Analysis of AP Vs IBDP Vs ATHS Advanced Science.

Summary

While the curriculum content descriptors for our Advanced course are broadly the same as AP
and IBDP, the difference is not in content per se. But in time for delivery and previous content
and language acquisition. Less time is available for delivery, and less emphasis on practical
laboratory skills, as No Lab time is built into the curriculum (Labs are not treated as
standalone in the curriculum, but teaching content through labs is the idea. The pacing
allows for content to be taught through lab activities and demonstrations and this should
be seen in the lesson planning). The lack of continuous year-on-year delivery and the reduced
number of hours also impacts Mastery. IBDP teaches the Sciences continuously from the Middle
Years (IB) Program (MYP). AP is flexible and can be staggered, but it is aligned to be taught
after High School Science.
Likely, the lack of essay-based questions and assignments will also affect how the Admission
Officers see our Mastery of subjects compared to IBDP. The AP and IBDP courses are also
aligned with other subjects, so no mathematical ideas are taught inside the subjects;
Calculus is in our system taught in Physics before math (This has been already highlighted
several times to the MoE and EmSAT teams. We unfortunately have to benchmark to their
framework. But we have compensated for this with Enrichment during the first week of
G11 in Math lessons. In ASP, its pat of the curriculum). This lack of explicit alignment in
the ATHS Advanced Science Program also reduces the time for Mastery and will affect delivery.
The other soft skills in the IBDP may also affect decisions on entry and the recognition of the
exam quality from past students scoring high enough on an externally moderated examination. In
the US, Ivy League Colleges are much more likely to take it due to the understanding of
what its point score means; the same is true for UK Universities. The point score also
implies soft holistic skills which make students suited to university.
The Cluster based subjects reduce a significant portion of the week from Science subjects
further reducing the time for delivery of the Science Programme. On the other hand, the
enrich the learning experience and could be considered a strength for the system, however it is
unlikely that they would provide advantages in University admission for Science programmes.

Recommendations

 To align the required core subjects in the curriculum so that required language,
mathematical, and science key ideas are delivered optimally to support each other.
 To ensure the time for delivery of subjects is sufficient to meet the scope and sequence of
the course, leading to mastery of all areas, both Theoretical and Practical.
 To teach critical thinking explicitly through Cognitive Acceleration tasks.
 To ensure students taking the Advanced course have completed basic middle and junior
high to a mastery level.
 The emphasis on just the science with the supporting creative structure of IB again leads
to our students being disadvantaged.
 Planning must be horizontal and vertical. The continuous delivery of science through two
courses, either MYP or IGCSE, followed by IBDP without a break, leads to more
delivery hours and better mastery. (IBDP is a very challenging curriculum, not
 suitable for the Advanced Stream, where majority of our students are. To earn the
IB Diploma, students must: Complete course and exam requirements in six IB
subjects; write an extended essay of independent research on a topic chosen by the
student and guided by a faculty mentor; Complete Creativity, Activity, and Service
activities (CAS); Participate in a critical thinking course called TOK)

 Fewer Topics would lead to higher qualitative delivery if we retained or presented the
structure and less quantitively burden on teachers. (We tried G09 experiment for
Science and Math. No improvement seen yet. Further, we have to cover the
minimum high school content which will be required for universities. The ATHS
curriculum is benchmarking the National & international curriculum)

 Teaching Periods are not set up to fulfil the ATHS Learner Profile adequately, the ATHS
Learner profile targets are not being fulfilled properly due to time constraints, teaching
periods need to be rearranged in order to do this.

 A strong argument can be made for a more rigorous academic Programme for the ASP,
with reduced Cluster time to fulfil curriculum obligations as the MOE provide more
Science hours for delivery of the curriculum in normal UAE High Schools (The matrix
followed by ATHS for the core Math and Science is the same as that of MoE,
although we recommend extra lessons, especially for the Sciences). We do agree to
compromise on the cluster subjects for this stream to focus on and give the required
time for AP subjects.

Comparison Between AP, IBDP and year Advanced Science.

ADV + ASP % Quality

At ATHS, Advanbced and Against IBDP
ASP are not very similar in and AP out of
AP IBDP most subjects, except 100%
Physics to some extent and
so can’t be compared
together)
Nature of American- An Multiple subject courses like Additional
Program based and internationally the MOE courses but with justification
provides based course reduced hours for Science where required.
courses that that provides an delivery, in addition to
high school integrated cluster-based subjects
students can approach to combining knowledge and
take for college. learning. IB for hands-on skills.
Many students a student is (The matrix followed by
who take AP usually 3 ATHS for the core Math
classes often (standard level) and Science as the same as
only take one or SL and 3 (higher that of MoE)
 level) HL.
(Students must
take at least 6
two. subjects with
(The ATHS ASP is 100%
(ATHS their respective
aligned with college board
students take course-work,
and not with MoE)
at least 5 mostly
subjects) specified
subjects)

% Against
International
Examination
Accreditation

AP: 07
IB : 10
A ad ASP: 5
Internal MOE
for Science.
NQA for Cluster
A and ASP by MOE &
Accreditation College Board- subjects:
IBO-Geneva Cluster Programs by NQA
Body USA
In terms of
recognition of
Academic rigour
and the relative
success of
students in
Science after the
courses, College
Board and IBO
have to be place
higher.
Advantages Flexible More widely Recognized inside UAE to % Against
and delivery; is accepted in graduate students who can International
disadvantages more popular countries also continue their studies in acceptance in
and useful for outside the universities and vocational Universities.
an American United States, institutes. ATHS has a student
high school especially in Profile, and the teaching AP: 7
student. More Europe. A periods need to be set up to IB: 10
exam orientated survey of more fully provide the needed A and ASP: 5 I
than IB, its than 4,000 activities for fulfilling goals. do not have
approach is less students The cluster-based subjects it figures for
holistic. The conducted by is taught alongside are Students from
AP program the International accredited by the the System,
doesn’t have a Insight Research Attending Ivy
cohesive Group in League,
structure or partnership with Oxbridge,
comprehensive the International Russel Group
curriculum, but Baccalaureate Universities.
rather focuses Organisation
on individual (IBO) showed
subject matter that the
competency. acceptance rate
The individual of IB students
courses are into Ivy League
created by a universities is
panel of experts up to 18%
with the aim to higher than the
create more total population
challenging acceptance rate.
coursework for The gap is even
high school more significant
students. One for top-ranked
year of universities
coursework outside of the
culminates in Ivy League,
rigorous exams where it is 22%
which are higher, on
scored on a average. For UK
scale from 1 to Universities n
5, with 5 being the latest annual
the highest survey of UK
possible score. University
Recently, there Admissions
has been some Officers by ACS
controversy International
surrounding the Schools and the
AP program IB Schools and
and the Colleges
effectiveness of Association
its curriculum. (IBSCA)
Its critics claim participants
that the were asked to
program caters compare the
too much to qualities that IB
elite schools Diploma
and colleges Programme
and that it (IBDP) students
perpetuates demonstrate
education against those of
inequity while A level students.
actually not The report,
being conducted with
challenging or 81 university
comprehensive admissions
enough in terms officers,
of the study highlighted the
material. In considerable
response to this, disparity
there have been between the two
some efforts to main study
revise the programmes.
curriculum and Highlights of
focus more on the IB vs A
academic skills level report
and critical While the IBDP
thinking, rather is top for
than rote ‘encouraging
learning and independent
memorization. inquiry’, with 94
The AP percent of
capstone admissions
component was officers saying
introduced to the qualification
make the develops this
overall ‘well or very
curriculum well’ in its
more cohesive students, A
and provide an levels lag
overarching considerably in
structure to AP this respect with
studies. just 49 percent
of officers
(Each subject giving them a
content is similar rating.
more The IB also has
advanced than the edge when
IB content and considering how
covers the first well the two
year of qualifications
university. prepare students
Example to thrive at
Physics C- university, but
Mechanics and both perform
E&M are well. The IB is
calculus based given an
courses. outstanding 100
The free percent ‘well or
response very well’ rating
questions test by admission
the depth of officers, while A
the content levels score 90
area) percent." The
IBDP structure
has similar
amounts of
homework to
AP. In addition
to studying for
six classes, IB
has Theory of
Knowledge, a
combination of
sociology,
epistemology,
and topical
debates. IB also
has the 4000-
word Extended
Essay
(something of
an IB
dissertation),
and CAS, which
is the mandatory
expression and
documentation
of Creativity,
Activity, and
Service.
(The subject
content in
science is
Algebra-based
and IB exams
do not test the
depth of
content as in
the AP,
although
enquiry skills
 are enhanced.
Students will
have to spend
most of their
time in the
labs)
There is
internal and
external
assessment.

% Against
International
Course Credits
receive post- receive post-
secondary secondary AP: 5 only in
No credits are received
credits once credits once US
internationally
enrolled at a enrolled at a IB : 10
college college Internationally
A ad ASP 0 No
International
Credits
B exam cost Additional
ranges between detail.
AP exam cost $
$76 and $119, Free exams
97
depending on
the program
child can take to take an IB Additional
AP exams exam they must detail.
Physical attendance is
without being be enrolled in an
compulsory to take all exams
enrolled in an IB course in the
AP class school
Students gain Students gain Courses promote for critical % Soft skills
critical attitudes excellent time- thinking approaches through development
needed for management all core and term-based
academic and skills, Critical subjects. Fazaa hours are AP: 6 only in
personal thinking skills, limited in activities. US The lack of
success. Ability to write long form
essays and plan questions, 4000
practical. word essay,
Holistic Capstones
approach leads inferiority to
to international CAS/TOK/Essay
mindedness. combo.
Theory of
knowledge IB: 10
 Internationally
integrates into A ad ASP: 3
Application of Lack of Long
epistemological form Answers,
and Sociological Essay, No time
skills with for learner
strong focus on delivery, Limits
presentation. of Fazaa hours
CAS. activities.

heavy focus on
critical thinking
across
disciplines, as
well as on
writing. Multiple subject courses like
Practical the MOE course, with reduce
AP is solely Delivery, time for delivery, in addition
curricular. experiment to cluster-based subjects
planning and combining knowledge and
statistical hands-on skills
application is
important. As is
understanding of
the Scientific
Process.
% Overall
Recognition.
Well-recognized This is dealt with
recognized in Recognized in UAE and some
Recognition in the USA and already in
the USA international universities.
internationally International
University
Acceptatnce
57 classes We are only
38 classes
across six students study both core and really interested
across six
domains: the term(cluster)-based course. in for the
subjects: the
Arts, The Core subjects are AISS, Science subject
Arts, English,
Languages, English, and Sciences. Health students in this
Subject History and
Literature, Math Science, and Math. The term- column.
Offered Social Science,
Language based courses varied based on
World
Acquisition, the cluster choice
Language,
Sciences, ( Engineering, CA, HSC,
Science, and
Individual, and Business, Aviation, CD).
Cultures
Societies
Classes can be Classes can Flexibility of
taken as self- build over year delivery is dealt
 one (standard with in
level) and year Alignment and
study courses two (higher Content Below.
level) deep
study
Classes do not Classes are We are only
necessarily fit designed to fit inter
into a larger into a broader
curriculum curriculum
graded as per % Grading and
the school the maximum Assessment
weighting point is the full
system. It can score of 45,
be used to boost where 42 points AP: 5
students' GPA. were generated IBDP:10
A high across the six A/ASP 3
weighting on subjects and
Graded as per the MOE
multiple choice three bonus
weighting system
questions. points from
High Weighting for multiple
Grading and Theory of
choice questions.
assessment (AP exams Knowledge
(ATHS has its own
have their own (TOK) and
weighting system, not
grading system Extended Essay
aligned with MoE)
which are (4000 words)
reported as (EE) Multiple
stand alone choice questions
scores and not are used in some
included in the subjects e.g.
student’s Physics but not
GPA) in many.

AP exam scores Dealt with in

To award a
of 3 and higher University admission scale International
diploma,
(exams are differs from one to another. Acceptance to
students must
scored from 1 Students are encouraged to University.
receive at least
to 5), it is also score high and to take at least
D in TOK and
taken in three EmSAT subjects to be
EE. IB exams
conjunction accepted inside UAE
are scored from
with the SAT universities. EmSAT subjects
(1 to 9); scores
and ACT are are Arabic, English, and
above 6 are
taken Math. (Physics is obligatory
highly required
additionally to as well. Chemistry, Biology
for university
the High School and Computing is optional).
admission
Diploma.
Previous Middle School MYP is up to Previous Curriculum from the % Preparation
Curriculum to Year 8 year 10, and MOE in the UAE. Does it for Courses.
 more like
IGCSE
providing AP: 7
certification on IBDP: 10
a broad general A/ASP: 5
education to a
basic level. In
fact, many
International
Schools forego
provides a the MYP
broad basic program for the
education, in more widely
provide equal language
international accepted GSCE
acquisition to international
schools, it is program to 10 or
schools for access to an "in-
supported by 11 running
English" curriculum?
ESL teaching IBDPs after
and an English completion of
Curriculum. GCSE's. The
Middle Years
Education in
International
schools is
usually heavily
supported by a
rigorous ESL
program to
prepare for IB in
English.
Limitations The content is The content is Some curricula only cover % Internal
and Strengths taught flexibly taught in some required content. A Curriculum
of but after High options, but the prominent example is the Subject Content
Curriculum. School Science. options are ADV chemistry and biology Requirement.
arranged to courses. Due to alignment
support each with the MOE curriculum,
other and in a grade 9 and 11 students in the AP: 10
coherent order. advanced track do not take IBDP: 10
Not too many chemistry. Likewise, the A/ASP: 10
subjects are Grades 10 and 12 do not take
taken, so full biology. Therefore, they end
depth and up missing some very key
understanding fundamental concepts. These
can be achieved. are necessary for the students
(6 subjects are to avoid having prerequisite
obligatory for concepts. This leaves them
an IB Diploma, with huge gaps for EmSAT
 exams and potentially hinders
which are a lot)
further studies in this field
The Course expects students % Internal
to have grasped certain Alignment to
concepts even though they support
have never taken these in any learners
of their courses. This can be Understanding
found within the physics between
Maths and
curriculum, particularly in subjects.
Physics are
topics such as calculus and
aligned, so if
trigonometry concepts. These AP: 10
you do Math
The expectation are required for certain IBDP: 10
and physics, you
is Algebra has physics concepts before they A/ASP: 5
do not learn
already been are taught within the maths
mathematical
that taken. curriculum. Again, this is said
concepts in
(AP has both to be due to the MOE
Physics.
Algebra based curriculum and no
(The science
Physics (1 & 2) adjustments/accommodations
courses are
as well as are made to ensure this is
algebra based
Calculus based solved.
throughout and
(Physics- C) (Enrichment is provided by
doesnot require
the Math teachers on the
Calculus to be
rules of calculus in the
covered from
beginning of Term 1. The
Math)
rest is Physics part which is
conceptual and requires to
be covered in Physics.
Trigonometry is covered in
Math before taking it in
Physics.)
The Curriculum The curriculum There is constant change % Stability of
is relatively is relatively within the curriculum from Curriculum
stable year to stable year to year to year. Minor changes year on year.
year. The only year. The only are expected, but major
amendments amendments are revamps are frequent and not
are for minor for minor necessarily for the better. AP: 10
relevant relevant sometimes this change causes IBDP: 10
changes. changes, concepts to be "retaught" or A/ASP: 5
"missed.” the continuity and
progression of many courses
need to be re-evaluated if the
learner is to acquire, hone,
apply and develop their skills,
knowledge, and
understanding in increasingly
challenging situations.
 (The changes made are
gradual per grade each year
to avoid gaps- unless we are
mandated to change at
times)
The time allocation for the Time for
delivery of many science Content
courses is very challenging, delivery
especially if depth and
mastery of the concept are to AP: 10
be achieved. Many concepts IBDP: 10
are therefore touched upon A/ASP: 5
superficially, and the topic is
IB teaches changed per the curriculum.
The number of
Chemistry and Biology is taught in years 9
content hours
Biology as and 11, and Chemistry in 10
for a Science
options and 12. Physics is taught all
AP subject is
continuously in the way through. The weekly
flexible to
Years 11 and delivery is only 3-4 periods a
delivery. The
12, building on week in Biology and
expectation for
MYP or IGCSE Chemistry and the periods are
Physics and
so far; more 45 minutes or less. No Lab
Content Hours Chemistry AP
content is time in the Curriculum.
is that Algebra
covered. Far Although Labs are included,
and High
more full this is not equated in the
School Physics
practical write- pacing. This is for all
and Chemistry
ups in prose. campuses. It is impossible to
have been taken
Sessions can be fit both in. The Cluster
before the AP
up to 5 hours for subjects further reduce time
content is
each Science for the advanced Science
delivered.
every week. course. Over a day is lost to
cluster vocational subjects for
Advanced and ASP. This
means that even the MOE
High School Programme has
more periods for Science
Subject (Science and Math
the same Matrix as the
MoE).
Total out of
100%
AP 77
IBDP 100
A/ASP 46