At a glance: the IBDP, AP and A-levels
| Item | IBDP | AP | A-levels (Cambridge, Pearson) |
|---|---|---|---|
| Form | An integrated two-year programme | Subject-by-subject courses and exams (College Board) | Subject-by-subject qualifications, such as Cambridge International AS & A Level |
| Age range | 16 to 19 | High-school students | 16 and over |
| Number of subjects | Six (three or four at Higher Level, the rest at Standard Level) | Chosen by the school and student. How many are offered depends on the school | Chosen by the school and student. Designed to study a small number of subjects in depth |
| Requirements common to all | TOK, Extended Essay (4,000 words), CAS | None (except AP Capstone) | None |
| Grades | 1 to 7 for each subject, with the core giving a maximum of 45 points | 1 to 5 for each exam | A-level A* to E; AS A to E |
| Assessment | External exams and internal assessment | Standard exams in May | Mainly external exams (varies by subject) |
| Exam timing | Final year | Every May | Several exam series a year (depending on the organisation) |
| Relationship to the school's graduation credential | The IB diploma, or course credits | Separate from the school diploma | May be separate from the school diploma |
The table is meant to show differences in structure. It does not rank them or decide which is better. Look at them in light of the school's graduation requirements, what universities ask for and your child's strongest subjects.
The IBDP
The IBDP is made up of six subject groups and the core. The subject groups are language and literature, language acquisition, individuals and societies, sciences, mathematics and the arts. The core is Theory of Knowledge, the Extended Essay and Creativity, Activity, Service.
Students take at least three and at most four subjects at Higher Level (HL) and the rest at Standard Level (SL). The IB recommends 240 teaching hours for HL and 150 for SL. Each subject is scored from 1 to 7, and the Extended Essay and TOK add up to 3 further points, giving a maximum of 45.
Completing the DP has conditions such as a total of at least 24 points. There are detailed requirements, such as at least 12 points at Higher Level, at least 9 points at Standard Level and no more than two grades of 2, so check the conditions as well as the points.
Its distinguishing feature is that it asks for a broad range of subjects together with research and reflection tasks. Time management is important.
AP
AP is a set of subject-by-subject advanced courses and exams provided by the College Board. Exams are scored from 1 to 5 and are held worldwide in the first two weeks of May.
It is not an integrated programme in which everyone takes the same core, as the IBDP is. How many AP subjects a school offers, and how many a student can take, differ by school. For many subjects you can also sit the exam without taking the course, though some schools offer it to their own students only. Specific examples of AP at Tokyo schools are set out in our article on AP schools in Tokyo.
How a university treats AP scores is decided by each university. The College Board explains that credit and placement policies are set by universities.
A-levels
Cambridge International AS & A Level is a subject-by-subject qualification normally taken in the last two years of high school. AS usually takes one year of study and is worth half an A Level. There are three ways to proceed: take AS only; take AS first and complete the A Level in a later exam series; or take all of the A Level in the same exam series.
Grades run from A* to E (A to E for AS), with a separate grade for each subject. Pearson Edexcel's International Advanced Level combines IAS (equivalent to AS) and IA2 units, and is described as having exam series in January, June and October.
Its distinguishing feature is that it lets students study a small number of subjects in depth, but the subjects offered and the graduation requirements differ by school. It is safer not to think rigidly, for example that A-levels must mean three subjects. Preparation for A-levels is also covered on the page linked by the button below.
How different is assessment?
IBDP results are not decided by the final exams alone. Each subject is made up of both the external exams in the final year and internal assessment (IA), work done over time at school under a teacher's supervision. The TOK essay and the Extended Essay are added to this, and the diploma's conditions are met only when participation in CAS has been confirmed.
For points, each of the six subjects is scored from 1 to 7, and TOK and the EE together add a maximum of 3 points from grades of A to E, for a maximum of 45. CAS does not earn points, but confirmed participation is a condition of the diploma. For completion, in addition to 24 points or more, there are conditions such as: all subjects, TOK and the EE must receive a grade; a grade of at least 2 in every subject; no more than two grades of 2; no more than three grades of 3 or below; at least 12 points in total at Higher Level; and at least 9 points in total at Standard Level (IB passing criteria). In other words, judgement rests on how the programme as a whole adds up, not on how one subject went.
AP is different in character. Each subject has its own independent exam, and the grade for each subject is 1 to 5. There is no mechanism like the IB's for adding all subjects into a single overall score. Also, taking an AP course and obtaining a particular score on a particular AP Exam are separate things. Even if a CV or transcript says "AP Chemistry taken", the exam score is checked separately. How that score is used for credit or placement in advanced classes is decided by the university.
A-levels are also subject-by-subject qualifications, with a grade for each subject. According to Cambridge, AS is about one year of study and A Level is normally two years. There are three ways to take it: finish with AS Level only; take AS first and complete the A Level later; or take all of the A Level exams in the same exam series. However, some subjects cannot be taken in stages, and there are limits on how long and how many times AS results can be carried forward. Grades run from A* to E, and AS has no A*. Exam series are in June and November.
| Comparison | IBDP | AP | A-levels |
|---|---|---|---|
| Unit of qualification | A programme completed as six subjects plus the core | An independent exam in each subject | An independent qualification in each subject |
| Number of subjects | Six subjects (three or four at HL, the rest at SL) and the core | Chosen by the school and student | Chosen by the school and student |
| Internal assessment | IA in each subject, plus TOK, the EE and CAS | Mostly exam only. Submitted work for Capstone and others | Depends on the subject. Some subjects have coursework |
| Final exams | External exams in the final year | Every May | June or November exam series |
| Main grades | 1 to 7 per subject, with the core giving a maximum of 45 points | 1 to 5 per subject | A* to E (A to E for AS) |
| Can you take only some subjects? | The diploma needs six subjects and the core. Whether you can take only some is the school's policy | Yes. The subjects you can take depend on what the school offers | Yes. Finishing with AS only is also an option |
| Risk of a mid-course transfer | Progress on HL/SL, IA, EE, TOK and CAS | Subjects offered, prerequisite subjects, whether the school administers the exam | Subject, exam board, progress on AS and A Level |
How should you view this for university entrance in Japan?
The Ministry of Education, Culture, Sports, Science and Technology (MEXT) page (published June 2024; in Japanese) lists the International Baccalaureate, Abitur, Baccalauréat, GCE A-levels, International A-levels, the European Baccalaureate and others as foreign university entrance qualifications. The IBDP and A-levels are listed as this kind of qualification. However, completing the IBDP or taking A-levels is not necessarily enough on its own: each university adds its own conditions on subjects, grades and points.
AP is not listed on this page. AP cannot be treated as a "stand-alone university entrance qualification" of the same kind as the IBDP or A-levels. On the other hand, some universities do ask for or take into account AP Exam scores as material in assessing an application. How credit and placement are handled is also up to each university. The basic approach is to think of it in combination with the school's graduation credential.
For Japanese universities, you cannot make a blanket statement. Always check each university's application eligibility, required subjects and score conditions in its admissions guidelines. A school's accreditation and the qualification a student completes themselves are separate matters. The latter is also explained in our article on accrediting bodies. For universities overseas, the IB publishes course selection guidance, but the conditions differ by university.
It is not possible to decide in general terms "which qualification is better for universities". Check the subjects and grades required by the university and faculty you are aiming for, one to two years before you apply.
If you transfer mid-course, what is the biggest problem?
| Route | What becomes a problem first | What to check with the school |
|---|---|---|
| IBDP | Whether the combination of HL and SL matches. How far the IA, EE, TOK and CAS have progressed | Whether your child can take the same subjects and levels at the new school. Whether work in progress on the IA and EE can be carried over |
| A-levels | Whether the subject is the same. Whether the exam board and syllabus are the same. Progress on AS and A2, or staged entry | The new school's board and subjects. Whether AS results can be used. When exam entries are made |
| AP | Whether the new school has the same AP subject. Whether your child meets the prerequisites | Whether the subject is offered and fits the timetable. Whether the school administers that AP Exam. Whether it accepts outside students |
Which is easiest to transfer into is not decided by the programme name. It is decided by how much time remains and how much assessment has already been completed. The documents to check and the questions to ask are set out in our curriculum checklist for transfers. If your child is coming from IGCSE, our article on IGCSE schools in Tokyo may also help.
The order to check things, by type of child
| Your child's situation | What to check first |
|---|---|
| Wants to study a wide range of subjects | The combination of IBDP subjects and the load of the core (TOK, EE, CAS). The HL and SL options the school provides |
| Wants to specialise early | The A-level subject choices and the prerequisite subjects for the intended faculty. The subjects the school offers |
| Good at planning and learning independently | The number of AP subjects and the upper limit on how many can be taken at once. How self-study candidates are handled |
| Likely to move between countries | How the qualification is treated in the country you move to. Whether credits can be transferred between schools |
| Has decided the country of the target university | The official entry requirements of universities in that country (subjects, grades, points). Differences in treatment between countries |
| Has not decided a future major | Whether subject choices can be changed later. How things are treated if the programme is changed part-way |
For every row, the final judgement is decided by the individual school's arrangements. Concrete questions to ask the school are also set out in our curriculum checklist for transfers.
Petra Tutors' practical view
In the IBDP, it is important to plan to run the IA, the EE and TOK in parallel with several subjects. In AP, students need the ability to deal directly with specialised content in each subject. In A-levels, the key is understanding a small number of subjects in depth and finishing work precisely to the exam specification.
In summary
It helps to understand the IBDP as an integrated two-year programme, AP as subject-by-subject advanced courses and A-levels as qualifications that study a small number of subjects in depth.
When choosing a pathway, check the school's graduation requirements and those of your target universities, not just the programme name. For specific examples at Tokyo schools, please also see our school-by-school curriculum comparison.
Sources
- International Baccalaureate | DP curriculum
- International Baccalaureate | DP passing criteria
- International Baccalaureate | Diploma Programme assessment
- International Baccalaureate | Course selection guidance
- College Board | About AP Scores
- College Board | Getting Credit and Placement
- College Board | AP Capstone
- Cambridge International | Cambridge International AS & A Level
- Pearson | International Advanced Level centre guide
- Ministry of Education, Culture, Sports, Science and Technology (MEXT) | University entrance qualifications (Japanese)
