IB Vs. British curriculum

IB v A level has been an argument for a long time. I do not believe that one is better than the other as a generalisation, I DO BELIEVE that one might suit a particular and individual student more than another. Both are globally recognised by universities and employers so IMHO it comes down to what is right for the individual student in question. The IB offers a breadth of curriculum that allows students to keep their pathway at university or career goals wide open, to maximise their learning in multiple subject areas by picking one subject from each area (1 maths, 2 english, 3 a further language, 4 humanities, 5 science and 6 arts). The IB core elements of TOK, EE and CAS extend the students outside of the classroom and give them an opportunity, whilst managed by the school as it is a requirement of the IB, to get involved in worthwhile activities that allow development of skills outside of the curriculum. This can only be a good thing.The IB works for students who are all rounders, hard working and still interested in many areas of study and is a very demanding and rigourous course. However it has its limitations; as the student is forced to pick a subject from groups 1-6 with the only allowance being that you can drop an arts subject and substitute it with an extra science or humanities this means that students who want to specialise early on in sixth form cannot do so. Finally the IB is an umbrella qualification: 'if you fail one part you fail the diploma'. This effectively means that students who excel in a number of subject areas but fail another could be at risk of failing the Diploma and this is a huge risk....as I said it is a rigourous course over 2 years and requires the student to be focused and very determined throughout. Having said all of that the universities know this too and undestand the strength of the programme and how hard it is, which is why UCAS allocates so many points on the UCAS tariff to the IB. A Levels on the other hand offer an opportunity to specialise in 3 to 4 (and rarely but occassionally 5) subjects in sixth form without any core element requirement. This means that if a student hates languages, sciences, Maths or English they do not need to do it. A Levels allow students to select individual subjects even if they are all similar. For example Art, Design Technology and Media, or Chemistry, Physics, Biology and Maths. If a student wishes to do this the A Level programme will allow this as each A Level is a stand alone subject. If a student passes two, three or four of their A Levels in each individual subject, even if they failed another one, they will still have obtained A Level qualifications in the subjects passed. In addition sixth form students studying A Levels can complete year 12 and take their AS Exams as a qualification in their own right, therefore being given the option to leave school with qualifications, which as a two year final exam programme the IB does not offer. The disadvantage of this is that the student, at a very young age, could be narrowing their future choices as taking subjects in the same or similar curriculum area will limit their university choices and career paths. However, one element of the A Level that universities and employers like is that A Level students are NOT required to do any extracurricular activities but can if they wish get involved in activities outside of school such as D of E, work experience and many other things. which the majority do. The advantage of the A Level programme is that students are not assessed on this extra curricular involvement (as they are for the IB Core) as it is not part of their overall grade and is not compulsory but elective. Therefore when students do choose to do this, universities and employers respect that they have taken the initiative and been involved in something that they were not forced to do by the school or by parents. A Levels offer students a freedom of choice that the IB does not, A level students are not forced to commit to a curriculum that they have no interest in but are encouraged to play to their strenghts. Again A Levels are not an easy option and require a different type of learner to the IB, but each A Level requires commitment, focus and motivation if that top grade is to be achieved. Sorry for such a long post but felt I had to do it as been in the same boat. I hope this has helped any parents out their who are in the difficult process of choosing which curriculum is better. I honestly do believe that one is not better than the other, IMHO it really is about what best fits the student / individual in question. FINAL WORD. Both the IB and A Levels are acknowledged and accepted by Universities globally and by Employers globally as outstanding school leaver (sixth form) qualifications! WOW - thank you for this! Great feedback on both curriculum!!

IB v A level has been an argument for a long time. I do not believe that one is better than the other as a generalisation, I DO BELIEVE that one might suit a particular and individual student more than another. Both are globally recognised by universities and employers so IMHO it comes down to what is right for the individual student in question. The IB offers a breadth of curriculum that allows students to keep their pathway at university or career goals wide open, to maximise their learning in multiple subject areas by picking one subject from each area (1 maths, 2 english, 3 a further language, 4 humanities, 5 science and 6 arts). The IB core elements of TOK, EE and CAS extend the students outside of the classroom and give them an opportunity, whilst managed by the school as it is a requirement of the IB, to get involved in worthwhile activities that allow development of skills outside of the curriculum. This can only be a good thing.The IB works for students who are all rounders, hard working and still interested in many areas of study and is a very demanding and rigourous course. However it has its limitations; as the student is forced to pick a subject from groups 1-6 with the only allowance being that you can drop an arts subject and substitute it with an extra science or humanities this means that students who want to specialise early on in sixth form cannot do so. Finally the IB is an umbrella qualification: 'if you fail one part you fail the diploma'. This effectively means that students who excel in a number of subject areas but fail another could be at risk of failing the Diploma and this is a huge risk....as I said it is a rigourous course over 2 years and requires the student to be focused and very determined throughout. Having said all of that the universities know this too and undestand the strength of the programme and how hard it is, which is why UCAS allocates so many points on the UCAS tariff to the IB. A Levels on the other hand offer an opportunity to specialise in 3 to 4 (and rarely but occassionally 5) subjects in sixth form without any core element requirement. This means that if a student hates languages, sciences, Maths or English they do not need to do it. A Levels allow students to select individual subjects even if they are all similar. For example Art, Design Technology and Media, or Chemistry, Physics, Biology and Maths. If a student wishes to do this the A Level programme will allow this as each A Level is a stand alone subject. If a student passes two, three or four of their A Levels in each individual subject, even if they failed another one, they will still have obtained A Level qualifications in the subjects passed. In addition sixth form students studying A Levels can complete year 12 and take their AS Exams as a qualification in their own right, therefore being given the option to leave school with qualifications, which as a two year final exam programme the IB does not offer. The disadvantage of this is that the student, at a very young age, could be narrowing their future choices as taking subjects in the same or similar curriculum area will limit their university choices and career paths. However, one element of the A Level that universities and employers like is that A Level students are NOT required to do any extracurricular activities but can if they wish get involved in activities outside of school such as D of E, work experience and many other things. which the majority do. The advantage of the A Level programme is that students are not assessed on this extra curricular involvement (as they are for the IB Core) as it is not part of their overall grade and is not compulsory but elective. Therefore when students do choose to do this, universities and employers respect that they have taken the initiative and been involved in something that they were not forced to do by the school or by parents. A Levels offer students a freedom of choice that the IB does not, A level students are not forced to commit to a curriculum that they have no interest in but are encouraged to play to their strenghts. Again A Levels are not an easy option and require a different type of learner to the IB, but each A Level requires commitment, focus and motivation if that top grade is to be achieved. Sorry for such a long post but felt I had to do it as been in the same boat. I hope this has helped any parents out their who are in the difficult process of choosing which curriculum is better. I honestly do believe that one is not better than the other, IMHO it really is about what best fits the student / individual in question. FINAL WORD. Both the IB and A Levels are acknowledged and accepted by Universities globally and by Employers globally as outstanding school leaver (sixth form) qualifications!

One of the schools they authorised to be a World School was, at the same time, being investigated for teaching their kids that Jews descend from apes - go on, google it and you'll see what I say is true. And this is a World school that embodies IB principles? I see the problem...they should update their teaching methods since we all evolved from apes and not just Jews. Oh pickle juice- I LIKE!

One of the schools they authorised to be a World School was, at the same time, being investigated for teaching their kids that Jews descend from apes - go on, google it and you'll see what I say is true. And this is a World school that embodies IB principles? I see the problem...they should update their teaching methods since we all evolved from apes and not just Jews.

The major problem with the IB is that it preens itself to be something special, something other than a huge money-making machine. It isn't special - the fact that TOK and CAS are compulsory MAKE having the IB Diploma worthwhile but there's nothing to stop A level students doing community work, for example. Also doing community work because you want to rather than because you have to, IMHO, is more honest. Let's look at some examples in the IB and see what happens when we peer beneath the gloss. Let's take World Schools. The IB site boasts about how long it takes to be a World school. They say 2-3 years. This is just a lie. In fact that's the average. Schools have been inspected after just 4 months. Now let’s look at the ethics and honesty of IB. Their key ideas include 'respecting others'. One of the schools they authorised to be a World School was, at the same time, being investigated for teaching their kids that Jews descend from apes - go on, google it and you'll see what I say is true. And this is a World school that embodies IB principles? Now this stuff about 'no grade inflation'. Pupils have more resources than 10 years ago. Better teachers. More practice. And yet grades haven't risen. How can that be - are the exams getting harder? (Which would be a good thing.) Compare past papers. No, they stay the same level. Therefore the only conclusion is that NEW World Schools have a high fail rate, as their teachers simply are not up to it. Why is IB accepting such schools? Money, money, money. But wait! Don't IB teachers go and get trained? Yes they go on 1-2 day courses at about £600 a time and they then get a certificate saying they have been on such a course! So what about this whole idea of transferability? You do IB in Newcastle and then can change schools and simply pick up where you left off at a school in Devon. Er, no. This assumes exactly the same options are available - which usually they are not. The IB is very expensive - which immediately creates a 'haves' and 'have-nots'. Its heavy emphasis on coursework (IA and external Assessment means it is wide open for (rich) pupils to buy the services of others to do the work. It pretends there is no cheating possible. Look at all the holiday courses run by IB Examiners where they 'help' you with your Internal assessments. IB has many good points - but it is not what it seems. It is dishonest, divisive and ultimately a charade. interesting points but for example, the issue of transferability applies equally to A Levels... Had never heard of World schools - will have to google lol And i can't find anything about the teaching Jews are descended from apes except on the terrifying website - http://truthaboutib.com/breakingnewsopinions.html where according to google, it is quoted but i couldn't find it and tbh i couldn't get off the site fast enough lol

The major problem with the IB is that it preens itself to be something special, something other than a huge money-making machine. It isn't special - the fact that TOK and CAS are compulsory MAKE having the IB Diploma worthwhile but there's nothing to stop A level students doing community work, for example. Also doing community work because you want to rather than because you have to, IMHO, is more honest. Let's look at some examples in the IB and see what happens when we peer beneath the gloss. Let's take World Schools. The IB site boasts about how long it takes to be a World school. They say 2-3 years. This is just a lie. In fact that's the average. Schools have been inspected after just 4 months. Now let’s look at the ethics and honesty of IB. Their key ideas include 'respecting others'. One of the schools they authorised to be a World School was, at the same time, being investigated for teaching their kids that Jews descend from apes - go on, google it and you'll see what I say is true. And this is a World school that embodies IB principles? Now this stuff about 'no grade inflation'. Pupils have more resources than 10 years ago. Better teachers. More practice. And yet grades haven't risen. How can that be - are the exams getting harder? (Which would be a good thing.) Compare past papers. No, they stay the same level. Therefore the only conclusion is that NEW World Schools have a high fail rate, as their teachers simply are not up to it. Why is IB accepting such schools? Money, money, money. But wait! Don't IB teachers go and get trained? Yes they go on 1-2 day courses at about £600 a time and they then get a certificate saying they have been on such a course! So what about this whole idea of transferability? You do IB in Newcastle and then can change schools and simply pick up where you left off at a school in Devon. Er, no. This assumes exactly the same options are available - which usually they are not. The IB is very expensive - which immediately creates a 'haves' and 'have-nots'. Its heavy emphasis on coursework (IA and external Assessment means it is wide open for (rich) pupils to buy the services of others to do the work. It pretends there is no cheating possible. Look at all the holiday courses run by IB Examiners where they 'help' you with your Internal assessments. IB has many good points - but it is not what it seems. It is dishonest, divisive and ultimately a charade.

I’m my opinion taking A levels over IB is a no brainer, A levels you take 3 of your favourite subjects the IB you take 6 (I think) odds on [b'>you won’t be good at all of them [/b'>so your final grade will be lower. Why give a child more work and stress when every educational system in the world recognises A levels? They are studied at different levels - for example, one of the languages is at beginner level... from our school website - referring to Diploma (not certificate/courses) - Curriculum Overview All students take six subjects across the disciplines in a manner that assures both breadth and depth of study. Usually, students take a literature course in their mother tongue, another modern or classical language, which can be taken at a beginners’ level (ab initio in IB terms) or at post-GCSE level, a science and a mathematics course, a humanities and an arts course. These are at various levels and a wide choice of subjects is offered. In addition, all students complete a research paper on a topic of their choice (the Extended Essay), take a course in critical thinking (Theory of Knowledge) and complete a programme of creativity, action and service (CAS). The award of the Diploma is a recognition that students have completed all parts of the programme. It marks a high level of achievement. The IB Diploma is a prestigious international pre-university qualification that has been recognised by universities and governments throughout the world. Gaining the top mark of 45 at IBDP has a UCAS tariff equivalence of gaining 6½ grade As at A Level, with 30 points approximately equalling 3 grade As at A Level. Unlike A Levels, however, the IB is a PROGRAMME of study. This means that all of the grades count towards the final, single award of an IB Diploma, for which the pass mark is typically 24 points (there are some exceptions to this). This actually works in favour of students who would have struggled to gain C or D grades at A Level, as the combination of results means that they can still gain the overall Diploma

I’m my opinion taking A levels over IB is a no brainer, A levels you take 3 of your favourite subjects the IB you take 6 (I think) odds on you won’t be good at all of them so your final grade will be lower. Why give a child more work and stress when every educational system in the world recognises A levels?

I copied the whole article but the last part obviously didnt copy. Taken from Oxbridge A-levels and the International Baccalaureate are both eligible qualifications for entry to our undergraduate degrees. We do not weight either of these qualifications as ‘better’ than the other, since both are eligible for entry, and all applications are considered very carefully on their individual merits. In general, however, the IB could be considered a good grounding for multi-disciplinary Arts subjects who involve elements of many different subjects at school. On the other hand, students who wish to specialise in a particular Science at Oxford may find that the concentration of three subjects at A-level provides them more with the focus necessary for an intense subject-specific degree. Please note these comments are intended to be general. The success rates for students applying with the IB and students applying with A-levels are broadly similar, and that the choice of qualification (as long as it is an eligible qualification as specified on our website at www.admissions.ox.ac.uk/enreqs) plays no part in the selection criteria for our courses. We would advise students to select the qualification which they feel best offers the teaching style from which they would most benefit. FOR US UNIS Minimum Academic Qualifications As a general rule, US universities will expect to see a similar type of qualification and results as British universities of a similar level of prestige and competitiveness. As a minimum requirement for four-year Bachelor's degrees, you should have completed at least five GCSEs at grade C or above (or five Scottish Standard Grades), including English and Math, plus be completing or have completed a post age 16 qualification. The most competitive universities will expect to see three A-Levels or their equivalent. This could include a minimum of three Scottish Highers, A-Levels alongside the Welsh Baccalaureate, the IB or Pre-U. The slightly less competitive Bachelor's programmes are likely to accept the BTEC. The Edexcel website provides a list of some universities who accept the BTEC. Many more do, and we encourage you to simply email or call the admissions office for more information. Additionally, some institutions, particularly two-year or community colleges, will accept students with other UK qualifications, such as GNVQs, GSVQs, HNCs or HNDs. We also suggest that you not assume that US universities will know about or accept qualifications beyond GCSEs, A-Levels and the IB (which is available in the US). You should therefore email or ring the admissions office to double check they accept your qualifications and ask if you should submit additional information about them. Although US universities do not use the UCAS Tariff, it doesn't hurt to include information about the UCAS Tariff points for your qualification or the description of the qualification provided by UCAS, along with your transcript. This is why I moved back to the UK. I wanted to CHOOSE a school that was best suited to prepare my children for University I looked at both the IB and A levels closely, I chose A levels over IB because I thought the IB was to new at schools in the UK and Dubai and I didn’t want to risk my children’s education.

also, Richard Cairns is the head of Brighton College which as far as i can ascertain, doesn't even offer the IB qualifications lol

To choose between A-levels and International Baccalaureate, is your child a specialist or an all-rounder ? The IB is divided into six groups: language, second language, individuals and societies, mathematics and computer science, experimental sciences and the arts. Three of these groups are taught at a “higher” level, and more teaching hours are allocated to them. In addition, pupils complete an extended essay, follow a Theory of Knowledge course (TOK) and participate in the CAS (Creativity, Action, Service) programme, which encompasses sport, arts and community work. Such a spread of subjects suits all-round pupils who don’t wish to drop from around 10 GCSEs to three or four AS subjects; the emphasis on personal research undoubtedly prepares pupils effectively for the academic and organisational rigours of university life. However, all six subject groups must be completed, meaning that one weaker subject can drag down an entire IB score. Many regard this as the fundamental weakness of the IB. A poor showing in an area of the curriculum that a student is not actually very interested in could cost him or her their university place. And if they want evidence to support it, they need only look at the success rate of IB and A-level students in securing places at their first or second-choice universities. For A-level applicants, there is an 81 per cent success rate, but for IB it is only 69 per cent. Another factor to bear in mind is that the IB is much more time consuming. Some students relish this pressure but others complain that it eats into time they would rather devote to drama, music or sport. Perversely, an exam system designed to create a broader education can, for some students, have the opposite effect. the introduction of the A* at A-level – which is actually harder to achieve than the top mark of seven in the IB. It definitely suits those who know what they want to do and is particularly advantageous for scientists: under the A-level, students can study physics, chemistry and biology, whereas the IB restricts students to two sciences. http://www.telegraph.co.uk/education/secondaryeducation/8881037/How-to-choose-between-A-levels-and-IB.html This wasn't the best article to paste and you haven't mentioned the Diploma or Courses aspect of IB..also the fact that partt 6 (drama etc) isn't compulsory... I would recommend anyone who wants to research the merits of IB or ALevels to be wary of relying on these sort of press articles - and to read all the comments underneath this article... [i'>The key to good journalism is to be well-researched, factually accurate and unbiased. Sadly Mr. Caines has failed on all these counts. Firstly, the article generically classifies the qualification as the 'IB'. The 'IB' is not the qualification, it is the organisation which offers a variety of educational programmes. The qualification that the article refers to is the IB Diploma Programme (IBDP) and is only one of three post 16 programmes that the IB offers. There is also the IB Diploma Programme courses (IBDPC), where students can select up to six diploma programme subjects at either higher or standard level, and if they wish can also enrol in TOK, CAS and the Extended Essay. Then there is the IB Career-related Certificate (IBCC), a more vocational programme, where a student needs to choose only two diploma programme courses. Whilst it is fair to say that the IBDP is academically rigorous, it is factually innacurate to say that ALL the IB's offerings are. Secondly, Mr. Caines states "It definitely suits those who know what they want to do and is particularly advantageous for scientists: under the A-level, students can study physics, chemistry and biology, whereas the IB restricts students to two sciences". Once again, this is untrue and uninformed, IBDP students can select the three sciences of Physics, Chemistry and Biology. It is called a 'non-regular' diploma for those who are considering the possibility. I have taught the IBDP for seven years and coordinated it in both international and state schools for the last four years. The role of educators is to provide guidance and advice to students so that they can make decisions about their futures objectively. As such it saddens me that people reading this article may be swayed by what can at best be described as 'subjective'.[/i'> Try looking at this - http://www.jess.sch.ae/sixform/theibadvantage.aspx

To choose between A-levels and International Baccalaureate, is your child a specialist or an all-rounder ? The IB is divided into six groups: language, second language, individuals and societies, mathematics and computer science, experimental sciences and the arts. Three of these groups are taught at a “higher” level, and more teaching hours are allocated to them. In addition, pupils complete an extended essay, follow a Theory of Knowledge course (TOK) and participate in the CAS (Creativity, Action, Service) programme, which encompasses sport, arts and community work. Such a spread of subjects suits all-round pupils who don’t wish to drop from around 10 GCSEs to three or four AS subjects; the emphasis on personal research undoubtedly prepares pupils effectively for the academic and organisational rigours of university life. However, all six subject groups must be completed, meaning that one weaker subject can drag down an entire IB score. Many regard this as the fundamental weakness of the IB. A poor showing in an area of the curriculum that a student is not actually very interested in could cost him or her their university place. And if they want evidence to support it, they need only look at the success rate of IB and A-level students in securing places at their first or second-choice universities. For A-level applicants, there is an 81 per cent success rate, but for IB it is only 69 per cent. Another factor to bear in mind is that the IB is much more time consuming. Some students relish this pressure but others complain that it eats into time they would rather devote to drama, music or sport. Perversely, an exam system designed to create a broader education can, for some students, have the opposite effect. the introduction of the A* at A-level – which is actually harder to achieve than the top mark of seven in the IB. It definitely suits those who know what they want to do and is particularly advantageous for scientists: under the A-level, students can study physics, chemistry and biology, whereas the IB restricts students to two sciences.

thanks very useful mel

Thanks for sharing that clare1976. I was also interested in a summary of the two curriculums.

Taken from Time Out Kids Jan 2012 issue: The International Baccalaureate What is it? The International Baccalaureate is the curriculum that most parents are talking about when it comes to choosing their child’s school right now. The programme, which runs from FS1 (three years old) right through to sixth form, aims to encourage students to have enquiring minds and a knowledgeable and caring attitude. The Primary Years Program (PYP), for students up to Grade 6, offers an integrated curriculum enabling children to learn through guided exploration and structured inquiry. The emphasis is on the education of the whole child: emotionally, physically and intellectually. Children take an active approach to learning, taking part in team projects that require them to use a number of skills from an early age, including things like public speaking and putting together Power Point presentations. Click here to find out more! ‘These programmes of study offer a well-rounded, rigorous course of study at each level from Elementary School through Secondary School. All three programmes reflect the IB’s commitment to internationalism and to producing open-minded, informed, global citizens for today’s rapidly changing world. In all programmes an emphasis is placed on intercultural awareness, problem solving and applying knowledge gained in the classroom to real life situations.’ Poonam Bhojani, Director of Dubai International Academy Exams taken: Assessments are run continuously throughout the programme. Students complete tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The process is rigorous and standards are recognized as being very high. The Middle Years Program (MYP), for students aged from 11 through 16, builds on from the knowledge, skills and attitudes to learning developed during the PYP. The program consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects. Pros: Offers a fully rounded and carefully monitored, holistic approach to education. It focuses on developing personal skills students will require for life after school, rather than just academic achievement. Cons: It’s not a walk in the park. Standards are high and students must prove they can keep up with the workload. Many find it tough going, especially in the later years. The English National Curriculum What is it? Students are encouraged to explore the world around them, think for themselves, form opinions, relate to others, develop fitness through sports programmes and gain experience in taking responsibility. The English National Curriculum strives for academic excellence, but also aims to encourage students to develop their own personality, take responsibility for their learning and think for themselves. It is divided into a number of year blocks, which are called ‘key stages’, as well as the Early Years Foundation Stage, which covers pre-schoolers. The term ‘British School’ does not necessarily mean the school is following the English National Curriculum. Click here to find out more! ‘It’s a broad, balanced, internationally recognised curriculum that develops intellectual curiosity and equips students with the skills for 21st century learning and to compete in the global market.’ Mark Ford, Principal, Dubai British School Exams taken: At Key Stages 1 and 2 (the primary school years up to Grade 6), there are a number of core, compulsory subjects that all students study, including English, maths, science, design and technology, IT, history, geography, art and design, music and PE. Preparations for GCSE begin in Grade 7 (the first year of high school) and the examinations are taken in Grade 10 and 11. A Levels are taken in sixth form. Pros: Recognized and respected worldwide as a carefully regulated education system and GCSE’s, IGCSE’s and A Levels are accepted on most international university courses. Cons: It’s carefully structured and some parents might consider it too inflexible. Some reports suggest that overall marking standards have fallen in recent years. A Levels might also be considered too restrictive, allowing a maximum of three to four subjects of study only.