The International Baccalaureate Career-related certificate (IBCC)
Tuesday, 12 April 2011
Why has the IBCC been created? To promote access to an IB education In response to a worldwide trend of developing courses that combine academic skills with practical skills To promote school retention by broadening student options
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Preparing for life beyond high school Enabling tools for realization of potential Encouraging interdependency of learning styles Preparing for 21st century jobs “[Jobs] require a well-skilled labour force, with a range of mid-level trade, technical and professional skills alongside those high-level skills associated with university education” (OECD, Learning for Jobs, 2010)
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What is the IBCC? A certificate that supports schools offering local or national career-related qualifications ‘value added’ to the career-related qualification An IB academic qualification A framework Technically it is DP courses plus a unique core Additional requirements of language acquisition and a Page 4
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The DP subjects
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The DP subjects Two or three DP courses
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© International Baccalaureate Organization 2007
The DP subjects Two or three DP courses
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© International Baccalaureate Organization 2007
The DP subjects Two or three DP courses Can be from the same hexagon group
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© International Baccalaureate Organization 2007
The DP subjects Two or three DP courses Can be from the same hexagon group
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© International Baccalaureate Organization 2007
The DP subjects Two or three DP courses Can be from the same hexagon group Can be SL or HL or a combination of both
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© International Baccalaureate Organization 2007
The DP subjects Two or three DP courses Can be from the same hexagon group Can be SL or HL or a combination of both
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© International Baccalaureate Organization 2007
The DP subjects Two or three DP courses Can be from the same hexagon group Can be SL or HL or a combination of both One DP course can be taken online
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The Core
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The Core The three strands of the core are
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The Core The three strands of the core are
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The Core The three strands of the core are  Community and service
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The Core The three strands of the core are Community and service Approaches to learning
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The Core The three strands of the core are Community and service Approaches to learning Reflective project
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© International Baccalaureate Organization 2007
The Core The three strands of the core are Community and service Approaches to learning Reflective project
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© International Baccalaureate Organization 2007
The Core The three strands of the core are Community and service Approaches to learning Reflective project
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Community and Service Based on the principles of ‘service learning’ A good service learning programme will help • • • •
Knowledge development Social development Civic development Personal development
Develop working relationships with members of a community Page 7
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© International Baccalaureate Organization 2007
Approaches to Learning Designed to introduce students to life-skills, and to operate in a variety of contexts now and in the future At the heart of the ATL model is the learner, who uses a range of skills to make sense of the world around us The four areas that must be covered in the course are thinking, communication, intercultural understanding and personal development It must be a timetabled course Page 8
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The Reflective Project Encapsulates fundamental elements of the certificate Embodies aims we hope to develop in students The task • A structured piece of work that can take a variety of forms • student will be able to identify, analyse, explore, critically discuss and evaluate an ethical issue arising from their vocational study
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Assessment of the IBCC Summative/formative mixture of assessment Externally assessed components DP subjects Reflective project Internally assessed components Approaches to learning Community and service Page 10
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Language acquisition All IBCC students must engage in a second language Students must achieve at least an A1 level according to the CEF for languages http://www.coe.int/t/dg4/ linguistic/source/Framework_EN.pdf All IBCC students must complete a language portfolio http://www.cilt.org.uk/further_and_adult_education/ teaching_and_learning/resources/adult_elp.aspx Needs to be communicated carefully
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Career-related course Must be studied concurrently with the IBCC Must be accredited by a local/national authority or a tertiary institution or a professional body Assessment must be externally validated Should be of a standard that is similar to the IBCC
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What makes a successful IBCC? Regular contact between the career-related aspect and IBCC aspect Careful consideration and choice regarding DP subjects Careful timetabling Good supervision of students Resources/ ‘how to’ sessions in lead up to RP Good knowledge of the guides and IBCC requirements
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Cont. Good use of the ATL and C&S lesson ideas in the Core Guide, and consequently careful construction of ATL and C&S courses For the teachers of C&S and ATL, good knowledge of the career-related aspect, so as to be able to make regular ties between career-related and academic study Using other aspects of school life to incorporate and emphasize skills learnt throughout the duration of the course Active role of career/guidance counsellor/advisor Page 14
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Accreditation & Recognition Three main areas we are focusing on are;
• Government bodies • Tertiary institutions • Employers
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Collaboration – working with partners There are many diverse career related qualifications globally IBCC project team have sought • a number of high quality, accredited career related programmes • That are recognised by the industry • and rank comparably with IBCC when certificates are submitted to university admissions officers.
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Authorization process Schools complete an expression of interest in the IBCC form Application for candidacy Consultant Application for authorization School visit
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Training requirements Readers/consultants/site visitors IBCC coordinator Approaches to learning teacher
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Fees Authorization fee Annual fee Per capita fee
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Thank you for your attention; questions?
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