The new IB Psychology syllabus is demanding, but thoughtfully designed. It wants you to become psychologically literate, not just exam-ready.
The New IB Psychology Syllabus (First Assessment 2027): The Complete Guide for Students and Parents
Everything you need to know about the 2027 syllabus — concepts, content, contexts, assessment, and how to prepare
Part 1: What Is the DP Psychology Course?
If you are starting IB Psychology now, or your child is, you have probably heard that “everything has changed.”
You may have seen older students using past papers that no longer look right. You may have searched online and felt more confused than when you started. You may be wondering whether the old resources still work, whether the new course is harder, and what you actually need to do to succeed.
Take a deep breath. You are not behind. You are not lost. You are simply at the beginning of a redesigned course, and the best thing you can do right now is understand exactly what the IB wants from you.
I have read the official IB Psychology Subject Brief for first assessment 2027, and I want to walk you through it the way I would if we were sitting together at a table. No jargon. No panic. Just clarity.
The official brief says the goal of DP Psychology is “not to create psychologists, but to promote psychological literacy.” You are not expected to become a professional psychologist by the end of this course. You are expected to become psychologically literate — to think critically about behaviour, evaluate evidence, and apply psychological ideas to real situations.
That is a relief, isn’t it? You do not need to memorise every study ever conducted. You need to understand how psychology works and how to use it wisely.
The IB describes the Diploma Programme as a rigorous pre-university course for students aged 16 to 19. It is broad and demanding, but it is also designed to help you become knowledgeable, inquiring, caring, and compassionate.
Psychology sits within the Individuals and Societies group. It carries the same weight and expectations as any other IB subject. You will develop intercultural understanding, open-mindedness, and the ability to respect and evaluate a range of points of view.
The official aims of the psychology course are for students to:
- Develop knowledge and understanding of psychological concepts, content, and contexts, including models and theories
- Think critically and creatively about behaviour and cognitive processes
- Engage with problems facing individuals, groups, and societies using psychological understanding and skills
The brief states that students will “develop the ability to engage in critical thinking, assess evidence and acknowledge the evolving nature of knowledge.” They will “acquire the ability to seek new information and generate understanding by employing research methodologies.”
Notice the emphasis on thinking, not just remembering. The new syllabus rewards students who can question, analyse, and apply — not just recite.
Part 2: The Big Picture — Concepts, Content, and Contexts
The new syllabus is built around a simple but powerful model. Imagine a central hub with three pillars feeding into it.
The IB explains that concepts, content, and contexts should be integrated when investigating human behavior. In plain English, this means you don’t learn facts in isolation. You learn to view behavior through different lenses, using real-world settings and drawing on psychological knowledge.
The official brief is clear: “Content provides the psychological terminology and theories needed to understand how the biological, cognitive, and sociocultural approaches assist in understanding behavior in different contexts while using a variety of research methodologies. Concepts provide a framework through which specific content is considered, and contexts provide the real-world setting in which concepts and content are applied.”
This is why your teacher may ask you to think about bias in a health context, or measurement in a learning context. The syllabus wants you to connect the dots, not just collect them.
Bias. Causality. Change. Measurement. Perspective. Responsibility.
These six words will appear again and again in your exams. They are not separate topics to memorize. They are lenses. If you understand them deeply, you can apply them to any study, context, or question the IB throws at you.
Part 3: SL vs HL — What Is the Difference?
Both Standard Level and Higher Level students study the same four contexts using psychological content and concepts. The difference is depth and workload.
The IB recommends 150 teaching hours for SL and 240 teaching hours for HL. That gap is significant, and it shows in the assessment.
| Syllabus Component | Teaching Hours (SL / HL) |
|---|---|
| Concepts, content, and contexts | 100 / 100 |
| Class practicals (minimum 4) | 30 / 30 |
| HL extensions (culture, motivation, technology) | — / 45 |
| HL data analysis and interpretation | — / 45 |
| Internal assessment | 20 / 20 |
| Total | 150 / 240 |
For SL students, the external assessment is 70% of the final grade, and the internal assessment is 30%.
For HL students, the external assessment is 80%, and the internal assessment is 20%. HL students also study four extensions: the role of culture, motivation, and technology in shaping human behavior, plus data analysis and interpretation.
You are not just doing more of the same. You are doing different things. You will analyze data. You will interpret graphs. You will discuss how culture, motivation, and technology influence behavior. This is challenging, but it is also exciting if you enjoy thinking deeply.
Part 4: The Internal Assessment — A Proposal, Not an Experiment
This change surprises most students. Please read this section carefully.
If you are buying study guides, IA templates, or online resources dated 2024, 2025, or 2026, stop. They are built for the old syllabus.
The old Internal Assessment required students to run an experiment and collect real data. The new Internal Assessment requires a research proposal. You design a study but never collect data.
Using an old IA template will put you at serious risk of failing this component. The skills being tested are completely different. Always check that any resource you use is explicitly labeled “First Assessment 2027.”
In the new syllabus, both SL and HL students create a research proposal.
The official brief states that the internal assessment requires you to “create a research proposal to investigate a topic with a population of interest.” You will develop this proposal using one of the four research methods used in your class practicals. It is worth 24 marks, and you have 20 hours allocated to it.
| Internal Assessment Feature | Detail |
|---|---|
| Type | Research proposal |
| Word count | Approximately 2,200 words |
| Marks | 24 |
| Hours allocated | 20 |
| Assessment | Internally assessed by teacher, externally moderated by IB |
| Method | One of the four research methods used in class practicals |
You do not collect real data. You design a study. You explain your methodology. You anticipate ethical issues. You describe how you would analyze the data if you had it.
For some students, this is easier because you do not have to chase participants or worry about things going wrong during data collection. For others, it feels strange because you are writing about a study you will never actually run.
Either way, the skill being tested is your ability to think like a researcher, not your ability to run a perfect experiment.
Part 5: Class Practicals — The New Foundation for Paper 2
The new syllabus requires a minimum of four class practicals, and they are not just fun activities. They are directly connected to your exam.
Paper 2, Section A asks four compulsory questions that focus on your class practicals. You will be asked to describe what you did, explain concepts like bias in relation to your practical, compare your method with another, and design a new study on the same topic.
This means you cannot treat the practicals as a break from real learning. They are real learning. If you engage with them properly, you will walk into Paper 2 with confidence. If you switch off during them, you will lose easy marks.
The IB expects a minimum of four practicals — one for each context. They feed directly into your exam. Treat them with the same seriousness as any other part of the course.
Part 6: Paper 1 — Concepts, Content, and Contexts
Paper 1 is worth 35% of the final grade for SL students and 25% for HL students. It lasts 1.5 hours and is marked out of 35.
The paper has three sections.
| Section | What It Asks & Marks |
|---|---|
| Section A | Two compulsory short-answer questions from two of the three content areas (8 marks) |
| Section B | Two compulsory short-answer questions applying content to an unseen situation, each from one of four contexts (12 marks) |
| Section C | Two concept-based extended response questions, each from a different context (choose one) (15 marks) |
Section C uses command terms like “evaluate” and “discuss.” These are higher-order skills. You are not just describing. You weigh evidence, consider perspectives, and form a judgment.
Practice these command terms until they feel natural. They tell you exactly what the examiner wants.
Part 7: Paper 2 — Research Methodology
Paper 2 is worth 35% of the final grade for SL students and 25% for HL students. It lasts 1.5 hours and is marked out of 35.
| Section | What It Asks & Marks |
|---|---|
| Section A | Four compulsory questions focused on the class practicals (20 marks) |
| Section B | Evaluation of an unseen research study with regard to two or more concepts (15 marks) |
This is where the concepts become your best friends. If you understand bias, causality, and measurement, you can discuss any study the IB puts in front of you. The content changes, but the concepts stay the same.
You know it will focus on your class practicals. You know the kinds of questions. You can prepare for this. Do not leave it to chance.
Part 8: Paper 3 — HL Only
If you are an HL student, you also sit Paper 3. It is worth 30% of your final grade, lasts 1.75 hours, and is marked out of 30.
You will be given four to six sources with research from one of the HL extension topics. The questions focus on interpreting graphs, analyzing data, considering research limitations, and synthesizing sources.
This paper rewards students who can read data critically and think about research design. It is not about memorizing studies. It is about understanding how research works and where it can go wrong.
If you can read a graph, question a sample size, and spot a confounding variable, you are already ahead.
Part 9: The HL Extensions — New Content
HL students study four extensions that SL students do not.
| Extension | What It Covers |
|---|---|
| The role of culture | How culture shapes human behaviour |
| Motivation | How motivation shapes human behaviour |
| Technology | How technology shapes human behaviour |
| Data analysis and interpretation | Quantitative and qualitative data skills |
These extensions are assessed in Paper 3. They are designed to deepen your understanding of how forces beyond the individual shape behavior.
They are not extra content to memorize. They are opportunities to think more broadly about psychology. The technology extension, for example, is incredibly relevant to your daily life. Use that.
Part 10: The Assessment Objectives — What the IB Is Actually Marking
The IB assesses you against three objectives.
| Objective | What It Means |
|---|---|
| AO1: Knowledge and understanding | A range of psychological concepts, contexts, theories, models, and examples; biological, cognitive, and sociocultural approaches; research methodology |
| AO2: Application and analysis | Explain and formulate arguments using relevant concepts and research; apply and analyse theories and models; apply knowledge in a variety of contexts; HL: interpret data to draw conclusions |
| AO3: Synthesis and evaluation | Evaluate theories and research; draw conclusions from different types of evidence; justify a position and critique claims; discuss how concepts interact; design a study; HL: draw conclusions about culture, motivation, and technology |
Every question you answer is testing one or more of these objectives. If you know what AO1, AO2, and AO3 mean, you know what the examiner is looking for. Ask yourself: “Is this question asking me to know, to apply, or to evaluate?”
Part 11: Sample Question Bank — What the New Exams Actually Look Like
The official brief provides sample questions. These are gold. They show you exactly what to expect. Use them as practice. Time yourself. Compare your answers to the mark scheme.
Paper 1: Concepts, Contexts, and Content
Section A:
2. Explain anchoring bias with reference to one example of human behavior. (4 marks)
Section B:
4. Explain how social learning theory could be used to achieve this goal. (6 marks)
Section C:
6. One claim in health and well-being psychology is that one perspective is not enough to explain mental health. Discuss this claim with reference to one biological explanation of one or more disorders.
Paper 2: Research Methodology
Section A:
1b. Explain the concept of bias in relation to your interview or focus group class practical. (4 marks)
1c. Compare and contrast the use of an interview or focus group used in your class practical with an experiment. (6 marks)
1d. Design an observation to investigate the same topic as you investigated in your class practical. (6 marks)
Section B:
Paper 3 (HL Only): Source-Based Questions
2. Analyze the findings from Source 2 and state a conclusion linked to the claim that using technology in education may negatively affect students’ mental health. (6 marks)
3. Discuss how the researcher could improve the credibility of the findings in source 3. (6 marks)
4. To what extent can we conclude that using technology in education may negatively affect students’ mental health? (15 marks)
Do not just read them. Answer them. These are the closest thing you have to the real exam.
Part 12: Assessment at a Glance — SL and HL Side by Side
| Assessment Component | SL Weighting / HL Weighting |
|---|---|
| External assessment | 70% (3 hours) / 80% (4.75 hours) |
| Paper 1 | 35% (1.5 hours, 35 marks) / 25% (1.5 hours, 35 marks) |
| Paper 2 | 35% (1.5 hours, 35 marks) / 25% (1.5 hours, 35 marks) |
| Paper 3 | — / 30% (1.75 hours, 30 marks) |
| Internal assessment | 30% (20 hours) / 20% (20 hours) |
| Research proposal | 24 marks / 24 marks |
At SL, the internal assessment is worth 30% of your final grade. At HL, it is worth 20%. This means SL students need to take the research proposal very seriously. It is not a small assignment. It is a significant part of your final result.
Part 13: How to Prepare — Practical Advice
The new syllabus is more conceptual and more applied than the old one. You are not expected to memorize everything. You are expected to understand the big ideas and use them flexibly.
This means your study habits need to shift.
| Instead of… | Try… |
|---|---|
| Highlighting pages of notes | Practising applying concepts to new scenarios |
| Memorising every detail of every study | Focusing on what the study shows and how it relates to concepts and contexts |
| Reading passively | Asking “How do they know that? What might be biasing this claim? What perspective is missing?” |
| Cramming before exams | Spacing your practice and revisiting concepts regularly |
| Working alone | Seeking feedback and support when you need it |
The official brief says students will be required to think critically about data analysis and interpretation in psychological research and everyday claims, for example, on social media. That is a powerful skill, not just for the exam but for life.
The new syllabus rewards students who can question, analyze, and apply. If you build those skills, you will do well — not just in psychology, but in everything.
Part 14: A Final Word of Encouragement
The new IB Psychology syllabus is demanding, but thoughtfully designed. It wants you to become psychologically literate, not just exam-ready. It wants you to understand behavior in real-world contexts, not just in textbooks.
If you feel overwhelmed, remember you don’t have to figure this out alone. One-on-one support can make a huge difference, especially when the syllabus is new and resources are still catching up.
You are not just learning psychology. You are learning how to think. And that skill will stay with you long after the exams are over.
Because the 2027 syllabus is completely new, standard textbooks and online past papers don’t align with what examiners are looking for. Book a free 15-minute Syllabus Alignment Session. Together, we will review your current level (SL or HL), look at the 6 core concepts, and build a strategy for your specific class practicals so you start the year ahead of the curve.
IB Psychology Academy – Let us help you turn the new 2027 syllabus into your strongest subject.