<\/p>\n
Quick orientation for what matters: the Extended Essay is an independent, 4,000-word research project with structured supervision and mandatory reflection points; TOK combines a 1,600-word essay with an assessed exhibition; and most IAs are school-based tasks that are assessed by your teacher and externally moderated. These differences shape how you schedule your week\u2014deep research blocks for the EE, reflective thinking and linking for TOK, and iterative evidence-gathering and practice for IAs.<\/p>\n
Why a weekly routine matters<\/h2>\n
A routine does three things for IB core work: it protects time for deep work; it turns feedback into forward motion; and it reduces the friction of decision-making. Think of a weekly routine as a scaffolding that lets you build three projects at once without sacrificing progress in any of them. Instead of reacting to looming deadlines, you create small checkpoints that make progress visible and manageable. That steady visibility is especially useful when you must coordinate supervisor meetings, lab work, fieldwork, and presentation artefacts.<\/p>\n
Principles to shape your week<\/h3>\n\n- Time-block your week: dedicate specific blocks for EE research, IA tasks, and TOK reflection so each gets uninterrupted attention.<\/li>\n
- Micro-goals beat vague intentions: replace “work on EE” with “draft Methods section (300\u2013400 words)” or “collect three primary sources for IA.”<\/li>\n
- Mix deep work with low-effort tasks: alternate reading\/data analysis with administrative work like formatting, citations, or uploading drafts.<\/li>\n
- Keep a single source of truth: one research log, one bibliography file, and one progress checklist that you update weekly.<\/li>\n<\/ul>\n
Designing the weekly routine: a simple, adaptable template<\/h2>\n
If you have 10\u201312 hours a week to devote outside class time to the DP core, that\u2019s more than enough when you use it deliberately. Below is a sample weekly split that keeps momentum steady without burning you out. Tweak timings based on your school day and energy curve.<\/p>\n
\n\n\nDay<\/th>\n Primary focus (60\u201390 min block)<\/th>\n Secondary focus (30\u201360 min)<\/th>\n Micro-tasks<\/th>\n<\/tr>\n<\/thead>\n \n\nMonday<\/td>\n EE: Research & note synthesis<\/td>\n IA: Plan\/outline next experiment or data collection<\/td>\n Update research log, annotate two sources, schedule supervisor touchpoint<\/td>\n<\/tr>\n \nTuesday<\/td>\n IA: Practical work \/ data analysis<\/td>\n TOK: Short reflection + link to EE topic<\/td>\n Process data, make charts, write 200 words of methodology<\/td>\n<\/tr>\n \nWednesday<\/td>\n EE: Drafting \/ argument development<\/td>\n Admin: referencing, formatting<\/td>\n Write a focused 400\u2013600 word draft section<\/td>\n<\/tr>\n \nThursday<\/td>\n TOK: Seminar \/ exhibition development<\/td>\n IA: Literature review or correction<\/td>\n Draft TOK exhibition ideas, connect to real-world examples<\/td>\n<\/tr>\n \nFriday<\/td>\n EE: Supervisor meeting \/ reflection<\/td>\n Light IA tasks<\/td>\n Prepare questions, upload draft, note supervisor feedback<\/td>\n<\/tr>\n \nSaturday<\/td>\n Deep EE block or fieldwork (long)<\/td>\n Catch-up: IA or TOK<\/td>\n Concentrated writing or data collection (2\u20133 hours)<\/td>\n<\/tr>\n \nSunday<\/td>\n Weekly review + planning<\/td>\n Low-effort reading<\/td>\n Update checklist, plan next week\u2019s micro-goals<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\nThis allocation keeps the EE moving steadily through research, drafting and supervision; gives the IA regular moments for evidence collection and teacher feedback; and ensures TOK is treated as reflective glue rather than an add-on. Internal assessments are typically set and assessed in school and then moderated externally, so your regular school-based progress checks are crucial.<\/p>\n
How to use each block well<\/h3>\n\n- EE research blocks:<\/strong> Start with a 20\u201330 minute review of notes, then spend 40\u201360 minutes on a single task (e.g., reading, drafting a paragraph, coding data). End by writing a one-sentence summary of what the session achieved.<\/li>\n
- IA sessions:<\/strong> Treat IA work as iterative experiments or portfolios: record each step (what you tried, what changed, what went wrong) so your teacher can see development and you can produce reproducible evidence.<\/li>\n
- TOK moments:<\/strong> Use TOK time to reflect on method and knowledge frameworks. Ask questions like: Which ways of knowing did I rely on when choosing my EE methods? How might bias have shaped my IA data?<\/li>\n<\/ul>\n
Supervisor meetings and reflection sessions<\/h2>\n
Supervisor meetings are the pivot between doing and improving. For the Extended Essay, the supervision process includes mandatory reflection sessions\u2014and those reflective touchpoints are not optional extras; they are built into the assessment structure and help shape both content and academic honesty. Learn how to prepare a short agenda for every meeting and aim to leave with two clear, testable actions for your next session.<\/p>\n
What to bring to a supervisor meeting<\/h3>\n\n- A one-page summary of progress and challenges.<\/li>\n
- Three specific questions (methodological, conceptual, or logistical).<\/li>\n
- A clear next-step list you can record in your research log.<\/li>\n<\/ul>\n
Using TOK to sharpen IA and EE<\/h2>\n
TOK isn\u2019t just for essays and exhibitions; it\u2019s a lens that improves your research design and argumentation. When you deliberately connect a TOK concept\u2014say, the reliability of evidence or the role of models\u2014to your EE methods or IA practices, you gain sharper criteria for choosing sources, designing experiments, and weighing claims. This makes your work more reflective and often helps you anticipate counter-arguments or limitations before they appear in feedback.<\/p>\n
The TOK essay and exhibition remain assessed components: the TOK essay (1,600 words) and the exhibition require you to show how TOK manifests in the world around you. Treat TOK as both an intellectual workout and practical scaffolding for the other two projects.<\/p>\n
Photo Idea : A whiteboard with TOK concepts, EE research question, and IA data flow diagram connected by coloured string<\/image_description><\/p>\nPractical tools and record-keeping<\/h2>\n
Clear records are a non-negotiable. A tidy method notebook, a structured digital research log, and a single consistently formatted bibliography save hours of stress later. Use version control for drafts (date and short note in filenames), keep raw data and processed data in separate folders, and always back up your work. A simple weekly table in your notebook that records 1) what you aimed to do, 2) what you did, and 3) next steps will make your weekly review painless.<\/p>\n
Sample research log template<\/h3>\n
Designing the weekly routine: a simple, adaptable template<\/h2>\n
If you have 10\u201312 hours a week to devote outside class time to the DP core, that\u2019s more than enough when you use it deliberately. Below is a sample weekly split that keeps momentum steady without burning you out. Tweak timings based on your school day and energy curve.<\/p>\n
| Day<\/th>\n | Primary focus (60\u201390 min block)<\/th>\n | Secondary focus (30\u201360 min)<\/th>\n | Micro-tasks<\/th>\n<\/tr>\n<\/thead>\n |
|---|---|---|---|
| Monday<\/td>\n | EE: Research & note synthesis<\/td>\n | IA: Plan\/outline next experiment or data collection<\/td>\n | Update research log, annotate two sources, schedule supervisor touchpoint<\/td>\n<\/tr>\n |
| Tuesday<\/td>\n | IA: Practical work \/ data analysis<\/td>\n | TOK: Short reflection + link to EE topic<\/td>\n | Process data, make charts, write 200 words of methodology<\/td>\n<\/tr>\n |
| Wednesday<\/td>\n | EE: Drafting \/ argument development<\/td>\n | Admin: referencing, formatting<\/td>\n | Write a focused 400\u2013600 word draft section<\/td>\n<\/tr>\n |
| Thursday<\/td>\n | TOK: Seminar \/ exhibition development<\/td>\n | IA: Literature review or correction<\/td>\n | Draft TOK exhibition ideas, connect to real-world examples<\/td>\n<\/tr>\n |
| Friday<\/td>\n | EE: Supervisor meeting \/ reflection<\/td>\n | Light IA tasks<\/td>\n | Prepare questions, upload draft, note supervisor feedback<\/td>\n<\/tr>\n |
| Saturday<\/td>\n | Deep EE block or fieldwork (long)<\/td>\n | Catch-up: IA or TOK<\/td>\n | Concentrated writing or data collection (2\u20133 hours)<\/td>\n<\/tr>\n |
| Sunday<\/td>\n | Weekly review + planning<\/td>\n | Low-effort reading<\/td>\n | Update checklist, plan next week\u2019s micro-goals<\/td>\n<\/tr>\n<\/tbody>\n<\/table><\/div>\n This allocation keeps the EE moving steadily through research, drafting and supervision; gives the IA regular moments for evidence collection and teacher feedback; and ensures TOK is treated as reflective glue rather than an add-on. Internal assessments are typically set and assessed in school and then moderated externally, so your regular school-based progress checks are crucial.<\/p>\n How to use each block well<\/h3>\nSupervisor meetings and reflection sessions<\/h2>\nSupervisor meetings are the pivot between doing and improving. For the Extended Essay, the supervision process includes mandatory reflection sessions\u2014and those reflective touchpoints are not optional extras; they are built into the assessment structure and help shape both content and academic honesty. Learn how to prepare a short agenda for every meeting and aim to leave with two clear, testable actions for your next session.<\/p>\n What to bring to a supervisor meeting<\/h3>\nUsing TOK to sharpen IA and EE<\/h2>\nTOK isn\u2019t just for essays and exhibitions; it\u2019s a lens that improves your research design and argumentation. When you deliberately connect a TOK concept\u2014say, the reliability of evidence or the role of models\u2014to your EE methods or IA practices, you gain sharper criteria for choosing sources, designing experiments, and weighing claims. This makes your work more reflective and often helps you anticipate counter-arguments or limitations before they appear in feedback.<\/p>\n The TOK essay and exhibition remain assessed components: the TOK essay (1,600 words) and the exhibition require you to show how TOK manifests in the world around you. Treat TOK as both an intellectual workout and practical scaffolding for the other two projects.<\/p>\n Clear records are a non-negotiable. A tidy method notebook, a structured digital research log, and a single consistently formatted bibliography save hours of stress later. Use version control for drafts (date and short note in filenames), keep raw data and processed data in separate folders, and always back up your work. A simple weekly table in your notebook that records 1) what you aimed to do, 2) what you did, and 3) next steps will make your weekly review painless.<\/p>\n |