What is the International Baccalaureate?

If you’ve recently started looking at secondary schools or sixth forms for your children, you’ve likely bumped into a new set of acronyms. Alongside the traditional GCSEs and A-Levels, there is the International Baccalaureate (IB).

But what… is it? Is it just for children of globe-trotting diplomats and international students? Is it the "future-forward" curriculum we're looking for as we anticipate the AI era? And why is there suddenly a heated debate in Parliament about its funding in state schools?

As parents ourselves at Indeparent, we confess to being pretty clueless about the IB and never having considered it as an option. So we did the research to demystify it. Read on to learn more, and join the conversation to share your thoughts in the comments below.

A brief history of the IB

The foundations of the International Baccalaureate can be traced back to 1948, when Marie-Thérèse Maurette authored the booklet “Educational Techniques for Peace. Do They Exist?". In this paper, she proposed an education model centred on international understanding—principles that would later shape the core philosophy of the IB Diploma Programme.

By the mid-1960s, a group of educators at the International School of Geneva (Ecolint) established the International Schools Examinations Syndicate (ISES), which laid the groundwork for a structured and globally recognised curriculum. (1)

The primary objective during the 1968 launch in Geneva was to provide an internationally acceptable university admissions qualification suitable for the growing mobile population of young people whose parents were part of the world of diplomacy and multinational organisations. Since that time, the organisation has expanded its reach significantly, establishing regional offices in North America, Africa, Europe, the Middle East, and Asia Pacific. What began as a single programme for 16-to-19-year-olds has evolved into a comprehensive continuum of education spanning four distinct programmes.

How is the IB structured?

The International Baccalaureate offers a progression of learning that adapts to the developmental stages of students from early childhood through to university entrance. While schools must be authorised to offer these programmes, they are given the flexibility to adapt the framework to local contexts and national requirements. (1)

The Primary Years Programme (PYP)

Designed for children aged 3 to 12, the PYP focuses on the development of the whole child as an inquirer. It utilises a transdisciplinary framework, meaning that learning is organised around themes of global significance rather than being confined to traditional subject silos. This approach builds conceptual understanding and fosters a natural curiosity from an early age, with the goal of building conceptual knowledge and a passion for learning.

The Middle Years Programme (MYP)

The MYP, introduced in 1994, is intended for students aged 11 to 16. It encourages students to make practical connections between their studies and the real world, emphasising intellectual challenge and the development of communication and research skills. The MYP serves as a bridge, preparing students for the rigours of the Diploma Programme or the Career-related Programme.

The Diploma Programme (DP)

The DP is the most established and widely recognised IB programme in the UK, aimed at students in their final two years of secondary education (ages 16 to 19). It is a two-year curriculum that prepares students for university through a balanced workload of six subjects and three "Core" components.

The Career-related Programme (CP)

The CP, established in 2012, provides a choice of international education pathways for 16-to-19-year-olds who wish to engage in career-related learning. It combines the academic rigour of at least two DP courses with a vocational qualification and a unique CP “Core”.

The Philosophy of the IB Learner Profile

The aim of all IB programmes is to develop "internationally minded people" who recognise their common humanity and shared guardianship of the planet. This is encapsulated in the IB Learner Profile, which outlines ten attributes intended to help students become active, compassionate, and lifelong learners.

The ten IB Learner Profile attributes (1):

• Inquirers: Develop natural curiosity and independence in learning.

• Knowledgeable: Explore concepts and issues with local and global significance.

• Thinkers: Exercise initiative in applying thinking skills critically and creatively.

• Communicators: Express ideas confidently and creatively in more than one language. 

• Principled: Act with integrity, honesty, and a strong sense of fairness.

• Open-minded: Appreciate their own cultures while remaining open to others' values.

• Caring: Show empathy, compassion, and respect towards others.

• Risk-takers: Approach unfamiliar situations with courage and forethought.

• Balanced: Understand the importance of intellectual, physical, and emotional balance.

• Reflective: Give thoughtful consideration to their own learning and experience.

This profile serves as more than a list of goals; it is the mission in action, describing the outcomes of an education for international-mindedness. The philosophy asserts that intellectual growth cannot be separated from moral and ethical growth. (2)

Approaches to Teaching and Learning

The IB curriculum stands out for its holistic approach to student development, emphasising critical thinking, creativity, and lifelong learning skills. All teaching within the IB is informed by specific principles designed to maximise student engagement and understanding. (3)

The Nature of Inquiry-Based Learning

At the heart of the IB classroom is inquiry. Most units and programmes start with open-ended questions, such as "How do we know?" or "What counts as evidence?". This process gives students the chance to be critical thinkers and creative in how they acquire knowledge. The teacher acts as a facilitator, guiding students as they reflect on the nature of knowledge through discussions rather than just lecturing. (4)

The Five Approaches to Learning (ATL)

The IB identifies a core set of skills that are essential for student success in both the classroom and the future workplace. These "Approaches to Learning" (ATL) are integrated into all subjects and programmes. (3)

1. Communication Skills: Effective verbal and written expression; active listening.

2. Research Skills: Formulating questions; gathering and evaluating evidence.

3. Self-Management Skills: Time management; organisation; emotional resilience.

4. Social Skills: Teamwork; collaboration; intercultural awareness.

5. Thinking Skills: Critical analysis; creative problem-solving; metacognition.

These skills are intended to make students "future-ready," equipping them with the tools needed to flourish as individuals and as members of a global community. (5)

IB Diploma Subject Group Requirements

For the International Baccalaureate Diploma, students are required to take six subjects from different groups, ensuring a depth and breadth of knowledge that is often missing from A-Levels.

The six International Baccalaureate Diploma subject groups

Students must select one subject from each of the following six groups, although they can choose a second subject from Groups 1 through 4 instead of a subject from Group 6 (The Arts). (6)

1. Studies in Language and Literature: Typically the student's native language, i.e. the equivalent of English in the A-Level context.

2. Language Acquisition: A second language, fostering bilingual proficiency and cultural bridges.

3. Individuals and Societies: Subjects such as History, Geography, Economics, Psychology, and Business Management.

4. Sciences: Biology, Chemistry, Physics, Computer Science, and Environmental Systems.

5. Mathematics: Options include "Analysis and Approaches" (for STEM-oriented students) or "Applications and Interpretation".

6. The Arts: Visual Arts, Music, Theatre, Film, or Dance.

Higher Level (HL) vs. Standard Level (SL)

Students take three or four subjects at Higher Level (HL) and the remainder at Standard Level (SL). HL subjects represent 240 teaching hours and require a deeper level of study and focus, while SL subjects represent 150 hours. This allows students to play to their strengths while maintaining a broad academic profile. (6)

The Core Components: The Heart of the Diploma

Within these six subjects, students must deliver three “Core Components”. The three compulsory components of the "Core" are what truly distinguish the IB from other curricula. (6)

1. Theory of Knowledge (TOK)

TOK is a course in critical thinking and epistemology. It explores how we know what we claim to know across different disciplines. Students are asked to reflect on the nature of knowledge, reasoning, and judgement. Assessment includes a 1,600-word essay and an exhibition linking TOK concepts to real-world objects.

2. The Extended Essay (EE)

The EE is an independent research paper of up to 4,000 words on a topic of the student's choice. It introduces students to the demands and rewards of independent academic work, requiring them to formulate a research question and present a structured argument. This component is highly valued by universities as evidence of a student's readiness for undergraduate research.

3. Creativity, Activity, Service (CAS)

CAS requires students to engage in a balanced programme of creative, physical, and service-based activities over the two-year period. While CAS is not formally graded, it is a requirement for the award of the diploma. It aims to develop attributes such as empathy, perseverance, and leadership.

How does the IB compare to A-Levels?

Workload

Six subjects and three core components, all requiring that the student demonstrates five approaches to learning and ten “learning philosophies”. Sounds like a lot, doesn’t it?

This is a concern many parents share when considering the IB, and not without reason. The IB is indeed more demanding than A-Levels in that IB students are required to juggle more subjects at the same time as delivering the “Core Components”.

However, this is no accident. Managing the workload does require significant “Self-management skills”, which is itself one of the five “Approaches to Learning”. In order to achieve a reasonable score in the IB, it necessarily means that the student has demonstrated excellence in this respect. This is one of the reasons that IBs are well-regarded by universities and employers.

There is also a trade-off that adds balance; the trade-off between breadth and depth.

Breadth Vs. Depth

A-Levels are designed for depth, allowing students to focus intensively on 3 or 4 subjects.

This is ideal for students who have a clear career path and want to concentrate on their strengths. In contrast, the IB mandates breadth. A student who excels in physics must still study a language and humanities, while a humanities student must still study mathematics and science. This prevents early specialisation and keeps more university and career pathways open for undecided students.

Continuous Assessment

Following reforms in 2015, A-Levels in England are largely "linear." This means the vast majority of the grade is decided by high-stakes exams taken at the very end of the two-year course. While some subjects (like Art or Design) still have a coursework element, for most, "the exam is king."  This suits students who excel in high-pressure testing environments, but it can lead to intense stress spikes in the final months of Year 13.

The IB uses a "multi-modal" assessment model. While students still sit final exams (which usually make up 70–80% of the total grade), every single subject includes an Internal Assessment (IA).

These IAs are significant projects—think laboratory investigations in Science or personal explorations in Maths—that are marked by the teacher and then "moderated" by the IB to ensure global standards are met. They typically account for 20–30% of the final subject grade. This means the workload is spread out; students are constantly managing deadlines from the middle of Year 12. It rewards consistent, organised effort, but many students describe the pace as "relentless" because there is rarely a "quiet" period.

University acceptance

Both qualifications are valued by top universities. However, research by the Higher Education Statistics Agency (HESA) found that IB graduates in the UK are three times more likely to enrol in a top 20 Higher Education Institution compared to matched A-Level students. IB graduates are also 40% more likely to achieve a first-class or upper second-class honours degree. (5)(7)

IB Score Vs. A-Level Grade equivalents:

• IB Score 40-45: Equivalent to two or more A* and one A grades at A-Level; usually sufficient to access Oxbridge Universities.

• IB Score 36-39: Equivalent to one A* and two A grades at A-Level; usually sufficient to access “top tier” universities such as UCL or Imperial.

• IB Score 32-35: Equivalent to at least one A and two B grades at A-Level; usually sufficient to access “strong mid-tier” universities such as Edinburgh.

• IB Score 28-31:Equivalent to BBB/BCC A-Level grades; usually sufficient to access a satisfactory university.

Global recognition

As the world becomes more globalised, the IB is seen as the qualification that "opens up doors to universities worldwide". It offers a standardised measure of quality that facilitates student mobility, which is a significant draw for the international and expatriate community in the UK.

The future of The IB

The International Baccalaureate is in a period of transition, from an esoteric qualification for international movers and shakers, to a legitimate alternative to the A-Level.

More and more Independent Schools are offering the IB, and not just those that position themselves as international schools. You might be surprised to find an International Baccalaureate school near you.

For many, this is due to traditional A-Levels having become outdated. As parents contend with an uncertain future in the era of AI, many feel that developing a deep knowledge in 3-4 subjects with a huge emphasis on success in examinations is inferior to the breadth, intellectual principles and “soft skills” prioritised by The IB.

Many feel that the A-Level system needs an overhaul, but that sometimes a system can become so well entrenched that reform is impossible and it must be replaced instead. It might be too early to say, but the International Baccalaureate could be a disruptive reckoning for the A-Level.

Stalling traction in state schools

While the independent sector continues to embrace the IB, the curriculum's future in the state sector is currently under threat due to a major government policy change.

Since 2013, the UK government provided a "Large Programme Uplift" (LPU) to state schools to fund study programmes that exceed 600 hours of teaching, such as the IB. In October 2025, the Department for Education (DfE) notified schools that this funding (worth roughly £2,400 per pupil) will be axed starting in the 2026-27 academic year. (8)

The funding cut makes the IB unviable for many state schools, as the programme requires more teaching hours and highly trained specialists. Consequently, a growing number of schools are announcing that they plan to cut the offering.

• Bexley Grammar School: Announced it will end the programme, making the current Year 12s the last cohort. (9)

• Tonbridge Grammar School: Announced a move back to A-Levels due to the costs associated with the IB. (8)

• Torquay Boys' Grammar School: Expects budget cuts of £116,000 in 2026. (8)

Critics claim that this creates (or reinforces) a two-tier educational system, with the IB being the reserve of Independent schools.

For what it’s worth…

All of these blog posts are an exploration from a parent’s perspective, and this one has been a real eye-opener.

The timing was uncanny, immediately following a post where we think about the best way to prepare our kids for the AI era.

The conclusion in that post was that intellectualism, leadership, communication, empathy, creativity and other “soft” skills were likely the key to flourishing in this brave new world. 

When I started researching the IB, I didn’t know much about it. Now it looks to me as though it ticks a lot of those boxes.

This research acts as a massive validation for our mission: to help parents make confident, informed choices, and to help schools learn and grow through constructive, well-intentioned feedback.

Had I known more about the IB earlier in our journey, I would have seriously considered it as an option for our kids (and still might).

My unvarnished takeaway is that I REALLY like the sound of the IB.

But what do you think? Do you have any experience with the IB, good or bad? Do parents and kids require a different mindset and approach to schooling when following this path? Do you have experience of an IB school—if so, please support the community by adding a review using our independent school finder.

Share your thoughts below.