IB or A level – Reposted by Peter Sigrist on Facebook

Although MBIS parents are strong supporters of the IB Curriculum, I thought it might be interesting to share the following blog which compares the IB Diploma to British A-Levels. The blog post is quite old and has been reposted by Peter Sigrist on Facebook. The original author has been lost in this process. I think it does address some of the fundamental ideas about why the IB Dip`loma is an advantage for our students. Further research on why the IB Diploma is great preparation for studies at the university level can be found here.

To maintain anonymity, I’ve renamed the school Madeup School.

IB or A Level?

I don’t propose to describe the courses in detail. Most UK parents are familiar with A level (though it’s all about to change again: see below). Please click on IB World School to find out details about the International Baccalaureate.

In a nutshell:

A level is three subjects studied in depth, IB is six. IB also includes a compulsory core programme comprising of Theory of Knowledge, an Extended Essay and an evaluation of a student’s CAS (Creativity, Action and Service). You have to “pass”” this core as well as secure good scores in your six subjects to get a Diploma.
A level courses are discrete, while the IB is holistic.
A level is a pragmatic test of academic ability. IB (while highly academic) is unashamedly idealistic in its philosophy.
A levels are graded by letters, with A* being the top grade, while IB uses a points system (the perfect score is 45 points), where 24 points and above secures an IB Diploma. The Diploma is, effectively, a worldwide qualification.

I’ve taught A level and IB in top academic schools, and done a tour of duty as Head of Another Madeup School, so while I’m shooting from the hip in what I say below, the comments are based on experience as well as observation and research.

What’s wrong with A levels?

The government’s Education White Paper (November 2010) acknowledges A levels to be “educationally inappropriate” in part because of the modules and re-sits. So the government is abolishing (to a very great extent, and maybe entirely) the offending modules and re-sits. This is big news. However, the White Paper says that even after these dramatic changes to A level, the government will decide “whether these and other recent changes are sufficient to address the concerns with A levels.” At GCSE, for example, the government is now going to introduce an English Baccalaureate made up of a specified number of core GCSEs at high grades (the soft options won’t count). Don’t be surprised if something similar happens at A level.
Last year, lots of pupils in Madeup School’sUpper Sixth achieved three or more grade As at A level. When I was at School, three grade As got you a telegram from the Queen (or at least a picture in the local rag). Grade inflation is rampant, year on year. Top universities are now looking back at AS module and GCSE results to distinguish between the masses of straight A candidates. Originally, many universities said they would not countenance the new A* grades, but some changed their tune very quickly when confronted by a sea of straight A grades. A*s, however, are very difficult to achieve if you are bright but not necessarily exceptional in a particular subject. A*s demand still more specialisation at 16+.
Are three traditional, discrete old school subjects really appropriate for our children’s future? I was born into a world where Britain was the world’s second biggest car exporter and rice was in puddings rather than under a curry. Our children’s will be a world in which a President of the USA will probably have Spanish as a first language, where Brazil, India and Russia will be challenging China for economic supremacy and where empathetic, global cooperation will be prerequisites for any nation’s success. It’s not the jetpacks and Bacofoil space suits I was promised.

How come every school isn’t doing IB if it’s so good?

You can’t just start teaching IB: the IB organisation will only make you an IB World School if they think you are up to it. You have to become accredited and that means passing what is effectively an inspection. So, some schools have tried to introduce IB and failed at the first hurdle.
It can be expensive to introduce. You have to retrain teachers and – if you keep teaching A level – you actually need to increase the staff roll. Many schools simply cannot afford to do this.
It’s challenging and schools don’t want to be seen to fail. Unlike A level, there is no grade inflation so you can’t hide behind a wave of rising scores year on year. 40 points was a great IB score in 1970, and it’s a great IB score now. Tony Blair and Ed Balls had a long look at IB and the state sector. Cynics would say that they realised IB would simply increase the state/independent divide as many state schools simply could not deliver IB Diplomas. (Of course some top state schools teach the IB brilliantly).
It’s got the word “International” in it and, by Gad sir, we’re British. I merely remind British readers that, back in the year I was born, “Made in Japan” meant treat product with caution. We in Britain went cheerily on to build and buy Leyland cars. Quite. Now, of course, if something doesn’t have “Made in Japan” on it, we fear it may fail or fall apart. Took us a while to suss that one.

Isn’t IB some new fangled craze?

It’s over forty years old. Close to one million students are studying on the programme in one hundred and thirty nine countries. Some of Britain’s greatest independent Schools are now wholly IB Schools. It’s merely new to Madeup School.

But in IB you have to do Maths and a Language. That’s a huge turn off for many British teenagers.

Indeed so. And that’s one of the reasons why Britain is in free fall in the world education tables. The nations of the earth are not cowering in terror as we plucky Brits prepare to unleash yet another cohort of innumerate, monolingual anachronisms (I am one). The point is, you don’t have to opt for an especially difficult maths or language course. Weaker GCSE mathematicians can and should choose Maths Studies which is the easiest of the three IB Maths options. It is designed to keep your long division ticking along while you are trying to get into a top university to read History or whatever. Students who struggled with a language at GCSE can actually start a new one at IB from scratch (ab initio Spanish for example). Obviously, students wishing to study a language at university will select a more challenging option in this area. Pick your level, says the IB, but don’t give up on these crucial skills when you are only 16 years old. An international future beckons and you need to be ready for a different world.

I’ve heard IB is for super intelligent pupils, while A level is for the rest.

Not true. This kind of comment is a huge insult to top A level pupils chasing the highest grades. And it’s a snobbishly demeaning slight to academically average, hardworking pupils who will do well at IB if they apply themselves. I’ve taught many such pupils. (Interestingly, this kind of comment has led to a rearguard action from some parents in the car park who defend their child’s choice of A level as the informed option for those not blinded by IB.

Shared by Eileen Niedermann

Human systems and economic activities	The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture	The study of people, communities, cultures and societies in the ways in which individuals, groups and societies interact with each other.
Continuity and change through time	The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments	The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment	The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Living things	The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space	The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter	The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy	The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. (IBO, 2009)

IB or A level – Reposted by Peter Sigrist on Facebook

Field Trips

Athletics

Academics

Student Services

Arts

CAMPUS

You Might Also Like

Fostering Responsibility and Inspiring Learning: Commencement of CCA Activities on 4 September 2023

Interview with author Fanny Passeport

MIS EdTech Vision