{"id":15478,"date":"2026-01-16T11:05:31","date_gmt":"2026-01-16T02:05:31","guid":{"rendered":"https:\/\/www.themantic-education.com\/ibpsych\/?p=15478"},"modified":"2026-01-16T11:31:00","modified_gmt":"2026-01-16T02:31:00","slug":"strugglingtokeepupnewcurriculum","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibpsych\/2026\/01\/16\/strugglingtokeepupnewcurriculum\/","title":{"rendered":"Teaching Tip: Why you’re struggling to keep up with the new curriculum<\/br>...and what to do about it.<\/font>"},"content":{"rendered":"

Do you feel like you’re just skimming over the surface of the content in the new IB Psych curriculum without enough time for each topic? In this post I’ll explain why it feels this way and provide some (hopefully) helpful tips.\u00a0<\/span><\/strong><\/p>\n

If you’re new to IB Psych, this feeling of flying through content to “cover everything”\u00a0while your students tread water to keep up will be new. For those experienced with the old curriculum, it won’t feel quite as new but more like you’ve had to put the throttle down even harder. Why is that?<\/p>\n

Teaching is rooted in the practical realities of time. When we plan a course, we can only use the lessons we’re allocated. If we use the IB’s hour allocations and one hour lessons as a guide, here’s what we need to cover…<\/p>\n

Number Crunching<\/strong><\/h2>\n

In the three approaches, there’s a total of 27 unique topics. At a minimum, we would want to spend two lessons on each of these.<\/p>\n