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The International Baccalaureate Career-related Certificate IBCC: An introduction

Why has the IBCC been created?. to promote access to an IB education to satisfy a worldwide trend of demand for qualifications that combine academic with career-related achievement to promote school retention by broadening student options. . Page 2. The IBCC is:. an IB academic qualification a f

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The International Baccalaureate Career-related Certificate IBCC: An introduction

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    1. The International Baccalaureate Career-related Certificate (IBCC): An introduction

    2. Why has the IBCC been created? to promote access to an IB education to satisfy a worldwide trend of demand for qualifications that combine academic with career-related achievement to promote school retention by broadening student options. Page 2

    3. The IBCC is: an IB academic qualification a framework of study lasting two years a certificate that supports schools offering local or national career-related qualifications ‘value added’ to the career-related qualification Page 3

    4. The Framework the study of at least two Diploma Programme courses a specially designed IBCC core recognising and emphasising IB values, missions and needs of career-related students. an approved career-related course language provision. Page 4

    5. The Diploma Programme (DP) courses The DP courses can come from any of the hexagon core groups (1-6). The DP courses can come from the same hexagon group and can be studied at HL and/or SL. It is possible to study more than two DP courses depending on the nature of the career-related course and the student’s timetable. The DP courses chosen should complement the students career-related field of study. Page 5

    6. The Core The three strands of the core are: community and service approaches to learning reflective project The core is used to link the IB subjects with the career-related course. Page 6

    7. 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 Develops working relationships with members of a community. Page 7

    8. Approaches to Learning (ATL) 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. Includes the development of transferable skills with an emphasis on the nature of thinking critically and ethically and communicating effectively. Page 8

    9. Reflective Project Students engage in personal inquiry, action and reflection. Students develop research and communication skills. The reflective project can be submitted in a variety of formats including an essay, web page or a short film. The task students identify, analyse, critically discuss and evaluate an ethical issue arising from their career-related/vocational studies Page 9

    10. The career-related course The course is determined by the school. The course must satisfy IB criteria in relation to accreditation, assessment and quality assurance. The IBCC is neutral as to the subject of the course. The course must be studied concurrently with the DP courses. The course must be of a level relevant to the needs and chosen pathways of the students. Page 10

    11. Language provision IBCC students are encouraged to study a DP group 2 language acquisition subject. If IBCC students study a DP group 2 language acquisition course they automatically satisfy the language provision requirement of the IBCC. If IBCC students choose not to study a DP group 2 language acquisition course, they must undertake a language course that is appropriate to their background, needs and context. Page 11

    12. Assessment The two DP courses are assessed in accordance with the regular DP process for the subjects. The reflective project is assessed by the school and moderated by the IB. The approaches to learning is assessed by the school. The language component of the core (if a DP language is not taken) must be to level 1 of the Common European Framework. The student must complete the career-related course. Page 12

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