Is the CP the right program for me?

The IB Career-related Programme (IBCP) is a unique educational programme for grades 11 and 12. It is specifically developed for students who wish to engage in career-related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement. The IB Careers-related Programme provides access to many young people who would benefit from aspects of the Diploma Programme and who wish to focus their studies on career preparation. Upon graduation IBCP students are college and career ready.

 

In many countries, 30-70% of student in the 16-19 age group opt for the career-related studies.  In a changing global economy, it is essential that students preparing directly for active employment develop a good understanding of world issues and contexts and an understanding of their responsibilities as global citizens. The IBCP prepares students for flexibility and mobility in a range of employment opportunities as well as continuing lifelong learning.

 

If you are a student who has a strong interest in developing skills for employment and career-development, and who would like to undertake a limited number of IB Diploma subjects, then the IBCP will offer you a package in which academic content is combined with practical, hands-on courses that will equip you with knowledge and skills that are highly valued in the 21st century world of employment.

 

Students who are not zoned for Basic Academy can apply through the magnet application process.  Click here to learn more.

 

Career-related Programme choices at Basic Academy include:

• Automotive Technology

• Business Management

• Cybersecurity

• Fashion, Textiles, and Design

• Foods and Nutrition

• Forensic Science

• Health Science

• Media Communications

• Military Science

• Teaching and Training

• Theatre Tech

• Video Production

 

The IBCP Core

Personal and Professional Skills

 

The Personal and Professional Skills (PPS) course emphasizes the development of transferable skills needed to operate successfully in society. The course aims to support students in developing practical life and career-related skills. Personal and Professional Skills is a 2-year course.

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The overall aims of personal and professional skills are for the students to:

• develop as reflective and lifelong learners who can adapt to diverse situations

• recognize personal strengths and identify ways to overcome challenges

• be aware of and respond effectively to ethical dilemmas

• value diversity of cultures and perspectives

• demonstrate the ten attributes of the IB learner profile.

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There are five themes in Personal and Professional Skills

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Examples might include:

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Assessment

• There will be ongoing assessment throughout the course. A variety of assessment tasks will be designed by teachers and by students themselves; these may include written assignments, interviews, videos made by students, reports on student-led research.

• The school will report to the IB whether or not the PPS course has been satisfactorily completed by each student.

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The Reflective Project

The reflective project is an in-depth body of work produced over an extended period of time and submitted towards the end of the CP. It is the product of the students’ own initiative and should reflect their personal experience of the CP. The reflective project is intended to promote high-level research, writing and extended communication skills, intellectual discovery and creativity through a variety of different approaches.

 

It gives the student the opportunity to identify, analyze, critically discuss and evaluate an ethical dilemma associated with a particular issue taken from his/her career-related studies. This work encourages the student to engage in personal inquiry, action and reflection, and to develop strong research and communication skills.

 

The aims of the Reflective Project are 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

 

Requirements

• The reflective project investigates and focuses on the ethical dimension of an issue arising from the student’s complementary career-related studies

• Students need to identify an issue of interest that they would like to explore in greater depth that arises from their career-related studies

• After selecting an issue, students identify an ethical dilemma associated with the issue and then undertake research on the ethical dilemma, including consultation with the local community

• The end product will highlight the thinking skills and communication skills developed by students in their approaches to learning

• The project can be submitted in different formats including an essay, web page or short film

• Students should devote approximately 40 hours (in and out of class) to the reflective project

  

Example Topics

The following are just three examples from the wide variety of topics IBCP students could generate:

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Assessment

The Reflective project is internally assessed against five pre-defined criteria, and the grades awarded are externally moderated by IB examiners. The maximum level of achievement is 36 points; a grade A – E will be awarded based on the mark. A grade from A to D is required for the award of the IBCP Certificate.

 

Language Development

IBCP language development is designed to ensure that all students have access to and are exposed to a language programme that will assist and further their understanding of the wider world and foster respect for cultural diversity. Regardless of the DP courses studied, all IBCP students are required to undertake language development in which they must improve their language proficiency in a target language other than their best language.

At Basic Academy our aim will be to provide an appropriate range of Language Development opportunities which will be relevant to students’ needs and will support their career-related studies.

 

Requirements

• The language studied by each student should be a language OTHER than her/his best language

• Basic Academy will offer a free online course to students or they may use other activities to satisfy this component of the core

• The course duration should be a minimum of 50 hours

• The student will produce a Language Portfolio

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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

These aims are applicable to all students, regardless of the level of linguistic proficiency they have when they begin the CP. Language development is designed to accommodate all students and ensure they are exposed to language other than their best language that will assist and further their understanding of the wider world.

 

The objectives of the language development are organized into four processes:

1. Oral communication

2. Visual interpretation

3. Reading comprehension

4. Writing

 

Assessment

• No formal examination

• There will be ongoing assessment throughout the course through a variety of assessment tools.

• The school will monitor the satisfactory completion of the Language Portfolio

• The Language Portfolio may be required to be sent to the IB for verification

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Service Learning

Service learning provides opportunities for students to understand their capacity to make a meaningful contribution to their community and society. Through service learning, students develop and apply academic knowledge, personal skills and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions. The purpose is for students to contribute to society by improving the lives of people or assisting the environment or animals.

Students undertake service initiatives often related to topics studied in the curriculum, utilizing skills, understanding and values developed in these studies. Service learning builds upon students’ prior knowledge and background, enabling them to make links between their academic disciplines and their Service experiences.

Service learning is authentic service in that it has the potential to transform or redefine a student’s behavior and actions within his or her personal values. It can change the student and the community for the better. Service learning is not volunteer work and it is not collecting money for charities, although these are considered worthwhile activities. A priority of service learning is that it uses community service as a vehicle for new learning that has academic value.

At Basic Academy we shall aim to link Service Learning activities to students’ career-related studies wherever possible.

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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 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 curriculum

 

Requirements

Our Service Learning programme is based on the five stages of the learning cycle:​