TheInternationalBaccalaureate

atAshcroftTechnologyAcademyProud to be an IB World School

IB Mission Statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understandingand respect.

To this end the organization works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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ContentsPage 2 Welcome to the IB Diploma at Ashcroft Technology Academy

Page 3 The IB Diploma in context

Page 5 The IB Diploma

Page 7 What people say about us

Page 8 Student success with the International Baccalaureate

Page 10 Life after the IB Diploma

Page 12 The IB Diploma Curriculum at Ashcroft Technology Academy

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Welcome to the IB Diploma at Ashcroft Technology Academy

Ashcroft Technology Academy was described by the IB in their pre-authorisation visit as “one of the best world schools they have visited”: testimony indeed to

the international ethos of the school and strong work ethic and international mindedness of our students. The IB Diploma Programme has added a vibrant dimension to our curriculum and IB students certainly enrich the lives of others as well as their own by attending such a high performing school. This year saw a continuation of the excellent results IB students achieve, and we are particularly pleased with the students who secured their first choice offer at Russell Group universities, including Cambridge University. We are

now in our sixth IB year and can reflect on excellent achievement and move forward with confidence and ambition.

Douglas Mitchell, Principal

Students leave our Sixth Form as articulate, confident and accomplished young adults who understand the importance of rigour and high standards.

Underpinning our proven track record of success is a team of highly motivated and hard working staff who know students well and who are committed to supporting students to succeed. Ashcroft Technology Academy Sixth Form provides students with an outstanding education through academic challenge, engaging and innovative teaching and extensive extra-curricular and super-curricular programmes. The outstanding achievements of the IB

Diploma Programme make a valuable and unique contribution to the identity of Ashcroft Technology Academy, now an outstanding IB World School. We

are very proud of our students’ achievements and we hope to welcome you to our Sixth Form next academic year.

Amit Chadda, Assistant Principal, Head of Sixth Form

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The IB Diploma in context

Studying the International Baccalaureate at Ashcroft Technology Academy is an exceptional opportunity to participate in an intensely rewarding

educational experience. We are proud of our superb results, which reflect the ongoing commitment of both our IB teachers and students. More than this though, we have sought to create a highly supportive and stimulating environment at the Academy that nurtures a genuinely global perspective.

Our Academy truly embraces the international nature of the IB. From the very first day, our students become part of a far-reaching global network.

Our ethos, whether within IB lessons or as part of our Creativity, Activity and Service programme, is to develop within our students a deeper understanding

of the issues facing our society and provide them with the knowledge and skills that will equip them to thrive in an increasingly interconnected world.

The Sixth Form at Ashcroft Technology Academy is a wonderful place to learn. Situated predominantly within our purpose built Sixth Form centre, students have access to a study area with extensive computer facilities, careers guidance and an exclusive annex to our main school library. In addition, the Academy boasts two state of the art fitness suites and 10 modern science laboratories. Each lab is seperated into a teaching area and a practical space to provide students with the ideal space to learn.

Our location in South West London gives us access to all that the city offers including frequent trips to theatres, galleries and museums. During their time in Sixth Form students are also invited to participate in the wide range of international trips offered at the Academy that certainly develop a sense of international mindedness and intercultural understanding.

Ashcroft is an exceptional place to learn, and the International Baccalaureate is an exceptional course. Students who enrol on the IB leave the Academy not just with excellent results, but as confident, well-rounded thinkers who are well prepared to make a positive contribution to our world.

Joseph Anson, IB Coordinator

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By Helen Webley-Brown, current Year 13 student and Head Student

Hi! If you’re reading this, you’re considering embarking on the International Baccalaureate here at Ashcroft. This is a hard decision but it’s one that I made and do not regret for a

minute. I’d like to share with you a short snapshot of my IB experience so far.

As an external student, the prospect of having to integrate into a new school community and adapt to post-16 education was a daunting one. Knowing that I would be joining a small, close-knit community of IB students definitely made my transition an easier process.

I was initially attracted to the IB because of its breadth; my interests in both the social and natural sciences meant that I didn’t want to be confined to three subjects.

Whilst the A Level route would provide me with good subject knowledge in three subjects, the breadth of the IB allowed for a flexibile and a cohesive programme of study. Receiving a flexible,

diverse education enables you to develop skills and knowledge for today and tomorrow, not just a chosen career path. No other qualification gives you as much breadth and depth.

Tackling six subjects in the International Baccalaureate Diploma Programme, as well as an extended essay, extra-curricular activities and Theory of Knowledge, is challenging, but the supportive community and global outlook, make it a unique and rewarding experience. The many different components of the course ensure you won’t be stuck in a monotonous routine - there will always be something that challenges and interests you.

I’m not just happy that I chose to the IB, I’m also delighted that I chose to pursue it at Ashcroft. I am proud to be part of an “outstanding” Sixth Form with a welcoming and diverse student body and dedicated staff. Our Sixth Form provides an excellent

learning environment where you will thrive and develop both personally and academically.

By Marcus Ahmad, current Year 13 student

To all prospective IB students and parents, I am here to give a little insight into my experience of the IB at Ashcroft from an international student’s point-of-view.

I was drawn to the IB in particular when I moved to the UK from the US because of my international background. I have always enjoyed international perspectives to my studies, and looking for a school as a foreign student, I found that the international-

mindedness of the IB Diploma catered to my needs much more than a standard A-Level path.

One of the main reasons I chose Ashcroft was the wide range of resources available at the school, from various sports facilities, tons of technology, and a friendly and educated support

team. Since joining the IB, I have found that Ashcroft is very generous with providing for its students, catering to each individual’s needs. For example, for my extended essay, I chose to perform an experiment that required a difficult-to-obtain chemical, and the school kindly provided this so that I could pursue my interests.

My favorite thing about Ashcroft is the balance between work and social life that the school gives. The school definitely provides loads of opportunities for students to conduct individual study, but the various

clubs and breaks throughout the day allow students to become more well-rounded people. The IB supplements this greatly, ensuring that students are highly versatile with a wide skill set by the

time they pursue a future outside of the school. I was initially unsure about how I would fare in such a broad range of activities, but now I am completely satisfied with my choice to

pursue the IB at Ashcroft.

Students get to know their fellow IB students during the annual “start of CAS” trip to the High Ashurst Outdoor Centre in September (pictured)

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The IB DiplomaThe International Baccalaureate was established in 1968 and since then over 500,000 students have been awarded the diploma worldwide.

The Diploma curriculum is carefully planned, with links between subjects clearly defined - students are taught not to think of their subjects as discrete units, but to embrace the inter-connectivity between them. In addition, all aspects of the International Baccalaureate are designed to help students develop the 10 personal qualities that form the IB Learner Profile, shown in the diagram to the right. Development of these qualities is embedded in all areas of the curriculum and is a fundamental part of the IB.

The Diploma curriculum requires all students to study English, maths, science, a foreign language, a humanities based subject and an option from the arts. Students can, however, opt to study another subject from groups 1-5, instead of choosing an option from the arts. Additionally, students are able to follow a self taught literature course in their mother tongue, as an alternative to learning a foreign language. Students have a wide range of choices and are able to design their own personal, challenging and enjoyable curriculum.

Students take three of their subjects at Higher Level and three at Standard Level. The specifications focus on problem solving,

critical thinking, application and analysis.

In addition to the student’s six subjects, the Diploma has three core elements which students must

complete. The core sets the Diploma apart from alternative Sixth Form options, as the IB is the only curriculum focused on developing the ‘whole student’.

Creativity, Activity and Service aims to help students develop personal skills and is at the heart of the IB programme allowing students to “live the learner profile”. The Extended Essay teaches students how to write university

style essays. Key skills, such as how to effectively research, draft, redraft and reference are learnt

here: this is a curriculum feature unique to the IB. Theory of Knowledge teaches students how

and why to question information and allows them to more effectively articulate their own opinions, ideas

and arguments.

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Typical subject combinations:

For a student wishing to study medicine at university:

Group 1 English Literature SL or HL

Group 2 Any language SL or HL

Group 3 Psychology, History or Geography SL or HL

Group 4 Chemistry HL

Group 5 Maths SL

Group 6 Biology HL

EE Topic Based on either Chemistry or Biology, with strong links to medicine

CAS activities Work experience at hospitals; Volunteering at care homes; Work at university or industry laboratories; Any sporting activities

For a student wishing to study history at university:

Group 1 English Literature HL

Group 2 Any language SL or HL

Group 3 History HL

Group 4 Any science SL or HL

Group 5 Maths SL or studies

Group 6 Any Group 6 or an additional Group 3 subject SL or HL

EE Topic Based on any area of History that is of particular interest to the student

CAS activitiesDebating Society; Model United Nations; Work experience at museums or libraries; Blogging or writing about historical topics; Essay competitions; Any sporting activities

For a student wishing to study art or design based subject at university:

Group 1 English Literature HL

Group 2 Any language SL or HL

Group 3 Any Group 3 subject HL

Group 4 Any Group 4 subject SL

Group 5 Maths Studies SL

Group 6 Visual Arts, Music or Film Studies HL

EE Topic Based on the area of THE arts that interests the student

CAS activities

Photography; Art competitions; The ‘ARTiculate’ competition; Stage design for school productions; Teaching music or art to other students; Composition of music or artistic pieces; Courses on different artistic skills; Any sporting activities

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What people say about us“The breadth of choice was what first attracted me to the IB Diploma and the

small class sizes and friendly atmosphere pushed me towards Ashcroft. In year 11 I honestly had no idea which 4 subjects to take at A-level. By doing the IB I

managed to avoid making that decision. I could continue maths and science while still going into detail equivalent to an A level in my three higher level subjects.” Emma Burley (pictured left) joined from the German School, London and completed the IB Diploma at Ashcroft in 2017

“Being an internal student, choosing to take the International Baccalaureate when the vast majority of my friends were

sticking with the traditional A levels was a difficult decision for me; I went for it and in hindsight I know it was the best thing that I could have ever

done. The IB provided me with the opportunity to expand my creative horizons exponentially, whilst still retaining the level of academic rigour

that A levels possess, arguably more. My Sixth Form experience changed for the better and the resources and help at my disposal allowed me to fully

embrace my studies.”

Eshe Barzey (pictured centre), former Ashcroft Technology Academy Year 11 student, completed the IB Diploma at Ashcroft in 2016

“The International Baccalaureate course offers a broad mix of subjects and

opportunities perfect for academic and personal development. I

was welcomed into an inviting atmosphere, which made for a

smooth transition into the Academy. The combination of superb teaching

and excellent facilities allowed me to become a more rounded student.”

Kieran Williams (pictured left) joined from Southfields Academy and completed the IB Diploma at Ashcroft in 2017

“For a small group of students, the atmosphere was really exciting and dy-namic. I could definitely see myself settling in here. I guess that’s why they have such good results.” Visiting Year 11 external student from Ricards Lodge School

“One of the best-equipped centres to deliver the IB Diploma.” IB Authorisation Inspection Report

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Student success with the International BaccalaureateThe breadth of the International Baccalaureate curriculum combined with excellent results places our students in the best possible position to follow their desired path on completion of the Diploma. Below are some of our recent success stories:

Kimberley Carsetens joined fromRicards Lodge School

Studied:English A Literature 6 Economics 7Physics 7Biology 7

Spanish AB 7Mathematics 7

Core 3/3Total: 44

Rebecca Davies joined from Ricards Lodge School

Studied:English 6Spanish 6History 7Maths Studies 7

Biology 7Film 7

Core 3/3Total: 43

Where are you now? Reading Economics at the University of Durham.

Where are you now? Studying History at Cambridge.

“The International Baccalaureate is nothing short of rigorous and demanding - this alone encouraged me to embark on this course. I thoroughly enjoyed studying a range of subjects that gave me an opportunity to explore avenues that I otherwise would not have considered, had I studied A-Levels. Moreover, the Theory of Knowledge and Extended Essay developed in me key skills and knowledge that I will no doubt use in my future studies. The small class sizes, multiple study areas and incredibly dedicated teachers at the Academy help to create a strong environment of learning and development. As part of CAS I became a STEM ambassador in Year 12.

“I hadn’t even heard of the IB Diploma until I went to the Ashcroft Technology Academy (ATA) Open Evening as a prospective external student and I was immediately intrigued by this alternative qualification. Even now, I’m not sure if it was the brilliant variety in academic subjects, the overwhelming temptation to embark on the unfamiliar challenge of Theory of Knowledge or the mighty 4000-word Extended Essay, that first ignited my interest and drove me to embark on the most exciting two years of my life.”

Fredrika Persson joined from St Catherines Bramley

Studied:English A: Literature 7Chemistry 6Physics 7Mathematics 7Spanish B 6

Economics 6Core 3/3

Total: 42

Where are you now? Studying Natural Sciences MSc at University College London

“Studying the IB provided me with the opportunity to develop my interests in both the Arts and Sciences to a high level. It is a challenging and demanding course that undoubtedly increased my capacity to learn and enriched my education. I enjoyed the breadth and expansive nature of the course that constantly forced me to think more adeptly in not only one or two areas of academia but across the board - from examining the value of knowledge in my TOK essay, learning a modern language to investigating aspirin synthesis in my Chemistry EE. I feel well-equipped for university and I am pleased to have studied the IB at Ashcroft.”

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Saffa Abdi

Studied:English 7Italian 5Geography 7Maths Studies 7Chemistry 6

Biology 7Core 2/3

Total: 41

Tyra Enchill

Studied:English 7French 6Psychology 7Maths Studies 6Biology 6Chemistry 6

Core 3/3Total: 41

Where are you now? Studying Geography at University College London.

Where are you now? Studying Chemistry at Bath.

“Now that I have completed the IB I have absolutely no regrets about choosing it. It is undoubtedly an academic challenge, but with the amount of support that was available from the teachers, including after school study sessions to weekend revision classes, Sixth Form became much more manageable. My time at Ashcroft has been nothing short of amazing. The small class sizes opens up the courses for personalization and allows you to build a personal rapport with your teachers. For these reasons I would highly encourage you to take the IB at Ashcroft, even if you are a little hesitant like I was.”

“The programme was immensely stimulating and rewarding beyond words. I loved the wholehearted culture of learning here, and my time at Ashcroft was one of continuous growth, support and academic fulfilment. I’ve never known the level of dedication in any other school I’ve visited and I owe my success to the fabulous teachers who were always willing to spend time with me at lunch or after school to help me out whenever I needed a hand. For this reason, I think that studying the International Baccalaureate at Ashcroft is the best decision you can take!”

Bianca Costa Sales joined from a school in Brazil

Studied:English 7French 7History 5Maths Studies 7

Biology 6Chemistry 6

Core 3/3Total: 41

Where are you now? Studying Comparative Literature at King’s College London.

“I’ve just finished my first year at King’s and the IB was an excellent preparation for university. The academic rigour demanded by the Diploma meant that the leap to undergraduate study was not all that great. Another aspect of the programme that really helped was the Extended Essay. When we were set our first long assignment at university I wasn’t at all daunted because I had already done something similar in year 13! The other great thing about the IB at Ashcroft is that you get to meet people from all over the world. This makes the IB programme at Ashcroft truly international.”

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Life after the IB DiplomaThe vast majority of IBDP students choose to continue their education at university after receiving their Diploma.

Unlike A Levels, achieving the very top grades in the IB is unusual and is not required to secure a place at a top university. However at Ashcroft it would certainly not be uncommon for students to achieve more than one Level 7. For example, only around 100 students across the globe achieved 45/45 points in 2016 and this is reflected by university offers. As a guide, the top UK universities (the Russell Group), tend to offer university places to IB students predicted 32-38 points. Oxford and Cambridge offers are generally between 39 and 41 points.

King’s College London, currently ranked the 19th best university in the world (QS World University Rankings) has produced this table to demonstrate how its IB offers compare to A Level, for all degree courses:

A level IB

A* A A 35 points including 7 6 6 HL

A A A 35 points including 6 6 6 HL

A A B 35 points including 6 6 5 HL

IB students tend to be very successful in securing places at top universities, and subsequently achieving the highest classifications for their degrees, as shown by the two charts below:

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Where have our students received offers from?

International Baccalaureate students at Ashcroft receive excellent guidance and support whether they are applying to either UK or international universities. Students often comment that this is one of the best features of the IB programme at Ashcroft and, as a result, our IB students are highly successful at securing places at top universities.

International Baccalaureate students who received their Diplomas in 2016 are currently studying at Cambridge, the London School of Economics, University College London, Warwick University, King’s College London and Manchester University to name just a few places.

Below is a selection of the offers made to our Year 13 IB students in 2016.

Course: NeuroscienceStudent predicted grade: 36 Edinburgh: offer 37Manchester: offer 36Nottingham: offer 34 King’s College London: offer 35St Andrews: offer 36

Course: International RelationsStudent predicted grade: 35 Queen Mary University, London: offer 34Southampton: offer 32King’s College London: offer 35Birmingham: offer 32Surrey: offer 35

Course: EconomicsStudent predicted grade: 43Warwick: offer 38St Andrews: offer 36Exeter: offer 38Leeds: offer 35

Course: History & PoliticsStudent predicted grade: 41University College London: offer 39King’s College London: offer 35London School of Economics: offer 38Queen Mary University, London: offer 34

Course: HistoryStudent predicted grade: 44 Cambridge: offer 40 (HL: 776)Durham: offer 38York: offer 36Exeter: offer 38Nottingham: offer 36

Course: GeographyStudent predicted grade: 36 Manchester: offer 35Newcastle: offer 35King’s College London: offer 35Exeter: offer 36Birmingham: offer 32

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The IB Diploma Curriculum at Ashcroft Technology AcademyThe Diploma Core

Creativity, Activity and Service (CAS)

CAS is a programme of experiential learning in which students complete an individual programme of extracurricular activities, both within and outside school. CAS activities must be challenging and well planned, with defined aims and learning objectives. Students plan, undertake and reflect upon these activities throughout the first 18 months of their Diploma.

Below are some examples of CAS activities Ashcroft students have undertaken:

Creativity and Service: Improving community cohesion in South London – Bianca Costa Sales

recently completed the IB at Ashcroft

“I worked in a group with three other IB students and the charity Envision. Our aim was to help stimulate community cohesion in an impoverished area in South London. Through regular planning meetings our team was able to secure funding and the help of a professional artist to design and create a mural to represent the ideals of an integrated community. After seven hours

of painting, we created a beautifully abstract mural portraying what we believe people from any community, local or international, should appreciate:

respect for cultural, ethnic and age diversity; union and harmony; peace and co-operation.”

Activity and Service: Rowing – Ivan Khokhlov, recently completed the IB at Ashcroft

“I first came across the sport of rowing when I joined the Academy rowing club and I went on to join the Thames Rowing Club. I have since won a Gold Medal in the London Youth Games, representing Wandsworth in Indoor Rowing. I also competed at Henley Royal Regatta during my final year at the Academy.

I started the CAS programme already doing rowing on regular basis, therefore I set myself a range of targets to work towards to make this activity challenging. On the activity side I started to train for specific competitions that marked my progress. This new approach helped me to move up from finishing in last place at my first regattas, to eventually winning in two regattas by the end of Year 12. I found that rowing through CAS stimulated me to constantly push myself to harder challenges, which led to me achieving my long-term goals.

I also wanted to share my passion for rowing, which led to my Service activity helping to run the Academy’s rowing club. I was pleased to find myself side by side with the coaches

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helping beginner rowers to discover this wonderful sport for themselves. I found that being in their position helped me to relate to them better. During this activity I experienced the joy of seeing how I could help others improve, and I was surprised to realise that I enjoyed this as much as when I had achieved things in the sport myself.”

Service: Teaching English in Kosovo – Liza Bajqinca, recently completed the IB at Ashcroft

“For people living in the area I visited in Kosovo, learning English increases their chances of employment and also allows them to connect with the global community. I worked at Xhevdet Doda Secondary School during my summer holiday and was put in charge of English lessons. I taught 16 to 19 year olds basic English grammar and taught them how to articulate their sentences. A lot of thought and planning went into each lesson. The fact that there were limited resources meant that I had to come up with new and inventive ways of getting the students to enjoy their lessons and to show them how valuable learning English is. Of course at first I was terrified as there were so many of them and only one of me. However I used the public speaking experience I had gained from my earlier CAS activities to overcome this and classes soon became less overwhelming. I enjoyed teaching so much and it made me realise how privileged I am to have grown up in such an amazing country. I’ve learnt that if you have a passion for a specific subject it will rub off on the students and they will both learn and enjoy themselves.”

The Extended Essay

IB Diploma students must complete a 4,000-word research essay on a subject of special interest to them, usually linked to one of the subjects which they take at Higher Level. This is designed to develop their skills in independent study and writing, giving Diploma students a strong grounding in the standard of writing and research expected at university. This often forms an important part of a student’s UCAS application, showing dedication and depth of understanding in their areas of interest, and can give them a cutting edge in the eyes of university admission tutors.

Students are assigned a subject specialist supervisor in Year 12 who they meet regularly to support the development of their essay. The essay should take approximately 40 hours of private study and is externally marked.

Examples of Ashcroft extended essay titles include:

“To what extent did Tudor propaganda shape the Machiavellian perception of Richard III?”

“An investigation into the avante-garde surrealist film grammar in contemporary mainstream movies.”

“To what extent does television violence increase levels of aggression in children?”

“How does Jane Austen present Elizabeth Bennet’s struggle in love in ‘Pride and Prejudice’?” “How will the suggested ‘Mansion Tax’ impact on the market for high value homes in my area of Barnes?”

“How does positive psychology contribute to the psychological well-being of cancer patients?”

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Theory of Knowledge

The Theory of Knowledge (TOK) programme offers students the opportunity to reflect critically on diverse ways of knowing and on areas of knowledge. As such, it has an important role to play in linking the different academic subject areas within the Diploma.

TOK prompts students to consider the role and nature of knowledge in their own culture and in the cultures of others. It aims to make students more aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge and recognize the need to act responsibly in an increasingly interconnected world.

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is “How do we know?” As a consequence, TOK lessons are predominantly discussion based.

IB Diploma students are required to submit a TOK essay of 1,200–1,600 words, which accounts for two thirds of the TOK grade. In addition, students give an oral presentation on a knowledge issue of their own choice which accounts for the remaining third of the TOK grade.

Group 1: Studies in Language and Literature

English Literature (SL & HL)The English Literature course is designed to encourage creative, analytical and intellectual development in students and equip them with the range of skills necessary to approach assessments, and higher education beyond the Diploma. In keeping with the Diploma’s global ethos, the curriculum emphasises breadth of reading, including a range of texts from different time periods, nationalities, languages and genders. Some examples of texts studied include:

• John Milton, Paradise Lost• Albert Camus, L’Etranger• Margaret Atwood, The Handmaid’s Tale• Shakespeare, King Lear & Antony and Cleopatra• J.M Coetzee, Waiting for the Barbarians

Students will develop a sophisticated understanding of literary texts through exploring key ideas, themes, and developing their ability to recognise literary techniques. They are also encouraged to appreciate the cultural contexts of literature. Students will engage in focussed study of a range of genres and periods; learning to compare and contrast relationships between texts to strengthen their analysis. Whilst encouraging and embracing the enjoyment of reading in an informal manner, this is an academic course in which students will be expected to develop their written and oral communication to a sophisticated level.

Standard Level(10 Literary works)

Higher Level (13 literary works)

Part 1: Works in translation

A literary study of two works in translation A literary study of three works in translation

Part 2 : Detailed study

Close study and analysis of two works, both from different genres

Close study and analysis of three works, all from different genres, one of which is poetry

Part 3 : Literary genres

A literary study of three works from the same genre (drama)

A literary study of four works from the same genre (drama)

Part 4 : Options Three works are chosen by the school; the approach to the study of works is chosen from four options

Four works are chosen by the school; the approach to the study of works is chosen from four options

AssessmentThe course is assessed through two external written exams (45%), an externally marked written assessment (25%), and two internal oral assessments.

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Group 2 : Language Acquisition

French B (SL & HL) & Spanish B (SL)Language B Standard Level and Higher Level courses are language acquisition programmes intended for students with prior learning and experience in a particular language. The courses are designed to provide students with the necessary skills and intercultural competence that will enable them to communicate successfully in an environment where the language studied is spoken.

At Ashcroft, this is achieved through a continuous focus on international current affairs, the use of high-quality audio-visual resources and access to the latest publications. Students are encouraged to take responsibility and initiative in their own learning through a combination of teacher-centred and learner-centred activities, which promote open-mindness and the ability to reflect, analyse and evaluate.

Core Topics: Social Relationships, Communication and Media, Global Issues

Options: Health, Customs and Traditions, Leisure, Cultural Diversity, Science and Technology

Standard and Higher Level are differentiated by the depth of syllabus coverage, the study of Literature at Higher Level, the level of difficulty, the demands of assessment and the assessment criteria.

Italian, Spanish ab Initio (SL)

The course is designed for students with little or no previous knowledge of Italian or Spanish. Through the development of receptive, productive and interactive skills, students acquire the ability to respond and interact appropriately in a defined range of everyday situations.

At Ashcroft, intercultural understanding while learning a language is a major focal point. Students learn to be aware of similarities and differences between their own culture(s) and those of the target culture(s).

The course is based around three themes:

• Individuals and Society • Leisure and Work • Urban and Rural Environment

AssessmentAll students complete three interactive oral activities during the two years of the Diploma, comprising 10% of their grade. An individual speaking exam comprises a further 20%. Students also complete two exam papers and a written assignment comprising the final 70% of their grade.

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Group 3 : Individuals and Societies

Economics (SL & HL)The study of Economics focuses on dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants.Economics allows students to understand how we can make the best possible use of the earth‘s scarce resources, the impact of government policies and the effects of globalisation.

The IB Economics course comprises of four modules:

• Macroeconomics (Economic growth, unemployment, inflation, government policies)• International trade (Protectionism, exchange rates and the balance of payments)• Development economics (Foreign investment, aid, trade and debt)• Microeconomics (Demand, supply, elasticities, market failure and market structures – HL only)

The Economics course encourages students to develop an international perspective on economic matters, foster a concern for global issues,

and raises students’ awareness of their own responsibilities at a local, national and international level. The Economics course

requires no specific prior learning.

AssessmentEconomics is assessed by two examinations at Standard

Level and three examinations at Higher Level. The examinations comprise 75% of the student’s grade and consist of both short response questions and essay questions. In addition to the examination, candidates must submit three Internal Assessments, including a report on a simple experimental study conducted by the student (25%). Both Standard Level and Higher Level Economics students must produce a portfolio of three commentaries based on articles from published

news media.

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Geography (SL & HL)The Geography course aims to deepen students’ understanding of the relationship between people and their environment. It is widely acknowledged that we should develop a concern for both human welfare and for the quality of our environment. The course addresses such areas by allowing students to study contemporary issues such as the impacts of an ever-growing population, environmental change and how increasing inter-connectedness through globalisation is resulting in an ever-shrinking world.

Geography students study the following topics:

Part 1: Core theme - Patterns and Change:

• Populations in transition• Disparities in wealth and

development• Patterns in environmental quality

and sustainability• Patterns in resource consumption

Part 2: Optional Themes: Standard Level students study two themes and Higher Level students study all three.

• Fresh water - issues and conflicts• Hazards and disasters – risk

assessment and response • Food and Health

Part 3: Higher Level Extension – Global Interactions: Higher Level only.

• Measuring global interactions• Changing space – the shrinking world• Economic interactions and flows• Environmental change• Sociocultural exchanges• Political outcomes• Global interactions at the local level

Field Work: Both Higher and Standard Level students will complete fieldwork. This is carried out in Central London during the first year of study. There are also additional (non-compulsory) opportunities for fieldwork, including trips to Somerset and Iceland.

AssessmentStandard Level: Standard Level students sit two exams. Paper 1 (Core Themes) and Paper 2 (Optional Themes) comprise 75% of the final grade and the fieldwork comprises a further 25%.

Higher Level:Higher Level students sit three exams. Paper 1 (Core Themes), Paper 2 (Optional Themes) and Paper 3 (Higher Level Extension) comprise 80% of the final grade and the fieldwork comprises a further 20%.

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History (SL & HL)History as an academic discipline asks us to interrogate and think critically about the past. At both Standard and Higher Level, students are encouraged to take an active role in this discipline by developing their conceptual understanding of a range of issues. They consider the historian’s long association with evidence, understanding how sources from the past can be used to gain historical knowledge and in what ways they might be limited in their usefulness. Most importantly, students actively engage with the work of historians to understand the principles of strong historical argument. Students are encouraged not to be passive readers but rather to display independent thought in critiquing and debating a wide range of historical interpretations. They then put this thinking to use in their own essay writing, learning how to present sustained arguments supported by rigorous historical detail from the events studied.

Throughout the course, there are a number of enrichment opportunities for students. These include a visit to the National Archives, attendance at historical conferences and trips to various libraries and museums around London and abroad.

AssessmentStudents sit a source-based paper on a topic from the Early Modern Period as well as a paper on a broad range of 20th century world and European history, in which students answer two essay questions. The coursework component requires students to undertake research and complete a 2000 word investigation on a topic of their own choosing.

In addition to this, Higher Level students study the history of the Americas in the 20th century where they have the opportunity to focus in-depth on issues such as the causes and consequences of the Great

Depression, political developments after the Second World War and the Cold War.

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Psychology (SL & HL)Psychology is the study of human behaviour, it aims to understand who we are and why we think and behave the way we do.

IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB Psychology.

Both Higher Level and Standard Level students study the following in their first year:

The Core: the Biological Level of Analysis, the Cognitive Level of Analysis and the Sociocultural Level of Analysis.

In the second year, the following topics are studied:

The Options: Developmental Psychology (HL only) & Human Relationships (SL & HL).Qualitative research: HL only.

AssessmentStandard Level students are assessed on the basis of two

externally-set exams (Paper 1 & 2 comprising 75% of the total mark) and one piece of research

(comprising 25% of the total mark).

Higher Level students are assessed on the basis of three externally-set

exams (Paper 1, 2 & 3 comprising 80% of the total mark) and

one piece of research the students conduct and write up (comprising 20% of the total mark).

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Group 4 : Sciences

The Group 4 ProjectIB students undertake The Group 4 Project, an interdisciplinary Science investigation, which is completed over the course of two days during the first year of the Diploma. The Group 4 Project is centered on a research task both literary and data based and allows students to think more about Science in the workplace and other real life applications of the Science they are studying. Students work in a group and in order to be successful, form a methodology, delegate and complete tasks and finally bring together their findings ready to be presented to the other groups.

Biology (SL & HL)The Biology course allows students with an inquisitive mind to study the complexities of Biological Science. Students on this course will learn how experimental data is used as evidence to support the theories which become part of everyday life. Students plan and conduct a number of experiments during the Biology course which supports their learning by illustrating the theories that are studied. It also allows them to learn how to gather, collate and analyse their own rigorous scientific data.

The Biology course develops students into well-rounded scientists with excellent independent thinking and investigative skills. The course encourages students to be open minded, produce balanced arguments and evidence based conclusions. Students study not only the science behind important Biological theories, but also the implications and ethical debates which arise with new scientific developments such as stem cell research.

Standard Level topics:

• Cell Biology• Molecular Biology• Genetics• Ecology• Evolution and biodiversity • Option – Human Physiology

Higher Level topics:

• Nucleic acids • Metabolism cell respiration and

photosynthesis• Plant biology • Genetics and evolution • Animal Physiology • Option – Human Physiology

AssessmentStudents are assessed in three exams, worth 80% of the final grade:

Paper 1 – Multiple-choicePaper 2 – Structured questions on the core syllabus Paper 3 – Structured questions on the optional topic and core practical data questions

In addition students complete an Internal Assessment, which comprises 20% of their final grade. This takes the form of a single investigation planned and carried out by the student. For all students this must total 10 hours of laboratory time.

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Chemistry (SL & HL)Chemistry provides students with an excellent scientific knowledge and aims to shape learners in being active and critical thinkers. The Chemistry course equips students with the skills and confidence required for scientific study at university and beyond. IB scientists are given the experience and guidance necessary to develop them into reflective, open minded and knowledgeable learners.

Teaching comprises a mixture of both theory and practical experiments. The 60 hours (40 for Standard Level) of practical experiments play a fundamental role in IB Chemistry and give the students the opportunity to develop excellent practical skills. This allows students to apply their knowledge and examine the differences between theory and practice. Students learn a range of qualitative, evaluative and quantitative skills.

Topics studied are:

• Stoichiometric relationships• Atomic structure• Periodicity• Chemical bonding and structure• Energetic and thermochemistry• Chemical kinetics• Equilibrium• Acids and bases• Redox processes• Organic chemistry• Measurement and data processing

Both Standard and Higher Level students also choose from the following options:

• Materials• Biochemistry• Energy• Medicinal chemistry

AssessmentThere are three exams comprising 80% of the student’s grade and an Internal Assessment comprising 20% of the overall weighting.

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Physics (SL & HL)Physics at both Higher and Standard level emphasises gaining a better understanding of the physical world around us. Students gain an understanding of the Physics concepts relevant to current scientific news stories and debates, including particle Physics, renewable energy and nuclear fusion. It also provides an excellent foundation, in terms of both skills and knowledge, for pursuing Physics or Engineering at university.

The Physics course builds on material learnt at GCSE, and applies a more rigorous, mathematical approach than that used by students previously. At Higher Level

the maths required goes beyond GCSE Physics and students are expected to apply it to unseen situations. Therefore, a good grounding in mathematics is especially

important.

Laboratory investigations make up a significant part of the learning in IB Physics, with 60 hours of laboratory time at Higher Level and 40 hours at Standard Level. This allows students to apply

the concepts they are learning about in a practical context, as well as developing their practical and data analysis skills. Laboratory investigations throughout the programme culminate in the internal assessment in Year 13, where students plan their own investigation into a topic of their choosing, for which they have 10 hours of laboratory time to complete. This allows them to design an experiment relating to a topic that interests them, and develop their skill in planning and carrying out an extended practical. This gives students an excellent project to discuss at potential interviews, as well as preparing them for more in-depth lab work at university.

Both Standard and Higher Level students study:

• Measurements• Mechanics• Thermal Physics• Waves • Electricity and Magnetism• Circular motion• Atomic, Nuclear and Particle Physics• Energy Production

In addition to this, Higher Level students study:

• Wave Phenomena• Fields• Electromagnetic Induction• Quantum and Nuclear Physics

Both Standard and Higher Level students also study one of the following options:

• Relativity• Engineering Physics• Imaging• Astrophysics

AssessmentStudents sit three exams (comprising 80% of their Physics grade), and the internal assessment (comprising the remaining 20% of their grade).

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Computer Science (SL & HL)The Computer Science course is centred on the application of computer technology in the modern world. Students examine how business landscapes have changed with the introduction of computer systems, with particular emphasis placed upon how systems are planned and implemented in the real world. In addition, students study a selection of the theoretical elements of computing, such as computational and algorithmic thinking, basic planning of systems and the practical creation of their own systems. Students gain an excellent understanding of the skills used in computer programming during the course.

In their second year of study, students are given the opportunity to specialize in a certain area of computing. Higher Level students also examine a case study on a modern area of computing, for example account security in online banking. Overall the course provides an excellent mix of practical skills, an understanding of the standards within the field of computer science and learning about how to program in compliance with industry standards.

Standard Level & Higher Level:• System Fundamentals• Computer Organization• Networks• Computational Thinking/Problem Solving and Programming

Higher Level Extension:• Abstract Data Structures• Resource Management• Control

Higher Level Options: (one of the following)• Databases• Modelling and Simulation• Web Science• Object Oriented Programming

AssessmentHigher Level students complete three written examinations comprising 80% of their grade. An Internal Assessment comprises the remaining 20%.

At Standard Level, two examinations comprise 70% of the grade, with an Internal Assessment comprising the remaining 30%.

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Group 5 : Mathematics

Mathematics, Higher LevelHigher Level Mathematics is a course designed for very able mathematicians. Students will be expected to quickly understand new concepts and explore challenging questions. A dedication to practicing mathematical concepts outside lessons is essential. The course is required for many mathematically based university degrees, including Engineering, Physics and some Economics courses. Higher Level mathematicians will have an excellent foundation to work from for this type of degree. The course is very demanding and should only be undertaken if the student both thoroughly enjoys mathematics and is highly able.

The core of the course is broken down into these broad areas:

• Algebra • Statistics• Functions and Equations • Calculus• Trigonometry • Vectors and Planes

There is also an additional optional module. At present, this module is Further Calculus; however this is subject to change. Students also complete an Internal Assessment: The Mathematical Exploration. This allows students the opportunity to explore a highly advanced area of mathematics of their own choice.

Assessment: There are two core exams, worth a combined 60% of total grade. The additional module exam is 1 hour and worth 20% and The Mathematical Exploration is worth 20%.

Mathematics : Standard LevelStandard Level Mathematics is a course designed for able mathematicians. Students will be introduced to many new concepts and will learn to apply these concepts to a variety of scenarios. The course is often required for Science based degrees, including Medicine. Whilst not as difficult as Higher Level, the course is still challenging. The key differences are that the Standard Level course contains less content and exam questions are more accessible.

The core of the course is broken down into the same broad areas as in the Higher Level

Students also complete an Internal Assessment, The Mathematical Exploration. This allows students the opportunity to explore a highly advanced area of mathematics of their own choosing.

AssessmentThere are two core exams, comprising a combined 80% of total grade. The Mathematical Exploration comprises the final 20%.

Mathematics Studies (SL)Mathematical Studies is designed for students with varied mathematical backgrounds and abilities. Students taking this course are well prepared for degree courses and careers in Social Sciences, Humanities, Languages or The Arts. The course teaches students the fundamentals of statistics and logic reasoning that they may require at university and in the workplace.

Mathematical studies places an emphasis on the application of mathematics. It includes an individual project, an extended piece of work based on personal research, involving collection, analysis and evaluation of data.

The course covers the following areas:

• Number and Algebra • Statistical Applications• Descriptive Statistics • Geometry and Trigonometry• Logic, Sets and Probability • Mathematical Models

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Group 6 : The Arts

Students may choose an additional subject from Groups 1 to 4 instead of choosing a subject from Group 6, should they wish.

Film (SL & HL)The Film course aims to develop the skills necessary to achieve creative and critical independence in students’ knowledge, experience and enjoyment of film. The course gives students theoretical understanding, practical and textual analysis skills. The film course consists of three strands. The first strand is learning the practical and technical skills of production, which includes formulating stories and ideas for film. Students develop originality and creativity by taking in ideas through the various stages of film making, from conception to finished production. Students produce a completed film and evaluation that accounts for 50% each student’s film grade.

The second strand is film theory and history that gives students a greater appreciation and understanding of film as a complex art form across different film making traditions. This will be assessed on a documentary script on a film genre or movement that constitutes 25% of each student’s film grade.

The final aspect of IB film is the critical evaluation of film productions which gives students a greater understanding of the variety of ways in which film makers create meaning. Students give a presentation on a scene from a film evaluating aspects of camerawork, editing, mise én scene and sound. This comprises 25% of each student’s film grade.

Music (SL and HL)IB Music explores musical perception, composition and performance. Through stimulating and enjoyable coursework tasks and analysis, students develop practical skills as well as extending their understanding of music theory.

Students are encouraged to make use of their specific musical skills or instrumental training; for example, if a student has been learning piano or flute prior to starting the IB Music course, he or she may focus on that particular skill as part of the course content. Musicians of all styles and backgrounds are welcome, including those with a particular interest in music technology and computer based production.

Students have the opportunity to join the Senior Orchestra or Senior Vocal Group and to make use of our state of the art recording studio and practice room facilities. In order to support in-class study, students will have a number of opportunities to hear live music in a range of performance contexts; full advantage is taken of the rich musical programmes that London’s performance venues have to offer.

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The course assessment is structured in the following way:

Standard LevelListening exam (externally assessed) 30%Musical Links Investigation (externally assessed) 20%One of the following 3 areas:Composition (2 original compositions – internally assessed)

50%Solo Performing (solo recital – internally assessed)Group Performing (group recital – internally assessed)

Higher LevelListening exam (externally assessed) 30%Musical Links Investigation (externally assessed) 20%Composition (3 original compositions – internally assessed) 25%Solo Performing (solo recital – internally assessed) 25%

Visual Arts (SL &HL)Visual Arts is an exciting, thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. Students are encouraged to develop a high degree of personal involvement, enabling them to develop their art work to a point where they are directing their own visual enquiry, behaving more like practising artists and designers.

In addition to exploring and comparing Visual Arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study Visual Arts in higher education, as well as for those following a range of courses including Architecture and Fashion. The Academy Art and Design department is proud of its success in placing students within the best University art departments in London, such as Central St Martins and throughout England.

Students have the opportunity to access London’s art galleries and museums, such as the Saatchi, The British Museum, Tate Modern and Tate Britain; attend a 4-day intensive course at the world

famous Courtauld Institute studying the History of Art and Design, or participate in the highly successful UCL Accelerate into Architecture course. Close links with the Royal College of Art

also provide opportunities to work with post-graduate practitioners in a wide range of specialist art subjects such as fine art (painting and sculpture), textiles, glass making

and drawing from life.

Much emphasis is placed on the use of workbooks, where students record their research, conduct experiments, and reflect upon their progress, while providing evidence of an ability to put their work and the work of other artists and designers into context. Students may work with a range of media, both two and three dimensional, including printmaking, painting in a variety of media, sculpture, and mixed media. Emphasis is placed on process rather than a fixed outcome, and students are encouraged to develop a high degree of personal involvement in their artwork. This course requires students to maintain a high degree of self-motivation and commitment, particularly in

the use of research workbooks at home.

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Visual Arts students will produce a minimum of four projects over the two years, increasingly self-directed with staff acting more as facilitators and technicians. Through practical studio work, sketchbooks, gallery visits and exhibiting their own work, students will access the practical, theoretical and curatorial aspects of the course. SL students work with at least two art-making forms whilst HL students work with at least three art-making forms. The art department offers a wide range of options: painting, sculpture, installation – using music and lighting, printmaking, mixed media, drawing, fashion and textiles and fine art textiles.

Visual Arts Standard Level and Visual Arts Higher Level students follow an almost identical course and assessment criteria although HL students will display considerable ability and are encouraged to produce a larger body of resolved works while demonstrating a deeper consideration of their art work.

External Assessment- Standard Level and Higher Level

1. Comparative Study 20%2. Process Portfolio (student project work) 40%3. Exhibition (selected student project work) 40%

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In a recent survey, specific enthusiasm for CAS came

from medical schools who found the service element to be an

appropriate way for applicants to gain experience in the caring

professions.

“We find that, because the IB is intellectually and personally demanding it provides a very

good springboard for study at university level.”

Dean of Undergraduate Studies - London School of Economics

“IB students have strengths when making choices and have

good skills in critical analysis and expression. ... markedly stronger

than other students.” Royal Holloway,

University of London

HHHGGG“King’s welcomes

the great sense of energy, determination and diversity that IB students bring to the

College, and how well they adapt to an academically rigorous study environment and university life.”

Professor Sir Rick Trainor, Principal of King’s College,

University of London

“The IB does put you significantly ahead in the

global race for the best universities,

10 out of 10.” Financial Times

Ashcroft Technology Academy has excellent access by road, rail, tube andbus and has close proximity to both Putney town centre and central London.It is a straightforward commute from Wandsworth, Wimbledon, Richmond, Kingstonand beyond.

We are close to East Putney tube station to Wimbledon, 37 and 337 busroutes and to the A3, and a short walk from Putney mainline station to Richmondand Kingston.

Tube station - East Putney on the District LineMainline station - PutneyBuses - 37, 337

Ashcroft Technology Academy100 West HillLondon SW15 2UTTel 020 8877 0357Fax 020 8877 0617www.ashcroftacademy.org.uk

Contacts at Sixth Form:Amit Chadda, Assistant Principal - Head of Sixth Form, amit.chadda@ashcroftacademy.org.ukJoseph Anson, IB Co-ordinator, joseph.anson@ashcroftacademy.org.uk