Written by: Grace
Edited by: Emilio
Graphic by: Julien and Alina
With course selection coming up for grade 10 students, confusion and nervousness is rising among them. ISM offers the IB Diploma Programme (DP) and a variety of non-DP course offerings in the 11th and 12th grades, and grade 10 students are responsible for choosing the path they will take through the next two years of high school. While the decision may be clear to some, it isn’t as clear to others.
ISM’s emphasis on the IB curriculum and the underlying pressure for all students to take the full DP inevitably make the process stressful. With the experiences of alumni and struggling upperclassmen, the IB curriculum has garnered an image of being daunting and unnerving. With this image shaping students’ perception of the IB program, it begs the question: Is the transition from grade 10 to grade 11 really as bad as it seems?
The increase in workload, commitment to classes, and an unhealthy desire for good grades are obvious challenges that come with being in the IB program. As an upperclassman, the responsibilities increase substantially. However, despite the negativity that surrounds the IB curriculum, some students can find a balance between their school work and their downtime. Mariana V., a grade 11 student, says, “The transition is definitely difficult. I’ve gotten a lot busier compared to the last school year. But even just from the first semester of IB, I learned that keeping a balanced schedule makes things a lot easier.” From this perspective, the transition appears to be tolerable, something that is done naturally. There is no doubt that to navigate the challenges that come with the transition, time management, and organizational skills are crucial. Even though such reminders are heard by students every day, their true importance becomes more prominent as an upperclassman. Despite its challenges, it is clear that the IB program helps students grow academically and personally.
On the contrary, some students describe the transition into the IB curriculum as a slap in the face. At one point in their high school life, every ISM student is bound to hear complaints from the upperclassmen about foreign topics such as their Internal Assessments, Extended Essays, and college applications. These never-ending, relentless complaints are heard from every corner of the school as seniors approach their second semester. While underclassmen may overlook these complaints, it is inevitable for questions to begin to form on what these things actually are. It can seem scary and overwhelming, especially from the perspective of a grade 10 student. To think that all aspects of school are going to get more challenging and time-consuming is not a great thought to have.
Victoria, a 2024 ISM alumna, voiced her experience on her IAs, stating, “I think oftentimes getting started is the hardest step. It’s hard to find the motivation when you’re already stressing over a hundred other things.” She describes a mentally excruciating process, having to juggle many tasks at once. Even little things, such as finding motivation, may not come as easy as an upperclassman. However, Victoria adds, “It can be overwhelming to commit to a topic, but once you’ve done enough research and believe in your own paper, you are able to really enjoy the process. Ultimately, it is very fulfilling, and you learn a lot by just doing.” While it is true that IB projects can be daunting, finding meaning and passion within them can turn them into valuable learning experiences.
The transition into the IB comes with its fair share of challenges, but it can also be considered a time for self-discovery and growth. Regardless of current upperclassmen’s scary and intimidating views, it’s essential to look at the challenges with an open mind. Many aspects of school do indeed become more challenging, but with the right mindset and effort, the final years of high school can be one of the most rewarding experiences.
