Choosing between A-levels and the IB Diploma Programme is often a difficult decision, and most parents and students I speak with are not fully informed about the practical advantages and disadvantages of each. This is largely because most teachers specialise in a single curriculum — and often within a single subject of that curriculum.
I am in the relatively rare position of having worked closely with many students across both programmes, from start to finish. While my own teaching is in maths and the sciences, I tend to be involved with each student's full study plan — their strategy, their essays, and the rhythm of their work — across all subjects.
That gives me a reasonably clear view of the trade-offs involved. The advantages and disadvantages listed below reflect my own perspective; what I consider an advantage may not be one in another family's eyes.
If you are short on time, feel free to skip straight to the conclusion.
A levels
Advantages
- A significantly lighter workload. As few as three A-levels is enough for entry to a good university. For maths and sciences, A-levels involve no coursework, which puts the overall workload at roughly 60% of the IB Diploma Programme.
- A more straightforward route into UK universities. UK universities do not always fully account for the heavier workload of the IB. Broadly speaking, A-levels remain the more direct path into UK higher education.
- Greater depth in each subject. Think of an A-level as an IB Higher Level course plus roughly 20%. The course content overlaps substantially, but A-levels do go a little deeper.
- Room to balance study with a wider life. This will of course vary between students. In my experience, however, most A-level students are able to maintain a healthy and balanced life alongside their studies and still achieve the grades they hope for.
Disadvantages
- Exams are becoming more demanding year on year. I cannot speak with the same confidence about humanities and arts, but A-level maths and science papers now include more genuinely unfamiliar questions each year. These tend not to appear in standard textbooks and require a stronger general problem-solving ability. As a result, natural aptitude — not just hard work — plays a meaningful role in securing top grades at A-level.
- Limited opportunity to develop essay-writing in science and maths pathways. A student studying only maths and sciences will write no essays during their A-level course. They will still produce longer written answers in exams, but this is not comparable to the planning, structuring, drafting and redrafting involved in a proper essay. Essay-writing is a valuable skill to develop early, and it is a shame that the A-level structure does not always allow for it.
- You must specialise earlier. Five AS-levels is possible if your school permits it, but I would not recommend continuing all five to A2 — grades typically suffer. Four A-levels is feasible for a strong student, particularly when two complement each other (Maths and Further Maths, for example).
IB Diploma Programme
Advantages
- You graduate as a more rounded student. Because of how the IB is structured, there is no way to avoid written work by choosing numerical subjects — or to avoid numerical work by choosing the opposite. The IB requires a degree of competence across the board. This suits all-rounders; students with significant weaknesses in particular areas may find aspects of the IB genuinely uncomfortable, though whether that is positive or negative is for the student to decide.
- Develops essay-writing skills. Every subject requires an Internal Assessment — typically a 6–12 page essay or report. On top of this, students complete the Theory of Knowledge essay (3 pages), the Extended Essay (8–18 pages), and various reflective written tasks throughout. Writing is unavoidable in the IB.
- Exam style is slightly more accessible than A-level. IB exams tend to be a little more textbook-led than A-level papers, which can make them more attainable with consistent hard work. This is not to say they are easy — they cover six subjects, after all. Hard work combined with solid natural ability is generally enough for good IB grades, whereas stronger natural ability tends to be necessary for top grades at A-level.
- Early exposure to a university-level workload. The IB, particularly in its second year, prepares students for the volume and pace of work they will encounter at a top university. The question is whether you want that exposure — and the stress that comes with it — at this stage in your child's life.
Disadvantages
- The IB can be all-consuming. There is no way to soften this: six subjects, six Internal Assessments, a Theory of Knowledge essay, an Extended Essay, CAS, plus university applications — students will be worked extremely hard. It is worth thinking carefully about whether this is the right environment for your child. I have seen many students struggle under the pressure of the IB.
- You are required to write essays whose purpose may not feel clear. The Theory of Knowledge essay is a good example. Students are asked to write, broadly, about the origins and development of knowledge. The brief is intentionally open, which can leave students unsure of what is being asked. The aim is to practise critical writing and argumentation, but the subject matter itself can feel abstract at times.
- Slightly less depth in each subject than A-level. Becoming an all-rounder comes at the cost of subject-specific depth. I would not, however, weigh this too heavily — any Higher Level IB course will leave a student equally well prepared for university as the corresponding A-level.
Conclusion
The fairest way to conclude is to say what I would encourage my own children to do.
My default choice would be A-levels. I would only recommend the IB Diploma Programme under specific circumstances: if my child wanted to keep all academic options open for a further two years; if they were a genuinely gifted all-rounder; or if they had a real and sincere love of academic study and essay-writing.
The principal reason I would lean toward A-levels is that the IB workload can, for some students, become genuinely unhealthy. For others, it is unrelenting in a way that affects more than just academics.
The A-level student may emerge slightly less rounded, but the additional free time creates space for the kinds of enrichment — reading, music, art, and so on — that I would actively encourage.