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To evaluate one's own suitability for either the IBDP or the GCE A-Levels, students must additionally evaluate their strengths and weaknesses.

In the IBDP, students are expected to do a balanced subject portfolio. Students are required to do six subjects - three higher levels and three standard levels, upon which students should demonstrate a general or deeper understanding of a wider range of subjects.

Due to the wide variety of subject choice, the IBDP curriculum cultivates well-rounded students with a strong interest in global affairs.

Students whose strengths stem from their intense curiosity to explore and critically evaluate an extensive scope of fields would benefit from the IBDP.

Such examples might include students who harbor equal levels of intrigue towards both science and humanities subjects, and thus, may struggle to choose between the two.

For them, the IBDP would be more advantageous in the long run, since students will then have the chance to spend more time to research, thereby considering their preferences and passions prior to specializing in any subject or field in higher education.

Students whose strengths lie in both the sciences and humanities would further derive benefit from studying the IBDP because the curriculum may give them a chance to explore intersectional fields, and thus interrogate the interdisciplinary nature between science and humanities.

However, it is also important to consider other aspects of the IBDP, one of which is the copious amounts of essay-writing students are required to submit.

It is compulsory for IB students to do a 4,000- word extended essay, which, according to the IBDP website, is an "independent, self-directed piece of research." Similar to a mini-thesis, the extended essay entails an exploration of topics under one of the six approved categories provided by the IBDP.

These are: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts.

Akin to the subjects which students are required to choose, the IB extended essay provides students with a good range of topics upon which they can evaluate, discuss and construct a cohesive argument.

So those who have a good grasp and command of language may find themselves performing better if they were to choose the IBDP, and could potentially further develop their passion for writing and language whilst doing their research.

There are also a wide variety of language-based subjects - English, Chinese, French or Spanish, for example - and Group 3 courses for students to choose from in the IBDP curriculum, all of which are essay-based. Group 3 courses include history, psychology, economics, philosophy, and geography.

Even in circumstances where students proficient in language or writing, yet interested in taking science subjects, may find the IBDP favourable.

Offered by the IBDP are Group 4 experimental sciences subjects, such as physics, chemistry, biology and environmental systems - all of which require students to write internal assessments.

That said, students with a stronger command of language will definitely be able to excel in the IB compared to others.

Whilst it is important to consider one's strengths, it is equally significant to go through certain weaknesses some students might possess.

Though this varies in different students, one major weakness many students might have would be on mathematics.

Those for whom maths is not their strong suit may themselves required to do the subject in the IBDP.

However they are given the choice to pursue maths AI SL, which is viewed as the "easier" version in comparison to A-Level maths.

Despite this, one must also take into consideration certain preferences which top UK universities exhibit, since most of these universities are more partial to students who have studied a broad mix of traditional academic subjects.

Take London School of Economics as an example. Its competitive law program explicitly states this.

Therefore I believe that the IB curriculum provides a "middle ground" for such students, allowing them to do an "easier version" of maths than the A level maths, while meeting the demand from top UK universities for a broad mix of traditional academic subjects.