Which curriculum is right for your child? IB or A-levels

Having taught IBDP, A-level and AP syllabi now, I always question myself which curriculum is more structured and provides a better transition. Parents sometimes look puzzled to decide which curriculum is suitable for their child. They have several questions to compare the programmes regarding university recognition, difficulty level and whether their child can shift from one programme to another.

No doubt both curricula are excellent, where some pupils are overwhelmed by the broad scope and significant commitment level of the IB, while others benefit from A-Levels, which is an in-depth programme. Of course, both programmes offer the same education level and are recognised university entry qualifications. But new teachers and students applying for higher studies should know both programmes' formats.

In the British curriculum, GCSE offers Foundation and a Higher tier, just like IBDP offers standard(S) and Extended (E) courses. However, Foundation or Standard tier courses will always have less content than higher or Extended tier courses, meaning there is less to learn. But, we can't compare IBDP and GCSE courses due to curriculum contents. So, for example, when reviewing assessments in particular science, UK NARIC compared the IB MYP Integrated Sciences with the GCSE Combined Science and the IB MYP Physics course with the GCSE Physics course. Overall, the IB MYP is a mixed baccalaureate-style award where learners take further and inter-disciplinary assessments, and the GCSE is a single-subject qualification.

It means International Baccalaureate (IBDP) is an alternative to A levels, where the A level needs students to take a minimum of three subjects of any combination, including English. However, IBDP is formatted to provide students with a broad range of subjects (a total of six). Students also need a compulsory core programme in IB consisting of (TOK) Theory of Knowledge, an (EE) Extended Essay and an evaluation of a student's CAS (Creativity, Action and Service). To achieve an IB diploma, they must pass this core program on top of good scores in their selected six subjects. The grading systems in both programmes are different, where A levels are graded by letters, with A* being the top grade.

On the other hand, there is a point system in IB assessment, and 45 points are considered a perfect score, whereas 24 points and above guarantee an IB Diploma, effectively a worldwide qualification. Regardless, the program (IBDP or A level)  students select does not impact their admission process. The (UCAS) (University and College Admissions Service) converts IB and A-level scores into UCAS points to compare applicants with different qualifications. 

The strength and suitability of both curriculums are still debatable. As a result, the dilemma of choosing A-levels or the International Baccalaureate has brought many parents and their children to find themselves weighing the IB against A levels.

A teachers’ survey was conducted on the curriculum strength of both curriculums, where many experienced IB and British curriculum teachers shared their experiences and thoughts.

Some teachers think the system is irrelevant. It is how the teacher teaches it. However, one group of teachers believe that academic background plays a significant role, for example, for Waldorf, Montessori, Finnish, or PYP background students, IB is an easy transition.

 A teacher teaching IBDP in the middle east for many years told me that students who take IGCSE and then move on to IBDP are better prepared. On the other hand, some students are not IB students and would be more suited to doing A levels, so it entirely depends on the student. Not all students are suitable for IBDP, added by the same teacher, especially students with low self-management skills who may be unable to manage the learning process and expectations. Students who do not have reading habits may find the course very challenging as it requires a tremendous amount of time to read various materials to cope with the learning.

Personal choice is another criterion where many parents switch to a school that offers a US/AP/IB diploma because they want their children to attend college in the US and want IB/AP credit so they can skip a year in college.

A few teachers shared something interesting IB or A levels are assessment tools rather than a school system. Schools, where teachers work together to plan and deliver a curriculum that challenges and meets the needs of their students are the right schools for their students. The skills assessed through the IB or A-level assessment are good enough to prepare for work at university, but it does not prepare students for life as an apprenticeship does.

An experienced IB teacher commented, "Having worked in both PYP and British schools, I would say, hands down IB, but it has to be taught right by teachers who trust in the process of PYP. I’ve taught alongside teachers who were incredible at encouraging and managing children to be independent, motivated and reflective learners, and I’ve taught alongside teachers who spoon-fed in both curriculums. But on the whole, IB for me wins every time, and I purposely do not apply for British schools anymore because I have a 12-year-old, and I do not want her in chalk and talk schools".

Both IB and A levels are credible qualifications. But, the parent-child-teacher triangle must understand what suits the student better and decide. In A-levels, students can study any subject they like but can't learn as many subjects. They get more flexibility over the time spent on their study. However, if students lack self-motivation, they may end up slacking.

On the other hand, IB students can study more subjects but don't have free choices over subjects. Pupils are easily overwhelmed by the broad scope and significant commitment level of the IB. However, they have more teaching time and fewer study periods, and the study length and heavy workload are much more demanding than A levels.