\n| Essays \/ Short answers<\/td>\n | Distinct voice, concrete moments, demonstration of curiosity<\/td>\n | Focus on process (how you think), impact, and what you want to explore next<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nSample IB profiles by intended major<\/h3>\nThese are prototypical profiles that competitive applicants often fit into \u2014 they are not rules, but patterns that translate well during holistic review.<\/p>\n \n\n\n| Major Type<\/th>\n | Typical IB Points<\/th>\n | Recommended HLs \/ Strengths<\/th>\n | Supporting Evidence<\/th>\n<\/tr>\n<\/thead>\n | \n\n| Engineering \/ Computer Science<\/td>\n | 40\u201345<\/td>\n | HL Mathematics, HL Physics or HL Computer Science<\/td>\n | Project-based work, programming competitions, Extended Essay with quantitative analysis<\/td>\n<\/tr>\n | \n| Biological \/ Health Sciences<\/td>\n | 38\u201345<\/td>\n | HL Biology, HL Chemistry, HL Math (if available)<\/td>\n | Lab research, hospital\/community internships, EE in a science topic<\/td>\n<\/tr>\n | \n| Social Sciences \/ Economics<\/td>\n | 38\u201344<\/td>\n | HL Economics, HL Mathematics, HL English or History<\/td>\n | Independent research, debate, policy projects, EE with data or archival sources<\/td>\n<\/tr>\n | \n| Humanities \/ Literature<\/td>\n | 37\u201344<\/td>\n | HL English, HL History, HL Language<\/td>\n | Publications, theatre\/music portfolios, essays showing analytical depth<\/td>\n<\/tr>\n | \n| Fine Arts \/ Design<\/td>\n | 36\u201344<\/td>\n | HL Visual Arts or relevant HLs<\/td>\n | Portfolios, exhibitions, sustained creative practice, EE in arts research<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nGrades, HL choice and internal assessment: practical notes<\/h2>\nAdmissions officers read HL subject choices as signals of intention and preparation. A student applying to engineering who took HL Math and HL Physics shows purposeful planning. Internal Assessments (IAs) and the Extended Essay are not just IB boxes to tick \u2014 they are tangible proof of research and independent thinking. When possible, reference a particular IA or EE finding in your application to show analytical ability.<\/p>\n \n- Choose HLs that help you tell a coherent academic story.<\/li>\n
- Keep copies of IAs\/EE abstracts for essays and interviews; they often seed memorable anecdotes.<\/li>\n
- If your school ranks or uses different grade scales, have counselors contextualize your performance.<\/li>\n<\/ul>\n
Essays, recommendations and the story arc<\/h2>\nStanford reads for a narrative: who you are intellectually, what questions you pursue, and how you build knowledge. Essays should be concrete \u2014 scenes and decisions beat adjectives. Recommendations should amplify that story by offering third-party evidence of your intellectual energy and how you contribute to a learning community.<\/p>\n Writing essays that matter<\/h3>\nShort answers and supplemental essays can be tricky because space is limited. Use them to reveal process: show how you encountered a problem, what you tried, what failed, and what you learned. Admissions officers remember transformation and curiosity more than a list of awards.<\/p>\n Giving teachers the information they need<\/h3>\nAsk HL teachers who really know your thinking to write your letters. Provide them with a one-page snapshot of your IB work: IA topics, EE abstract, CAS highlights, and a few points you hope they might touch on. Strong letters tie classroom performance to broader intellectual character.<\/p>\n Timing, predicted grades, testing and submission strategy<\/h2>\nMany IB students worry about timing: predicted grades, final exams, and when offers arrive. Predicted grades often appear on the application and can be used in evaluations; make sure your school\u2019s predictions are realistic and reflect your best evidence. Regarding standardized tests, policies vary across institutions \u2014 submit scores if they strengthen your file, and confirm test-reporting policies before you decide.<\/p>\n \n- Finalize HL choices early so your trajectory is clear when you write essays.<\/li>\n
- Ask for predicted grades with time to spare so counselors can prepare letters and transcripts.<\/li>\n
- If you have a compelling test score, consider submitting it; otherwise let your IB profile speak for itself.<\/li>\n<\/ul>\n
Country-specific admissions notes you should know<\/h2>\nIf you\u2019re exploring pathways beyond the U.S., a few structural differences change how IB results are used. These points are targeted and practical \u2014 keep them in mind if you\u2019re applying to multiple countries.<\/p>\n UK (UCAS) \u2014 the new 3 Structured Questions<\/h3>\nUCAS has moved away from a single long personal statement toward three structured prompts that focus on Motivation, Preparedness, and Other Experiences. IB students should use this format to create a tight academic narrative: Motivation (why this subject?), Preparedness (how your IB subjects and EE prepare you), and Other Experiences (CAS, leadership, relevant extracurriculars). Each response should be concise and evidence-based, showing academic readiness over a laundry list.<\/p>\n Switzerland (EPFL) \u2014 capped intake and competitive ranking<\/h3>\nEPFL has announced a cap on international bachelor’s students \u2014 a figure often referenced as a 3,000-student cap \u2014 which makes admission increasingly competitive and ranked rather than strictly score-driven. If EPFL or similarly selective continental institutions are on your list, expect stronger emphasis on ranking, subject alignment, and selective shortlisting beyond raw IB points.<\/p>\n Canada \u2014 scholarships and application awards<\/h3>\nWhen you look at Canadian offers, distinguish between Automatic Entrance Scholarships (grade-based awards determined by final\/predicted grades) and Major Application Awards (competitive scholarships tied to dedicated applications, leadership, or nomination). The two operate very differently: Automatic scholarships reward academic thresholds, while Major Application Awards often require essays, references, or interviews.<\/p>\n Netherlands \u2014 watch the January 15th deadline for Numerus Fixus programs<\/h3>\nFor selective Dutch engineering and technology programs that use Numerus Fixus (for example certain programs at TU Delft), the deadline is much earlier than general application deadlines \u2014 note the January 15th deadline for those restricted programs. Plan your transcript and predicted grades with this earlier timeline in mind.<\/p>\n Singapore \u2014 offers can arrive late in the cycle<\/h3>\nAdmissions decisions in some Singaporean universities often arrive later in the cycle (frequently mid-year), which can create a gap between early offers from elsewhere and later offers from Singapore. That timing can affect housing, financial planning, and decisions about gap years \u2014 plan contingency arrangements if you\u2019re applying there alongside U.S.\/UK options.<\/p>\n  <\/p>\n
Practical checklist and timeline for competitive IB applicants<\/h2>\nBelow is a compact, action-oriented checklist to guide the months and terms before you submit. Tackle these tasks early and sequentially so you can craft an application that feels deliberate rather than reactive.<\/p>\n \n\n\n| Action<\/th>\n | Ideal Timing<\/th>\n | Why it matters<\/th>\n<\/tr>\n<\/thead>\n | \n\n| Finalize HL subjects<\/td>\n | As early as possible in DP1\/DP2 planning<\/td>\n | Defines your academic narrative and prepares content for essays<\/td>\n<\/tr>\n | \n| Begin Extended Essay<\/td>\n | At least 6\u201312 months before submission<\/td>\n | Provides research evidence and a unique story for essays\/recs<\/td>\n<\/tr>\n | \n| Develop CAS projects<\/td>\n | Ongoing \u2014 show progression<\/td>\n | Demonstrates initiative, leadership, and impact<\/td>\n<\/tr>\n | \n| Ask teachers for recommendations<\/td>\n | 2\u20133 months before deadlines<\/td>\n | Gives teachers time to write thoughtful, example-rich letters<\/td>\n<\/tr>\n | \n| Draft essays and short answers<\/td>\n | Start early \u2014 revise often<\/td>\n | Essays are the place to show voice and intellectual curiosity<\/td>\n<\/tr>\n | \n| Check predicted grades<\/td>\n | Before application submission<\/td>\n | Ensure consistency between grades, teacher comments and predictions<\/td>\n<\/tr>\n | \n| Prepare portfolios\/auditions (if applicable)<\/td>\n | Begin months ahead<\/td>\n | High-quality creative work requires time to polish<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n | | |
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