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<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=%22CP+matters%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F37126%2Fcp-matters"><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%2F37126%2Fcp-matters&t=CP+matters"><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%2F37126%2Fcp-matters"><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%2F37126%2Fcp-matters"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=CP matters&body=Relevant CP tips and tricks for coordinators and CP teachersHere you will topical chat and news about all things CP; 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from detailed tips on what the standards and practices look like in real life to monthly focus on timely...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F37126%2Fcp-matters"><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">CP matters</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>CP matters</span></li></ul><div id="std-sidebox-task-added-msg"></div><section id="main-content"><div id="toc-1672967882" 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" readonly="false"><img class="intro-image" readonly="true" src="/media/ib/ibcp/news-624859__480.webp" /><div class="content" readonly="true"><h3 class="heading">Relevant CP tips and tricks for coordinators and CP teachers</h3><p class="text">Here you will topical chat and news about all things CP; from detailed tips on what the standards and practices look like in real life to monthly focus on timely skill development such as structuring the PPS course and developing written communication. This is all intended to create a greater understanding of aspects of your programme that might help with your Programme Development Plan for your five year evaluation.</p></div></div><div class="panel panel-violet"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Summary of topics</p></div></div><div class="panel-body"><div><h6>Quick glance before you scroll</h6><div class="dottedBox"><h6>1. A suggested step by step guide to the first term of PPS<br />2. Starting the writing process for the reflective project<br />3. Connecting the dots and making the core collaborative<br />4. Launching the reflective project<br />5. Service learning case study<br />6. Navigating topics in times of crisis<br />7. Language development<br />8. Spotlight on Standards and Practices<br />9. Reflective project resources and podcasts<br />10. Academic Integrity</h6></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-fucsia"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Starting as you mean to go on</p></div></div><div class="panel-body"><div><div class="index-list"><h6><span style="color:#0000FF;">NEW:</span> Check out this new page with simple, step by step suggestions on getting going with your new CP cohort and those important first few weeks.<br /><br />A summary ... click on link below for detailed notes.</h6><div class="pinkBg"><h6><span style="color:#0000FF;"><strong>Introduction: First 2-4 weeks</strong></span><br /><strong>Depending on how much time you have scheduled, the following is based upon an hour a week PPS but it may well be that you can cover this with other timetabled aspects of the core<br /><br /><span style="color:#800000;"><em>Inquiry questions</em></span></strong><br />What is the CP, CRS, Core and PPS?<br />What tools will we use to manage my courses?<br />What is Service Learning?<br />What is Language Development?<br />How can I be organised?</h6><h6><span style="color:#0000FF;">Who am I? 6 weeks +</span><br />Establish the role self-awareness and cultural identity play in this course and how these are essential to establishing SMART goals for assessing progress and development throughout the course<span style="color:#A52A2A;"><br /><em>Inquiry questions:</em></span><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"><br />What makes me me? What is culture? What are cultural influences and values? What are my cultural influences and values? What is my personality & identity?</span><br /><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"></span><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;">Why and how might I reflect?</span><br /><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;"></span><span data-sheets-formula-bar-text-style="font-size:13px;color:#000000;font-weight:normal;text-decoration:none;font-family:'arial';font-style:normal;text-decoration-skip-ink:none;">Do cultural stereotypes serve a purpose? </span>What is my perspective on global conflict?</h6></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/45434/beginning-the-pps-course-'" style="background-image: url('/media/ib/ibcp/entrepreneur-1340649_640.jpg')" title="Beginning the PPS course "></div><div class="content"><h4 class="head"><a href="/ibcp/page/45434/beginning-the-pps-course-">Beginning the PPS course </a></h4><p class="body">After the intense focus on authorisation, it can sometimes come as a little surprising that we finally get to teach this course. Let's start with 'the mothership' - PPS. You've got the outline but what...</p></div></div></div></div></div><div class="panel-footer"><div></div></div></div><div class="panel panel-yellow"><div class="panel-heading"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Starting the writing process</p></div></div><div class="panel-body"><div><p>It can be hard for students to get going on the writing process and how to structure their reflective project response. Whilst students responses will vary and there is no prescriptive way to write a reflective project, this new page offers a template that students can develop to create their response. It is designed to promote critical thinking and appreciate the nature of an ethical dilemma which always generates multiple perspectives and not one clear answer.</p><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/44345/structuring-the-project'" style="background-image: url('/media/ib/ibcp/hd-wallpaper-459299_640.jpg')" title="Structuring the project"></div><div class="content"><h4 class="head"><a href="/ibcp/page/44345/structuring-the-project">Structuring the project</a></h4><p class="body">It is always a little dangerous suggesting a structure to students to write their reflective project with; hard and fast rules on how they develop points can leave little room for letting their own thoughts...</p></div></div></div></div></div></div><div class="panel" style="box-shadow: rgba(0, 28, 0, 0.3) 0px 10px 30px -15px; border-color: rgb(0, 114, 60);"><div class="panel-heading" style="background-color: rgb(0, 114, 60);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Creating a course that joins the dots</p></div></div><div class="panel-body" style="background-color: inherit;"><div><div class="box"><div class="panel panel-orange"><div class="panel-body"><div><h5><span style="color:#0000FF;">Developing the core delivery design and using PPS to link the core elements</span></h5><p>As we move into the final two few months of the school year for many of us, attention turns to developing our existing courses, particularly for the core. As we all know, our courses are always a work in progress and always something we can develop, refine and extend. Wherever you are in your CP journey, time spent on connecting the core and giving students explicit opportunities to explore this, is never wasted.</p><p>With this in mind, let's take the theme of <strong>'connection' </strong>and the learner profile attribute of <strong>Balanced.</strong> </p><div class="box"><h5>Let's design the PPS course to make far more explicit and deliberate connections between the career-related studies, the DP courses and the core elements.</h5></div><p>It is not about designing a framework that makes the connections for students but creating a framework that allows them to make connections themselves. Included are some perspectives from experienced CP coordinators on what has worked, not worked but also what has surprised them and presented challenges for them.</p><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><p><span style="color:#0000FF;"></span></p><h5><span style="color:#0000FF;">Creating connections between Personal and Professional Skills and Language Development</span></h5><p>In these short activities, students are asked to take a step out of their context and consider themselves as users of language. This is very much intended as embracing all PPS themes in some way but you may want to zoom in on one in particular. It certainly makes for a good introduction to Personal Development which can be revisited throughout their CP journey.</p><p>This activity is not focused on language proficiency but about the way we use and change the we speak for particular people and environments. Taking inspiration from a fascinating BBC podcast called Deeply Human, students can consider the broad question of why people speak the way they do, and how this develops and changes over time. Thrown in as well are some opportunities for active listening and communication skills development. Also provided is a transcript of the podcast with soundbytes from experts which can be activators for whole class discussion.</p><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/43967/language-development-and-pps'" style="background-image: url('/media/ib/ibcp/translation-4620781_640(1).jpg')" title="Language development and PPS"></div><div class="content"><h4 class="head"><a href="ibcp/page/43967/language-learning-and-intercultural-understanding" title="3. Personal & Professional Skills » Intercultural Understanding » Language learning and intercultural understanding">Language and intercultural understanding</a></h4><p class="body">This page takes a step back for students to consider language development, language acquisition and linguistic skills in a broader more conceptual way that links directly to their personal development,...</p></div></div></div></div><h5><span style="color:#0000FF;">Launching the reflective project </span></h5><p>When you come to the end of the reflective project process, CP coordinators will be finalising marks and going through moderation. This is also the point when the new reflective process begins again. There are a wealth of resources here to get going so do explore.</p><div class="dottedBox"><h6>Step by step throught the process</h6><p><a href="ibcp/page/33779/the-options" title="The Core - overview » Core: The Reflective Project » The Options">The Options</a>, <a href="ibcp/page/33781/starting-the-project" title="The Core - overview » Core: The Reflective Project » Starting the project">Starting the project</a>, <a href="ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-" title="The Core - overview » Core: The Reflective Project » Ethical dimensions, issues and dilemmas. ">Ethical dimensions, issues and dilemmas</a>, <a href="ibcp/page/33785/creating-a-research-question" title="The Core - overview » Core: The Reflective Project » Creating a Research Question">Creating a Research Question</a>, <a href="ibcp/page/33786/supervising-" title="The Core - overview » Core: The Reflective Project » Supervising ">Supervising</a>, <a href="ibcp/page/33791/giving-feedback" title="The Core - overview » Core: The Reflective Project » Giving feedback">Giving feedback</a>, <a href="ibcp/page/33946/assessing-the-reflective-project-exemplars" title="The Core - overview » Core: The Reflective Project » Assessing the reflective project: exemplars">Assessing the reflective project: exemplars</a></p><h6>Skill development</h6><p><a href="ibcp/page/33793/ethical-thinking-" title="The Core - overview » Core: The Reflective Project » Skills » Ethical Thinking ">Ethical Thinking </a> <a href="ibcp/page/33790/reflective-thinking" title="The Core - overview » Core: The Reflective Project » Skills » Reflective Thinking">Reflective Thinking</a> <a href="ibcp/page/33788/critical-thinking" title="The Core - overview » Core: The Reflective Project » Skills » Critical Thinking">Critical Thinking</a> <a href="ibcp/page/33795/writing-skills-" title="The Core - overview » Core: The Reflective Project » Skills » Writing skills ">Writing skills </a> <a href="https://www.thinkib.net/ibcp/page/33783/research-skills" title="The Core - overview » Core: The Reflective Project » Skills » Research skills">Research skills</a> <a href="https://www.thinkib.net/ibcp/page/33839/planning-and-process-management" title="The Core - overview » Core: The Reflective Project » Skills » Planning and process management">Planning and process management</a> <a href="https://www.thinkib.net/ibcp/page/33796/self-assessment" title="The Core - overview » Core: The Reflective Project » Skills » Self assessment">Self assessment</a></p></div></div></div><div class="panel-footer"><div></div></div></div><h5><span style="color:#0000FF;">March 2022: </span><span style="color:#000000;">Navigating conversations in times of crisis. </span></h5><p><a href="ibcp/page/42964/current-events-for-pps" title="The Core - overview » Core: Personal & Professional Skills » Current events for PPS">Extending the series of headline pieces for PPS, here we consider how to have difficult conversations with students in times of global crisis.</a></p><h5><span style="color:#0000FF;">New for 2022</span> - What's making the headlines?</h5><p>Whilst having a PPS course designed on skill development and the five key themes is important, it is is also good to be flexible enough to respond to what is going on in the world. This keeps the PPS course dynamic and relevant. You cannot predict when and where news stories will crop up but it pays to take advantage of authentic opportunities to put skills into practice in real world situations. <a href="ibcp/page/42964/current-events-for-pps" title="The Core - overview » Core: Personal & Professional Skills » Current events for PPS">Current events for PPS </a>explores stories that are making the news globally and provides ideas for how they can be explored in lessons at the drop of a hat. Whether it is a general open discussion, a formal debate or a class preparation of a reflective project research task, these lesson ideas build ethical, reflective and critical thinking skills that will transfer to the students CRS, DP courses and reflective project understanding.</p><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/42964/current-events-for-pps'" style="background-image: url('/media/ib/ibcp/news-g99fe9832f_640.jpg')" title="Current events for PPS"></div><div class="content"><h4 class="head"><a href="/ibcp/page/42964/current-events-for-pps">Current events for PPS</a></h4><p class="body">It's good to remain flexible throughout the PPS course to incorporate what is going on in the news. This keeps the PPS course dynamic and relevant. You cannot predict when and where news stories will...</p></div></div></div><h5>News and monthly focus - November - December 2021</h5><h5><span style="color:#0000FF;">Welcome everyone! </span>These resources are for all schools offering the CP.</h5><h6>We all have very different educational contexts and reasons for being here; check out these suggestions to help you deliver your CP core or build on your existing programme with exciting, well-supported and effective learning resources. Here you will find just a few examples of resources for topic and theme exploration in PPS, skill development for the reflective project or case studies from around the IB World on the multitude of ways service learning can be delivered.</h6><h5 dir="ltr">SPOTLIGHT: Le Bocage International School (LBIS), Mauritius</h5><p dir="ltr">As part of our case studies in our <a href="ibcp/page/38780/core-service-learning" title="The Core - overview » Core: Service Learning">Service Learning</a> resources, we put a spotlight this month on experiences of thriving with the CP during the pandemic.</p><p dir="ltr">Globally, educators have found themselves having to adapt more than ever thought possible with the challenges the pandemic has brought. Namrata Gujadhur, the CP Coordinator at Le Bocage, International School, tells us how she, and her team of dedicated teachers and students, have navigated the Service Learning course during the last 2 years and the adaptations made in such difficult circumstances. No doubt this is typical of many wonderful CP schools around the world.</p><div class="blueBg"><div class="dottedBox"><div><div><div><div><div><h5 class="img-block align-left has-caption" readonly="true"><img class="small" height="162" readonly="false" src="/media/ib/ibcp/mauritius-1758964_640.png" width="141" /></h5><h5 dir="ltr">Le Bocage International School (LBIS), Mauritius</h5><p dir="ltr">At Le Bocage International School (LBIS), we have some cardinal principles that we abide by and our main motto is to Learn, Build, Innovate, and Succeed, by nurturing innovative & holistic leaders for a changing world. It is almost unquestionable that the COVID-19 pandemic has eclipsed the lives of one and all. Different individuals have felt its effects at varying intensities depending on their status, place, and condition. This perhaps undesirable condition of the globe has pushed Service Learning at Le Bocage to discover dimensions that otherwise would have been left veiled. </p><p>Students have engaged in exhaustive research in finding NGOs, communicating and collaborating with them in order to develop online platforms through which these NGOs may reach out to a larger audience and accordingly dispense help to those in need. </p><p dir="ltr">Beyond students under the guidance of teachers, initiated a “Bigs and Littles Programme” through which they mentored the younger and new students of the school, online. The intent for this activity was to allow the new students to familiarise themselves with the people and culture of the LBIS community as otherwise they would have been deprived of this opportunity due to the lockdown imposed soon after schools resumption in JIB Docs (2) Teamary. </p>Students have wholeheartedly dedicated themselves to mIB Docs (2) Teamfacturing masks, created ebook on nature’s cure for healthy living, organized food drives for the homeless, hosted online fitness, stretching and Zumba sessions, initiated a lockdown solidarity campaign with the Rotary club, etc. They also created digital brochures, and posters to raise awareness in view of the significance of abiding by the COVID-19 protocol suggested by the local government for the safety and benefit of all'<p dir="ltr"><strong>with huge thanks to Namrata Gujadhur</strong></p></div></div></div></div></div></div></div><h5><span style="color:#0000FF;">FOCUS: Language Development - Understanding the Fixed and Flexible nature of this course</span></h5><p><a href="ibcp/page/40309/core-language-development" title="The Core - overview » Core: Language Development">Language Development: </a>we start to explore how to establish a language development course that is appropriate to your context. Out of all the core elements, this is the area that really reflects how unique a school is and how they can truly respond to their students' needs. Maybe you have a multilingual context that will allow for students to specialise individually in the career-related aspect of a language; maybe the multilingual context creates an opportunity for your whole cohort to explore a new language together such as sign language. Whatever your context, it all starts with creating an accurate student portrait at the beginning of the course; here we will build resources that help this development as well as case studies of how different schools are creating bespoke programmes.</p><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/40309/core-language-development'" style="background-image: url('/media/ib/ibcp/vietnam-image.jpg')" title="Core: Language Development"></div><div class="content"><h4 class="head"><a href="/ibcp/page/40309/core-language-development">Core: Language Development</a></h4><p class="body">Making up on of the four key core elements, Language Development celebrates the individual's unique lifelong relationship with language learning and intercultural understanding. The role that culture...</p></div></div></div><h5><span style="color:#0000CD;">Building up your core provision? </span>Check out these pages full of teaching ideas, thinking routines and topic work all for the CP learner. </h5><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/34860/core-personal-professional-skills'" style="background-image: url('/media/ib/ibcp/skills-2.jpg')" title="Core: Personal & Professional Skills"></div><div class="content"><h4 class="head"><a href="/ibcp/page/34860/core-personal-professional-skills">Core: Personal & Professional Skills</a></h4><p class="body">Personal and Professional Skills is a compulsory component of the CP core: a 90 hour course of personal and professional transferable skills for students to develop over the two years of the CP course....</p></div></div></div><div class="index-list"><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/38780/core-service-learning'" style="background-image: url('/media/ib/ibcp/team-386673_640.jpg')" title="Core: Service Learning"></div><div class="content"><h4 class="head"><a href="/ibcp/page/38780/core-service-learning">Core: Service Learning</a></h4><p class="body">Service Learning is a compulsory element of the CP core, constituting a minimum 50 hours of the student's CP course. Whether you are well established in your DP and CP course offerings or completely new...</p></div></div><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/brain-1093904_640.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><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 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/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="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">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/33782/ethical-dimensions-issues-and-dilemmas-'" style="background-image: url('/media/ib/ibcp/dimension.webp')" title="Ethical dimensions, issues and dilemmas. "></div><div class="content"><h4 class="head"><a href="/ibcp/page/33782/ethical-dimensions-issues-and-dilemmas-">Ethical dimensions, issues and dilemmas. </a></h4><p class="body">Finding a suitable ethical issue and dilemma to analyse critically is at the centre of the reflective project process. However a student also needs to be able to understand the ethical ramifications of...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/33786/supervising-'" style="background-image: url('/media/ib/ibcp/images/supervisor-2.webp')" title="Supervising "></div><div class="content"><h4 class="head"><a href="/ibcp/page/33786/supervising-">Supervising </a></h4><p class="body">Supervisory sessions can be made more dynamic with user-friendly activities and tools to support discussions. Students can receive up to five hours of supervisory support throughout the reflective project...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/33788/critical-thinking'" style="background-image: url('/media/ib/ibcp/images/brain-thinking-720x720.png')" title="Critical Thinking"></div><div class="content"><h4 class="head"><a href="/ibcp/page/33788/critical-thinking">Critical Thinking</a></h4><p class="body">Critical thinking can sound scary and unattainable for students but it is a lot more accessible than they imagine. Returning to the learner profile to consider the inquirer and communicator can prompt...</p></div></div></div></div><h4><span style="color:#0000FF;">SPOTLIGHT: Programmes and Standards</span></h4><h5><a href="Browse server to select file" target="_blank" title="Teacher notes"><img class="ico" src="img/materials/teacher-notes-24.png" style="vertical-align: middle" /> </a><span style="color:#0000FF;">Curriculum and stakeholder development</span></h5><p>Every newly authorised or well established IB school is on a journey of development, benchmarked by five year self assessment and evaluation visits. As educators, we all try to do too much but when it comes to understanding and embedding the new standards and practices, select one to zoom in on and develop with your team.</p><div class="blueBg"><h5><span style="color:#0000FF;">Learning: Students as lifelong learners (0402)<sup data-footnote-id="6thgz"><a class="scroll-to" data-target="footnote-1" id="footnote-marker-1-1" rel="footnote">[1]</a></sup></span></h5><p>This week's spotlight in on <strong>Standard: Students as lifelong learners (0402) </strong>with particular focus on practice 6, 'Lifelong learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries'. A good starting point is to discuss this standard through the lense of Service Learning, leading into other areas of the core</p><h6><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>DISCUSSION: where your students are given opportunities to develop personal learning goals and pursue personal inquiry and action within your school's context?</h6><div class="box"><p>'CP1: The school provides opportunities for students to take ownership of their learning through the CP core'</p></div><h6><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>REVIEW how CP students specifically are given opportunities to take ownership of their learning in the CP core. What is working well and not so well? What does student autonomy and ownership look like in your context? What might be one measure you could put in place in their core programme that could increase sense of ownership and responsibility?</h6></div><div class="index-list"></div></div><h5>March</h5><h5>This month, as the reflective project process draws to a close for CP2 cohorts, we turn our attention not just to the CP1 reflective project process but the whole core experience.</h5><h6>For many the new term can signal a loss of momentum in the reflective project process that parallels an improvement in the weather. Scaffolding the student experience with thinking processes and extra support for supervisors can really help students over this hurdle.</h6><h6>Select resources to position the reflective project as a <em>process </em>not a product and using the Researcher's Reflection Space, in whatever form they choose, can really help them make decision as well as inform their RPPF.</h6><div class="index-list"><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/33783/research-skills'" style="background-image: url('/media/ib/ibcp/images/jigsaw.png')" title="Research skills"></div><div class="content"><h4 class="head"><a href="/ibcp/page/33783/research-skills">Research skills</a></h4><p class="body">An open-minded and adaptable approach to researchStudents developing research skills early on can help them quickly ascertain whether their intended research question and area will work; there are many...</p></div></div><div class="item"><div class="bg-cover cover-96" onclick="window.location='/ibcp/page/33790/reflective-thinking'" style="background-image: url('/media/ib/ibcp/images/reflection-tree-water-moonlight-1280x640-1280x640.jpg')" title="Reflective Thinking"></div><div class="content"><h4 class="head"><a href="/ibcp/page/33790/reflective-thinking">Reflective Thinking</a></h4><p class="body">Reflection is generally seen as an exercise in looking back on what has been done. The part that is missed out is to use this knowledge to shape what can be done in the future. This is how reflection...</p></div></div></div> <h5><span style="color:#0000FF;">February: Reflective Project supervisors </span></h5><p><span style="color:#0000FF;"></span>As centres launch the reflective project for their CP1 cohort, it is a good plan to think ahead to giving supervisors the confidence they need to help students in their RP. A good supervisor has a range of attributes but being an expert in the field of their student's reflective project topic area does not have to be one of them! Being a good questioner and listener is definitely far more important.</p><h6>For more activities and advice, see <a href="ibcp/page/33786/supervising-" title="The Core » Core: The Reflective Project » Supervising ">Supervising </a> and <a href="ibcp/page/33791/giving-feedback" title="The Core » Core: The Reflective Project » Giving feedback">Giving feedback</a> pages as well as advice on how to spot really good <a href="ibcp/page/33793/ethical-thinking-" title="The Core » Core: The Reflective Project » Skills » Ethical Thinking ">Ethical Thinking </a>, <a href="ibcp/page/33790/reflective-thinking" title="The Core » Core: The Reflective Project » Skills » Reflective Thinking">Reflective Thinking</a> and <a href="ibcp/page/33788/critical-thinking" title="The Core » Core: The Reflective Project » Skills » Critical Thinking">Critical Thinking</a>. Also see <a href="ibcp/page/33839/planning-and-process-management" title="The Core » Core: The Reflective Project » Skills » Planning and process management">Planning and process management</a> and <a href="ibcp/page/33796/self-assessment" title="The Core » Core: The Reflective Project » Skills » Self assessment">Self assessment</a> for ideas on giving students the autonomy they need.</h6><h5><strong><span style="color:#0000FF;">NEW: </span></strong> <a href="ibcp/page/37335/understanding-truth" title="The Core » Core: Personal & Professional Skills » Thinking Processes » Understanding 'Truth'">Understanding 'Truth'</a> is a new set of resources in the PPS hub with very close ties with the Reflective Project. A great way to start 2021!</h5><p>Here we explore the concept of truth. post-truth and misinformation (fake news!) in the context of 2020 and 2021 and activities to help students navigate this tricky landscape.</p><h5><span style="color:#0000FF;">December</span>: Look out for updates</h5><div><p>The CP coordinator is constantly looking keeping up to date with updates from the IB but even more so in 2020. With the release of Supporting guidance for the May 21 and November 21 exam sessions, there are consistent addenda too. Loom out on 3rd December for updates on internal assessment and non-examination/coursework assessment components. There are updagtes for Studies in language and literature (Language A: language and literature-individual orals, Literature and Performance), Language Acquisition (Language ab initio, Language B SL and HL - individual orals), Business Management, Geography, Global Politics, Sciences (general update and Group 4 project), Design Technology, Dance, Film, Music, Theatre (including pilot), Visual Arts, Extended Essay (sciences and geography) and, last but not least, <strong>Reflective project. </strong></p><p><strong>The Reflective project has updates on the moderation process and advice from the chief examiner from the M20 session. Highlights to be included below soon. </strong></p></div></div></div><div class="panel-footer" style="background-color: rgba(0, 114, 60, 0.1);"><div><p>text</p></div></div></div><div class="panel" style="box-shadow: rgba(17, 0, 38, 0.3) 0px 10px 30px -15px; border-color: rgb(103, 7, 124);"><div class="panel-heading" style="background-color: rgb(103, 7, 124);"><a class="expander pull-right" href="#"><span class="fa fa-plus"></span></a><div><p>Core news resources</p></div></div><div class="panel-body" style="background-color: inherit;"><div><div class="blueBg"><div class="dottedBox"><h4>Podcasts and interviews</h4><h5><a href="Browse server to select file" target="_blank" title="Audio files"><img class="ico" src="img/materials/audio-24.png" style="vertical-align: middle" /> </a>Guiding students with the reflective project by Wilma Shen: December 2020<a href="Browse server to select file" target="_blank" title="Audio files"> </a></h5><p>In addition to the IB voices podcast below from November 2020, there is another focused on the reflective project with Wilma Shen from Renaissance College in Hong Kong, well worth a listen. Another perspective on the reflective project and how it can be structured and supported in your school</p><div><iframe frameborder="no" height="180" scrolling="no" seamless="" src="https://share.transistor.fm/e/4aabf0c2" width="100%"></iframe></div><h5><a href="Browse server to select file" target="_blank" title="Audio files"><img class="ico" src="img/materials/audio-24.png" style="vertical-align: middle" /> </a>The Reflective Project - Big Picture: November 2020:</h5><p><strong>“Everything in the reflective project gives students the skills needed to navigate their career path”. </strong></p><p>IB Voices are making a series of podcasts that concentrate specifically on the CP core. In the first, I am interviewed by Robert Kelty about the reflective project and my 2019. Less than 30 minutes, it gives insights, advice and tips for meeting the challenges of the reflective project and helping students recognise the real world relevance.</p><div><iframe frameborder="no" height="180" scrolling="no" seamless="" src="https://share.transistor.fm/e/568502f8" width="100%"></iframe></div> <h5><a href="Browse server to select file" target="_blank" title="Audio files"><img class="ico" src="img/materials/audio-24.png" style="vertical-align: middle" /> </a>Another really enriching listen with Chad Lower from North Kansas City High School discussing creating authentic language development for his students to enhance their experience of the CP</h5><div><iframe frameborder="no" height="180" scrolling="no" seamless="" src="https://share.transistor.fm/e/9a71761d" width="100%"></iframe></div></div><div class="greenBg"><div class="dottedBox"><h5>Reflective Project Updates<sup data-footnote-id="xvkdx"><a class="scroll-to" data-target="footnote-2" id="footnote-marker-2-1" rel="footnote">[2]</a></sup></h5><p>The editable PDF version of the RPPF should be used for all examination sessions. The RPPF is essential for the fulfilment of criterion E so non-submission of this form means a mark of zero for this criterion. From May 2020 the form has a career-related study section and candidate initials as well as a word count for each student reflection. Centres absolutely should use this form by 2021 exam session at the latest and E-upload with reflective projects as is normal procedure.</p><h5>Using Reflective Project Assessment Criteria</h5><p>The subject report for the Reflective Project is brilliant for helping supervisors in their role, tweaking delivery for the next school year and, most importantly, to keep in mind for the marking of the draft stage (by the time final moderation comes about, any major issues are hard to tackle). The suject report gives you information about the grade boundaries set for that year by the chief examiner; however always use the descriptors in the official criteria for marking as these are the only constant. Also ensure that you are using the revised version of Criterion A from September 2017 for first assessment in May 2018.</p></div></div><div class="pinkBg"><div class="dottedBox"><h5>Curriculum reviews<sup data-footnote-id="xvkdx"><a class="scroll-to" data-target="footnote-2" id="footnote-marker-2-2" rel="footnote">[2]</a></sup></h5><p>Each element of the core is undergoing a curriculum review at the moment as part of the IB's 7 year curriculum cycle. The IB always encourage current CP teachers to become part of the review cycles which is worth investigating as a really good way of keeping key staff proactive in the delivery of the core.</p><p><strong>Personal and Professional Skills, Service Learning and the Reflective Project</strong> are undergoing curriculum reviews and in the early stages of development.</p><p><strong>Language Development </strong>is in the development stage of this cycle and has already published updates last year. With all reviews the aim is unpack the theoretical framework and find ways to clarify the purpose, scope and nature of the core element. Here the focus is very much on how do student's gain a full understanding of their cultural and linguistic starting point and how can they effectively curate this evidence. The idea being that a greater understanding and illustration of the unique nature of every individual's language background leads to a rich and meaningful language development journey.</p></div></div></div></div></div></div><div class="panel" style="box-shadow: rgba(0, 17, 38, 0.3) 0px 10px 30px -15px; border-color: rgb(7, 103, 124);"><div class="panel-heading" style="background-color: rgb(7, 103, 124);"><div><p>Spotlight on ... Academic Integrity</p></div></div><div class="panel-body" style="background-color: inherit;"><div><div class="yellowBg"><div class="dottedBox"><p><strong>Spotlight on academic integrity </strong></p><p><strong>Academic Integrity is a fundamental aspect of the CP course and no greater way is played out than in the reflective project process.</strong> For schools offering CP or multiple IB programmes including CP, this is familiar territory indeed. Academic Integrity is also an area that all stakeholders need refreshing about every year so ensuring that Core, DP and CRS staff are up to speed with what malpractice can look like and what to do if they are suspect issues, is crucial. In addition to this, <strong>2020 has thrown many challenges at us; adapting to ensure that academic integrity is not compromised by the new ways we have had to teach and learn is just yet another. </strong></p><p>Advice released on the 20<sup>th </sup>October<sup data-footnote-id="jap3a"><a class="scroll-to" data-target="footnote-3" id="footnote-marker-3-1" rel="footnote">[3]</a></sup> and 3rd November by the IB<sup data-footnote-id="j7ede"><a class="scroll-to" data-target="footnote-4" id="footnote-marker-4-1" rel="footnote">[4]</a></sup> gives clarification of changes to assessment for M21 and N21 sessions as well as core specific guidance for the CP. Such literature indicates a reality of moving core teaching and learning online and carried out remotely; <strong>conversations with different centres have illustrated successes and setbacks in such a process but certainly what unites everyone is a commitment to make it work. </strong></p><p>Interestingly, in the core guidance it is the reflective project area that needs arguably more attention. It details the need here for supervision to move remotely and how this can be carried out. Remember the role of the supervisor is to witness the reflective project process in a way that they can verify that the work is the student’s own authentic research and exploration. It might be that remote supervision calls for supervisors to<strong> pay close attention to comparing previous work </strong>with current work to check that the student’s work is consistently progressing without anomalies. <strong>Certainly, it is also sensible to ask students to provide excerpts and evidence of the research they have done to confirm not only the amount of work they have done but also how they have used it.</strong></p><p>It remains that the supervisor’s key role is to ask good open questions that guides students into getting the most out of the reflective project so the more the student feels they can interact in as natural way as possible with their supervisor the better; <strong>making real use of a shared online RSS – essentially a journal with vlogs, blogs, photos, videos, comments, questions, extended reflections can make the job of tracking the student’s reflective project process a lot easier and also more enjoyable.</strong> Arguably it establishes a use for the Research and Reflection Space in a far more authentic and useful way than is often utilized by students in ‘normal’ times. <strong>Many centres also use plagiarism software which can be really helpful but obviously results need to be scrutinized and not taken at face value.</strong></p><p>The reality remains that in tough times such as this, students and parents may feel tempted to access outside tuition and guidance – especially if they perceive the support network has not been effectively establish by school. This is a very tricky area and essentially compromised academic integrity.</p></div></div></div></div><div class="panel-footer" style="background-color: rgba(7, 103, 124, 0.1);"><div><p>text</p></div></div></div><section class="footnotes"><header><h2>Footnotes</h2></header><ol><li data-footnote-id="6thgz" id="footnote-1"><a class="scroll-to" data-target="footnote-marker-1-1">^</a> <cite>https://resources.ibo.org/ib/psp/Standards-and-Practices/works/edu_11162-51685?&root=1.6.2.10.5</cite></li><li data-footnote-id="xvkdx" id="footnote-2"><a class="scroll-to" data-target="footnote-marker-2-1">a</a>, <a class="scroll-to" data-target="footnote-marker-2-2">b</a> <cite>Career-related Programme Coordinator notes: December 2020</cite></li><li data-footnote-id="jap3a" id="footnote-3"><a class="scroll-to" data-target="footnote-marker-3-1">^</a> <cite>Supporting Guidance for CP Schools M21 and N21: On the Completion fo the CP Core </cite></li><li data-footnote-id="j7ede" id="footnote-4"><a class="scroll-to" data-target="footnote-marker-4-1">^</a> <cite>Information and/or support for the May and November 2021 examination sessions</cite></li></ol></section></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=%22CP+matters%22+-+via+%40InThinker+%23ibcp%0A&url=https%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F37126%2Fcp-matters"><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%2F37126%2Fcp-matters&t=CP+matters"><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%2F37126%2Fcp-matters"><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%2F37126%2Fcp-matters"><i class="fa fa-google-plus-square"></i><span>Google +</span></a></li><li><a class="" href="mailto:?subject=CP matters&body=Relevant CP tips and tricks for coordinators and CP teachersHere you will topical chat and news about all things CP; from detailed tips on what the standards and practices look like in real life to monthly focus on timely...%0Ahttps%3A%2F%2Fwww.thinkib.net%2Fibcp%2Fpage%2F37126%2Fcp-matters"><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. 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