ESM Welcomes College MatchPoint to the Team! Learn More
Finishing GCSE study and looking ahead to the upper school is a really exciting time for students and one that comes with many new opportunities. When planning for the academic piece of your final two years in school, think carefully about your skills, interests, and ambitions, and make sure you have a clear ‘why’ behind the ‘what’ of your curriculum and subject choices. Read this month's piece by ESM UK college counselor Sam Harris, answering common questions about how to select sixth form subjects during Year 11 if you're interested in applying to US universities.
If you’re following a British curriculum, you will have two important subject choice windows during your time in school. The first comes when choosing your GCSE courses before starting Year 10, and the second comes around this time of year in Year 11 as you look ahead to moving into the upper school.
For some students, this second window involves not only choosing subjects, but even deciding between two quite distinct curricula: A levels and the IB.
For students who have their sights set on studying at a US university, there are some important questions to answer when it comes to making these choices.
With subject selection deadlines ahead, here are some of the most common questions I’m asked as part of this conversation and my advice on what students should consider when lining up their academic options for the upper school.
This is one of the most common questions I receive from Year 11 students in the process of planning their final two years at school. Is one curriculum objectively better for US applicants? Will A levels or IB give me the competitive edge?
I wouldn’t necessarily think about it this way, and no, neither is inherently better than the other. Each application cycle, students who study A levels and those who complete the IB Diploma earn acceptances to some of the most competitive universities in the US. In short, both will get students from A to B.
What’s most important, therefore, is to ensure that you understand each curriculum in detail and know why you’re making the choice that you are. Are you still curious about a range of subjects and want to pursue them further in the IB, which will require you to enroll in subjects in six distinct areas, or are you a budding STEM specialist who wants a deep dive into mathematics and a few core sciences? Both approaches work for a US application, but you should be clear about the narrative you plan to tell around your selection. As is often the case when it comes to US admissions, the ‘why’ is more important than the ‘what’.
I do think, however, it’s important for US applicants to understand that the IB will always include a maths component and that this can help you extend your GCSE skills and develop the content knowledge needed to tackle US standardized tests, the SAT and ACT. It’s also useful to know that the educational philosophy that underpins the IB, the emphasis on interdisciplinary breadth over early specialism baked into the curriculum, is more like the curriculum that students will encounter in most US undergraduate programs, and an IB Diploma can therefore make the transition to university in the US more natural.
The answer to this question will vary depending on the school and the student. While students looking at competitive US universities are always encouraged to undertake appropriately demanding course loads, it’s also important to remember that US admissions decisions are contextual; you won’t be penalized for missing out on an opportunity that isn’t available to you.
Are four A levels more demanding than three? Yes, but it won’t be held against you if your school has a policy that limits students to studying a maximum of three subjects. The same goes for the IB. While it is possible to study four Higher Level subjects—one more than the standard three HLs required to earn the Diploma—some schools may not allow this.
I like to remind ambitious students that it’s easier to drop a subject than to add one later in the process. If you think you’re up to the challenge of four or even five A levels (I’ve seen students achieve this through a combination of two A level subjects of their choosing, Maths, Further Maths, and an A level in a native language studied off timetable) then it's worth starting there and dropping down if needed; the most competitive applicants will always benefit from being able to state that they follow their school’s most demanding curriculum.
You do need to keep in mind, however, to balance rigor with attainment. There’s no point in over-stretching yourself just to say you have if this means you’re in a position to end up with weak A level or IB predicted grades, however many of those you put on your transcript.
In short, no. I realize this is an important conversation that students should be having when looking at UK degree programs, for example, and families may still need to keep this in mind if they plan to make dual-track applications to the US and the UK. However, for the US, most universities will say that they’re excited to see students selecting subjects that they’re genuinely interested in and that will stretch and challenge them, whatever combination that may be. Art, Maths, History, and German? That works, and all the better if you have a clear ‘why’ behind that decision.
One thing that is important to note, however, is that there are still certain majors that US universities will want to ensure you’re academically prepared for. Credible applicants for engineering should have a solid foundation in maths, for example. It’s a good idea to let your college counselor know if you have a clear idea about your intended major so they can ensure you’re aware of any ‘high school’ courses that tend to be standard prerequisites for strong applications.
Often students have access to new subject areas in the upper school that they may not have seen at the GCSE level, and these new opportunities are certainly one of the benefits of moving into Year 12. I think it’s great to follow your academic curiosity and to try something new, but it’s important that you think seriously about the content and assessment methods of these subjects and make an informed decision rather than simply being drawn in by the ‘newness’ factor.
If you want to start studying Classical Civilisation at A level, for example, it’s important to know that the course is assessed entirely through timed essays—less good of a choice if this isn’t your strongest mode of assessment! Taster sessions are always a good idea if they’re on offer, and an exploratory conversation with that subject’s Head of Department never hurts. If you’re looking for a more immersive test run of a new subject choice, there are still some pre-college summer programs in the US accepting applications. You could spend three weeks at Brown, say, learning about macroeconomics before starting an economics A level in September.
If you study the IB, you’re already required to complete an Extended Essay as part of your Diploma. This can be an excellent way to develop an academic niche and to add some depth to your application to the US.
Outside of the IB, the Extended Project Qualification (EPQ) is the best equivalent. Different schools have different requirements around the EPQ, but it's worth considering to accompany your upper school subject choices. While the EPQ won’t ‘count’ as an additional A level qualification, there’s real value to independent research, and not just in preparing for the sort of research you will undoubtedly be required to complete at US universities. I’ve also seen very strong EPQs discussed in highly persuasive terms in the letters of recommendation that accompany student applications to the US.
If your school does not offer the EE via the IB curriculum or the EPQ, there are other ways to undertake truly independent research projects, and your college counselor can help advise on where to find and how to access these opportunities.
Finishing GCSE study and looking ahead to the upper school is a really exciting time for students and one that comes with many new opportunities. When planning for the academic piece of your final two years in school, think carefully about your skills, interests, and ambitions, and make sure you have a clear ‘why’ behind the ‘what’ of your curriculum and subject choices. Rest assured that your initial selections are not always set in stone, and you can often adapt these if needed. Finally, feel free to reach out if you need to talk through your own subject choices and want to explore how they look in the wider scope of your US application plans.
