each major. It is also important to note the acceptance rate of individual courses - Oxford's chemistry course is 20 to 25 percent but its economics and management course is less than 10 percent.

More popular courses and areas of academia that the universities are renowned for will often have higher pools of admission, and higher rates of competition. So while it is vital to check the academic requirements of each course, one must also consider the acceptance rate for the desired degree.

Now let's move on to comparing the admissions process between Oxford and Cambridge.

Most Oxbridge applicants will need to undergo a standardized test and several interviews. The nature of the interviews is relatively similar. Candidates are required to display knowledge in the subject area, critical thinking, inquisition towards knowledge, and a high drive and motivation to learn. Interviewers will seek out applicants who not only possess adequate knowledge, but the potential to learn as well as communication skills to engage with the interviewers.

However, admissions officers for each university select students in different ways. Cambridge aims to interview the majority of students who reach the grade requirements for their subjects, while Oxford usually interviews less than half of the applicants, based on personal statements as well as standarized test scores.

So students can use the standarised test as one of the indicators to consider whether to apply to Oxford or Cambridge. If they perform consistently well on the admission mock tests, then Oxford is a better choice.

On the other hand, if students have stronger performance in interviews, or do not perform as confidently in the admission tests, it is recommended that they apply for Cambridge.

This is because there will be a better chance for their strengths to be highlighted in interviews, resulting in a higher chance of admission.

One must also consider the environment of both cities as it can affect the motivation of a student studying abroad.

In some ways, Oxford and Cambridge are similar. Both have medieval churches every few streets and local shops lining up against cobblestone roads.

But Oxford is a relatively larger city; while Cambridge is smaller and more cozy, with the city center and most colleges within walking distance.

Lastly, students should also check if they are eligible for scholarships, which may help in making a decision regarding the college they wish to study under. They may be able to apply for a scholarship if they reach certain grade thresholds, or if a student is admitted to certain colleges. Additionally, the Prince Phillip Scholarship is available for students from Hong Kong who wish to study in Cambridge. Applicants should check to see what they may be potentially eligible for before submitting their application to either university.

Rather than avoiding the medical profession due to the fear of the Covid-19 outbreak, there have been an even higher number of students aiming for medicine since the pandemic.

Most students have more incentive to pursue medicine since they have experienced first hand the necessity of good medical support, given that the pandemic has highlighted the importance of healthcare, including having better preparedness for future health crises, and bringing to light the inequalities in healthcare access.

Others might aim for stability in a world undergoing rapid changes or uncertainties, and reading for medicine paves pathways for a more professional-based job.

There are only two university program choices for medical schools in Hong Kong: the University of Hong Kong and the Chinese University of Hong Kong. Both are immensely competitive.

There are extremely high academic expectations for students enrolling in said programmes - for example students are expected to achieve 4A*s in their A-Levels, or for those in the IB curriculum, 43 marks or more. Due to this, a good number will widen their options by applying both to local and overseas universities to ensure a better chance of getting into preferred choices.

Amongst the universities overseas, medical schools in the United Kingdom are some of the most popular, since students have the option of studying medicine for their undergraduate rather than specifying in medicine in their postgraduate.

Studying medicine in the UK also ensures more certainty regarding hospital internships, as universities will generally include a placement year for students.

There are more than 30 medical schools in the UK that enrol students based on their UCAS applications, and what we prioritize every year is research on these medical schools. Since some schools may not disclose all information on their websites, June and July are months when we will contact each medical school one by one, back and forth, to inquire and collect as much information as possible.

We will then gradually piece together the information collected to form a complete jigsaw puzzle of the admissions process and applications accordingly. Often, obtaining a comprehensive blueprint could take us up to 30 to 40 hours.

Students usually apply to UK medical schools through two pathways - either through UCAS, or through the university directly. For the first pathway, students can choose four medical schools out of their five UCAS choices.

Usually, the fifth choice will be medicine-related - examples being biomedical science or biochemistry.

The second pathway is applying directly to the university, but this option is usually only for private medical schools application. This gives students additional options on top of four UCAS medical schools.

In this article, we will focus on dissecting details regarding UCAS applications for UK medical schools.

The first question one might ask is how should students maximize chances.

Students first need to understand how medical schools select students.

Almost all interview candidates before deciding offers, thus securing an interview would be a crucial step to success.

To decide which student to interview, schools usually will look into actual or predicted grades, personal statements, standardized test results (eg BMAT, UCAT) and school references.

Each medical school has their own set of calculation methods, and it should be noted that their algorithm updates every year, therefore students need to do more data collection and careful research.

An example would include Cardiff Medical school, which traditionally first focuses on GCSE scores rather than UCAT results. Thus, if students' GCSE scores are very strong, they should consider applying, whereas those who have not taken the GCSEs are generally not recommended to apply.

Some universities might first do academic screening to make sure students meet the academic standard - and of course personal statements are a basic requirement.

Following this process, universities mainly rely on the UCAT, BMAT results to rank the students, using this to determine if students should be given an interview, since only the top 20 to 30 percent of candidates are interviewed.

Other schools, however, might take a more all-rounded approach. For example they might weigh their considerations accordingly: UCAT 40 percent, GCSE 20 percent, personal statements 20 percent, predicted grades 20percent

Since different schools have different algorithms, thus to maximize interview chances, students should do more research on the medical schools which they have targeted.

In our previous article, we touched briefly on the application process into medicine - including the standardized BioMedical Admissions Test and University Clinical Aptitude Test.

Different medical schools ask for different tests. For example, the BMAT is a requested by universities such as University College London and Imperial College London, whereas other universities such as King's College London requests the UCAT.

Let us first look at what each test entails.

The purpose of the UCAT is is to assess students' ability to work in the field of medicine and dentistry.

Test questions are divided into five separate tests, including verbal reasoning, decision making, quantitative reasoning, abstract reasoning, and situational judgment. In addition to situational judgment, if students are able to achieve Band 1 to Band 2 for their last test, and the total score of the four tests is 2,850 points or above (out of 3,600), they should consider these grades as relatively good.

Basically, achieving a score of 2,900 can definitely be classified as the top 20 percent. Of course, this score requirement will change every year.

Students taking the UCAT will start taking the test in the middle or end of July, and the test results will be announced within a day. Students can use the UCAT scores as an indicator as to which medical schools they have a better chance of securing interviews.

Another test which students might consider is the BMAT. This is an aptitude test which is required by certain schools in the UK, including Cambridge University and Oxford University.

BMAT test questions are divided into three parts.

The first is the aptitude test, which assesses students' critical thinking, analytical reasoning and other abilities.

The second tests applied science and knowledge abilities, and the questions generally cover secondary school biology, chemistry, physics and mathematics. This means that students who haven't chosen said subjects (for example, IB students who haven't studied physics) might have to prepare further ahead.

The third tests students' ability to develop, organize ideas and write. There is a minimum score of one and a maximum score of nine points for the first and second parts, whereas the third part is scored according to two scales: quality of content, which is scored from zero to five, and quality of written English, which is scored by five levels, A to E. The total raw score for each section is converted to a BMAT scale.

Again, the standard of score conversion varies from year to year. Generally speaking, the average score of the first part and the second part is about five points, and six to seven points are considered good.

Students can only take both tests once per application cycle. These tests are competitive - thus sufficient preparation, with regular and targeted practice is needed.

For students who have secured an interview, congratulations, you are one step closer to the offer. This is not an easy feat, especially for international students.

Interviews are usually spread across a few months, and are generally held during November to March, but each school works differently.

UK medical schools generally conduct their interviews in two styles: multi mini interviews or panel-style interviews.

Multi mini interviews have been popularized in medical schools in recent years. There are generally six to eight small stations during the interviews. Each station has one interviewer, and students answer each interviewer's questions (around five to seven minutes answering time).

Each interviewer asks different questions to test the student's abilities, some might be ethics scenario questions, others might be on communication skills and role play, or on analyzing data.

Alternatively, students might have to undergo a panel interview. The traditional panel style usually has three interviewers to each student.

Questions asked may pinpoint the student's profile, experience or interest in the university program.

The questions can be similar to the multi mini interviews, but without the pressure of time.

Mock practices are beneficial in familiarizing students with possible formats or questions.

For example, for panel interviews, students may wish to do more research into the medical school's teaching structures, whereas for the mini interviews, students might wish to polish their skills to target possible tasks or stations, or get a sense of how long a five to eight minute answer might be.

In recent years, an increasing number of international schools have been established in Hong Kong.

That, together with a group of existing international school students transferring to overseas boarding schools, means that many places in international schools have been vacated.

This has led parents to consider whether to let their children, often currently in local schools, transfer to Hong Kong's international schools.

Others, whose children are already studying in international schools, may choose to transfer to another school they prefer.

When discussing with families, we have observed that parents often have different considerations, and there are a few points worthy of attention.

First, a majority of the parents want their children to transfer to international schools mainly because they want to improve their English ability.

Additionally, they believe it will serve as a stepping stone to facilitate their children to continue studies overseas, such as universities or boarding schools.

Some families are also considering emigrating, and parents want their children to enroll in an international school first, to prepare them for studies abroad with an easier transition.

Local schools tend to have a heavier workload, and parents would like to reduce the pressure from homework and give children more breathing space.

Last but not least, some parents believe the way of thinking in such schools is more flexible.

For example, the IB curriculum tends to cultivate an international perspective and focus on inquiry-based learning, thus training students' creativity, independent thinking and research ability.

For parents interested in enrolling their children in international schools, a practical question will be: When is the best time to make the transfer?

Frankly, there is a fixed standard when it is more appropriate to make the transfer, but overall, we caution against waiting too long, such as entering a new school a year before public exams. For example, if students transfer during middle school, this will give them more time to adapt to the curriculum at international schools; this way, students can cope better when they face public exams such as IGCSE, A-Level GCE, or IB Diploma Programme exam.

Another point to note is that the level of difficulty and question tasks are progressively more complicated for older year groups. Finally, it is important to consider the student's maturity and comfort level in going through the entrance test exams.

Those are some of the factors we balance when discussing with families to plan ahead for children's study path.

Once parents have decided their children will aim for an international school, we will suggest the sooner the student prepares for the transfer, the better.

As for the most appropriate preparation time, if you want to enroll around August or September of the new school year, the entrance exam for students will generally be held between November and April of the previous school year.

Preparation is recommended to start 1 years before starting the new school, which allows parents and students more time to explore school choices, attend open days to understand the school's educational philosophy, and prepare for the entrance examinations.

The entrance examination is generally divided into a written test and an interview; the written test mainly assesses the students' English, mathematics and cognitive abilities.

In addition to preparing students' knowledge and abilities for the entrance examination, parents also need to prepare them psychologically, knowing that they may tackle the entrance examinations soon and start at a new school. Being mentally prepared helps students face the transition more smoothly.

We will continue in the next issue with how to choose schools and how to prepare for the entrance examination.

In our previous column, we shared several main reasons why parents want their children to transfer to international schools, and when the preparation timeline should start. This week, we will discuss key aspects to consider when choosing a suitable school.

When parents are looking for a suitable international school for their children, in addition to paying attention to the location and tuition fees, there are a few more points to take note of.

The first is the teaching quality of the school. The curricula of international schools are different.

For example, some schools use the International Baccalaureate Middle Years Program - which is more flexible, but relies heavily on the school's teaching experience and understanding of the curriculum.

If parents and students attach great importance to the teaching quality of schools and teachers, we would suggest paying more attention to the school's public examination results, or consider schools with longer history, as their teaching experience will generally be stronger.

Following that, are the school's culture and values.

For example, Independent Schools Foundation, Chinese International School and Han Academy put an emphasis on learning Chinese language and culture above English skills.

Schools such as Canadian International School of Hong Kong and those under the English Schools Foundation are more international-oriented.

Christian Alliance International School and International Christian School place more emphasis on religious values.

The learning environment is an equally important element to consider as this will affect their children's growth and development.

Then there is the curriculum of the international school, which we touched on briefly in our previous column.

At present, most international schools in Hong Kong offer the IB curriculum, British A-level and American Advanced Placement courses.

Generally, the IB curriculum is considered to be more comprehensive; in addition to taking language subjects, students will also take both science and humanities subjects.

The A-Level curriculum is more suitable for students who have a clear idea what subjects they want to focus on in the future, because the courses are more flexible in choosing subjects. For example, students who are strong in science can focus on all science and/or mathematics subjects.

When choosing courses, parents should also consider the long term plan for their children's education, such as target universities.

For most universities, IB, A-Level or AP courses are internationally accepted, but there are still areas to note.

If students plan to apply for top universities in the UK for science-related programs, A-Level is a good way to prepare for the entrance examinations. A-Level science courses are the most in-depth of the three courses and most closely relate to UK entrance tests.

If parents want their children to study in the United States, it would be more ideal to take AP courses, as some credits can be transferred when students study in US universities.

Students taking A-Level courses who want to study in a US university will need to build up their academic profile to be more competitive, since A-Level requires students to take only about three to four subjects.

Finally, there is another point that parents should pay attention to in terms of courses.

Some international schools require students to take IGCSE courses before taking A-level or IB, so that students gain experience in public examinations and strengthening their academic profile to give them an advantage when applying to top universities.

Therefore, when choosing such an international school, parents have to look at the preferred path for their children's academic preparation.

In our next column, we will share more on how to prepare for the entrance examination and how to adapt to the international school after being admitted.

In our previous column, we talked about choosing international schools and the preparation involved.

When we talk to parents, they are often excited about the new changes after their children enter international schools. However, they also worry about the children's adaptation to new schools.

Can they adapt and make a good transition, especially in terms of English ability and different teaching modes?

Today we would like to share one of our students' stories and how he adapted.

Tom (nickname) was a Form 4 student. When we first met him, we found that his English level was quite weak. He had not read a single English book in the past few years, and he mainly communicated in Cantonese and Putonghua in daily life.

Under our guidance, Tom worked hard for the entrance examination for several months - and finally he was admitted to the international school of his choice.

While we were happy for him, we also encouraged him to maintain the habit of boosting his English every day before entering the international school.

There were still several months between being admitted by the school and actually entering the school, and he could make good use of these months to improve his English proficiency so as to make learning easier and boost his confidence in the new school.

When Tom received the official admission notice from the school, his English vocabulary and writing skills still needed to be improved.

Also, students at the same year group as him in international schools would have learned literary analysis, which he had never been exposed to.

So before he entered an international school, we coached Tom on the structure of writing a literary analysis, such as specific devices and techniques.

The structure of this type of analytical essay is very different from other creative and argumentative writing that Tom had done in the past. Learning specific technical knowledge in advance made him better prepared to study at the new school in the future.

In addition, we provided him with a detailed list of vocabulary, including many words that Form 4 students in international schools should be familiar with. On top of understanding the meaning of words, Tom also needed to understand synonyms related to each word, the hidden meaning (connotation), and related idioms.

After Tom started in the international school, he had to take the IGCSE public exam. We estimated that based on his English level at that time, his IGCSE English score should be around a C grade.

Working hard towards his goal, he picked up vocabulary and literary analysis skills that he had not learned at the local school. As a result, his two IGCSE English papers were graded A and B respectively, which was higher than he had expected.

Throughout the years, we have guided many students who are enrolled in international schools, and accompanied them through the first one or two years of transfer period in the new school.

While walking with the students, we do realize the many challenges that those students face during the transition period. Fortunately, with proper guidance, most of the students we have accompanied adapted to the new learning environment faster and better than we imagined.

In addition to preparing academically, mental preparation should not be ignored. Setting goals together with the students is crucial so they can catch up in the first few months before entering the new school and can adapt faster when they enter the new environment.

Finally, the students' journeys also show how challenges can also be turned into opportunities; difficulties are exactly what allow students to improve themselves, experience breakthroughs, and reach greater potential in their studies.

With more parents considering enrolling their children in international schools, the competition - especially for schools with a long history - has intensified.

After applying, students are generally asked to take an entrance test. The test is divided into a written examination and an interview.

What are the scope and key points of these entrance tests?

If the students are in the lower grades such as early primary, most international schools will arrange group activities to observe how they tackle different task activities and how they get along with other candidates. The teacher will observe from the sidelines.

As for students in grades above Year Three and Four, schools often require them to take written tests and interviews.

Most written tests focus on English and mathematics, and some schools require students to take an additional cognitive test. The English test will see how good students' writing and reading comprehension skills are.

From past experience, we have seen several areas that students need to work on for the entrance tests.

The first is the content and length of writing.

Many students from local schools are not used to writing long articles, so when preparing for the writing component, they need to learn how to elaborate their ideas, provide more in-depth descriptions and explanations, and to create more substance in their writing.

Another example is to make more changes in the structure of the creative writing to make it more compact and complex, and to enrich the content of the writing.

In addition, many students who enroll in international schools feel that they do not have enough knowledge of different writing styles. International schools require students to write diverse styles, such as argumentative essays, letters, or speeches.

However, students may feel at a loss when encountering new styles of writing in the written test.

There is also a mathematics component in the test.

Our past students are generally able to cope with the level of mathematics knowledge. However, some students have been learning mathematics in Chinese, and feel nervous facing the test in English.

Those students usually need to learn mathematical terms and vocabulary in English; and practice more questions, especially situational-type questions.

In addition to English and mathematics, some schools - such as Harrow International School Hong Kong and Kellett School - require students to take a cognitive test.

This mainly assesses logical ability, such as giving students numbers and graphs to identify the sequence and pattern changes. This type of cognitive ability test will be difficult for students who have never tackled similar tests.

Finally, in preparation for entrance exams, key skills are important.

There are three areas where students often struggle during exams: time management, tackling difficult comprehension articles, and proofreading.

Improvements here are invaluable to most students, especially for younger students who have not yet experienced public exams.

For these students mock tests and interviews will help ensure proper opportunities to build new competencies.

Crucially, they allow students to build confidence and grow their ability to adapt in exam situations.

Recently, parents wanting to pave the way for their children to study abroad have been contacting me. Many ask whether they should allow their children to self-study International General Certificate of Secondary Education courses to prepare for going overseas - especially in the UK.

In fact, in Hong Kong, most schools do not offer the option of IGCSE courses.

Some international and DSS schools offer IGCSE courses. These include select English Schools Foundation schools as well as Hong Kong Baptist University Affiliated School Wong Kam Fai Secondary School.

If they want to take IGCSE courses, students studying in schools that do not offer such courses must study by themselves and apply for the examination at the Hong Kong Examinations and Assessment Authority.

In these cases, the self-study IGCSE students actually take another course at the same time, such as the Hong Kong Diploma of Secondary Education Examination or International Baccalaureate Middle Years Program.

This raises some important questions.

Is it worthwhile for students to study their own courses - such as DSE courses - in addition to the IGCSE at the same time? How heavy is the workload? Can students cope with it?

Before answering these questions, I would like to discuss the benefits of taking IGCSE courses and whether it can really help students study abroad.

What is the significance of taking the IGCSE exam?

If students want to enroll in top universities in the UK, having a strong IGCSE result will indeed be an advantage.

For example, because Oxford University selects fewer candidates for interviews than Cambridge University, one of the criteria for selecting which students to be interviewed is IGCSE scores.

Or, if students want to enroll in a highly competitive subject such as medicine, IGCSE scores are also an important element in the selection of students for many medical schools.

Obviously. those who have not taken IGCSE courses should not choose to enroll in medical schools that use IGCSE scores as a screening criterion.

However, if students do not choose the most competitive universities and subjects, IGCSE scores may not be a key factor.

Therefore, whether to take IGCSE courses depends on whether students want to study abroad, especially in the UK, and whether they want to study in some highly competitive universities or subjects.

But for those wanting to study in the UK and also hoping for a place in a top British university, such as Oxford, Cambridge, London School of Economics and Political Science, Imperial College London, University of London, or competitive subjects such as medicine, dentistry, veterinary medicine or law, an excellent IGCSE result will indeed be an advantage in university admission.

Previously, i shared about the significance of IGCSE for students, and the best combination or number of subjects to study in the IGCSE.

This week, I will continue to share my experience in the selection of the examination board for self-studying of IGCSE courses, as well as some examples of success and abandonment of self-study IGCSE course students in the past.

Which examination board is better?

When students apply for IGCSE courses, they should also consider the choice of the examination board.

There are two for the IGCSE public exam in Hong Kong: the Cambridge Assessment International Education and Edexcel. Both require different syllabus and skills.

So before taking the IGCSE course, students should take a look at the respective syllabus and past test papers of the two exam boards, and build more confidence in answering the IGCSE public exam questions provided by the board before deciding which board they will choose.

Let me take IGCSE economics as an example to further illustrate the point. Some questions in CIE will have quite a high score; while Edexcel will have more short questions or questions with lower points, which means that the structure of the exam is quite different.

It is possible that some students are better at answering longer questions with high scores while other students are better at answering short questions with lower scores.

Therefore, students should decide which test paper to choose according to their own ability.

If you are not sure, it is best to seek advice from the teacher of the relevant subject before making a decision.

Is it possible to study both school courses and self-study IGCSE?

Every year, I meet students who say that they want to self-study IGCSE courses while also taking DSE or IBMYP courses in school. However, is it really possible to take both coursess at the same time?

Frankly speaking, I think self-studying IGCSE courses would be quite challenging. Most students have to squeeze in time to self-study IGCSE courses after school or over the weekends.

If you have decided to self-study IGCSE courses, it's crucial to map out overlapping content in DSE or IBMYP and IGCSE to find out what new content needs to be covered.

Take DSE as an example. It has about a 20 to 30 percent difference in content for each subject as compared to the IGCSE (depending on the actual content of each subject).

If a student is doing six IGCSE subjects, there is indeed a lot of new material to cover so self-studying for the IGCSE will be very challenging.

However, there are some very encouraging examples. This year, we had a self-motivated student who self-studied eight subjects and achieved excellent grades. He initially found a teacher who was familiar with both the DSE and the IGCSE courses and could explain the differences between them. Based on these identified differences, he studied on his own, so he didn't waste time going in the wrong direction.

This student's situation illustrates that some students can handle self-studying with the right methodology.

But I have also encountered some less-ideal examples. Some parents want their children to take the IGCSE public exam to pave the way for studying abroad, but the students don't want to self-study.

Their children have to juggle their school curriculum and self-study, and may sacrifice extracurricular activities to coordinate with IGCSE study. This can cause a lot of pressure and tension, leading many students to give up after a short period of time.

So, in the end, is it worth it to self-study IGCSE? This is a personal question with each student having their own answer.

But no matter what, it's important to ask yourself why you want to take this path.

If you choose to self-study, remember to choose your subjects carefully, research the exam board, and plan your time wisely.

Before enrolling in IB, choosing Chinese A or Chinese B is something that many parents and students need to think about. In order to have a clear answer to this question, one must first understand the different contents of each choice.

What are the IB elective requirements?

The IB curriculum consists of six areas: studies in language and literature; language acquisition; individuals and societies; mathematics; sciences; and art discipline. Students in the pre-university program should take one subject from each of the six academic fields, but they can also choose two subjects from another academic field instead of electing art subjects. In general, three (maximum four) higher-level courses should be taken, and the rest should be taken as standard-level courses.

The Chinese A course belongs to the field of studies in language and literature while the Chinese B course belongs to language acquisition.

So if you choose Chinese A, you need to take another subject in the field of language acquisition. This could be English B, French B or other languages.

However, the premise of this selection method is that the students' two languages are at different levels. For many Hong Kong students, their English is much better than Chinese, so they often try to choose English A and Chinese B. But if their Chinese and English proficiency are about the same, then they can choose Chinese A or English A.

However, should students take this route?

The advantage of choosing Chinese A and English A is that students can learn two languages in depth at the same time, and gain a deeper cultural understanding in the process of learning literature.

But the disadvantage is that the study will be more intense and the pressure will be greater. So students need to properly weigh the pros and cons - after all, there are courses in the other four areas.

What is the difference between the learning content of Chinese A and Chinese B?

To make a suitable choice between Chinese A and Chinese B, the second thing you have to understand is the difference in their content.

Chinese A includes both language and literature courses as well as literature courses - both of which require students to read extensively and have relatively high writing skills.

The Chinese A language and literature course focuses on practicality. Students will study non-literary texts such as reviews, advertisements, news, visual texts and expository texts. They will also be required to study at least four to six literary works.

The literature courses are all based solely on the study of literary works. Students will study works of different genres, including poetry, prose, novels and dramas. They need to master various literary terms and be able to apply them in the actual exams.

Generally speaking, for students who choose Chinese A, their mother tongue is usually Chinese or Chinese is their best language.

The difficulty of the Chinese B course is much less than that of Chinese A. This course mainly cultivates students' Chinese listening, speaking, reading and writing skills, focusing on language communication. Students will study a variety of practical writing styles such as letters, blogs, speeches, e-mails and more. Usually, those who choose Chinese B are beginners in Chinese or have studied Chinese for two to five years.

Several factors should be taken into account when selecting Chinese courses. Initially, students must consider the prerequisites of their preferred university and intended major.

For instance, a law program may require or prefer students to have studied English at an advanced level. If a student is keen on pursuing Chinese at a similar level, he or she could enroll in both English and Chinese A concurrently.

While this may be a viable strategy for aspiring law students, it doesn't apply to a majority of science-related programs.

In addition, students also need to confirm with their middle school to see if there are other requirements for Chinese subject selection. Sometimes the school may not allow you to choose Chinese B if your native language is Chinese.

Moreover, some schools have already allocated language classes and language and literature classes at the Middle Years Program stage, so when it comes to the DP stage, students in the language class will choose Chinese B, while students in the language and literature class will choose Chinese A.

Finally, you have to consider the university course you want to study in the future.

If you want to study science and engineering in an English-speaking area in the future, why not choose a combination of English A and Chinese B if the school allows it?

That is to say, it can meet the English language requirements for further studies, and can also reduce the study pressure of the DP stage, and devote more time and experience to science courses and practice.

If you want to study Chinese-related majors in university, such as Chinese literature or Chinese history, you should naturally choose Chinese A.

Participating in the IB preparatory course can be quite demanding. Students are required to study at least six subjects, engage in extracurricular activities, and write papers, all of which contribute to their overall score.

Within a span of two years, students have to complete assignments while also considering university applications. It's no surprise that some find the workload overwhelming. Hence, effective time management is crucial for success.

Though the course spans two years, it effectively lasts just over one.

In my next few columns, I will break down the four semesters.

First semester: September to December

Obviously, students need time to adjust to the IB Diploma Program initial but the first semester is crucial.

Given the intense nature of the IB curriculum, the workload progressively increases throughout the year. If you struggle to keep up with the pace of studies early on, catching up later can be quite challenging. So it's paramount for you to strive to keep up with the course progress to avoid falling behind.

At this stage, you are encouraged to seek help when needed, such as consulting teachers, viewing online tutorials, or seeking tutoring. This enables you to catch up swiftly and establish a solid foundation.

Moreover, balancing six subjects can be challenging, and you may even encounter bottlenecks.

If you're struggling to manage your study after trying various strategies, reconsider your choice of subjects.

The best time to address this issue is during the first semester. The earlier you resolve this issue, the easier it will be to catch up on studying a new subject.

Persisting with unsuitable subjects could adversely affect your final grades and university chances.

Additionally, subject selection plays a critical role in shaping your future academic path and can influence university acceptance. For instance, if you're aiming for a career in medicine, chemistry and biology are essential. If you find you have not chosen these subjects or if your progress in them is unsatisfactory, make decisive and appropriate adjustments promptly.

Establish your priorities in the first semester to start strategizing for long-term university goals. Changing subjects later in the IB course is not recommended due to the challenges and time constraints.

Some schools allow students to take seven subjects initially, providing flexibility to drop a subject if a subject proves unsuitable later on. In such cases, you can try out more subjects before coming to a final decision.

Alternatively, you might opt for four High-Level subjects and two Standard-Level subjects to begin with.

If you encounter difficulties, move one of the High-Level subjects to Standard-Level to potentially improve your average grade.

However, these solutions depend on individual school policies and typically are handled on a case-by-case basis. If you plan to study abroad, you might also want to prepare for the SAT or IELTS.

In our previous article, we discussed the importance of starting university admission preparations during the second semester of the first academic year in the IB preparatory course.

But why is that necessary?

Second semester: January to June

From September to December of the IBDP second year, most universities, especially top-tier ones, commence their application processes - so students must prepare early.

Moreover, having a clear direction early on can help students use their summer vacation to further prepare for university enrolment, which we will discuss later.

Apart from planning their university application, students also need to start preparing for internal assessments and extended essays.

Internal assessments are crucial as they account for 20 percent of the total grade for each subject. High scores in IAs can significantly ease the pressure of the IB final examination and directly influence the final IB results, so they should not be taken lightly.

As for the extended essay, students are required to complete a 4,000-word essay, fulfil the requirements of creativity, action, service, and complete the more philosophical theory of knowledge. The former requires completing 150 hours of extracurricular activities and writing a 4,000-word essay; the latter involves an oral report and a 1,600-word essay.

These three components can contribute three points to the total score of 45. Therefore, in the semester from January to June in the IBDP first year, students should start preparing for these components and establish their research topics and directions.

For the extended essay, students should start considering their research topic and direction early, and begin collecting information.

The topics chosen should ideally relate to the student's interests and the subjects they plan to study in university. This is particularly important when crafting a personal statement/essays for university applications. If the subject you're applying for is related to the topic, and you mention your own research in the personal statement, it can enhance your application.

Another critical aspect is managing the final exams to attain desirable grades. When applying to university, schools consider the predicted grade provided by the student's school as a significant factor in the application. UK and Hong Kong universities can use these estimated grades to make conditional offers. Hence, the first-year final exam should not be taken lightly.

IB schools generally use final exam results as the basis for predicting grades, which means students with high final exam results have a better chance of getting desirable predicted grades. It's clear that compared to the final examination results, predicted grades carry more weight in determining whether the student receives a school offer.

Considering all these factors, it's evident that the IBDP first year is a critical year.

Don't ease up during summer vacation

Even though classes don't run during summer vacation and the pressure of learning is reduced, students still need to continue working hard in three key areas.

Firstly, without the obligation to attend classes, students should seize this opportunity to catch up on any lagging course progress. Many use this time to strengthen their basic skills and often return to school in the new academic year with vastly improved grades.

Secondly, summer is a valuable time for students to further prepare for their extended essay and internal assessment. For example, they can use this time to conduct more research for their essays and participate in extracurricular activities to complete the required hours.

Collecting information should ideally be completed during the summer vacation, as there isn't much time once the school year begins. Students must submit the first draft of their thesis to their teacher for review and revision, so it's crucial to use the vacation wisely.

Thirdly, students should prepare for their personal statement/essays for university applications, and for university entrance examinations (standardized test) and interviews. Once school starts, it can be challenging to balance university applications and coursework.

We will continue discussing other summer vacation preparations and tips for managing the remaining time in the next article of this series.

In the previous articles, I emphasized the importance of writing your personal statement or essays - a requirement for university applications, during the summer vacation.

If the university conducts entrance examinations and interviews, you should also make sufficient preparations during the summer.

Doing this will ease your load once the new academic year starts.

Moreover, completing your personal statement early has its benefits.

Once school resumes, your teachers can review your work, offering feedback and suggestions for improvement to enhance your document.

Also, your teachers will write recommendation letters on your behalf. If you share your personal statement with them earlier, they can gain a better understanding of your aspirations.

This knowledge will enable them to write more accurate recommendation letters, possibly adding information that could boost your university application.

Another aspect to consider in planning your summer activities relates to your predicted grade from the school. If it's not as high as you'd like, you can use the summer vacation to improve it.

For example, writing more essays for your teacher to correct can demonstrate your potential for improvement.

There was once a student who was lagging in economics. I suggested he spend the summer catching up, working on past test questions, and then having his teacher correct them.

In doing so, he was able to significantly improve his performance in the subject.

First semester of the second academic year: September to December

In the first semester of IBDP 2, students often experience their busiest period.

They need to dive into the university application process, submit their internal assessments and extended essays, and the school continually adjusts students' predicted grades based on their test results. All these tasks seem to pile up suddenly.

Many students have shared their experiences during this period, describing it as a time when they felt they could barely breathe. The overwhelming amount of homework and responsibilities left them feeling as though there was no time to spare.

However, as mentioned earlier, if students effectively use their summer vacation to prepare, coping with this busy period becomes much easier.

The primary focus of this semester is applying to universities, and students must perform this task well. At this time, universities will also start giving students offers.

Top UK universities (non-Oxbridge) often base their offers on students' predicted grades and personal statements, rather than waiting for the final grades. In essence, if a student receives an offer at this time, they are halfway through the door of their desired university.

Therefore, students shall prioritize university applications this semester. Of course, achieving ideal results in the end is equally crucial.

Second semester of the second academic year: January to May

May is the period when most IB students in Hong Kong take the IBDP exam (with the exception of Australian International school students which they take in November), so students should devote this semester to preparing for the examination.

While it's natural to feel nervous about the exams, some students report that this semester has gradually become more relaxed. With all the papers and university application procedures completed, compared to the previous three semesters, this semester doesn't have as many tasks to handle. As such, students can focus on reviewing and sprinting for the final exam.