As students who have consistently demonstrated academic excellence, we, the 2025 International Baccalaureate (IB) Biology examinees, are facing an unprecedented and unfair academic challenge. The recent syllabus overhaul in IB Biology introduced significant new content and assessment formats. Unfortunately, our preparation was severely hindered—not due to a lack of effort or commitment, but due to circumstances beyond our control.

Throughout the Diploma Programme, the class tests and internal assessments we received were heavily modelled on the previous syllabus. Key topics introduced in the new syllabus—such as integration of body systems, diversity, ecological niches, among others—were given minimal attention or skipped entirely by our teachers, who often regarded them as minor or non-examinable. As a result, we entered the final examination unfamiliar with major portions of the content being assessed. 

While many of us sought to supplement our learning using external resources, the syllabus change rendered most available past papers and study materials outdated. Even though many of us practised as much as we could, this year's paper seemed otherworldly in front of these study materials and past papers. Even the IB prescribed specimen paper grossly understated the difficulty of the new syllabus, with the examination questions not accurately reflecting the actual challenge the new syllabus brings. A clear example of the challenge presented by the new syllabus can be demonstrated by comparing and contrasting past papers to examination questions. In the N24 exams, a question on water asked to "Outline properties of water that are important in living organisms." In the M25 updated syllabus question, the options were further narrowed with examinees needing to "Outline cohesive properties of water that are important for living organisms" This further restricted our ability to use our full breadth of knowledge and enhanced the difficulty of the exam. Although this is one example, it vividly illustrates how the IB has greatly increased the difficulty of the new exams.

This left us with a curriculum we were committed to mastering, but had limited tools and guidance to navigate. The exam tested topics that, through no fault of our own, we were not adequately prepared for—despite years of hard work, consistent high performance, and sincere dedication to our studies. Unlike us, previous years' batches always had adequate content outside class and the experience of teachers in class to yield good results. They could utilise past examination papers to inform their revision, and a wealth of resources that were available as the syllabus became more tested. We had none of these at our disposal. Their boundaries last year were 75% for a 7 (TZ2).

The outcome of this examination holds significant and frankly, life-changing implications for many of us, particularly those with conditional university offers in competitive fields like biomedical sciences and medicine.

In light of these exceptional challenges, we respectfully urge the IB to lower the grade boundaries for the 2025 IB Biology examination. This would not only recognise the unfair disadvantage faced by students globally but also uphold the IB’s commitment to educational equity as we face a transitional phase to a much more rigorous examination format.

Please support this call for fairness in assessment by signing this petition.