THE IBCP DIGITAL ARTS PROGRAMME
Q&A with Andy Groark and Colin Burstow
We’re thrilled to share that our International Baccalaureate Career-related (IBCP) Digital Arts pathway at ACS Hillingdon has been shortlisted as a finalist in the Employability International Impact category at the 2025 PIEoneer Awards. Run by The PIE, a globally recognised expert in the international education sector, the awards celebrate institutions with exceptional, future-focused educational provision.
The Employability International Impact award recognises “organisations who are proactively evolving what and how they teach their students … to ensure students have a genuinely improved chance of finding and securing meaningful employment post-graduation.” A huge achievement for the ACS Hillingdon faculty, we eagerly await the results which will be announced in September 2025!
We felt this was the perfect time to speak to both our outgoing and incoming IBCP Programme Coordinators to reflect on ACS Hillingdon’s journey so far – and what’s to come.
Reflections from current IBCP Coordinator Andy Groark
What sets the IBCP apart from other curriculums?
What sets the IBCP at ACS Hillingdon apart is its truly personalised, future-facing approach. Our students don’t just study – they create, collaborate, and engage with the real world through hands-on projects, industry partnerships, and tailored career-related learning. We offer a pathway that is both rigorous and deeply relevant. It prepares students not only for university but for the fast-changing demands of today’s creative and digital industries – where they are experiencing heavy skills shortages.
Our hope is to prepare our students for a career where they’re prepared, confident, and ready to make an impact, regardless of where in the world they are.
Looking back, what are you most proud of in your time leading the IBCP at ACS Hillingdon?
One of the things I’m most proud of is hearing firsthand from students about how the IBCP has shaped their lives after graduation. Those stories don’t always make their way back to us, so the ones that do, they’re incredibly meaningful.
Another highlight was organising all the Pinewood workshops – from animation, to hair & makeup in the Regency era, to Lighting, we created a space where students could engage with and learn from real-world industry professionals in a hands-on, inspiring way. How often do you get to work with one of the animators of Chicken Run?! Moments like those really bring the programme to life.
What have been some of the most rewarding moments working with IBCP students?
Some of the most rewarding moments have come from seeing students who might not thrive in a traditional academic setting truly flourish. The IBCP offers a differentiated, flexible and equally rigorous pathway – I've seen students that require additional learning support gain the confidence to come into their own and achieve things they never thought possible.
It’s also been incredibly fulfilling to have bursary students in the programme, giving them a chance at a curriculum and career path that may not have been an option elsewhere. Inclusivity in this programme is huge. Knowing that we’re helping a wide range of learners access meaningful, future-ready education is what makes this work so special.
Can you share a success story that stands out?
One student who immediately comes to mind is Tim, from the Class of 2024. Tim was incredibly charismatic and creative, but the traditional academic rigour of the full IB Diploma wasn’t the right fit for his learning style. The IBCP gave him the flexibility to tailor his education around his strengths and interests.
He really thrived in our Digital Arts pathway – taking courses in Visual Effects, Game Design, and Animation, alongside Computer Science and English. This hands-on, practical combination was ideal for him. A standout moment was his experience at Pinewood Studios, where he engaged directly with industry professionals. That exposure inspired him to pursue Game Design at Bournemouth University.
What’s been most rewarding is hearing from Tim now, at university. He’s told us how much easier his first year has been compared to many of his peers, thanks to the solid foundation he built in the Digital Arts programme – not just academically, but also through the learning support he received for ADHD. He’s already achieving firsts, and I genuinely believe he’s on the path to doing something remarkable in the industry.
What are your hopes for the future of the programme?
I’d love to see the IBCP gain even greater recognition – through awards and more accreditations like the PIEoneer Award (fingers crossed). A key goal is to grow the programme and bring even more students into it, so we have even more success stories to celebrate. Expanding the breadth of the curriculum is also important – introducing options like music production, lighting, or studio-based pathways would really reflect the diverse interests and talents of our students.
At the same time, we do need to ensure the programme keeps up with industry demands. With developments like AI replacing some basic-level roles, it's vital that our students continue to develop higher-level, transferable skills – things like creativity, innovation, and collaboration – that keep them ahead of the curve. For instance, areas like Lighting are becoming increasingly in demand, and we want to be right there with those trends.
Another priority is encouraging more collaboration across programmes – having students work together in multidisciplinary ways, just like they would in the real world. That’s where I see a lot of growth and excitement. The IBCP is, at its core, a leadership development programme. It builds innovation, creativity, a broad and deep understanding of the world, and fosters ethical values, critical thinking, research skills, and confidence. These are traits that stay with students for life, and you can always tell an IB student by the way they carry themselves and engage with the world. My hope is that we continue embedding this ethos into everything we do, ensuring the IBCP remains relevant, empowering, and truly reflective of how the world – and industry – actually works.
Looking Ahead with Colin Burstow, incoming IBCP Coordinator from August 2025
Can you tell us a little about your background and how it’s shaped your approach to career-related education?
I started playing music for money from the age of about 17. For a few years I was playing concerts alongside my studies, but after University I began playing full time and was lucky enough to tour, record albums and work with some very talented musicians.
After coming into teaching at 30 years old, I was struck by how much education had changed since I was at school and that the progress in music and recording technology had reached the classroom, which meant students were able to study a broader range of industry skills as opposed to the traditional forms of music education. Vocational qualification provision had grown and there were some exciting music technology courses that developed real-world skills and encouraged learners to be versatile and prepare for a career in the music industry. This was something that was never on offer when I was a student and a lot of the things I was teaching these students I had to find out myself through trial and error (a lot of error!) during my years as a professional musician. For this reason I think that career-related education is so important and really builds and prepares students for what lies ahead after secondary school.
What excites you most about leading the IBCP programme?
For me, it’s the way the IBCP is genuinely student-centred and bespoke. It gives them the freedom to follow their passions, explore subjects that really interest them, and get a taste of their prospective industry first-hand – whether that’s through creative pathways or hands-on industry experience.
What’s also great is that it goes beyond just academics. They’re building skills they’ll actually use – like how to think critically, manage their time, communicate well, and reflect on real ethical questions. You really see them grow, not just as students, but as young professionals ready to take on whatever comes next. That’s what makes leading the programme so rewarding.
What is your vision for the future of the programme here?
My vision is to see the IBCP become a creative flagship of our post-16 offering at ACS Hillingdon – a programme recognised and celebrated across our school community. I’d love to see CP students leading the way in creative expression, innovation, and real-world impact, setting the tone for what future-focused education can look like. It would be fantastic to see continued growth in student and parent support, with more families recognising the unique value of this bespoke and distinct pathway in Grades 11 and 12 — one that nurtures individuality, fosters industry-ready skills, and prepares students to thrive in both higher education and the creative workforce.
How do you see the IBCP evolving in the next few years?
I see the IBCP at ACS Hillingdon continuing to grow and thrive, building on the strong foundations laid by Sadie and Andy. Over the next few years, I envision an expanded programme that offers even richer experiences for students — particularly through deeper, more diverse professional partnerships. These connections will not only enhance the career-related learning element but also give students meaningful opportunities to engage with industry, apply their skills in real-world contexts, and further develop their creative and professional identities.
Are there any specific initiatives or ideas you’re looking forward to introducing?
I would be interested in looking at additional pathways further down the line, but I think that at the moment it is really is about embedding the work that has already been done and continuing to build an exciting alternative programme that allows students access to the real world of their career pathway. It’s about strengthening what we’ve started –making the IBCP an exciting, relevant, and respected choice that truly prepares students for life beyond school.
How do you plan to build on the strengths of the programme?
I’m fortunate to inherit such a strong foundation thanks to the excellent work of the previous coordinators - my priority is to build on and embed that progress. I want to strengthen the student experience by more deeply integrating the CP core with the Visual Effects (VFX) and Theatre Arts curriculums, making those connections more intentional and impactful. By doing so, I hope to ensure the programme feels cohesive, creative, and truly tailored to our students’ aspirations – while also adding my own perspective and energy to its ongoing evolution.
Why do you believe career-related learning is so important in today’s world?
I think that career-related learning is important because it gives you a way to be different, in a world where universities and employers see the same CVs or personal statements coming across their desks. The CP programme allows students to stand out. It gives them advantages over other students, by giving them the opportunity to develop personal and professional skills, navigate contentious situations, or reflect on ethical dilemmas that can appear in the world of work. All of this will stand them in good stead both at university and in the workplace.
What do you hope students take away from the IBCP experience?
I hope that students find the CP challenging and exciting. I hope that it allows them to grow – not only in their academic studies or their chosen career pathway – but as young adults about to enter the next stage of their life. The skills that they learn through the core will really guide their lives and hopefully better prepare them for what comes after secondary education.
