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It is not uncommon for students and parents - especially those looking to study abroad - to wonder whether the IBDP would be a better fit, or the GCE A-Levels.

Prior to deciding on which curriculum to choose, it is vital that one considers the students' personal interests and aspirations.

Students' preferences may affect or determine the ways in which they learn best - be it studying one subject in-depth, or evaluating the subject that they aim to specialize in in higher education.

Taking the IBDP into consideration, a wide array of subjects will be provided for students to choose from.

This can range from very science or mathematically oriented subjects, to humanities based subjects such as literature and language, or even subjects that are more hands-on such as art.

Certain students might learn better when given a greater diversity of topics to digest, and may be more motivated by the prospects of mastering knowledge from broader perspectives rather than focusing on any particular subject.

These are students who might be curious about different skill sets involved when studying for different subjects, since varied fields can assist students in developing different attributes.

Science-based subjects can train students to think logically and practically, whereas humanities based subjects can assist them in critical thinking development, and potentially improve students' communication skills and command of language.

These are definitely potential factors to take into account when students examine their learning styles, and whether they align with what the IBDP curriculum has to offer.

Given the opportunity to explore their intellectual parameters, students might be more inspired to learn due to a better fit regarding their learning styles when it comes to the IBDP curriculum.

Whilst some students might have too many interests they would like to pursue, the converse applies to those who have a very vague or even no idea about their intellectual and academic interests.

It is not uncommon for students to be hesitant about the subject they are thinking of pursuing at a university level, and though there is seemingly a lot of pressure placed on students to define their passions early on, the IBDP serves as a pathway for students to not only take their time to consider their interests, but also acts as a foundation upon which they can explore such interests.

With this in mind, students who are unsure about specialiszng in specific subjects might prefer to "shop around" prior to settling down and deciding on a certain field of study or research.

On the other hand, the GCE A-Levels serve as another route for students who are more keen on specializing in specific fields.

Though the A-Levels require students to take only three subjects, most students may choose to explore up to four or even five.

The range of subjects which students can choose is, without a doubt, less than the proposed six subjects in the IBDP curriculum, however this would definitely be advantageous for those who may have already considered their interests, options of study for higher education or even potential career.

Students who have more certainty regarding their interests might find the IBDP overwhelming, and thus, will prefer having an in-depth understanding of specific subjects they know for certain they would enjoy. These situations might be applicable to students who strongly insist on focusing on either the arts, or on science.

There have been cases in which students have solely focused on their pursuits in humanities subjects to build up their foundations and knowledge prior to reading for a humanities-based subject at university, which could benefit them immensely.

With a comprehensive overview and evaluation of their chosen topics, the A-Levels would definitely serve as a good stepping stone prior to specialization.