Hugh Carson, Headmaster of Malvern College which offers both A Levels and the International Baccalaureate, assesses the choice facing students at 16

Because Malvern College offers sixth formers a choice between

• the International Baccalaureate (IB) Diploma and
• the more conventional A and AS level exams, plus a Key Skills Course

I am frequently asked: You clearly rate the IB very highly - why don’t you compel all your sixth formers to do it? My answer reflects two beliefs:

• it is important for individuals to choose their course for themselves and
• what is right for one pupil is not necessarily right for another

Let me explain:

Malvern College has been running the IB alongside A levels for many years now. We believe that the IB and A levels are two equally valid sixth form routes to university but our experience indicates that some individuals benefit more from the one than the other. The IB is the superior option for many. It is up-to-date, offers both coherent breadth and extended opportunities to exhibit excellence, and its international dimension makes it very attractive for those who will find themselves involved in our increasingly shrinking world. On the other hand, there are those who perform better in the sixth form if they undertake a more tailor-made course which studying A and A/S levels, with a Key Skills course, allows.

Before any choice can be made it is important to have a full understanding of the alternatives. Most young people and parents think they have a pretty good idea about what A level courses entail. The changes that are being introduced over the next few years will need explaining but they are evolutionary rather than radical. In general the requirements for an IB Diploma course are less well known so details have to be explained before decisions are made.

In order to gain the Diploma a candidate has to study three subjects at the Higher Level and three at Standard Level. (Highers are intellectually as demanding as A levels; Standard levels of achievement are roughly equivalent to AS level.) The six subjects studied for the diploma, either at Higher or Standard Level, have to include:

• the candidate’s own language
• another modern language
• mathematics
• a science
• one of the humanities, and
• one more subject chosen from the whole range of normal sixth form courses.

In addition to these six subjects IB candidates must:

• write a 4000 word report on a piece of personal research into a subject of their own choosing
• follow a philosophy course which teaches them to think and analyse across the traditional subject boundaries, and
• spend at least half a day a week on some creative, aesthetic, or community service activity

From all of this it can rightly be deduced that, in an overall sense, the IB course is more prescriptive than A levels. Its rigour and breadth require approximately 15% more study time than A levels. Despite this, the IB is not simply for the academic elite. Those who achieve a flat grade profile in their GCSEs, whether they be mostly C grades, B grades or A grades will perform better, in relation to those grades, in the IB than at A level. On the other hand those whose profile is more bumpy, perhaps displaying outstanding ability in narrow fields at GCSE, will probably benefit from studying fewer subjects in the sixth form.

An A level course has two great attractions:

• For those who are able to cope with breadth it enables them to put together a combination of subjects which is original and broad. Sixth formers may select combinations of A and AS level subjects which they particularly enjoy - transcending, if they wish, the two culture -arts/science- divide so scorned by CP Snow. They can elect to study A level subjects with their future career, or sheer enjoyment, in mind. Such pupils will probably acquire a less structured breadth than that of their IB contemporaries, but they will benefit from being able to study those subjects which particularly enthuse them. Peter, currently studying A level English, French and politics, and AS level Spanish, comments: “I worked really hard for my A grade in GCSE maths, knowing that I could then concentrate on English literature and modern languages which I passionately enjoy.”
• For those with areas of weakness it enables them to play to their strengths. If an individual’s strengths lie in particular areas - such as the sciences, modern languages, or the social sciences - these can be emphasised and ‘blind spots’ can be avoided

Naomi, one of our candidates last year, comments: “I chose the IB because it makes you a full person, not just a student.” Her view reflects other aspects of the course which the IB encourages. Familiarity with different cultures, scientific and mathematics training, knowledge of a foreign language, experience of working in groups, awareness of the world outside academic institutions, an understanding of new technology, creativity and drive .... these are all rooted in the IB culture. Small wonder therefore that universities throughout the world particularly welcome IB students. In the UK offers are generally very generous.

Some believe that, from an educational viewpoint, it is wrong to allow weaknesses to go un-addressed in the sixth form. It is also argued that genuine breadth, such as that offered by the IB or a careful selection of A and AS levels, should be rewarded with UCAS points. Hopefully a scheme will soon be devised which will rectify this.

It is also odd that the compilers of the so-called league tables fail to reward genuine breadth. Again, it should not be too difficult to devise tables which correct this omission. However, regardless of UCAS points or league tables, Malvern College will continue to offer sixth formers a choice between the IB and A levels. Through it each young person will be able to find the course which best suits their individual needs as they prepare for the challenges of the twenty-first century.

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