\n| Architecture \/ Design<\/td>\n | HL Visual Arts, HL Mathematics or HL Physics<\/td>\n | Strong visual portfolio, EE on design theory or history of architecture, CAS creative projects<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nHow to use the table<\/h3>\nThese are starting points, not rigid rules. HKU values subject depth in relevant areas \u2014 HLs communicate seriousness. If you plan to pivot (for example from Economics to Data Science), use your EE and CAS to show the intellectual bridge.<\/p>\n Subject choices that make your application persuasive<\/h2>\nStart by asking one simple question: \u201cIf this course interviewed me tomorrow, would my top three pieces of academic evidence make me look like a natural fit?\u201d Build from there.<\/p>\n \n- Pick HLs for coherence.<\/strong> Don\u2019t take HL subjects randomly; choose HLs that align with the demands of your intended degree.<\/li>\n
- Extended Essay as a signalling tool.<\/strong> A focused EE related to your intended major gives interviewers immediate talking points and shows you can conduct independent research.<\/li>\n
- CAS = applied work.<\/strong> Use CAS to demonstrate sustained leadership, teamwork, and service \u2014 concrete examples beat generic claims.<\/li>\n
- Balance ambition with realism.<\/strong> If you take three extremely heavy HLs, ensure your internal school support and time management plans are strong and demonstrable.<\/li>\n<\/ul>\n
Predicted grades and how HKU reads them<\/h2>\nOffers to IB students are typically conditional on predicted grades and subject performance. Competitive programs tend to target higher predicted totals and particular HL grades in essential subjects. Rather than focusing on a single \u201ctarget score,\u201d think about a two-dimensional strategy:<\/p>\n \n- Hit strong HL scores in program-essential subjects; that\u2019s often more important than a marginal higher total driven by SL subjects.<\/li>\n
- Use your EE and teacher reference to contextualize any anomalies (a late-term dip, interrupted learning or a move between curricula).<\/li>\n<\/ul>\n
Admissions tutors look for alignment and preparedness \u2014 a 36 with appropriate HLs and a purposeful EE can beat a 38 without subject relevance.<\/p>\n Interviews, portfolios and other program-specific checks<\/h3>\nSome HKU programs involve interviews or portfolios. Common advice that actually helps:<\/p>\n \n- Practice subject interview questions; use mock interviews with teachers or mentors and treat them like oral exams.<\/li>\n
- For portfolios (Architecture, Visual Arts), curate evidence that demonstrates process, not just final pieces \u2014 admissions panels love to see iteration.<\/li>\n
- For medicine and other interview-heavy programs, prepare short stories from CAS and EE that show resilience, teamwork and ethical reflection.<\/li>\n<\/ul>\n
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Application pathways: locally and globally<\/h2>\nMany IB students consider multiple pathways at once: HKU, other local Hong Kong universities, and options overseas. Each system has its own rhythm; understanding those differences is a strategic advantage.<\/p>\n Hong Kong (HKU and local systems)<\/h3>\nIf you\u2019re applying to HKU from within Hong Kong or from overseas, clarify whether you apply through the local mechanism (where applicable) or directly as an international applicant. Residency and your school\u2019s guidance matter. Regardless of route, prioritize strong HLs, a focused EE and well-documented CAS activities.<\/p>\n United Kingdom (UCAS): adapt to the 3 Structured Questions<\/h3>\nThe UK admissions process has shifted away from the single long personal statement into the new 3 Structured Questions format \u2014 Motivation, Preparedness, Other Experiences. For IB students this is a chance to be crystal-clear:<\/p>\n \n- In Motivation<\/strong>, succinctly state why the course matters to you and link to HL subjects, EE and specific learning moments.<\/li>\n
- In Preparedness<\/strong>, show concrete proof: HL grades, EE methodology, TOK-reflection, and any standardized tests if required.<\/li>\n
- In Other Experiences<\/strong>, highlight CAS and leadership, but focus on significance: what you learned and how it prepares you for the course.<\/li>\n<\/ul>\n
Think of the 3 Structured Questions as a streamlined way to align the IB narrative with UK expectations; be precise, evidence-driven and reflective.<\/p>\n Switzerland \u2014 EPFL and the 3,000 Student Cap<\/h3>\nFor students considering EPFL, note the institution\u2019s latest announced 3,000 Student Cap<\/strong> for international bachelor’s students. Admissions there have become more competitive and ranked; high scores alone do not guarantee a spot. If EPFL is on your list, reinforce your application with rigorous HL choices, a strong EE and, where possible, additional project evidence that demonstrates aptitude for intensive engineering or science tracks.<\/p>\nCanada \u2014 scholarships and awards language<\/h3>\nCanadian universities often offer two distinct kinds of recognitions that IB students should know how to approach: Automatic Entrance Scholarships<\/strong> (grade-based, awarded when you meet certain thresholds) and Major Application Awards<\/strong> (awards tied to program nominations, leadership, or supplemental applications). When applying, treat these separately: submit required evidence for Major Application Awards on time, and make sure your predicted grades keep you competitive for Automatic Entrance Scholarships.<\/p>\nNetherlands \u2014 watch the January 15th deadline for numerus fixus programs<\/h3>\nIf you\u2019re eyeing numerus fixus programs \u2014 especially engineering and selective technical tracks like those at certain Dutch technical universities \u2014 remember the earlier deadline: January 15th<\/strong> for many constrained places. That\u2019s substantially earlier than many general application windows, so prepare transcripts and any required tests well in advance.<\/p>\nSingapore \u2014 late offers and gap-year risk<\/h3>\nSingaporean universities are known to sometimes issue offers later in the cycle for IB applicants \u2014 often mid-year. That timing can create a gap between receiving offers and making final plans. If Singapore is in play, have contingency plans for housing and deferral policies, and maintain clear communication with your school about predicted grades and travel logistics.<\/p>\n Practical checklist: what to do each quarter of the cycle<\/h2>\nHere\u2019s a no-nonsense checklist you can adapt. Think of it as the things that actually move the needle.<\/p>\n \n\n\n| When<\/th>\n | Action<\/th>\n | Why it matters<\/th>\n<\/tr>\n<\/thead>\n | \n\n| Early cycle<\/td>\n | Choose HLs aligned to target majors; select EE topic<\/td>\n | Signals academic intent and builds early evidence for interviews<\/td>\n<\/tr>\n | \n| Mid cycle<\/td>\n | Start drafting answers for UCAS 3 Structured Questions or personal statements for other systems<\/td>\n | Gives you time to revise with teacher feedback and to align EE and CAS stories<\/td>\n<\/tr>\n | \n| Before deadlines<\/td>\n | Compile portfolio (if required), finalize teacher references, confirm scholarship applications<\/td>\n | Many programs take portfolio or nomination components seriously; deadlines are strict<\/td>\n<\/tr>\n | \n| Predicted grade period<\/td>\n | Secure teacher reference that contextualizes predicted grades and any exceptional circumstances<\/td>\n | References help admissions understand the whole candidate beyond numbers<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n | |
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