
Developed in cooperation with the International Baccalaureate®
The Learner Profile, ATL Skills and TOK are embedded in all of Diploma Programme resources. The Math Diploma books are the only subject that differentiates and HL and SL book.
Put your trust in the textbook series that has given thousands of A-level History students deeper knowledge and better grades for over 30 years.
Updated to meet the demands of today’s A-level specifications, this new generation of Access to History titles includes accurate exam guidance based on examiners’ reports, free online activity worksheets and contextual information that underpins students’ understanding of the period.
– Develop strong historical knowledge: in-depth analysis of each topic is both authoritative and accessible
– Build historical skills and understanding: downloadable activity worksheets can be used independently by students or edited by teachers for classwork and homework
– Learn, remember and connect important events and people: an introduction to the period, summary diagrams, timelines and links to additional online resources support lessons, revision and coursework
– Achieve exam success: practical advice matched to the requirements of your A-level specification incorporates the lessons learnt from previous exams
– Engage with sources, interpretations and the latest historical research: students will evaluate a rich collection of visual and written materials, plus key debates that examine the views of different historians
The Learner Profile and ATL Skills are embedded in the MYP resources.
The IB Learner profile aims to develop learners who are:
The Approaches to Learning and Teaching (ATL Skills) are embedded in the textbooks with the Learner Profile – mindfulness, interpersonal skills and relationships, growth mindset which includes self-motivation, perseverance and resiliance, social emotional intelligence and emotional management
Theory of knowledge (TOK) plays a special role in the International Baccalaureate® (IB) Diploma Programme (DP), by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know.