One-to-one online IB Chemistry lessons for Standard Level (SL) and Higher Level (HL) students. Prepare for the exam with a personalised plan that covers topic teaching, past paper practice, exam strategies and Internal Assessment support.
| Component | SL | HL | Weight |
|---|---|---|---|
| Paper 1 | 55 | 75 | 36% |
| Paper 1A Multiple Choice | 30 | 40 | |
| Paper 1B Data and Experimental Questions | 25 | 35 | |
| Paper 2 Short and Extended Response Questions | 50 | 90 | 44% |
| Internal Assessment (IA) Scientific Investigation | 24 | 24 | 20% |
Exam marks are converted to an IB grade from 1 to 7.
The IB (International Baccalaureate) is an international education system used around the world. The IB Diploma Programme (IBDP), taught at upper secondary level, aims to give students an internationally recognised high school diploma and the opportunity to apply to undergraduate programmes at universities abroad.
IB diploma holders can apply to universities in many countries, depending on their diploma grades, the subjects they chose and each university's admission requirements. Although the IB diploma is recognised by many international universities, holding one does not guarantee automatic admission to any university.
The core aim of the IB is not only to provide academic knowledge but also to develop students' skills in research, inquiry, critical thinking and problem solving, and to help them connect what they learn to real life.
The IB Diploma Programme (IBDP) is an international education programme that aims to give students an internationally recognised high school diploma and the opportunity to apply to undergraduate programmes at universities abroad.
Students build their own academic programme by taking courses from six subject groups. They are generally expected to choose one course from each group. However, course choices can vary depending on what the school offers, how the programme is run and IB regulations.
For example, in some cases students may choose an additional course from another group instead of one from the sixth group, The Arts. Some interdisciplinary courses can also meet the requirements of more than one subject group.
Develops students' language skills and their ability to understand and interpret literary texts.
Focuses on developing students' foreign language skills.
Examines human behaviour, societies, the economy and social systems.
Develops scientific thinking, experimentation, research and problem-solving skills.
Develops analytical thinking, problem solving and mathematical modelling skills.
Develops students' creativity and artistic expression.
Note: Not every listed course is offered at every school. Course options may vary by the school's IB programme and the academic year. Some interdisciplinary courses can meet the requirements of more than one subject group.
The IB Diploma Programme is not made up of the six subject groups alone. Students must also complete three core components.
In the IB Diploma Programme, students can take their chosen courses at two academic levels: Standard Level (SL) and Higher Level (HL).
This level covers the essential academic content and skills of the course.
This level has a broader syllabus and goes into greater academic depth.
IB students generally take three courses at HL and three at SL. Within the programme rules, they may also choose four HL courses.
The difference between HL and SL is not only one of difficulty. The courses also differ in syllabus coverage, teaching hours and expected academic depth.
The main differences between the IB and the Turkish national curriculum lie in their educational approach, course content and assessment methods.
The national curriculum is part of Turkey's national education system. The IB Diploma Programme, by contrast, is built to international standards and taught in many countries.
| Feature | Turkish National Curriculum | IB Diploma Programme |
|---|---|---|
| Educational approach | National curriculum and learning outcomes | Focused on research, inquiry and application |
| Course selection | Depends on the school type and programme | Chosen across six subject groups |
| Course levels | No HL/SL distinction | HL and SL levels |
| Assessment | Written exams, performance tasks and school assessments | Final exams, internal assessments and projects |
| Research | Varies by course | Academic research plays an important role |
| Grading | School courses are graded out of 100; the national university placement score is calculated out of 500 for the relevant score type. | Each course is graded out of 7. With the six courses and the additional TOK and EE points, the diploma total can reach a maximum of 45. |
In the IB, students are assessed not only on recalling what they have learned but also on analysing it, interpreting it and applying it to new problems.
In IB Chemistry, for example, students are assessed on laboratory work, experimental design, data analysis and individual research as well as on theoretical topics.
The two systems are not mutually exclusive. IB schools in Turkey also meet the relevant national education requirements. Depending on their school's programme, IB students may therefore follow both the national curriculum and the requirements of the IB Diploma Programme.
Turkey's national university entrance exam is taken by students who want to enter Turkish universities through central placement. It consists of three sessions: a basic proficiency test, a field proficiency test and a foreign language test.
In the IB Diploma Programme, students are assessed course by course throughout the programme and receive a diploma score at the end.
| Feature | IB | National Entrance Exam |
|---|---|---|
| Assessment | 1–7 points per course | Score calculated from exam results |
| Total score | Maximum of 45 | Maximum of 500 for the relevant score type |
| Exam structure | Final exams per course and internal assessments | Central exams |
| Assessment timing | Ongoing throughout the programme | Central exam period |
| Assessment focus | Knowledge, analysis, application and research | Curriculum outcomes and test performance |
In the IB Diploma Programme, students receive a separate score from 1 to 7 in each of their six courses.
The maximum score from the six courses is 42. Up to 3 additional points can be earned from the combination of TOK and EE, which brings the total diploma score to 45.
A diploma requires at least 24 points and all other diploma conditions to be met.
The national entrance exam is the main route for students who want a place on an undergraduate programme through Turkey's central placement system. The IB diploma alone is neither a general substitute for this exam nor a right to automatic placement.
However, universities may have separate admission requirements for holders of international diplomas. Students should therefore check the current application requirements of their target university.
The IB Diploma Programme is taught at both state and private schools in Turkey. Many high schools in different cities give their students the opportunity to earn an internationally recognised IB diploma.
Course options, HL and SL combinations and the way the programme is run can differ from school to school.
Use the link below to see the full list of schools offering the IB Diploma Programme in Turkey, along with programme information for each school.
You can browse the authorised schools in Turkey on the IB's official school search platform.
See the Full List of SchoolsRecommended teaching hours · First assessment 2025
| Syllabus component | SL Standard Level | HL Higher Level |
|---|---|---|
| Syllabus content | 110 | 180 |
| Structure 1. Models of the particulate nature of matter | 17 | 21 |
| 1.1 Introduction to the particulate nature of matter | ||
| 1.2 The nuclear atom | ||
| 1.3 Electron configurations | ||
| 1.4 Counting particles by mass: The mole | ||
| 1.5 Ideal gases | ||
| Structure 2. Models of bonding and structure | 20 | 30 |
| 2.1 The ionic model | ||
| 2.2 The covalent model | ||
| 2.3 The metallic model | ||
| 2.4 From models to materials | ||
| Structure 3. Classification of matter | 16 | 31 |
| 3.1 The periodic table: Classification of elements | ||
| 3.2 Functional groups: Classification of organic compounds | ||
| Reactivity 1. What drives chemical reactions? | 12 | 22 |
| 1.1 Measuring enthalpy change | ||
| 1.2 Energy cycles in reactions | ||
| 1.3 Energy from fuels | ||
| 1.4 Entropy and spontaneity Additional higher level | ||
| Reactivity 2. How much, how fast and how far? | 21 | 31 |
| 2.1 How much? The amount of chemical change | ||
| 2.2 How fast? The rate of chemical change | ||
| 2.3 How far? The extent of chemical change | ||
| Reactivity 3. What are the mechanisms of chemical change? | 24 | 45 |
| 3.1 Proton transfer reactions | ||
| 3.2 Electron transfer reactions | ||
| 3.3 Electron sharing reactions | ||
| 3.4 Electron-pair sharing reactions | ||
| Experimental programme | 40 | 60 |
| Practical work | 20 | 40 |
| Collaborative sciences project | 10 | 10 |
| Scientific investigation | 10 | 10 |
| Total Teaching Hours | 150 | 240 |
All lessons are one-to-one and online. The programme is planned around the student's gaps, goals and school calendar.
Standard Level (SL) and Higher Level (HL) syllabus topics are covered step by step. Each lesson is reinforced with practice questions on the topic.
A personalised weekly plan is prepared around the student's gaps, target grade and school calendar.
For this work, which makes up 20% of the final grade, guidance on the research question, method, data analysis and report writing is given in line with IB academic integrity rules.
Question types, past paper practice, markschemes and time management are all practised.
Lesson notes and study materials are shared with the student.
Parents can join the consultation. Regular feedback on the student's progress is provided.
IB Chemistry Instructor
My journey in chemistry began with a bachelor's degree in Chemistry Education at Boğaziçi University, and I deepened my academic background by completing a master's degree in chemistry at the same university. I have also spent many years as a researcher on scientific chemistry projects at Koç University, Istanbul Technical University and Ludwig Maximilian University. For more than 10 years, I have been giving one-to-one chemistry lessons at every level. I teach my lessons either entirely in English or in Turkish with English terminology. I tailor the content to each student's progress and needs, and I value communication with parents throughout the process. Helping my IB students reach their goal of studying abroad is the greatest pleasure of my career.
Fill in the form and you will get a reply by phone or WhatsApp. The lesson plan and fees are shared during the consultation.
Email: info@ibchemistry7.com