The IB Career - related Programme

Transcription

1 The IB Career - related Programme

2 The International Baccalaureate: A Continuum of international education for the 21 st Century

3 The IB continuum of international education IB mission statement IB learner profile Programme standards and practices PYP MYP PYP MYP DP CP

4 IB Americas Authorized-78 Candidate-30 CP worldwide: IB Africa, Europe, Middle East Authorized-27 Candidate- 8 IB Asia Pacific Authorized:-4 Candidate-1

5 100 th CP school authorized

6 What s in a name CP? IBCC? IBCP As of 16 November 2014, the programme has been renamed IB Career-related Programme (CP), in line with the other three IB programmes

7 IB's Career-related Programme (CP) launched as a standalone programme

8 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

9 What is the CP?

10 CP framework: 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

11 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

12 Career-related studies

13 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

14 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

15 Diploma programme courses

16 Diploma Courses Each student must study at least 2 DP subjects. Students must take one 2 year course (SL or HL) Diploma Subjects Accounting IB Business & management IB Math studies Nursing IB Biology IB Sports exercise and health science Preengineering IB Design technology IB Physics

17 Personal and professional skills (PPS)

18 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

19 PPS learning outcomes: Learning outcome 1 Learning outcome 2 Learning outcome 3 Learning outcome 4 Learning outcome 5 identify their own strengths and develop areas for growth demonstrate the ability to apply thinking processes to personal and professional situations recognize and be able to articulate the value of cultural understanding and appreciation for diversity demonstrate the skills and recognize the benefits of communicating effectively and working collaboratively recognize and consider the ethics of choices and actions.

20 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) 5 learning outcomes From: PPS guide

21 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

22 Service learning

23 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

24 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

25 Community & service 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

26 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

27 THE FIVE STAGES OF SERVICE LEARNING INVENTORY AND INVESTIGATION PREPARTION AND PLANNING ACTION REFLECTION DEMONSTRATION

28 Language development

29 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.

30 Language portfolio. 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

31 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 3 rd DP course the DP language course will satisfy the language development requirement

32 Reflective project

33 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.

34 Reflective project 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. 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.

35 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 ( 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

36 Assessment & resources 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 normreferenced approach to assessment for the reflective project; instead it uses a criterionbased 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

37 Assessment in the CP

38 IBCP at Oconomowoc High School Grade PLTW IB IBCP 9 th -Intro to Engineering Design - PREP courses - 10 th -Principles of Engineering 11 th -Digital Electronics or Civil Engineering Architecture 12 th -Engineering Design and development - PREP courses - Complete a minimum of - two IB subject courses World Language Development Portfolio Service Learning Program Personal and Professional Skills course Reflective Project

39 Authorization process

40 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

41 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)

42 Questions Preguntas Fragen 4 1

43 Natasha Deflorian CP Associate Manager