Integrate Cambridge and IB Pathways: 7 Practical Steps for Indian Schools

Indian families are increasingly choosing international pathways. Many schools now offer both Cambridge Assessment International Education and the International Baccalaureate (IB) to expand subject choices, maintain recognition in India, and enhance university readiness. This guide explains how to integrate the two pathways into one coherent offer, with clear steps, definitions, and role clarity for leaders, coordinators, and teachers.

Why schools consider dual pathways

Leaders want flexible subjects, strong assessment, and guaranteed university progression. Cambridge International General Certificate of Secondary Education (IGCSE), Cambridge O Level, and Cambridge International AS & A Level are recognised as equivalent by the Association of Indian Universities (AIU), which supports admissions in India. The IB Diploma Programme (DP) has long been recognised; in September 2021, the IB Career-related Programme (CP) also received AIU equivalence for Indian admissions. These assurances help families who plan for Indian, as well as global, options. 

Cambridge × IB at a glance: where they meet, where they differ

Assessment philosophy

Cambridge emphasises subject syllabuses with externally set and marked examinations, with coursework where relevant. IB uses criterion-related assessment that combines teacher-marked internal assessments with external moderation and examinations; it organises whole-school skills through Approaches to Teaching and Learning (ATL). Both approaches produce robust evidence if leaders set clear school policies for task design, moderation, and reporting. 

Signature cores that anchor thinking

• Cambridge Global Perspectives appears from Lower Secondary through IGCSE Global Perspectives (0457) to AS & A Level Global Perspectives & Research; it builds research, analysis, and collaboration on contemporary issues.

• IB DP Core includes Theory of Knowledge (TOK), the Extended Essay (EE), and Creativity, Activity, Service (CAS). TOK and EE together can add up to three points to the total DP score; CAS participation is required for the diploma.

A 7-step integration framework that works

• Set intent and governance. Define which students each pathway serves by phase, subjects, and destinations. Form an academic board that approves calendar decisions, equivalences, and exceptions.
• Map standards and progression. Align IB Primary Years Programme (PYP) and Middle Years Programme (MYP) with Cambridge Primary and Lower Secondary. Publish switch rules for movement at 14–16 and 16–19 so families see safe pathways from IGCSE to DP or A Level, and from MYP to IGCSE.
• Design the timetable. Protect laboratory hours, design projects, Global Perspectives seminars, and dedicated DP Core blocks for TOK seminars, EE supervision, and CAS planning.
• Write one assessment and reporting policy. Use shared definitions for grades, criteria, internal moderation, and re-assessment windows. Align with the National Education Policy 2020 (NEP 2020), which prioritises competency-based assessment, and be aware of the National Credit Framework (NCrF) as it scales across boards.
• Prioritise teacher capability. Plan a year-round programme for induction, criterion alignment, task design, and feedback literacy; schedule moderated work reviews each term.
• Guide student choices. Build option grids that avoid dead ends, explain combinations, and list documentation for Indian admissions under AIU recognition.
  Ensure the option grids align with both Cambridge and IB pathways for seamless Curriculum Development.
   
• Assure quality. Run termly evidence reviews, learner-voice checks, and action logs. Report findings to staff and families for transparency.

Curriculum mapping essentials

• Concepts and ATL. Use IB Approaches to Teaching and Learning as a skills spine across the school, and cross-reference with Cambridge learner attributes and Global Perspectives outcomes. Teachers plan once, then evidence learning in both systems.

• Breadth and depth in senior years. Position A Levels for depth in specialisation; position the IB Diploma Programme for breadth with research and service. Offer bridging tasks for students who switch.

• Project spine. Use a school-wide inquiry spine: MYP interdisciplinary tasks or IGCSE Global Perspectives investigations at 14–16; capstone via EE in DP or AS Level Global Perspectives & Research at 16–19.

What the IB programmes include

• PYP (ages 3–12). Inquiry-led, concept-based framework with learner agency.

• MYP (ages 11–16). Subject learning plus interdisciplinary units, organised by key concepts, global contexts, and ATL skills.

• DP (ages 16–19). Six subject groups plus the DP Core; external exams and moderated internal assessments.

• CP (ages 16–19). A blend of DP subjects, the CP Core, and an industry-relevant career-related study. AIU recognition for the CP in India was confirmed in September 2021.

What the Cambridge programmes include

• Primary and Lower Secondary. Structured frameworks that lead to IGCSE with progressive objectives and assessments.

• IGCSE and O Level (14–16). International qualifications recognised by AIU for Indian admissions. IGCSE Global Perspectives (0457) develops research and collaborative problem-solving on real issues.

• AS & A Level (16–19). Advanced qualifications that emphasise academic depth. AS & A Level Global Perspectives & Research builds advanced enquiry and argumentation.

Recognition in India and policy alignment

Parents ask two questions: “Is it recognised?” and “How will performance be judged?”

• Recognition. The AIU recognises Cambridge IGCSE, O Level, and AS & A Level; the IB DP has long been recognised; the IB CP gained equivalence in 2021. Keep evidence files ready for parents and counsellors.

• Policy alignment. NEP 2020 emphasises competency-based pedagogy and assessment; the NCrF is the enabling framework for credit accumulation and mobility, with operating notes from the University Grants Commission (UGC). Align your reporting to show competencies over time and reference credits where appropriate.

How NatureNurture Can Help You Get Started

 

NatureNurture works as an Educational Consultants partner and School Improvement Consultancy, helping leaders align curricula, run Professional Development Services For Teachers, and coordinate assessment and reporting across boards. Schools use us as an Academic Consultancy For Schools with Educational Management Solutions that include programme design, moderation cycles, and leadership coaching. If you want a board-agnostic, student-centred model that is policy-aligned and classroom-tested, we can help you launch with confidence.

FAQs leaders hear from parents

Will Indian universities accept these qualifications? Yes. AIU recognises the key Cambridge and IB awards noted above; schools should guide families on paperwork and timelines. 

What exactly are TOK, EE, and CAS? Theory of Knowledge (TOK) explores how knowledge is built; the Extended Essay (EE) is a 4,000-word independent research paper; Creativity, Activity, Service (CAS) is a structured co-curricular programme. TOK and EE can add up to three bonus points; CAS is required for the diploma. 

Summary and next steps

A dual Cambridge-IB offer widens opportunity when it functions as one ecosystem. Set intent, map progression, codify assessment, invest in teacher capability, and explain recognition clearly. Start a consult with NatureNurture to review your timetable, subjects, and assessment policy, and to receive a phased roadmap with training and tools.

Talk to us about Cambridge Curriculum Support and IB Curriculum Integration for the 2025–26 intake. Our team will audit your current offer and propose a phased plan with professional development, moderation tools, and reporting templates. Start the conversation via our contact page.