#NAFNext2014

The IB Career – related CertificateNatasha Deflorian

IBCC Associate ManagerNAF NEXT 2014

#NAFNext2014

One thing I know about IB …

One thing I want to learn more about the IB…

Visual

Thinking

Activity:

Finish the following sentences.

The International Baccalaureate:

A Continuum of international

education for the 21st Century

Une bonne idée - a single international diploma

Paris, 1949: A group of educators

convened to find a solution.

• An international diploma at

the end of high school

• Knowledge of a second language

and conduct research on a topic of

global significance

1968: The Birth of the IB

The first International Baccalaureate

Diploma exams were piloted in seven

cities:

• Beirut

• Copenhagen

• Geneva

• Manchester

• New York City

• St. Donat's (Wales)

• Tehran

The IB continuum of international education

IB mission statement

PYP MYP

Programme standards

and practices

IB learner profile

PYP MYP DP IBCC

1997 1994 1968 2012

What is the IB?(Our mission) The International Baccalaureate aims to develop inquiring, knowledgeable and caring

young people who help to create a better and more peaceful world through

intercultural understanding and respect.

To this end the organization works with schools, governments and international

organizations to develop challenging programmes of international education and

rigorous assessment.

These programmes encourage students across the world to become active,

compassionate and lifelong learners who understand that other people, with their

differences, can also be right.

The IB learner profile: The IB mission in action

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-taker (Courageous)

Balanced

Reflective

Aspects which define an IB education:

• Student – centered learning

• Approaches to teaching and learning

• Global contexts

• Significant content

What is an IB Education? (2012)

Available at:http://www.ibo.org/become/resources/

IBCC

What is the IBCC?

The IBCC....

• 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

College & Career readiness

IBCC students are college & career ready

because they have developed:

• a strong foundation in the study of rigorous core academics

• a strong foundation in core technical skills

• research & presentation skills

• critical thinking and literacy skills

• resilience and commitment

• an ability to work collaboratively

• confidence & values

• intercultural understanding

IB Learner Profile & the IBCC…

In today’s marketplace, employers look for qualified individuals who are:

• Inquirers• Knowledgeable• Thinkers• Communicators• Principled

• Open-Minded• Caring• Courageous• Balanced• Reflective

IBCC vs DP

• Each student must study at least 2 DP subjects.

• Subjects can come from the same group with the exception of Group 5

• Subjects can be studied at either Higher Level or Standard Level

• Students must take one 2 year course (SL or HL)

Diploma Courses

DP subjects

AOF

• IB Business & management

• IB Math studies

AOHS

• IB Biology

• IB Sports exercise and health science

AOE

• IB Design technology

• IB Physics

Career related studies

• The chosen career-related studies are not offered or awarded by the IB and should be determined by the local context and aligned with student needs, whether they are used to support further studies or to assist direct employment opportunities.

• It is the school’s responsibility to determine the appropriate career-related studies based on the criteria set by the IB.

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 IBCC

• Comprise a significant part of the student’s timetable

• Provide a clear pathway beyond secondary school

Career related studies

• Accounting

• Architecture

• Automotive Technology

• Bio medical science

• Business and Information Technology

• Computer Science

• Culinary Arts

• Drafting

• Early Childhood

• Engineering

• HVAC

• Marketing

• Nursing Assistance

• Sustainable Engineering and Design

• Veterinary technician

IBCC Core

• The core is a required element and is at the heart of the IBCC. It enables students to enhance their personal and interpersonal development, with an emphasis on experiential learning. While challenging, the core should also be enjoyable and provide students with a combination of academic and practical skills that will serve them well in their future lives.

A course designed by the school to meet the needs of their particular cohort of students

Includes the development of transferable skills with an emphasis on the nature of thinking critically and ethically and communicating effectively

The four key topic areas are personal development, intercultural understanding, thinking and communication

Approaches to learning

Approaches to learning

• Thinking

– Ethical thinking

– Critical Thinking

– Creative Thinking

– Problem-solving

– Lateral Thinking

• Intercultural Understanding

– Your Culture

– Other Cultures

– Language and Culture

– Intercultural Engagement

• Communication

– Interpersonal communication skills

– Formal writing skills

– Presentation skills

– Numeracy skills

– IT skills

• Personal Development

– Emotional intelligence

– Time management

– Interview skills

– Process skills

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

Community and Service

• One fourth of the IBCC Core (ATL, Language Development and Reflective Project)

• Students use their knowledge in real life situations

• Students identify a need, address the need through service activities and reflect on their experiences

Student Responsibilities

Plan

– Identify a community need

– Identify an organization that is aligned with the need

– Work with a mentor/teacher/IBCC 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/IBCC Coordinator

Reflect

– Question, post ideas and make comments

Language development

• All IBCC students undertake language

development and complete a language

portfolio

• Designed to assist and further students

understanding of the wider world

• It is appropriate to the background, needs and context of the students

• It aims to provide students with the necessary skills and intercultural understanding to enable them to communicate using the language studied.

Options for fulfilling Language Development(ALL STUDENTS MUST COMPLETE A Language Portfolio)

• 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

• 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

Reflective project

• Encapsulates fundamental elements of the certificate

• Embodies aims we hope to develop in students

• A structured piece of work that

can take a variety of forms

• Students will need to identify,

analyse, explore, critically discuss

and evaluate an ethical issue

arising from their career related study

What is an ethical dilemma……

• Within an ethical dimension there are ethical dilemmas. An ethical dilemma is a choice between two (or more) conflicting moral perspectives where neither choice provides a perfect solution.

Reflective project – Ethical dilemmas

• Discuss with your table some possible ethical issues and dilemmas for:

– Academy of Finance

– Academy of Engineering

– Academy of Health Sciences

– Academy of Hospitality and Tourism

– Academy of Information Technology

Assessment of the IBCCExternally assessed components

• DP courses

• The reflective project

Internally assessed components using formative and summative assessments tools:

• Approaches to learning

• Community and service

• Language development

The career-related course is assessed by the career related course provider, not the IB

Natasha Deflorian

IBCC Associate Manager

301-202-3102

Natasha.deflorian@ibo.org

www.ibo.org/ibcc

www.ibo.org/iba/ibcc

Q & A