Why we should rethink and reform A-Levels

Jeremy Lewis, Head of School, ACS International School Egham

A new report by the EDSK education ThinkTank stated that A-Levels are too narrow and should be replaced with a three-year “baccalaureate” that covers all academic, applied and technical courses.

Studying more subjects at the post-16 level may sound challenging, but I believe that broadening the perspectives of our young people is essential for equipping them for real-life careers that they will stick at and enjoy because they will have had greater opportunity to discover their strengths and interests. While the report places emphasis on the ongoing study of English and maths, it also calls for technical courses and apprenticeships to be included as part of a wider baccalaureate, which will have equally high value for the skills-focused careers of tomorrow. 

At ACS International Schools (with campuses in London, Surrey and Doha), we have been offering an alternative to A-Levels through the International Baccalaureate (IB) programmes for over 40 years. In the IB’s Diploma Programme (DP) for students aged 16-18, students are required to study six subjects across set subject groups, covering everything from maths and sciences, to humanities, to languages and the arts. Students finish school knowing where their strengths lie, what they enjoy, and, in most instances, with a broad range of options of which pathway to take next. In fact, in a survey of university admissions officers analysing how A-Level students compare to DP students, it was found that 100% of admissions officers agree the DP prepares students to thrive at university, while A-Levels scored 90%.

Although academic rigour is central to the DP, unlike the National Curriculum, IB programmes also place emphasis beyond academic results and league tables; allowing students to develop as well-rounded, resilient, independent learners who can confidently take on the unknown challenges of tomorrow. In addition to their six subjects, students take three IB ‘core’ modules involving: extensive research and essay writing project; a course analysing the how and why of what we learn, which develops profound critical thinking skills; and a service-focused commitment that encourages students to apply their knowledge and skills to have a positive impact on society. 94% of university admissions officers believe that the DP encourages independent inquiry compared to A Levels (49%), as well as develops self-management skills (91%) within its students; both of which are noted in the report as key success factors to thrive at university. 

In addition to the DP, three of our four school campuses offer the IB’s Career-related Programme, another option for students aged 16-19 which combines career-related study and real-world experience, while still maintaining the IB’s trademark academic rigour.

If the IB model proves anything, it is that young people are more than capable of taking on a wider range of learning at the post-16 level; highlighting the need to reform the traditional A-Level system. These are the prime years for shaping students not only as learners, but as people, and a holistic approach to education that will spark a wide range of interests will help them to better discover who they are and where they want to go. I hope that, as the UK moves out of the COVID-19 disruption and looks ahead to a brighter future, education reform takes note of the pedagogy already embedded by the IB, and that a more holistic, broader approach is taken to help students get ready for the future.