The IBCP Core

  • CP candidates must complete the IBCP core which consists of:

    1. Personal and Professional Skills (PPS) Course
    2. Service Learning Programme (SL)
    3. Language Development (LD)
    4. Reflective Project (RP)

    CP candidate students, in grades 11th and 12th must enroll in at least two DP courses.

    The courses can be studied at high level (HL) or standard level (SL). The courses can be chosen from any subject group and can even come from the same group should the student want to specialize in a particular field of study.

     

    The IBCP and the International Dimension

    The core builds on the international dimensions experienced by IBCP students, particularly when studying the Diploma Programme courses. IBCP students are encouraged to view aspects of their studies in a broad, global context. They are challenged to become internationally minded and culturally aware. IBCP students should be reminded, however, that often it is just as important to look closer to home. Working with people from different social and cultural backgrounds in the local context can do as much to foster international-mindedness and mutual understanding as large international projects.

    1. Personal and Professional Skills (PPS) Course

    Personal and Professional Skills is a course that aims to develop responsibility, practical problem-solving, good intellectual habits, ethical understanding, perseverance, resilience, an appreciation of identity and perspective and an understanding of the complexity of the modern world. Emphasis is placed on the development of skills needed to successfully navigate higher education, the workplace and society.

    Aims of PPS

    Through PPS, students develop:

    • Good intellectual habits
    • Practical problem-solving skills
    • Self-awareness and an appreciation of identity, individual strengths and individual limitations
    • An appreciation of ethical issues relating to his or her personal, social and work experience
    • An awareness of his/her own perspectives as one of many perspectives, and one that has been shaped by contingent cultural factors
    • Intercultural awareness
    • The skill of communicating clearly and coherently
    • Personal and interpersonal skills for the workplace and beyond
    • The skills of reflection and critical thinking in personal, social and professional situations
    • An understanding that many questions, issues or problems do not always have simple right or wrong answers.

     

    PPS is:

    • A course that meets junior & senior year and supports other elements of the IBCP Core, particularly the Service Learning experience, Language Development, and the Reflective Project.
    • Internally assessed

     

    2. Service Learning Programme (SL)

    Service Learning is the practical application of knowledge and skills toward meeting an identified community need. Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions.

    • Students should devote a minimum of 50 hours (in and out of class).
    • Student must complete Service Learning Portfolio
    • Internally assessed

     

    3. Language Development (LD)

    Language Development ensures that all CP students have access and exposure to an additional language. The opportunity to learn an additional language is a central tenet of an IB education and increases students' understanding of the wider world. Students are encouraged to begin or extend the study of an additional language that suits their needs, backgrounds and contexts. It develops students' oral, visual and written linguistic and communicative abilities.

    Language Development Requirements

    • Language development is a crucial role of an IB education; therefore, all IBCP students are required to undertake language development in which they need to improve their language proficiency in a target language other than their best/mother tongue language. Students have five options to complete the language development component of the core.
      Language Development Options
      Option 1: Student studying Spanish, French, or Chinese Language B at either SL or HL wishes to study Spanish, French or Chinese for his LD Option 2: Student whose best language is Spanish/French or other language, and would benefit from the further development of English Option 3: On-line course will be offered for a student who wants to do her/his LD online due to time constraints Option 4: WHS own LD course of its IBCP students Option 5: Self-study course
      Language B teacher will provide an extension course. Teacher will assign a 6th topic (DP course comprises 5 topics) and IBCP student satisfactory completes this 6th topic. A language teacher will provide an extension English course. The extension course consists of suitable topics & student satisfactory completes the extension course. The student and/or language teacher find a suitable online language course. The teacher regularly checks on the student progress & the student satisfactorily completes the on-line course. The language teacher will design a suitable LD course. The teacher delivers the LD course & student completes the LD course. The language teacher provides or checks the suitability of the intended self-study course. The student's progress is monitored by the LD teacher & the student satisfactorily completes the LD self-study course.
    • A minimum of 50 hours is expected to be devoted to language development. This requirement is outside of the foreign language course. Although language courses are not required for the IBCP programme, they are strongly encouraged to compliment language development and college-readiness.
    • Students are required to complete an electronic language development portfolio (due in March, senior year)

     

    Language Portfolio (LP)

    The language portfolio enables students to reflect on their learning and chart their progress in developing language skills and intercultural experiences. The language portfolio is a private document for the student to reflect on their learning.

     Components of the LD Portfolio

     

    Section 1: Profile

    Students complete a self-assessment of what they know in the target language and what they want to accomplish during  their LD. The following must be incorporated into their LD Portfolio for this section:

    • Self-Assessment of Language Proficiency
    • Language & Culture Questionnaire
    • Language Development Goals
    • Self-Assessment of Language Proficiency

     

    Section 2: Experiences

    In this section, students compile a journal of reflections on the work completed. Each student must include how he/she has developed through the language development experience (personally, professionally, and academically). Student must include the following and will be checked periodically, ongoing both years 1 and 2:

    • Monthly journal entries of experiences Reflection (these can be in the form of video recordings, audio recordings, letter, comic strips, collages, blogs, etc.)
    • Language Development Progress Form must be completed with LD mentor
    • Concluding Reflections

     

    Section 3: Evidence

    In this section, the student includes evidence to support how his/her skills have developed throughout the language development experience. Some examples of evidence might be: class projects, class assignments, certificates of language completion activities outside of schools such as Language Club participation, letters of acknowledgement, audio files, etc. Talk to the IBCP coordinator for more information regarding this section.

    • Examples/Samples (Due periodically, ongoing throughout Years 1 and 2)

     

    Reflective Project (RP)

    The Reflective Project (RP) is an extended piece of reflective work that can be submitted in a variety of formats. It emphasizes the ethical dilemma associated with a particular issue drawn from the student's separately awarded/certified career-related studies. The reflective project will be submitted at the end of the 12th grade and will be an opportunity for the students to draw together the various strands of their studies.

    • It can be submitted in any of the IB working languages (English, French or Spanish).
    • Students should devote a minimum of 50 hours (in and out of class).
    • Two options for student to complete Reflective Project:

     

    Option 1

    A written essay (maximum 3000 words) plus reflection (maximum 1000 words).

    Option 2

    A written essay (1500-2000 words) accompanied by an additional format (film, oral presentation, interview, play or display) plus reflections (maximum 1000 words)

     

    Additional Formats and Maximum Lengths
    Format Maximum length
    Essay/dialogue/short play 3,000 Words
    Short film 10 minutes in length accompanied by a 750-word written report
    Radio play/interview 10 minutes in length accompanied by a 1,500 word written report
    Web page 5 single images accompanied by 2,500 words of written material
    Microsoft PowerPoint presentation 10 single slides accompanied by a 1,500 word written report
    Storyboard/photographic presentation 15 single images accompanied by a 1,500 word written report