Knole Academy is an IB World School offering the International Baccalaureate Diploma Programme.
The IB Diploma Programme is an academically challenging and balanced programme of education, with final examinations, that prepares students aged 16 to 19 for success at university and in life beyond. It has been designed to address students’ intellectual, social, emotional and physical well-being. The programme has gained recognition and respect from the world’s leading universities.
- IB diploma students were three times more likely than matched A level students to enrol in a top 20 Higher Education Institutions.
- IB diploma qualifiers were 7% more likely to achieve a first-class honours degree than matched A level qualifiers.
- IB diploma qualifiers were 40% more likely than matched A level qualifiers to obtain a first or upper second-class honours degree.
- Knole Academy Average for DP was 33 points (the Global Average for DP in 2024 was 30.3 points).
Components of the IB Diploma Programme
The Six Subject Groups
The IB Diploma is structured around six key subject groups and core components, designed to provide students with a well-rounded education.
Students must choose one subject from each of the following six areas:
- Group 1: Studies in Language and Literature
(e.g., English, Spanish, or French Literature) - Group 2: Language Acquisition
(e.g., French, German, or Mandarin) - Group 3: Individuals and Societies
(e.g., History, Economics, Geography, or Psychology) - Group 4: Sciences
(e.g., Biology, Chemistry, Physics, or Environmental Systems) - Group 5: Mathematics
(e.g., Mathematics Analysis, Mathematics Applications) - Group 6: The Arts
(e.g., Visual Arts, Theatre, Music)
(Students may opt for an additional subject from Groups 1-5 if they do not wish to take an Arts subject.)
Core Components
In addition to the subject groups, the IB Diploma includes three core components that distinguish the programme and enhance its educational value:
- Theory of Knowledge (TOK):
TOK encourages students to explore the nature of knowledge and how we know what we know. This course challenges students to think critically about different ways of knowing, such as perception, language, reason, and emotion, and how these influence our understanding of the world. - Extended Essay (EE):
The EE is an independent, self-directed research project on a topic of the student’s choice. It provides an opportunity for students to engage in academic research, develop critical thinking skills, and produce a scholarly 4,000-word essay. The Extended Essay is excellent preparation for university-level academic writing. - Creativity, Activity, Service (CAS):
CAS encourages students to engage in extracurricular activities that involve creative thinking, physical activity, and community service. The CAS component helps students develop personally and socially, enhancing their emotional intelligence and global awareness. Students are required to complete a balanced portfolio of activities, demonstrating personal growth and reflection throughout the two-year programme.
Benefits of the IB Diploma at Knole Academy
The IB Diploma Programme at Knole Academy offers students a unique combination of global recognition, academic rigor, and personal development, ensuring they are well-prepared for both university and future careers.
- Global Recognition and Prestige
The IB Diploma is highly respected by universities, employers, and educational institutions worldwide, regarded as a gold standard in education. Its challenging assessment structure ensures that students are equipped with the skills and knowledge to succeed at top-tier universities and in global careers. - Holistic Education Approach
Knole Academy embraces the IB’s holistic approach to education, which develops students academically, socially, and personally. By encouraging critical thinking, problem-solving, and empathy, the IB Programme nurtures well-rounded individuals ready to contribute as responsible global citizens. Students not only excel in their subjects but also build life skills such as time management, research, and collaboration—key to success in both university and beyond. - Emphasis on Critical Thinking
The IB’s focus on inquiry-based learning fosters independent thinking and challenges students to question assumptions and engage with complex global issues. This approach prepares them not just for higher education, but also for the challenges of the modern world, encouraging them to apply knowledge to real-world situations. - A Well-Rounded Curriculum
The broad, balanced curriculum ensures students develop a wide range of skills and knowledge, exploring subjects across sciences, humanities, languages, and the arts. This diverse academic foundation allows students to discover their strengths and passions while preparing them for a range of future pathways. - Development of International Mindedness
The IB Programme promotes international mindedness, encouraging students to develop an understanding of and respect for other cultures and perspectives. This global outlook fosters empathy and responsibility, ensuring that Knole Academy students graduate as engaged and thoughtful citizens of the world. - World-Class Teaching and Resources
Knole Academy provides access to a team of experienced, dedicated educators who are committed to each student’s success. With modern facilities and cutting-edge resources, students are equipped to excel in the demands of the IB Programme and beyond. - Preparation for University and Beyond
The critical thinking, research, and time-management skills developed through the IB Programme give students a strong foundation for university life. Knole Academy’s emphasis on independent learning, global awareness, and academic excellence ensures that IB graduates are not only ready for higher education but are also equipped to thrive in an increasingly interconnected world. - Global Connections
As part of the international IB network, Knole Academy students become part of a global community, connecting with peers and educational institutions across the world. This global network provides valuable opportunities for collaboration and cross-cultural exchange, further enriching the student experience. - Personal Development
Beyond academics, the IB Programme at Knole Academy emphasises self-reflection and personal growth through the CAS (Creativity, Activity, Service) component. Students leave Knole Academy not just as top-performing individuals, but as well-rounded, responsible global citizens ready to make a positive impact on the world.
Testimonials
“An IBCP reflective project is a chance for students to explore ethical dilemmas within their IB careerrelated programme. It gave me the creative freedom to pursue a topic of interest outside of the boundaries of my courses. As I studied Criminology as my vocational subject, my project raised the question, ‘should facial recognition be used by the police in UK public spaces if it infringes individuals’ human rights’? When deciding upon this ethics-based hypothesis, I ensured it was a question I was really interested in, as I knew there were hours of research ahead. As I have a passion for the politics, I shaped my question to include human rights violations, allowing me to further pursue my understanding of my IB Higher Global Politics course. When researching, it was important to focus on the UK police force, but it is equally important for students to understand and show knowledge of outside sources. For example, I used international arguments from countries such as The People’s Republic of China, The United States of America, a range of European states and Australia. It highlighted the differences in cultural values around the world and how an ethical dilemma can exist in one culture or country but not another. To secure the high marks I desired, I continually emphasized the ethical dilemma aspect of my question, using keywords and phrases such as ‘this is of ethical concern’ alongside a clear line of argument and a strong understanding of contradicting arguments.“
“Academic success is not achieved without motivation, dedication and sacrifice. I would not have attained 77 in IB Higher Business Management and English without extensive effort. I wanted to not only prove to myself that I could achieve the highest grades possible, but wanted to do it also for the teachers’ who had given me their tireless support and expertise. I have found the phrases, ‘little and often’ and ‘continuous repetition’ really are the ultimate key to success. I took advantage of every opportunity possible to expand my knowledge. I quickly highlighted my strengths and weaknesses; English came more naturally, so more time had to be spent initially on Business. The mathematical aspects in business were a weakness, so I ensured I got the support needed from my teachers, whilst at the same time working outside of school to improve in every possible way. Using past paper questions, my abilities grew exponentially. I experimented with a variety of revision techniques until I found what worked for me. In reference to the IA, I spent an extensive period completing them to the best of my ability as they were a crucial contributing factor to my final grade. Life is what you make of it, and it is up to you as mature students to apportion your time wisely; when I reflect on my sixth form experience, all those hours studying was worth it. The IB is a global qualification and I intend to use it to the fullest.”
“My name is Evie, and I achieved a grade 6 in IB Higher Geography. When studying, I received extensive help from my subject teachers, who were always willing to go over anything that I didn’t understand at any point, both in and out of the classroom. Any material that I wanted reviewed or marked was done so as soon as possible, sometimes even within the same day. The IB requires an internal assessment, which is done through fieldwork, which we completed in London over 3 days. As somebody who struggles with noise and crowds, I was nervous to go, but again, my teachers made sure that I was relaxed and okay in that stressful environment. When it came to writing the IA, we were given guides into writing each section in which we were given feedback quickly, with multiple opinions, multiple times to ensure good quality writing. This made the IA easy to do, even with the daunting 2500-word count. As somebody that perhaps struggles with time management and is guilty of prioritising other, non-work-related things, I found past papers to be extremely helpful when revising but also, the frequent yet minimal homework set over the two years. We would be set essay practice frequently that I would consider to be one of the biggest contributors to my grade as it was longer-term revision and practice for one of the harder aspects of the exams. I revised geography specifically for around 1 to 2 ½ hours per day depending on whether it was a weekday or weekend. But, in total I would revise for around 4 to 6 hours per day, including school hours, for around 2 months, of which I would continuously write information or practice past papers. One other thing I would note as well, is that I made sure I had sufficient time to myself, something that I feel a lot of people neglect, but it is one thing I found to be extremely important as to not exhaust myself. But overall, I do feel that my success was a result of the excellent teaching at Knole, with the well managed work load, the positive attitudes from both of my teachers and the overall pleasant atmosphere in combination with my passion for the subject creating a motivation to succeed. “
“Obtaining a grade 7 in Physics is a wonderful achievement of which I am incredibly proud. It took consistent review of content and past paper questions over the course of sixth form. This was in the form of ‘little and often’ which would be briefly covering a whole topic and practicing questions on that topic. I would do anything I could to understand concepts, such as watching YouTube videos, reading the textbook and visualising in my head. For me, the topics I had to work the most at were Waves and Fields but with my method of revision I was able to understand them well. As we got closer to exams, I practised full past papers which mainly consisted of the multiplechoice papers. This was due to the ratio of time taken to the sheer content covered when compared to the extended response papers. Despite this, I still practised the other papers, just not as much. As for the IA, I recommend starting and finishing it months before exams to get it out of the way. It’s important that it isn’t rushed to meet and the criteria necessary for top marks. Physics will also help me at university where I will be studying mathematics at the University of Bath in September. “
“I always enjoyed doing Maths in secondary school which naturally led me to choose it at IB Higher Level, coupled with the career opportunities it holds. As for all my subjects, revision came in the form of ‘little and often’ where I would constantly go back and review previous content and questions. If there was something I didn’t understand I would use YouTube to gain a different perspective, as there are many ways to arrive at the same answer. IB maths isn’t only about writing papers. The IA is worth 20% of your grade which I didn’t take as seriously as I should have but it’s all a learning experience. If I were to do it again, I would spend more time perfecting my maths IA – this is a critical piece of advice for future students. I was pleased with my Grade 6 (A’level grade A equivalent) and will be studying Mathematics at the University of Bath this September. A better IA would have facilitated a 7 and place me in the top 3% globally of mathematicians of my co-hort.”