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With regard to Chris Sievewrights problem - I would like to speak up for the IBwhile we are at it. My impression (which may be wrong) is that it is not understood. IB students take 3 higher subjects and three standard level. In addition they write a 4000 word research essay on a subject of their choice and complete a course on Theory of Knowledge which is examined with two untimed essays. As far as Economics is concerned the syllabus is similar to A level. It leaves out indifference curves + giffen goods but includes a whole area on development. Specific knowledge of UK banking is not required. Rather an understanding of the concepts. Whilst The % of A grades at A level have increased over 30 years, IB grades have remained constant. (Improved A level teaching or falling standards - take your pick}. On top of this 150 hours of service and activity have to be completed. In my opinion an IB diploma is worth much more than 3 A levels. Universities offer either a point score which is good. Oxbridge ask 36-40. The max is 45. Some universities ask for higher grades e.g. 766 (Max = 7) which is less helpful as students then focus on their highers and the whole point is a broad education. My grade 7 students would easily achieve an A at A level with a couple of extra lessons covering the syllabus differences. Their work level on the IB is phenomenal but for students who cannot cope with the whole package - a reduced certificate option is available. If you are a university tutor or anteacher wanting to know more, my school -Atlantic College -will be running training courses from the start of August. %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%