Hi 90stweenbooksfan,
I teach at Dartford and hope I can help a little with the school's ethos and culture. I am aware that your friend's son will have chosen one of the two schools already. If he is at DGS I hope that he is having an enjoyable time! Nevertheless, I hope this thread may help other parents in similar positions in future years.
I'll give my perspective as a former student and current teacher at Dartford, with references to Dulwich where possible (though I don't know much about the school).
Firstly, I would describe Dartford as a school dedicated to nurturing curious young adults. We pride ourselves on developing inquiring, thoughtful and diligent students. In my lessons, from Years 7 to 13, I try to cultivate an atmosphere where students are driven to a deep understanding. This translates into students who think deeply about their subjects. Recently, students have been accepted onto internships at CERN and NASA, reflecting this drive to think deeply.
We support students with a strong super-curricular program. The full program can be seen here (by clicking on one of the 3 images at the bottom of the page):
https://www.dartfordgrammarschool.org.uk/Co-Curriculum/
We ask students to participate in at least 2 clubs / societies each week. We encourage students to pursue aspirations that relate to academics, sports and volunteering. In addition, we ask all students in Year 10 to achieve the Bronze Duke of Edinburgh's award. Having progressed from Bronze to Gold as a student during my time at the school, I can assure that 5-day treks across Snowdonia and Madeira are life changing. It led me to trek and volunteer in the highlands of Scotland for 2x2-weeks during my third year of university.
We offer an academic program that is comparable to Dulwich college, with a super-curricular program that supports our students to attain top places at universities across the UK (including Oxford, Cambridge, Imperial and the LSE). This includes an excellent BioMed society run by a teacher who works as a cancer researcher at the Royal Marsden Hospital in his spare time.
If the IB curriculum in the sixth form is new, here's a perspective, from a student who has studied the IB at DGS and now teaches it as well! By the sounds of things, part the query was around whether the IB is suitable to someone with particular strengths in Maths and Science. There is a valid argument that students who are certain that they want to study engineering at university would be better supported with an A-Level curriculum. It would be more focused on Maths / Physics and is unlikely to include lessons on English, Humanities and Languages.
However, I would encourage a prospective student to consider a wider perspective. The IB involves 6 subjects because it is designed to support a student throughout their life. An engineer may need to be able to converse in another language when talking with a client; deliver a convincing pitch to an investor; or communicate complex ideas in concise terms with a customer. The IB supports students in developing these skills. I am so glad that i studied 2 languages (Japanese and Latin) because they (particularly the first) have taken me to places that I would otherwise not have been to. This includes a homestay with a Japanese family (who I met through the DGS exchange program).
Furthermore, whilst A-levels require little coursework, the IB has coursework for every subject, plus the Extended Essay and Theory of Knowledge. Whilst this demands more of students, it also prepares them with the skills they need to thrive, independently, at university and in work. I felt significantly less pressure during my first year at Warwick having studied the IB because I was used to meeting several deadlines per term.
I hope this has given a perspective on the culture of Dartford and what it means to be a DGS student. Any questions, please do ask below!
Best wishes,
Mr R.