Use IB Terminology to Support a DP Student
Translate common DP terms into useful questions for a calm, practical conversation at home.
Build a glossary around your student's courses
A useful family glossary contains the terms that appear in your student's actual instructions. Begin with DP, meaning Diploma Programme; DP1 and DP2, common labels for its first and second years; and the exact subject names. Add HL and SL for higher and standard level. Ask what changes between those levels in the student's particular courses instead of treating the letters as a ranking of ability. Keep the glossary short enough to use in conversation and link details to current school documents.
Understand tasks before discussing scores
IA means internal assessment, but the format differs between subjects. It may involve an investigation, oral work, a performance, or another task described in that course's current instructions. Ask which task the student is preparing, what stage it has reached, and what feedback they need. A draft, a school practice task, and a final submission are different points in a process. Clarifying the stage makes support more useful than repeatedly asking whether an assessment is finished or whether its score is high enough.
Give the core names a practical meaning
EE means extended essay, TOK means theory of knowledge, and CAS means creativity, activity, service. These are distinct commitments rather than interchangeable extra homework. Ask an EE student what question they are investigating, a TOK student what knowledge claim they are examining, or a CAS student what they learned from an experience. Your aim is to understand the student's next decision. Keep detailed word limits, forms, and assessment instructions in the applicable guide rather than relying on a family's remembered version of the rules.
Distinguish school estimates from final results
Teachers may discuss current attainment, target grades, or predicted grades for different school and application purposes. Ask the school how each term is being used, how the estimate is formed, and when it is reviewed. Do not assume a classroom percentage converts directly to an IB result or that a predicted grade is a guaranteed final outcome. Similarly, ask whether a deadline is an internal school deadline or an external submission point. Both can matter, but understanding the distinction helps the family plan responsibly.
Worked example: a confusing conversation
Imagine a student says, 'My IA draft is due, CAS is behind, and my predicted grade worries me.' A parent first asks which subject's IA and what draft feedback is needed. They then help identify a CAS coordinator question and ask the school how predicted grades are reviewed. The parent can support a clear plan without editing assessed arguments or manufacturing reflections. Translating three terms into three concrete questions changes the conversation from general anxiety into actions the student can own.
Agree a shared communication routine
Use a brief weekly check-in with three questions: what is approaching, what decision is difficult, and what support would help? Let the student explain the task in ordinary language, using the glossary if needed. Offer practical support such as quiet time, transport, or help locating a school contact. When a rule is unclear, direct the question to the teacher or coordinator. Revise the glossary as new tasks appear and remove terms you no longer need. Understanding the language should strengthen independence and communication rather than increase surveillance.
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Official references
This is an original practical guide from IBvia. The examples are illustrative; your subject guide, assessment year and school instructions determine the requirements.
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