The International Baccalaureate diploma programme (IBDP) was the first programme established within the IB, and is still the best-known.

It began in 1975 after a six-year pilot programme.

All IB programmes focus on developing an international mindset and the “learner profile”, which outlines that IB pupils are inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

The IBDP is the IB’s equivalent of A-levels, and is now well recognised by university admissions teams. In 2014, Ucas developed a new tariff system that gave the IB an official A-level equivalence. 

The IBDP is considered by many to be more demanding than A-levels for a number of reasons.

IBDP students are required to study all areas of the curriculum; language and literature, language acquisition, individuals and societies, sciences, mathematics and the arts. 

They can, however, put emphasis on certain subjects by choosing to study at least three at higher level (HL) and the remaining at standard level (SL).

Perhaps the most rigorous aspect of the IBDP is “the core”. This comprises three elements: the theory of knowledge (TOK), the extended essay (EE), and creativity, activity, service (CAS).

Theory of knowledge

The TOK is an assessed oral presentation accompanied by a 1,600-word essay.

Students are asked to reflect on the concept of knowledge, examining how we know what we know. The essay explores the conceptual understanding of knowledge and should articulate that understanding.

Extended essay

The extended essay is similar to a university dissertation. In 4,000 words, students must cover an independent, self-directed piece of research, preparing them for the kind of research-led essays they will need to produce at university.

The process includes mandatory reflection sessions with their supervisors and a concluding interview known as a viva voce. 

Creativity, activity, service

CAS projects have real social impact in students’ communities and beyond. CAS is broken down into:

Creativity: arts, and other experiences that involve creative thinking.

Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.

Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

Students are encouraged to take part in their own activities that fit into one (or more) of these categories, from which IB World Schools will suggest projects.

Projects can range from musicals, to sports coaching, to recycling drives. The emphasis is on the process of planning, researching, reviewing, reporting and reflecting on the project.

CAS is far less academic than the other elements of the DP. It gives students the chance to learn through experience, collaborate with others and take a sense of accomplishment from their work.

Together the TOK and EE make up to three points towards a student’s overall diploma score. CAS does not make up part of the overall diploma score but authenticated participation is required before the diploma is awarded.

IBDP vs A-levels

The IB diploma programme is designed to help students grow to meet the challenges they’ll face when they complete their diploma, from higher education to the world of work.

Many believe the IBDP better meets the demands of a more internationally connected landscape when compared with A-levels.

The high level of independence and autonomy that are at the core of the DP are intended to prepare students for university. 

According to the Higher Education Statistics Agency 2016 report, IBDP students have a 57 per cent greater likelihood of attending one of the top 20 UK universities than students who take traditional A-levels.

They’re also more likely to achieve a first-class degree and more likely to go on to further study, such as a master’s degree or PhD.

The argument that the IB provides a passport to top universities is what has made so many teachers IB enthusiasts.

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