The Career Related Programme:

The CP Curriculum Model

The IBCP is comprised of three elements:

  1. The IBCP Core
  2. Academic courses chosen from among IBDP subjects
  3. Career-related studies
The IBCP Core

The core is the heart of the Career related Programme and is design to enhance student`s personal qualities and professional development.

The IBCP core specifically promotes attributes of an IB education such as reflection, open-mindedness, communication, and thinking through a range of activities.

The IBCP core is made up of 4 components:

  1. Personal and Professional Skills
  2. Language Development
  3. Service Learning
  4. Reflective Project

Personal and Professionals Skills

Personal and Professional Skills (PPS) is a course that aims to support students in developing practical life and career-related skills. Through the PPS course students will develop the skills to enable them to take responsibility for their own learning.

The aims of the personal and professional skills course 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.

Language Development

The Language Development course is designed to ensure that all students have access to, and are exposed to, a second language that will assist and further their understanding of the wider world. Students are encouraged to extend or begin a second language that suits their needs, background and context. Language Development aims to provide students with the necessary skills and intercultural understanding to enable them to communicate in an environment where the language studied is spoken. This process encourages learners to expand their awareness of the world and fosters respect for cultural diversity.

The Language studied by the students should be a language other than his/her best language.

The aims of language development are to:

  • Enable students to understand and use 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 the further study, work and leisure through the use of an additional language

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 situation involving decision making, problem solving, initiative, responsibility and accountability for their actions.

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 within the 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

Reflective Project

The Reflective Project is an in-depth body of work produced over the duration of the programme and submitted by the end of the course. It is the product of the student own initiative and should reflect his or her experience of the IBCP. It is designed to draw together key elements of the IBCP: career-related studies, service learning, and personal and professional skills. Students will need to identify an ethical issue/dilemma, stemming from their career-related studies, which they would like to explore in greater depth.

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 global communities
  • Develop research and communication skills
  • Develop the skills of critical and creative thinking

Academic Courses chosen from among the IBDP Subjects

As part of the IBCP, students are required to study three DP courses. It will provide and enhances the theoretical underpinning and academic rigor of the programme. At ISH, all students will study:

  • Mathematics - Mathematics Higher Level (HL) , Mathematics Standard Level (SL), or Mathematical studies Standard Level (SL),
  • English - English A or B, either HL or SL).
  • An optional third subject.

Students can choose their third DP subject from the following subjects:

  • Dutch B SL
  • Spanish A Language/Literature SL
  • Spanish B SL
  • German A Language/Literature SL
  • German B SL
  • History SL
  • Biology SL
  • Environmental Systems and Societies SL
  • Visual arts SL
  • Theatre SL
  • Music SL
Career-related Studies

The career-related studies, present students with a more vocational curriculum though it still remains highly theoretical. Whilst there are a number of suitable courses that the school could introduce for this option, we have decided to focus initially on a Pearson Business and Technology Educational Council (BTEC) Level 3 Diploma in Business. The qualification is awarded by BTEC and is delivered in more than 100 countries at all levels. Although it is not compulsory to use BTEC, this qualification comes highly recommended by the IB as it fulfills all of the necessary requirements for successful completion of the IBCP.

The BTEC in Business is a vocational course, and is designed to accommodate the needs of employers and allow students to progress to further and higher Education. A BTEC takes a practical approach to learning, without missing any of the important theory on the subject. BTEC is extremely reputable, and has been delivering educational programmes for 30 years.

The course requires the completion of 12 units. Four (4) are mandatory and eight (8) optional units. Each unit is split into preparatory tasks that teach the skills needed for each assignment, followed by the formal assignments for the unit. Each unit must be completed and handed in by the learner by the deadline date shown on each assignment brief.

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