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<style>#userbox > a {margin-bottom: 4px;}</style><script>function managebacPopup(){return window.open("https://accounts.faria.org/oauth/authorize?response_type=code&client_id=RJ2txYSqkbXku1EsLPXiEzKf8kpmgkeKarpSf2eW1GM&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("global"),!1}function managebacChinaPopup(){return window.open("https://accounts.managebac.cn/oauth/authorize?response_type=code&client_id=28KPAhfeYrEQHe88mpP5G62feOQ7r2kJkplc3mmJZfg&redirect_uri=https://www.thinkib.net/mb/callback&scope=openid+email&state=6de4db75fa15068a&display=popup","ManageBac Login","width=1000,height=750"),$("#modal-login").modal("hide"),setLoginLocation("china"),!1}function managebacRefresh(){location.reload()}function setLoginLocation(e){var o="https://www.thinkib.net/mb/callback".replace("callback","");$.get(o+e+"-login")}</script><nav id="sidemenu" class="side-nav"><div class="header"><span style="color: #fff;"><a href="https://www.thinkib.net/ibcp/page/32168/career-related-programme">Career-related Programme</a></span><span id="sidetreecontrol"><a title="Collapse all" rel="collapse" href="#"><i class="fa fa-minus-circle"></i></a> <a title="Expand all" rel="expand" href="#"><i class="fa fa-plus-circle"></i></a></span></div><ul class="level-0 always-expanded"><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/37126/cp-matters" title="CP matters">CP matters</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/42285/coordinating-the-cp" title="Coordinating the CP">Coordinating the CP</a></li><li class="" style="padding-left: 0px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/42293/designing-the-core-programme" title="Designing the core programme">Designing the core programme</a></li><li class="current parent" style="padding-left: 0px"><i class="expander fa fa-caret-right fa-rotate-90"></i><a href="https://www.thinkib.net/ibcp/page/32867/core-overview" title="Core overview">Core overview</a></li><ul class="level-1 expanded"><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/45951/personal-and-professional-skills" title="Personal and Professional Skills">Personal and Professional Skills</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/40309/language-development" title="Language Development">Language Development</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/38780/service-learning" title="Service Learning">Service Learning</a></li><li class="" style="padding-left: 14px"><i class="expander fa fa-caret-right "></i><a href="https://www.thinkib.net/ibcp/page/45952/reflective-project" title="Reflective Project">Reflective Project</a></li></ul></ul></nav></div><!-- /#left-column-->
<div id="main-column" class="span9"><article id="main-article"><a id="exit-fs" title="Exit presentation mode" href="#" onclick="return false;"><i class="fa fa-arrows-alt"></i></a><ul class="page-actions no-print stacked nav nav-list visible-desktop"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i><span>Presentation mode</span></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i><span>Print this page</span></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i><span>Personal notes</span></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i><span>Share this page</span></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Core+overview%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview&t=Core+overview"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Core overview&body=Developing core needsThe Career-related Programme core makes the programme unique. It is a substantial course designed to focus on the individual students' needs and personal and professional development. 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It is a substantial course designed to focus on the individual students' needs and personal and professional development. It is also a place...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><h1 class="section-title">Core overview</h1><ul class="breadcrumb"><li><a title="Home" href="https://www.thinkib.net/ibcp"><i class="fa fa-home"></i></a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><a title="Go to: Career-related Programme" href="https://www.thinkib.net/ibcp/page/32168/career-related-programme">Career-related Programme</a><span class="divider"><i class="fa fa-chevron-right"></i></span></li><li><span>Core overview</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967886" class="toc"><a href="#" class="toc-switcher" title="Show table of contents"><small><i class="fa fa-reorder"></i> Table of contents <span class="pull-right"><i class="fa fa-chevron-down"></i></span></small></a></div><div class="intro-card"><div class="bg-cover" style="background-image: url("/media/ib/ibcp/images/core-542x720.png");"></div><img src="/media/ib/ibcp/images/core-542x720.png" style="display: none" /><div class="content"><h3 class="heading">Developing core needs</h3><p class="text">The Career-related Programme core makes the programme unique. It is a substantial course designed to focus on the individual students' needs and personal and professional development. It is also a place where students can reflect on and connect their individual DP and CRS courses and make a truly concurrent, student centred learning experience. Whilst the IB provides the framework and regulations must be adhered to, it is up to the school to create courses that bespoke for the needs, interests and background of their students.</p></div><div class="panel" style="box-shadow: rgba(0, 51, 17, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel panel-violet"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Key understandings</p></div></div><div class="panel-body"><div><h5>How does it work?</h5><p>The core is comprised of four components that add up to 240 hours over the two years of the course: <strong>personal and </strong> <a href="ibcp/page/34860/core-personal-professional-skills" title="The Core » Core: Personal & Professional Skills">professional skills </a><strong>(90 hours), service learning (50 hours), language development (50 hours) and </strong> <a href="ibcp/page/32229/core-the-reflective-project" title="The Core » Core: The Reflective Project">the reflective project </a><strong>(50 hours).</strong> These courses have their own identity and emphasise particular aspects of learning but ultimately connect together in the skills students use to complete them. They are all united in how they reflect the IB philosophy of What is an IB Education? Students are required to maintain and complete a portfolio for Personal and Professional Skills, Service Learning and Language Development courses with the school determining their own assessment. The reflective project is submitted by the end of the course and internally marked with external moderation.</p></div></div><div class="panel-footer"><div></div></div></div></div><div class="panel" style="box-shadow: rgba(68, 51, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(217, 153, 0);"><div class="panel-heading" style="background-color: rgb(217, 153, 0);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Understanding the purpose of the core</p></div></div><div class="panel-body" style=""><div><div class="panel-body"><div><h4>Striking the balance</h4><p>You do not need to look far for the inspiration, necessity and relevance of the core programme.</p><p>A report in JIB Docs (2) Teamary 2020 by Michaela Horvathova at the Center for Curriculum Redesign on key competencies and employability skills developed in the DP and CP, concluded that '21st Century competencies and a deep understanding of content knowledge are needed' by students in the future. Furthermore, at the The Global Innovation Session, Education Korea 2020, IB Asia Pacific stated 'knowledge is important but it's actually the skills and aptitude that we're developing within learning that are really crucial' as well as asserted that 'IB programmes prepare students for jobs that do not exist yet'.</p><p>From here, the first thought is the learner profile that pervades all IB programmes. Certainly the CP core draws completely on the attributes of the learner profile, to develop:</p><p>• <em>Considerate and involved citizens<br />• Autonomous lifelong learners<br />• Able communicators<br />• Complex and flexible thinkers<br />• Globally empathetic<br />• Sensitive the others' views and needs<br />• Embracing of intercultural education</em></p><p>However, what makes the CP core unique? Funnily enough, understanding the CP core is to look up from a bullet-pointed list of attributes and look out across each element of the core, how they connect together and with the wider world.</p><p>Each element of the core provides the opportunity to explore and develop all these characteristics but it is the way such development works concurrently (or simultaneously) across all aspects of the core. The core is also the place where the implicit becomes explicit; the skills quietly being developed across the career-related study and DP subjects that might go unnoticed without the right attention. When students clearly realise which skills are being developed and how they connect between subjects and their real world relevance, their confidence and self-awareness increase greatly.</p></div></div></div></div></div><div class="panel" style="box-shadow: rgba(17, 34, 51, 0.3) 0px 10px 30px -15px; border-color: rgb(39, 45, 105);"><div class="panel-heading" style="background-color: rgb(39, 45, 105);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Teacher Reflection</p></div></div><div class="panel-body" style=""><div><h3><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/icons/discussion.png" /> </a>Core audit - Do you need a core programme review?</h3><p>Irrespective of whether you are new to the CP or approaching your 5 year evaluation, it is a good idea to reflect on your current core provision regularly and especially if there is movement of staff.</p><h5><br /><img class="ico" src="img/icons/discussion.png" /> How does your current provision develop:</h5><p>... independent learning<br />... personal development<br />... flexible strategies<br />... risk-taking<br />... intellectual and practical skills<br />... confidence to make changes<br />... cycles of planning, acting and reflecting<br />... individual/local/national/international knowledge and understanding<br />... the relevance of an ethical education<br />... authentic experiences for personal and professional development<br />... the willingness to fail and try again<br />... the ability to set achievable and meaningful goals</p><h5><a href="Browse server to select file" target="_blank" title="Teaching ideas"><img class="ico" src="img/materials/teaching-ideas-24.png" style="vertical-align: middle" /> </a> <a href="ibcp/page/42293/designing-the-core-delivery" title="Career-related Programme » Designing the core delivery">For further development, check out</a></h5><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/42293/designing-the-core-delivery'" style="background-image: url('/media/ib/ibcp/burst-g26ce475c7_640.jpg')" title="Designing the core delivery"></div><div class="content"><h4 class="head"><a href="/ibcp/page/42293/designing-the-core-delivery">Designing the core delivery</a></h4><p class="body">The CP core is what makes this programme stand out, made up of unique elements. The Personal and Professional Skills course, to use a favourite analogy, is the mothership of the programme. Schools all...</p></div></div></div></div><h5> <img class="ico" src="img/icons/teacher-notes.png" /> Some thoughts to guide discussion</h5><section class="tib-hiddenbox"><p>It is really important to set the tone of discussion to establish a positive discussion. Try and use language such as <strong>empowers, challenges, provides, involves, gives and develops. </strong>After all, <strong>this is not an exercise to decide what is lacking in your school</strong>; it is an exercise to approach positively as it is almost certain that your school provides fantastic opportunities for the students already. Consider these questions:</p><p>1. How <em>do you</em> make these opportunities and skills explicit to the students?<br />2. How <em>could you</em> make these opportunities and skills explicit to the students?<br />3. How <em>do you</em> build an understanding of concurrency of learning for the students and staff?<br />4. How <em>could you</em> build an understanding of concurrency of learning for the students and staff?<br />5. Taking your individual context into account, what could you do<em> more </em>of?<br />6. What could make this understanding easier for all stakeholders?</p><p>To develop discussion of the explicit development of skills, teachers might take part in the ATL self-assessment tool to see where their strengths lie in the delivery of the 6 approaches to teaching and the 5 identified areas of approaches to learning.</p><p>Teaching:</p><ol><li>based on <strong>inquiry</strong></li><li>focused on <strong>conceptual understanding</strong></li><li>developed in local and global <strong>contexts</strong></li><li>focused on effective teamwork and <strong>collaboration</strong></li><li><strong>differentiated</strong> to meet the needs of all learners</li><li>informed by <strong>assessment</strong> (formative and summative).</li></ol><p>Learning that develops:</p><p>1. Communication Skills<br />2. Social Skills<br />3. Research Skills<br />4. Self-management skills<br />5. Thinking skills</p></section></div></div></div><div class="panel panel-indigo"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Scaffolding an extended project</p></div></div><div class="panel-body"><div><h5>Making the reflective project manageable</h5><p>As you plan for the core, it's good to consider the approach you will take with a 50 hour independent project as an educator. Every school does this differently in the way they staff the supervision and coordination. Before you get in to exploring the criteria and what the reflective project is really about, see it as going hand in hand with PPS where a lot of the skills are prepared and developed. Consider the characteristics of a long-term project and what students find difficult.</p><p>The word 'independent' can be distracting as it might suggest there is less you can do to support the process. However, talk to any CP educator - experienced or going through with their first cohort - and there are common threads of where the pitfalls lie when managing the reflective project (or any extended project for that matter). How students overcome that fatigue they can feel after the initial enthusiasm invariably wanes, and push through to a state of new learning and growth, really defines the success of their learning journey in the reflective project. A good lifeskill perhaps to know that this is what can happen with any work or long term project and the highs and lows that can ensue). Two key areas help you right from the start:</p><h5>Anticipate and think ahead</h5><p>When you come to know the criteria, you will notice in criterion E in particular that you get rewarded for reflecting on setbacks as well as successes throughout the process. The key to students coping when their project hits brick walls or stumbling blocks, is that they understand the process, they have anticipated this can happen and they really understand the resources they have at their disposal; this can be a bank of questions, thinking routine tools and supervisory support they can draw upon to help them move on. This approach encourages a growth mindset and a problem-solving spirit.</p><h6>Scaffold, scaffold, scaffold</h6><p>We are not talking about structuring the students' paragraphs for them and holding their hand every step of the way. However, rather than a 9-12 month project stretching out dauntingly before them, consider not just essential mini-deadlines and reflection due dates but perhaps a thematic approach to the project to make it manageable. For example, say you are a school, who has a process that runs over three terms from JIB Docs (2) Teamary to October/November, consider breaking it down into tranches to:</p><p>Term 1, Research, questioning and building knowledge<br />Term 2, Creating a draft reflective project<br />Term 3 (after a good long break) Understanding impact and finding solutions; the final draft.</p><p>This way, students are building through the stages of the reflective project process, they can know where they are heading but only concentrate on the stage that they are at right now. The final stage needs fresh energy as this is the area where the real meaning of the reflective project lies and, let's be honest, the most marks for critical thinking; can students assess the 'so what?' and the 'what next?' of their ethical dilemma?</p></div></div></div><div class="panel panel-has-footer" style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"><div class="panel-heading" style="background-color: rgb(136, 136, 136);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Useful Links</p></div></div><div class="panel-body" style=""><div><h3>Explore further</h3><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/32229/core-the-reflective-project'" style="background-image: url('/media/ib/ibcp/images/reflection-tree-water-moonlight-1280x640-1280x640.jpg')" title="Core: The Reflective Project"></div><div class="content"><h4 class="head"><a href="/ibcp/page/32229/core-the-reflective-project">Core: The Reflective Project</a></h4><p class="body">The reflective project is one of the four elements that make up the core programme unique to the CP. Focusing on the process as much as the product, it is an independent piece of work that focuses on...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/31813/core-personal-and-professional-skills-'" style="background-image: url('/media/ib/ibcp/images/coordination/road-sign-798176__480.jpg')" title="Core: Personal and Professional Skills "></div><div class="content"><h4 class="head"><a href="/ibcp/page/31813/core-personal-and-professional-skills-">Core: Personal and Professional Skills </a></h4><p class="body">Personal and Professional Skills is a compulsory component of the CP core that is exactly what it sounds like; a 90 hour course of personal and professional transferable skills for students to develop...</p></div></div><h4>Topic based resources</h4><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/37335/understanding-truth'" style="background-image: url('/media/ib/ibcp/fake-5205183_640.jpg')" title="Understanding &#039;Truth&#039;"></div><div class="content"><h4 class="head"><a href="/ibcp/page/37335/understanding-truth">Understanding Truth</a></h4><p class="body">Here, we start to chip away at the idea of truth and how finding it in today's world demands highly developed critical thinking tools. Whilst the intention is to provide sources to prompt inquiry from...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/37660/responding-to-change-'" style="background-image: url('/media/ib/ibcp/climate-change-2254711_640.jpg')" title="Responding to change "></div><div class="content"><h4 class="head"><a href="/ibcp/page/37660/responding-to-change-">Responding to change </a></h4><p class="body">The ongoing global pandemic has brought to the forefront of young people's minds that change on a mass scale can happen seemingly overnight. What can we learn from ways 'leaders' have responded locally,...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/37937/exercises-in-empathy'" style="background-image: url('/media/ib/ibcp/mind-empathy.jpg')" title="Exercises in Empathy"></div><div class="content"><h4 class="head"><a href="/ibcp/page/37937/exercises-in-empathy">Exercises in Empathy</a></h4><p class="body">Understanding empathy can be tricky - least of all differentiating it from sympathy. Through the work of neuro psychologists and academics, we explore its definition and real world application. Students...</p></div></div></div></div></div></div></div><div class="panel" style="box-shadow: rgba(50, 50, 50, 0.3) 0px 10px 30px -15px; border-color: rgb(136, 136, 136);"><div class="panel-heading" style="background-color: rgb(136, 136, 136);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Further resources</p></div></div><div class="panel-body" style=""><div><div class="Grid__cell flx-s:1 p-r:4 "><p><a href="Browse server to select file" target="_blank" title="Discussion"><img class="ico" src="img/materials/discussion-24.png" style="vertical-align: middle" /> </a>Consider and discuss in relation to your own context the following TED Talk as just one example of many on the subject of preparing students for the future. Her perspective is that we need less tech and more messy human skills in the form of imagination, humility and bravery, to solve problems in business, government and life in an unpredictable age.</p><div><div style="max-width:854px"><div style="position:relative;height:0;padding-bottom:56.25%"><iframe allowfullscreen="" frameborder="0" height="480" scrolling="no" src="https://embed.ted.com/talks/margaret_heffernan_the_human_skills_we_need_in_an_unpredictable_world" style="position:absolute;left:0;top:0;width:100%;height:100%" width="854"></iframe></div></div></div><p style="text-align: right;"><em>Anyone who tries to tell you that they know the future is just trying to own it, a spurious kind of manifest destiny. The harder, deeper truth is that the future is uncharted, that we can't map it till we get there</em>. Margaret Heffernan</p></div></div></div></div><div class="index-list"><div class="item"><div class="content"></div></div></div></section></article><section id="media-extras"><div class="page-actions no-print navbar inline hidden-desktop"><div class="navbar-inner"><ul class="nav"><li><a class="presentation" href="#" onclick="return false;"><i class="fa fa-desktop"></i></a></li><li><a class="print-section-blog" href="#" onclick="return false;"><i class="fa fa-print"></i></a></li><li><a class="personal-notes" href="#" onclick="return false;"><i class="fa fa-file-text"></i></a></li><li class="dropdown"><a class="dropdown-toggle" data-toggle="dropdown" data-target="#" href="#"><i class="fa fa-share-alt"></i></a><ul class="dropdown-menu" role="menu"><li><a class="" target="_blank" title="Share on Twitter" href="https://twitter.com/share?text=%22Core+overview%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-twitter-square"></i><span>Twitter</span></a></li><li><a class="" target="_blank" title="Share on Facebook" href="https://www.facebook.com/sharer.php?u=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview&t=Core+overview"><i class="fa fa-facebook-square"></i><span>Facebook</span></a></li><li><a class="" href="http://www.linkedin.com/shareArticle?mini=true&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-linkedin-square"></i><span>LinkedIn</span></a></li><li><a class="" href="https://plus.google.com/share?url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=Core overview&body=Developing core needsThe Career-related Programme core makes the programme unique. It is a substantial course designed to focus on the individual students' needs and personal and professional development. It is also a place...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F32867%2Fcore-overview"><i class="fa fa-envelope"></i><span>Email</span></a></li></ul></li><li><a class="" href="ibcp/teaching-materials"><i class="fa fa-puzzle-piece colored"></i></a></li></ul></div></div><div style="border-top: solid 1px #eee;border-bottom: solid 1px #eee;padding: 4px 0 4px 0;line-height: 1em;color: #666;font-size: .8em"><small><em>All materials on this website are for the exclusive use of teachers and students at subscribing schools for the period of their subscription. Any unauthorised copying or posting of materials on other websites is an infringement of our copyright and could result in your account being blocked and legal action being taken against you.</em></small></div></section><section id="comments"></section></div><!-- /#main-column -->
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