Choosing a Curriculum Overseas: What British, IB, American and Local Pathways Really Mean for Your Child

Relocating abroad has a way of forcing fast decisions. Housing, visas, jobs… and then suddenly you’re touring schools and hearing phrases like “British curriculum”, “IB”, “American programme”, “bilingual pathway” or “local system”.

Most families I support don’t feel confused because they haven’t done their research. They feel confused because education systems are genuinely different. Not better. Not worse. Different.

And here’s the key: curriculum isn’t just a list of subjects. It shapes how your child is assessed, how broad or specialised their learning becomes, how transitions feel and what doors open later.

This blog is a calm, practical overview of the main pathways families typically meet overseas, including local schools. My aim is simple: help you understand what you’re choosing, so you can choose with confidence.

1. The British pathway overseas: GCSE/IGCSE and A Levels

What it is

In many international schools, “British curriculum” usually means a Key Stage structure leading into GCSEs or IGCSEs, followed by A Levels (or sometimes an alternative post-16 route).

What it feels like for students
It’s often structured, content-rich and assessment-driven (particularly from Year 9 onwards). Many students find it clear and predictable once they’re settled: you know the subject expectations and you can track progress.

Two details parents often miss
First: After GCSE´s, A Levels are typically two-year courses assessed mainly at the end and they lead into Higher Education.
Second: most students specialise in areas that will support their university course preferences. It’s very common for students to take three subjects in England across the two A Level years. 

The big trade-off
Depth and specialisation versus breadth. If your child loves going deep, this can be a very good fit. If your child thrives on variety, or isn’t ready to narrow choices at 16, you may want to compare it carefully with the International Baccalaureate (IB). 

IGCSE (often used internationally)
IGCSEs are widely offered and internationally recognised at ages 14 - 16. Cambridge describes Cambridge IGCSE as a global qualification for 14 - 16 year olds, with a very large subject menu for schools to choose from.

Practical questions to ask a British/IGCSE school

• How many IGCSE/GCSE subjects do students usually take here?
• When do options begin (Year 9 or Year 10)?
• How stable are staffing and exam outcomes year-to-year? 
• How does the school support mid-phase arrivals (Year 9/10/12)?

2. The International Baccalaureate (IB): broad, balanced, and demanding in a different way

What it is
The IB isn’t one programme. Many schools offer a combination of PYP (Primary Years), MYP (Middle Years) and the Diploma Programme (DP) in Years 12 - 13.

For most families, the big decision point is the IB Diploma Programme (DP).

What it feels like for students
The DP tends to suit students who can manage multiple subjects at once and who do well with sustained coursework, reflection and independent projects alongside exams.

The clearest structural difference
IB DP students study six subjects and complete core requirements (TOK, Extended Essay, and CAS). This isn’t a school preference; it’s part of the DP structure.

So, compared with A Levels, students keep more breadth for longer -  but they also carry more simultaneous workload.

A helpful way to think about it
A Levels often ask: “How far can you go in fewer areas?”
IB DP often asks: “How well can you sustain quality across more areas, consistently?”

Practical questions to ask an IB school

• Do students typically take 3 Higher Level subjects (and which combinations are most common)?
• How is independent study taught (especially the Extended Essay)?
• What pastoral systems exist during peak workload points?
• How does the school integrate new students into MYP or DP mid-way?

3. The American pathway: credits, GPA, and flexibility (with variability)

What it is
American-style schools typically work on a credit system across grades 9–12, producing a transcript with a grade point average (GPA). Many schools also offer AP (Advanced Placement) courses, and university applications may include SAT/ACT testing depending on the student’s route and destination.

What it feels like for students
Often more flexible and choice-led across four years, with continuous assessment feeding into the transcript. Some students find this motivating; others find it harder if they need tight structure.

A reality that matters
Graduation requirements in the US are not identical everywhere; they vary by state and by school model (public/private/international).

So if a school says “American curriculum”, your next job is to ask what that means in their context: credits, GPA calculation, AP availability, counselling support and typical destinations.

Practical questions to ask an American-style school

• How are credits awarded and what are graduation requirements here?
• How is GPA calculated (and is it weighted for AP)?
• What proportion of students take AP courses and how are they supported?
• Which university systems does the school mainly prepare students for (US, UK, EU, Canada)?

4. Local schools: the option many expat families overlook (sometimes to their detriment)

Let’s name something kindly but directly: local schools can feel intimidating, because families assume language will be the deal-breaker.

Sometimes it is. Sometimes it isn’t.

But local schools can offer powerful things: deeper cultural integration, stable peer groups, long-term continuity and often a clearer relationship with national universities.

The trick is understanding what you’d be stepping into and what support exists for language, transition and academic alignment.

Portugal (example)
Portugal’s system is commonly described as moving through pre-school, basic education and upper secondary education.
Basic education is organised in cycles, and secondary education typically covers Years 10 - 12.

Spain (example)
Spain includes compulsory secondary education (ESO) followed by Bachillerato (upper secondary) - typically two years.

France (example)
France runs through collège and lycée, with progression to higher education linked to the baccalauréat national diploma.

Germany (example)
Germany varies by federal state, but upper secondary routes can include the Gymnasium pathway, with structures and qualifications outlined by national education bodies (KMK).

A warm reality check
Local schools can be brilliant for some children and deeply challenging for others. It depends on the child, the language situation and the family’s time horizon.

If you’re relocating for two years, an international school may reduce transition strain. If you’re building a long-term life in-country, local schooling can be worth serious consideration (with the right support).

Practical questions to ask a local school

• What language support exists for newcomers, and for how long?
• How are students assessed and placed?
• What are the key examination/qualification points for local university routes?
• How does the school support integration socially, not just academically?

5. Choosing “fit”: a simple decision framework that doesn’t overwhelm

When families ask me which curriculum is “best”, I usually pause. Not to be vague, but because the right answer depends on the child in front of us.

Here’s a realistic way to think about it: 

If your child thrives on depth and clear endpoints
British/IGCSE + A Levels can be a strong fit, especially for students who like specialising and working towards defined exam targets.

If your child thrives on breadth and balanced challenge
IB DP may suit students who can carry multiple subjects and maintain consistent effort across them, with structured independent work built in.

If your child needs flexibility, options, and a transcript-based approach
American-style programmes can work well, but you need clarity on credits, GPA, course level and typical destinations because variation is part of the system.

If your family is committing long-term to the country
Local schooling can offer cultural integration and continuity, but you need a clear plan for language and transition, and you need to understand the national endpoints (qualifications and access routes).

A final thought (and a gentle nudge)

Curriculum is one piece of the puzzle. A big piece, yes - but still one piece.

The best school choice is rarely the one that looks most impressive on a tour. It’s the one that matches your child’s learning needs, your family’s timeline and the reality of transition.

If you’re unsure, start with clarity questions, not comparisons:

• What pathway does this school successfully deliver?
• How stable is staffing and leadership?
• How does the school support new arrivals - academically and socially?
• What happens at key transition points (11, 14, 16, 18)?

And if you’d like structured support making sense of options - especially where learning needs, exam pathways or fair access become part of the conversation, that’s exactly the kind of work I do through iSEND. (You don’t need a “problem” to justify seeking clarity; sometimes clarity is the support.)

Ian Edwards