IB Career Programme Pathway
The IB Career Programme (IBCP) incorporates the vision and educational principles of the IB into a unique program, specifically developed for students who want to engage in career-related learning, community service, and thoughtful research into ethical dilemmas in their chosen career pathway.
In many ways, this program generates a set of experiences one might encounter in an internship: namely, a portfolio of work geared toward a potential field of interest.
The IBCP's flexible educational framework allows schools to meet the needs, backgrounds and contexts of students. Each school creates its own distinctive version of the IBCP.
Overall Requirements
In order to receive an IBCP Career-Related Certificate, students must complete the following in grades 11-12:
- Pay fees associated with the programme:
- $124 per test
- ManageBac fee for IBCP Seniors (approximately $20)
- IB patch for Graduation stole (approximately $5)
- Take and pass (minimum IB exam score of a 3) a minimum of two (one being a two-year course) Diploma Programme courses (not including any IB courses included in the chosen Career Path).
- An IBCP core consisting of the following:
- Language & Cultural Studies portfolio that suits one's needs, background, and context
- Community Engagement component completed and documented over 2 years beginning September of 11th grade
- Reflective Project which will analyze, critically discuss, and evaluate an ethical dilemma associated with a particular career path
- Personal and Professional Skills course during second semester of junior year and then first semester of senior year
- A two-year Career-related study (CRS) in one of the following areas:
1. Criminal Justice
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Year One: Police Science/Forensics 1 and 2
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Year Two: Criminal Justice 1 and 2
2. Marketing and Business and Management
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Year One: Sales and Marketing 1 or Sales and Marketing 2/Student Store
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Year Two: IB Business and Management SL
3. Marketing and Student Store
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Year One: Sales and Marketing 1
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Year Two: Sales and Marketing 2/Student Store
4. Business and Management
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Year One: IB Business and Management SL
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Year Two: IB Business and Management HL
5. Business and Management and Economics
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Year One: IB Business and Management SL
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Year Two: IB Economics SL
6. Computer Science and Web Design
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Year One: Web Design and Intro to Computer Science or Intro to Computer Science (Python)
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Year Two: IB Computer Science SL
7. Computer Science
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Year One: IB Computer Science SL or Intro to Computer Science and Intro to Computer Science (Python)
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Year Two: IB Computer Science SL or HL
8. Engineering
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Year One: Introduction to Engineering
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Year Two: Mechatronics
9. Teaching
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Year One: Teaching Academy 1
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Year Two: Teaching Academy 2
10. Sports Medicine
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Year One: Intro to Sports Medicine, Advanced Sports Medicine: Evaluation, or Advanced Sports Medicine: Rehab
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Year Two: Advanced Sports Medicine: Evaluation, or Advanced Sports Medicine: Rehab
11. Television Production
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Year One: Television/Video Production 1 or Television/Video Production 2
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Year Two: Television/Video Production 2 or Television/Video Production 3
12. Fashion Design & Merchandising
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Year One: Fashion Design & Merchandising 1 and Fashion Design & Merchandising 2
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Year Two: Sales and Marketing 1, Sales and Marketing 2, or IB Business and Management SL
Students are responsible for being aware of, and completing, college and university entrance requirements at schools to which they intend to apply.
All IB Career Programme candidates are expected to fully comply with Skyline’s academic honesty policy throughout their time at Skyline. Any violation of the policy, as determined by teaching staff and administrators, could result in an F in a course and/or other school sanctions, including removal from the IB Career Programme course of study.
If you would like a paper version of this form to take notes on before submitting, it can be downloaded/printed HERE.
Language & Cultural Studies
All CP students are required to complete the Language & Cultural Studies portfolio core component, including those students studying a Diploma Programme (DP) language acquisition course.
Should a student undertake a DP language acquisition course in addition to the minimum requirement of two DP courses for the CP, the language development requirement is satisfied. However, the language portfolio must still be completed to the satisfaction of the school.
The minimum requirement for satisfactory completion of language development is that students have developed their language ability when mapped against the language phases. There is no requirement for students to move from one phase to the next, only that they have evidence of language development in the target language.
The provision of language development is expected to run concurrently with the other elements of the CP core.
Learning Outcomes
With the goal of expanding their linguistic and cultural repertoires, students will be able to:
LO1—articulate how personal identity is shaped by engaging with languages and cultures and diverse
perspectives
LO2—identify their own strengths and aspirations, set personally relevant goals, and monitor their
multilingual and intercultural learning through ongoing reflection
LO3—apply communication skills and understandings to various contexts
LO4—practice reflexivity and develop self-awareness as communicators within and across languages and
cultures.
Community Engagement
All CP students are required to engage in a programme of Community Engagement. Completion is based on student achievement of the four Community Engagement learning outcomes.
All students are required to maintain and complete a portfolio as evidence of their community engagement throughout the programme and of application of the five stages of service learning. While not formally assessed, the portfolio gives students an opportunity to outline and reflect on their Community Engagement experience. This provides the school with evidence that the student has achieved the four learning outcomes.
Learning Outcomes
Through meaningful and purposeful engagement with community, students develop the necessary skills,
attributes and understandings that will enable them to demonstrate the following:
LO1—Foster reciprocal and dialogic engagement
LO2—Explore systems, and develop awareness of their roles within these
LO3—Develop, articulate and enact ethical thinking and action
LO4—Engage in reflective and reflexive practice
The four learning outcomes articulate what CP students are able to do at some point during their CE
journey. These outcomes are not linear or fully discrete but interconnected. They focus on the learning and
engagement process, and they may be evidenced at any point during the students’ CE journey.
The learning outcomes are derived from, and embed, the three principles of engagement: dialogue,
reciprocity, reflection and reflexivity. They enable students to demonstrate their expanding understanding of community through the three dimensions: personal, relational and systems.
Reflective Project
The reflective project is one of the four compulsory components of the IB Career-related Programme (CP) core.
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.
Schools are encouraged to help students to recognize and make use of the links between all strands of their CP in order that the reflective project can be a formal representation of their studies overall.
The reflective project focuses on an ethical dilemma of an issue directly linked to the student’s career-related study.
In addition to a written essay (see Options), students keep a record of their reflections on the process of undertaking and completing the reflective project using the Reflections on Planning and Progress Form (RPPF). This record forms part of the final reflective project assessment.