the ib career - related programmeibwisconsin.org/cp_oct_15.pdf · the ib acknowledges the crucial...

The IB Career - related

Programme

The International Baccalaureate:

A Continuum of international

education for the 21st Century

The IB continuum of international education

IB mission statement

PYP MYP

Programme standards

and practices

IB learner profile

PYP MYP DP CP

1997 1994 1968 2012

CP worldwide:

IB Asia Pacific

Authorized:-4

Candidate-1

IB Americas

Authorized-78

Candidate-30

IB Africa, Europe, Middle East

Authorized-27

Candidate- 8

100th CP school authorized

What’s in a name…CP? IBCC?

• As of 16 November 2014, the programme

has been renamed IB Career-related

Programme (CP), in line with the other

three IB programmes

IBCP

IB's Career-related Programme (CP)

launched as a standalone programme

What is the CP?

The CP....

• is a holistic education that emphasizes the practical,

cognitive, affective and development of the whole

person.

• incorporates the educational principles, vision and

learner profile of the IB into a unique programme that

allows students to specialize in a career-related

pathway

• provides the freedom to schools to create and design

their own distinctive career-related programmes

What is the CP?

Students must:

• successfully complete

a career-related study

which meets IB criteria

• successfully complete

a minimum of 2 DP

subjects

• successfully complete

the CP core-• PPS

• Language development

• Service learning

• Reflective project

CP framework:

IB Learner Profile & the CP…

In today’s marketplace, employers look for

qualified individuals who are:

• Inquirers

• Knowledgeable

• Thinkers

• Communicators

• Principled

• Open-Minded

• Caring

• Courageous

• Balanced

• Reflective

Career-related studies

Career related studies The career-related course of study must:• Be accredited by a local or national education authority or a

higher education institution or an employer organization

• Have a specific career focus

• Be studied concurrently with the rest of the CP (grades 11 & 12)

• Is subject to a demonstrable form of external quality assurance

• Provide a clear pathway beyond secondary school

Delivery of the CP: • can be done in a variety of ways, including campus-based, online

and/or off campus courses

• can include work placement (for example, internship at a local

business) during the last two years of secondary education when

the CP is implemented

Career related studies

• Accounting

• Architecture

• Automotive

Technology

• Bio medical science

• Information

Technology

• Computer Science

• Culinary Arts

• Early Childhood

• Engineering

• HVAC

• Marketing

• Nursing Assistance

• Veterinary technician

Diploma programme

courses

• Each student must study at least 2 DP

subjects.

• Students must take one 2 year course (SL or

HL)

Diploma Courses

Accounting

• IB Business & management

• IB Math studies

Nursing

• IB Biology

• IB Sports exercise and health science

Pre-engineering

• IB Design technology

• IB Physics

Diploma Subjects

Personal and professional

skills (PPS)

Personal and professional skills (90 hours)

Each school must develop a 90 hour discrete “personal and

professional skills” course which is run concurrently with

the other elements of the CP core .

There are five themes for PPS:

• Applied ethics

• Effective communication

• Intercultural understanding

• Personal development

• Thinking processes

PPS learning outcomes:

Learning outcome 1 identify their own strengths and develop

areas for growth

Learning outcome 2 demonstrate the ability to apply thinking

processes to personal and professional

situations

Learning outcome 3 recognize and be able to articulate the value

of cultural understanding and appreciation

for diversity

Learning outcome 4 demonstrate the skills and recognize the

benefits of communicating effectively and

working collaboratively

Learning outcome 5 recognize and consider the ethics of choices

and actions.

5 learning

outcomes

Personal and professional skills:

assessment

• Assessment determined by schools

• Teachers should develop own assessment

criteria around learning outcomes

• Assessment must be varied

• Students must be aware of what is expected

• PPS should be included on school report

• Schools expected to show evidence of

planning, organisation and delivery

PPS video

(OCC) From: PPS guide

Themes Topics

Applied ethics • Introduction to ethical dilemmas

• Case studies in applied ethics

• Professional ethics

Effective communication • Interpersonal skills

• Literacies

• Self- expression

Intercultural understanding • Cultural identify

• Cultural diversity

• Intercultural engagement

Personal development • Self-awareness

• Self- management

• Relationship management

Thinking processes • Critical thinking

• Creative thinking

• Application of thinking

Service learning

Service learning (50 hours)

The aims of service learning are for students to:

• develop and apply knowledge and skills towards meeting an

authentic community need

• develop as leaders who take initiative, solve problems and work

collaboratively with others

• enjoy the experiences curriculum. of both learning and service

• develop a sense of caring about, and a responsibility for,

others

• gain a deeper understanding of themselves, their community

and society through meaningful reflection

• enhance and strengthen their experience with the existing

school

Service learning overview

• Students undertake single SL experience or series

of SL experiences

• Must complete a service learning portfolio

• 3 formal interviews

• 5 service learning outcomes to be achieved

• Meets a community need

• Both student and community benefit

• Develop working relationships with community

• Can be individual or group

• Facilitates active student reflection

• Builds on existing skills/ develop new ones

The concept of service in the CP is

based on the principles of service

learning.

Service learning is a teaching and

learning

strategy that integrates meaningful

community service with instruction

and

reflection to enrich the learning

experience, teach civic responsibility,

and

strengthen communities.

- National Service-Learning Clearinghouse

2007

Community & service

Student Responsibilities

Plan• Identify a community need

• Identify an organization that is aligned with the need

• Work with a mentor/teacher/CP Coordinator to develop a plan

Do

• Implement plan

• Adapt plan as needed

• Document and reflect on experience using weekly log

• Share experiences and log with mentor/teacher/CP

coordinator

Reflect

• Question, post ideas and make comments

THE FIVE STAGES OF SERVICE LEARNING

• INVENTORY AND INVESTIGATION

• PREPARTION AND PLANNING

• ACTION

• REFLECTION

• DEMONSTRATION

Language development

Language development (50 hours)

The IB acknowledges the crucial role of language in an IB

education and, as such, is committed to providing language

development for all CP students.

The aims of language development are to:

• enable students to understand and use the language they have studied

in context

• encourage an awareness and appreciation of the different perspectives

of people from other cultures

• provide students with a basis for further study, work and leisure through

the use of an additional language

• provide the opportunity for enjoyment, creativity and intellectual

stimulation through knowledge of an additional language.

. Every IBCC student is required to

maintain and complete a language

portfolio by the end of the

language development course.

The language portfolio is for private use by

the student to chart their progress in

developing language skills, intercultural

experiences, and provides an opportunity

for the student to develop reflective

practice

The portfolio serves as evidence of

development, learning, and reflection.

• Section 1- Profile• Personal language and

cultural profile

• Section 2- Experiences• Engage in reflection on

the target language

• Section 3- Evidence • Document achievement

using examples of tasks

and assessments

Language portfolio

Options for fulfilling Language Development(ALL STUDENTS MUST COMPLETE A Language Portfolio)

• Non-DP Language Course Students• Enroll in school based (non IB) language course

• Enroll in an external online course

• Work with a language teacher/CTE teacher to develop a self

study language program (i.e. development of technical

terminology as it relates to the student’s chosen pathway)

• Work with community member to monitor self-study

• DP Language Course Students• Students must complete an additional 50 hours of LD. The 50

hours must serve as an extension of the DP language course

topics and materials. NO DOUBLE DIPPING ALLOWED

* If the student takes a 3rd DP course the DP language course

will satisfy the language development requirement

Reflective project

Reflective project (50 hours)

The reflective project aims to give students the

opportunity to:

• produce an extended piece of work

• engage in personal inquiry, action and reflection on a

specific ethical dilemma

• present a structured and coherent argument

• engage with local and/or global communities

• develop research and communication skills

• develop the skills of critical and creative thinking.

In developing the reflective project, students

should:

• identify an issue

• show an awareness of an ethical dilemma

regarding the issue

• engage in critical discussion of the

ethical dilemma of the issue, which

necessarily means examining differing

viewpoints

• develop a personal and relevant

evaluation of the ethical dilemma of the

issue.

Reflective project

eth·i·cal di·lem·ma : An ethical

dilemma is a choice between

two (or more) conflicting moral

perspectives where neither

choice provides a perfect

solution.

Reflective project updates:

• Recommended minimum number of hours

increased to 50 hrs

• Criteria for the reflective project revised and

reduced to 5

• The focus of assessment in the reflective project

will include both process and product

• Two options provided for the reflective project :

Option 1 Option 2

A written essay (maximum

3000 words) plus

reflections (Maximum

1000 words) on a

Reflections on planning

and progress form.

A written essay (1500-

2000 words) accompanied

by an additional format

(film, oral presentation,

interview, play or display)

plus reflections (maximum

1000 words) on a

Reflections on planning

and progress form

The reflective project is assessed

by the school and moderated by

the IB.• In line with its general assessment

philosophy, the IB does not take a norm-

referenced approach to assessment for the

reflective project; instead it uses a criterion-

based approach.

• Teachers must use the assessment criteria

published in the guide to assess student

work internally.

RESOURCES: (found on the OCC)

• CP Core guide

• Reflective project

teacher support

material

• Reflective project:

Student guide

Assessment & resources

Assessment in the CP

• IBCP at Oconomowoc High School

Grade PLTW IB IBCP

9th -Intro to

Engineering

Design

- PREP courses -

10th -Principles of

Engineering

- PREP courses -

11th -Digital

Electronics or

Civil

Engineering

Architecture

Complete a minimum

of…

- two IB subject

courses

World Language

Development Portfolio

Service Learning

Program

Personal and

Professional Skills

course

Reflective Project

12th -Engineering

Design and

development

Authorization process

Authorization Process

Consideration Phase

• School submits online Expression of Interest form

Request for Candidacy

• School submits Application for Candidacy: IBCC

Request for Authorization

• School begins working with remote consultant (10 hours)

• School submits Application for Authorization: IBCC

• Verification site visit

CP professional development

opportunities:

• CP Administrators – Category 1 • CP Service learning- Transforming academics

into action - Category 1• CP Personal and professional skills- Category

1& 2• CP Coordinator- Category 1& 2• CP Guidance counselors- Category 1 • CP Reflective project- Category 1& 2• Teaching the CRS and the CP – Category 3• Launching the CP (in school workshop)

Questions…Preguntas…Fragen…

4

1

Natasha Deflorian

CP Associate Manager

301-202-3102

Natasha.deflorian@ibo.org

http://www.ibo.org/en/programmes/career-

related-programme/