No entry assessment is required. Students may enrol directly, and the course begins from the foundations of its published sequence.
Current programme rhythm · IB Chemistry Standard Level I
Weekly commitment at a glance
From current offering data
Programme length
12 weeks
Live lesson cadence
Confirmed per cohort
Session duration
Confirmed per cohort
Total contact hours
45 hours
Independent practice
Allow about 2–3 hours each week for guided practice and corrections.
Feedback turnaround
Submitted work is normally returned within three working days with the method error identified, a correction prompt and the next practice priority.
Parent-summary cadence
At agreed programme checkpoints
Time zone
Local time
Timetable status
Timetable being finalised
The current offering remains the authoritative source for dates, times and availability.
How the course begins
Mole and formula calculations feel uncertain
Chemical equations are followed mechanically rather than interpreted
Bonding models and observable properties feel disconnected
The student is entering Standard Level from another curriculum
Expected change
Use the basic language of chemistry accurately
Solve mole, concentration and introductory gas calculations systematically
Connect bonding and molecular structure to observable properties
Interpret chemical equations, graphs and experimental data
Enter the next stage of Standard Level study with a substantially stronger foundation
How the programme adapts
Identify. Understand. Apply. Track.
Each cycle uses new evidence to decide what the student should work on next.
1
Identify
Find the immediate gap or recurring error.
Example in this programmeMole and formula calculations feel uncertain
2
Understand
Build the chemical explanation behind the topic.
Example in this programmeFrom naming a force to explaining a property
3
Apply
Use the understanding in IB-style work.
Example in this programmeUse the basic language of chemistry accurately
4
Track
Record progress and define the next priority.
Example in this programmeSubmitted work is normally returned within three working days with the method error identified, a correction prompt and the next practice priority.
TEACHING EXAMPLE
From naming a force to explaining a property
Incomplete response PH3 has weaker intermolecular forces, so it has a lower boiling point.
Developed response NH3 forms hydrogen bonds because nitrogen is sufficiently electronegative and each molecule has N–H bonds and a lone pair. More energy is therefore needed to separate NH3 molecules than PH3 molecules.
Reasoning chain: structure → attraction → energy required → boiling point
Course plan
View the week-by-week plan
Week 1 — Particle models, measurement and chemical language
Week 2 — Amount of substance, formulae and equations
Week 3 — Mole, mass and composition calculations
Week 4 — Gases, solutions and concentration calculations
Week 5 — Atomic models and electron configurations
Week 6 — Ionic bonding and ionic lattices
Week 7 — Covalent bonding and molecular geometry
Week 8 — Intermolecular forces and material properties
Week 9 — Metallic bonding and models of materials
Week 10 — Periodicity and chemical trends
Week 11 — Organic structure, functional groups and isomerism
Week 12 — Integrating Structure 1–3 in unfamiliar problems
Practice, feedback and parent visibility
Submitted work is normally returned within three working days with the method error identified, a correction prompt and the next practice priority. Parents can receive an end-of-course readiness summary.
The student receives
Focused assignments between live lessons
Human feedback linked to the first broken reasoning step
A clear next practice priority in the learning space
A parent can see
Attendance and completion patterns
Recurring error areas and current priorities
A concise progress summary at agreed checkpoints
Workload and attendance
Allow about 2–3 hours each week for guided practice and corrections.
The programme is cumulative. When an enrolled student gives notice that they will miss a class, a private catch-up video is offered alongside the lesson materials and focused catch-up task. This is either the lesson recording where consent and format allow, or a tutor-recorded recap; a missed group lesson is not automatically replaced one-to-one.
Questions about this programme
Is Standard Level I only for students who are struggling?
No. It is also useful preparation for capable incoming SL students who want secure quantitative and explanatory habits before the pace increases.
Does Standard Level I require an entry assessment?
No. Students may enrol directly. The course starts with the quantitative and conceptual foundations in its published sequence.
