A levels and alternatives to A level (International Baccalaureate Diploma (IB))

“Examinations make good servants but poor masters” (T.H.Huxley, 1860)

Despite much change and curriculum reform since they were first introduced in the 1950s, A levels continue to be trusted by universities both as a means of selecting capable students and as a foundation of knowledge and skills for starting a degree. They are sometimes known as the “gold standard.” University courses are themselves infinitely more diverse and flexible than they were in the past and A level has evolved into a less prescriptive and more flexible examination. Nevertheless, in the depth and scope of understanding that is required, they remain an “Advanced level” of study. It is much more of an academic examination than, for example, GCSEs. The A level system is also well-understood by employers, highly valued around the world, and the qualifications are thus very “tradeable” whatever and wherever your ambitions lie. In the UK, about 300,000 students a year take, usually three, A levels.

The IB Diploma was first examined in the early 1970s as a school-leaving certificate with full international transferability and for many years now it has fulfilled that objective, including in the UK. It also offers breadth and depth in its syllabus, providing high-achieving generalists in particular with a challenging and rewarding programme of study. It is arguably less suitable for academically weaker students or those who wish to specialise early on a particular academic area. In the UK, about 5000 students a year take the IB Diploma.

In the UK, about 5000 students a year take the IB Diploma.

A level and IB qualifications have evolved over differing periods of time from quite distinct origins and principles, but they are both regarded as meaningful and important indicators of academic achievement for university admission purposes.

 A level

Advanced-level exams replaced the Higher School Certificate in 1951, and with various modifications over the years have remained the main qualification for university-bound school leavers in England, Wales and Northern Ireland. Originally a highly exclusive and rigid assessment mode aimed at the top 20% of the ability range, the evolution of A level from a two-year linear course with an examination at the end to a modular course (in which each subject is divided into several separately-examined parts) took place gradually from the late ’80s onwards. By the year 2000 there were strong educational reasons – not least the inappropriateness of courses which up to 30% of students were failing to complete or pass – to standardise the exam and to offer greater breadth to students through modules.

Two decades later, however, and the UK government felt that A level had become too easy, and brought in a series of changes designed to make it more ‘rigorous’. A key change was to go back to a linear course, all examined at the end. Changing back was complete by the summer of 2019 when the last modular A level exams were sat.

The Extended Project Qualification (EPQ) which began in 2008 has been taken on by an increasing number of colleges to extend their more able A level students.

Ever since their introduction, A levels have been associated with entry to higher education, and this remains their most widely used application. But over time they have also acquired a broader significance as a precursor to employment and as an academic strand in a wider qualifications framework which is designed to recognise the full range of advanced achievement of which young people are capable. This trend was embodied in the Curriculum 2000 reforms which increased the flexibility of and broadened the range of subjects and types of learning within A level. The return to linear A levels reduced some of that flexibility and breadth and saw a return in most subjects to grading based on terminal examinations.

For the past thirty years the publication of A-level results has seen a tedious annual debate about whether the exam has become easier, and whether this is a good thing. Here’s an example from the Guardian newspaper

Three of the UK exam boards offer ‘International A levels’ to schools outside the UK. These are modelled on UK A level, with some differences in content and examination (most notably retaining AS as a contributor to A level marks).

IB

Not to be confused with the national ‘BAC’ exams in France, the International Baccalaureate was created at the International School of Geneva in 1968, with assistance from several other international schools. IB started life as a single programme for internationally mobile students preparing for university. It has now grown into three programmes for students aged 3 to 19, with the Diploma as the final two-year section for university aspirants. Although the first IB schools were predominantly private international schools, today over half of all IB schools are state-funded. This statement from the IB summed up its aims and ethos:

“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”

All three types of course are designed to be taught over two years, and are ‘linear’, culminating in terminal exams.

The IB is a more integrated course than the other qualifications, encompassing breadth and depth of study, but A levels and Pre-U offer more subject flexibility, no compulsory subjects and a greater opportunity for specialisation.

A level

• Designed and usually taken over two years though it can be taken as a one-year A-level course (widely offered by cife colleges) by those with a suitably strong background
• With over 70 subjects available, A level offers a greater range than IB. No subjects are compulsory. Subjects can be combined to play to a student’s strengths, offering either variety or specialisation.
• A levels have now changed back to a linear examinations, in which all components must be taken at once, at the end of the course. Prior to this A levels were a two-part module-based programme in which students took AS examinations counting for 50% of the A-level grade. AS still exists as an intermediate qualification in its own right, but no longer counts toward the full A level.
  
• There’s no upper or lower limit to the number of A levels a student may take, but typically students do three A levels. Subjects can be taken individually rather than as part of an over-arching qualification.
• An optional extended project (EPQ) can also be undertaken, which is a piece of research on a topic of the student’s own choice. It is equivalent to half an A level and gives an opportunity to develop as an independent learner and explore an academic passion.
• A level subjects are assessed by examinations, though there are a significant number include an element of coursework in the final mark. 

IB

• Designed as a two-year course and assessed by examinations at the end of the programme, plus some coursework assessed in school. To be awarded the IB Diploma, students must achieve at least 24 points and meet a range of additional conditions, including minimum performance at Higher Level subjects and in the core. (see later section for IB marks)
• The IB is designed as a broad and over-arching programme. Students are required to take six subject-courses and to cover three ‘core requirements’ which broaden the educational experience and challenge students to apply their knowledge and understanding.
• While IB offers a reasonable range of subjects, choice is restricted because the six subject-courses must include: English (at schools in the UK), a foreign language, a humanities subject (‘Individuals and Societies’), a science, maths, an arts subject or an elective (which can be a second language, humanities or science). It is thus not possible to take an all-science or all-arts programme in the IB.
• While most students take the full IB Diploma, it is possible to study or retake individual IB subjects as certificates, though availability depends on the school. Retakes are allowed in later exam sessions, but students may choose to switch to A Levels for practical or logistical reasons.
• Subject-courses may be taken at ‘Standard’ or ‘Higher’ level, according to a student’s interests and strengths. Students take at least three subjects at Higher Level and the remaining at Standard Level. Some students may take four Higher Level subjects, subject to school approval.
• The ‘core requirements’ of IB comprise:
  • an extended (4,000-word) essay, a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying;
  • the Theory of Knowledge (Epistemology) course, designed to encourage students to reflect on the nature of knowledge and how knowledge is constructed, evaluated and used across different disciplines;
  • a “Creativity, action, service” element which requires that students complete a range of CAS experiences, including a CAS project, demonstrating achievement of the required learning outcomes over the two-year programme.

Both programmes prepare students for university and are widely accepted by universities. Because they are most familiar with A levels, universities tend to express their requirements in terms of UCAS points which give a score for each A-level exam result. Grading systems for IB are significantly different, but each is ‘translated’ into UCAS points.

University offers are usually specified in terms of a total number of UCAS points to be gained and may well also specify minimum results in particular subjects.

A level

• Recognised by all UK universities, and the A-level exam is also an internationally recognised qualification. (For example, if applying to university in Canada or USA a student will almost always receive credit for A-level qualifications).
• Grades translate into UCAS points: an A* is worth 56, an A 48 and so on. Offers from universities can be made either in points or by grade. Depending on the course applied for, a minimum grade may be required in a specific subject.
• Instituted a top A* grade to counter criticism that too many students got A grades. 9.4% of A-level exams (depends a bit on subject) were awarded an A* in 2025, and almost 28% got A*/A grades.

IB

• Recognised by almost all universities both in the UK and internationally. Subjects are scored on points, with a 7 being the highest grade.
• The IB Diploma is awarded to students who gain at least 24 points overall, and the highest total that a Diploma Programme student can be awarded is 45 points (7 for each of the six subject-courses, and a maximum of 3 for the Extended Essay and Theory of Knowledge).
• Typically, a smaller percentage of IB students receive a 7 in an IB subject than receive an A* in an A level, making it more exclusive.
• The UCAS tariff calculator shows how many UCAS points a given IB mark is ‘worth’. Depending on the university course applied for, a specific subject grade may be required. Not all universities rely on UCAS points for IB; many use direct IB scores in their published offers.

A level

A levels remain the school-leaving qualification of choice by an extremely high margin for most schools and sixth-form students in England, Wales and Northern Ireland. They are available in the vast majority of UK schools and sixth-form colleges. They are also available in some international schools abroad.

IB

The popularity of the IB has declined markedly in Brish schools, from 216 schools in 2018 to fewer than 100 offering the Diploma Programme in 2025. The remaining 20 state schools that offer the Diploma Programme are having their government funding for it withdrawn from the 2026-27 academic year.

What other options are there?

BTEC and Applied General Qualifications

BTEC (Business and Technology Education Council) and other Applied General Qualifications are vocational Level 3 courses that focus on practical knowledge and skills in areas such as business, engineering, health and social care, IT and media.

• A Level 3 BTEC Extended Diploma is typically equivalent to three A Levels.
• Many UK universities accept BTECs for entry — but individual course requirements vary, and some competitive courses may prefer or require A Levels, especially in specific subjects.

T Levels (Technical Levels)

T Levels are relatively new technical qualifications introduced in England in 2020, designed in collaboration with employers to combine classroom learning with meaningful industry placements (usually around 45 days of work experience). They are equivalent to three A Levels in UCAS tariff points and recognised by many, though not all, universities.

• Two-year programme for students aged 16–19.
• Combines classroom study with a substantial workplace placement.
• Offers progression to university, apprenticeships, or employment, particularly in technical or vocational fields.

The uptake of T Levels is growing but still lower than traditional routes like A Levels or BTECs, and not all universities accept every T Level subject for all courses.

Scottish Qualifications

Students in Scotland typically take Highers and Advanced Highers:

• Highers are generally taken in the third year of senior secondary school and can be used for university entry.
• Advanced Highers are more specialised and often preferred for competitive courses or direct university entry.

Scottish qualifications are recognised across UK universities, with entry requirements often expressed in specific grades rather than UCAS tariff points.