IB vs. A-Level: the key differences
Within UK Post-16 Education, both domestic and overseas, there are two main pathways. The first, and most conventional within a UK context, is the A-Level (Advanced Level) qualification. Growing in popularity, however, especially in International Schools, is the IB (International Baccalaureate). Both strands have much to recommend them, but they are fundamentally different on a number of levels, particularly with regard to learning intention and assessment structure. Here we explain, in detail, the difference between these two pathways.
A-Levels:
A-Levels typically involve studying three to four subjects in-depth over two years, although students may take fewer or more subjects based on their preferences and school requirements. As with GCSE, A-Levels are assessed through a number of different exam boards, the most important of which are AQA, Edexcel and OCR.
There is a wide variety of subjects available for study, spanning sciences, humanities, languages, and the arts. Some of the most popular subjects are Mathematics, Biology, Chemistry, Physics, History, Economics and English Literature. There are also opportunities for specialisation within these subjects, although this is dependent on the exam board and teaching provision at the school. Some schools may offer Ancient History, History of Art, Sociology or Psychology alongside more common subjects. You can also take A-Levels in languages both ancient and modern, although the available language A-Levels will, again, depend on the school’s own ability to provide teachers for that subject.
Assessment for A-Levels primarily occurs through final examinations at the end of the two-year course. The exams are subject-specific and evaluate knowledge and understanding of the course content. Some subjects, such as History, might include coursework or practical components that contribute to the final grade.
Grades are awarded on an A*-E scale, with A* being the highest grade achievable. Each subject has its grading scale based on exam performance, as well as the assessment of any coursework or practical work that may be involved.
International Baccalaureate (IB):
IB is a comprehensive program consisting of six subjects taken over two years. It includes three core components: Theory of Knowledge (TOK), Extended Essay (EE), and Creativity, Activity, Service (CAS). In addition, students study six subjects, including one from each of the following groups: Studies in Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, and the Arts. A full list of the subject areas within these groups can be found here.
Typically, each student will study three subjects at Higher Level and three at Standard Level. There is little difference in the substantive content assessed at both levels, but Higher Level exams demand more in terms of procedural knowledge and conceptual understanding.
Thus, a Higher Level history paper might ask the following question:
To what extent did the Treaty of Versailles contribute to the rise of Nazi Germany?
On the other hand, a Standard Level history paper might ask this question:
Describe the impact of the Treaty of Versailles on post-World War I Europe.
Here it can be seen that the content is broadly equivalent, but that the Higher Level paper requires more in-depth understanding which situates the Treaty of Versailles within the context of Nazi Germany as a historical phenomenon, whereas the Standard Level merely assesses knowledge of the events concerned.
Assessment for the IB involves a mix of internal and external examinations, oral assessments, coursework, and the completion of the core components (TOK, EE, CAS). The final grade is a combination of performance in each subject and the core components.
IB uses a 1-7 grading scale, with 7 being the highest achievable grade. Students receive a grade for each of their six subjects, as well as a maximum of three points for the combined core components (TOK, EE, CAS). The maximum total score is 45 points.
Chapkin Edwards’ Insights:
A-Levels focus on specialised study in fewer subjects. Here the focus is on depth rather than breadth in exploring your subject areas. IB, on the other hand, offers a more holistic education, encompassing a broader range of subjects and mandatory core components that encourage critical thinking, research, and a well-rounded education. For more guidance on what pathway is best for you, Chapkin Edwards can provide extensive support throughout the process of choosing your post-16 pathway. Get in contact here.