When Ian Andain introduced the International Baccalaureate (IB) to Broadgreen High School in Liverpool back in 1992, many of his headteacher colleagues were sceptical to say the least.
“I was the object of some interest and not a little humour,” he recalls. “Some thought I was mad and others said that there was no value in such a totally inappropriate course for a city like ours.”
Each summer, Andain permits himself a wry smile when the issue of A-level standards is raised by another set of record results.
“Now, I think colleagues recognise the debate about A-levels, particularly when the Tomlinson report (recommending a diploma to replace Alevels completely) was not implemented. I think it’s very clear that the decision made 14 years ago has been significantly vindicated.”
Broadgreen is an inner city comprehensive school in a sorely deprived area. The number of students taking free school meals is above the national average, as is the number of learning difficulties or disabilities - there are two units on site for disabled and profoundly deaf pupils. It is definitely not the kind of privileged institution that many critics think the IB favours.
“Our students do exceptionally well with the diploma programme. Around 95 per cent of them get into university and we are attracting increasing numbers of students from abroad who want to take an internationally-recognised course for a qualification they can use around the world.
“I think this gives a lie to any notion that the course is entirely elitist and only suitable for Malvern or Sevenoaks. It’s very adaptable and suitable for students with different abilities, not just the high-fliers,” Andain adds.
Students achieving C grades at GCSE are accepted on the course and others with D grades are also allowed, depending on their background.
Pupils study six subjects in their final two years, three of which are taken as highers and three as standards; all are examined only at the end of the two years. In addition, pupils have to write an extended essay, sit a paper on theories of knowledge and complete more than 60 hours of after-school community service.
“We felt that the IB was infinitely superior to Alevels and is much broader-based. Students have to take a language in addition to their mother tongue and, if they are concentrating on the arts, they still have to maintain an interest in maths and science.
“All this, I feel, prepares them better for higher education and employment rather than the highspecialised approach taken by the A-level system.”
With the full support of its appreciative governors, Broadgreen abandoned A-levels entirely in 1997 and the school is planning to apply for accreditation to offer the middle years programme of the IB for 11-16-year-olds.
“It does extend the most able students and gives them a better foundation for university but it also enables students of middling ability to do exceptionally well, too,” adds Andain. “I’ve had comments from university admissions officers that with preparation like the extended essay, our students hit the ground running.”
The IB also gives pupils an international perspective with many travelling abroad for work experience and to broaden their horizons. Staff, too, appreciate the opportunity to network overseas and to learn about different teaching and learning approaches.
Similarly, Broadgreen’s IB programme hosts students from all over Africa, China, India and Eastern Europe.
Community work is an important aspect of the IB and Broadgreen pupils have undertaken tasks ranging from stints in homes for the elderly and reading to primary school children to serving as stewards at the Commonwealth Games in Manchester and training as tourist guides for Liverpool’s term as Capital of Culture next year.
In a city with such a proud musical heritage, other pupils have learned how to play instruments or how to light a theatre set while others took the more traditional route of taking part in the Duke of Edinburgh and British Expeditions Leadership award schemes.
“I think it’s fair to say that the English education system is innately conservative and is increasingly out of step with the rest of the world,” says Andain. “The A-level system has been undermined to such an extent that the Government now has no option but to re-think its policy which is why the ‘super’ A-levels are being introduced.”
The new UCAS tariff shows how the IB programme compares favourably, he says; 35 points under the IB scheme is equivalent to four A star and a D at A-level while 45 points equates to six A star grades.
“The Cambridge International Examination Board is now providing a course which is an alternative to A-levels, an approach started by the IB back as far as 1968. I think all this proves that A-levels are a tired and worn-out examination and should be replaced by something far more relevant to the 21st Century.”
International Baccalaureate Organisation: www.ibo.org/