<\/p>\nYou\u2019re juggling Higher Level classes, Internal Assessments, Theory of Knowledge, the Extended Essay, CAS commitments \u2014 and a burning desire to do well at science or math Olympiads. That tension is real, but it\u2019s solvable. The trick isn\u2019t to study longer; it\u2019s to study smarter, with a weekly rhythm that respects the demands of the Diploma Programme while giving you steady, meaningful progress toward Olympiad-level problem solving.<\/p>\n
<\/p>\n
Olympiad prep rewards depth: sustained exposure to tricky problems, the slow burn of pattern recognition and the muscle memory of solution techniques. But DP life rewards flexibility and breadth. A weekly plan that deliberately carves out short, high-quality practice slots makes both possible. Instead of one eight-hour cram session on a weekend, you\u2019ll do a sequence of focused sessions that reinforce learning, allow for deliberate reflection, and fit around your IB deadlines.<\/p>\n
Think of it this way: DP classes build your conceptual scaffolding; Olympiad practice builds the scaffolding into a cathedral of problem-solving fluency. A weekly plan ties the two together so your DP lessons feed your contest readiness, and vice versa.<\/p>\n
There\u2019s no single answer \u2014 students with heavy HL loads will scale back time but keep the structure; students aiming for national teams will invest more hours. Use these evergreen guidelines and adapt:<\/p>\n
Quality matters more than quantity. A focused 90-minute session with a clear goal and no distractions can be worth more than three unfocused hours.<\/p>\n
The table below is a ready-to-use template. It assumes you have DP classwork in the afternoons and reserves early evenings for Olympiad training; adapt blocks to your own timetable.<\/p>\n
| Day<\/th>\n | Time<\/th>\n | Olympiad Focus<\/th>\n | DP\/Portfolio Tasks<\/th>\n | Why this helps<\/th>\n<\/tr>\n |
|---|---|---|---|---|
| Monday<\/td>\n | 60\u201390 min<\/td>\n | Concept review & targeted problem set (weak topic)<\/td>\n | Light HL reading \/ IA notes (30 min)<\/td>\n | Refreshes class material and connects Olympiad techniques to DP concepts<\/td>\n<\/tr>\n |
| Tuesday<\/td>\n | 60\u201390 min<\/td>\n | Technique drills (proof-writing \/ short-answer practice)<\/td>\n | Cascade notes into portfolio\/CAS log (15\u201320 min)<\/td>\n | Builds rigorous reasoning and produces evidence for CAS\/portfolio<\/td>\n<\/tr>\n |
| Wednesday<\/td>\n | 45\u201360 min<\/td>\n | Timed problem(s) \u2014 speed & accuracy focus<\/td>\n | Class review \/ problem corrections<\/td>\n | Trains contest conditions and identifies fragile problem areas<\/td>\n<\/tr>\n |
| Thursday<\/td>\n | 60\u201390 min<\/td>\n | Past-problem analysis: dissect solutions & alternative approaches<\/td>\n | EE \/ IA work (short block)<\/td>\n | Teaches flexibility and deepens conceptual understanding<\/td>\n<\/tr>\n |
| Friday<\/td>\n | 45\u201360 min<\/td>\n | Group session \/ teaching practice (peer explain)<\/td>\n | CAS reflection entry<\/td>\n | Teaching solidifies knowledge and generates CAS evidence<\/td>\n<\/tr>\n |
| Saturday<\/td>\n | 2\u20134 hrs<\/td>\n | Extended problem set or mock contest + review<\/td>\n | Portfolio curation (evidence collection)<\/td>\n | Simulates contest length and follows with deep reflection<\/td>\n<\/tr>\n |
| Sunday<\/td>\n | 30\u201360 min<\/td>\n | Light review + planning for the week<\/td>\n | Rest \/ well-being activities<\/td>\n | Consolidates gains and prevents burnout<\/td>\n<\/tr>\n<\/table><\/div>\nHow to structure each session<\/h3>\nEvery session should have a simple format so you spend thinking time on problems, not on planning. Use a 4-part template:<\/p>\n
|