Career-Related Programme

The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning.

Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

The aims of studies in language and literature courses are to enable students to:

• engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.

For more information, see the official IB Language and Literature

en Español: Lengua y Literatura

Language acquisition consists of two modern language courses— language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.

Offered at SL only, language ab initio is a language acquisition course designed for students with no previous experience in—or very little exposure to—the target language.

Language ab initio students develop their receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.

Students develop the ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities,experiences, human ingenuity, social organization and sharing the planet. While the themes are common to both language ab initio and language B, the language ab initio syllabus additionally prescribes four topics for each of the five themes, for a total of 20 topics that must be addressed over the two years of the course.

The following language acquisition aims are common to both language ab initio and language B.

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.

• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.

• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.

• Develop students’ awareness of the importance of language in relation to other areas of knowledge.

• Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

• Provide students with a basis for further study, work and leisure through the use of an additional language.

• Foster curiosity, creativity and a lifelong enjoyment of language learning.

For more information, see the official IB Language B (Spanish) & Language ab initio (Mandarin)

en Español: Lengua B & Lengua ab initio

 

The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.

The aims of the DP history course are to enable students to:

• develop an understanding of, and continuing interest in, the past
• encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
• promote international-mindedness through the study of history from more than one region of the world
• develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
• develop key historical skills, including engaging effectively with sources
• increase students’ understanding of themselves and of contempo- rary society by encouraging reflection on the past.

For more information, see the official IB History (SL) and History (HL)

en Español: Historia (NM) y Historia (NS)

 

Environmental systems and societies (ESS) is an interdisciplinary course, encompassing both the sciences and individuals and societies and is offered at both standard level (SL) and higher level (HL). As such, ESS combines a mixture of methodologies, techniques and knowledge associated with both the sciences and individuals and societies.

ESS is both a complex and contemporary course that engages students in the challenges of 21st century environmental issues. Consequently, it requires its students to develop a diverse set of skills, knowledge and understanding from different disciplines. Students develop a scientific approach through explorations of environmental systems. They also acquire understandings and methods from individuals and societies subjects whilst studying sustainability issues within social, cultural, economic, political, and ethical contexts. The interdisciplinary nature of the course means students produce a synthesis of understanding from the various topics studied. It also emphasizes the ability to perform research and investigations and to participate in philosophical, ethical, and pragmatic discussions of the issues involved from the local through to the global level.

ESS aims to empower and equip students to:

1. develop understanding of their own environmental impact, in the broader context of the impact of humanity on the Earth and its biosphere

2. develop knowledge of diverse perspectives to address issues of sustainability

3. engage and evaluate the tensions around environmental issues using critical thinking

4. develop a systems approach that provides a holistic lens for the exploration of environmental issues

5. be inspired to engage in environmental issues across local and global contexts.

For more information, see the official IB ESS (SL) and ESS (HL)

en Español: SAS (NM) y SAS (NS)

 

The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

The aims of all DP mathematics courses are to enable students to:

• develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
• develop an understanding of the concepts, principles, and nature of mathematics
• communicate mathematics clearly, concisely and confidently in a variety of contexts
• develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
• appreciate how developments in technology and mathematics influence each other
• appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
• appreciate the universality of mathematics and its multicultural, international and historical perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
• develop the ability to reflect critically upon their own work and the work of others
• independently and collaboratively extend their understanding of mathematics.

For more information, see the official IB Mathematics: applications and interpretations

en Español: Matemáticas: Aplicaciones e Interpretación

 

The IB Diploma Programme theatre course is a multifaceted theatre-making course. It gives students the opportunity to make theatre as creators, designers, directors and performers. It emphasizes the importance of working both individually and as part of an ensemble. It offers the opportunity to engage actively in the creative process of inquiring, developing, presenting and evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming ideas into action and communicating these to an audience.

Theatre students learn to apply research and theory to inform and contextualize their work as they experience the course through practical and physical engagement. They understand that knowledge resides in the body and that research can be conducted physically through both action and practice. In this respect, the theatre course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theatre—as participants and spectators—they gain a richer understanding of themselves, their community and the world.

Through the study of theatre, students strengthen their awareness of their own personal and cultural perspectives, developing an appreciation of the diversity of theatre practices, their processes and their modes of presentation. This enables students to discover and engage with different forms of theatre across time, place and culture and promotes international-mindedness. Participation in the DP theatre course results in the development of both theatre and life skills; the building of confidence, imagination, creativity and a collaborative mindset.

The aims of the DP arts subjects (dance, film, music, theatre, visual arts and literature and performance) are to enable students to:

• explore the diversity of the arts across time, cultures and contexts
• develop as imaginative and skilled creators and collaborators
• express ideas creatively and with competence in forms appropriate to the artistic discipline
• critically reflect on the process of creating and experiencing the arts
• develop as informed, perceptive and analytical practitioners
• enjoy lifelong engagement with the arts.
• inquire into theatre and its contexts
• develop and practically apply theatre performance and production skills and elements, led by intentions
• create, present and evaluate theatre work both independently and collaboratively
• acquire the perspectives and intentions of an internationally-minded theatre-maker

For more information, see the official IB Theatre

en Español: Teatro

Nature of personal and professional skills

The personal and professional skills course (PPS) is a compulsory component of the Career-related Programme (CP) core. 

Personal and professional skills is designed for students to develop attitudes, skills and strategies to be applied to personal and professional situations and contexts now and in the future. In this course the emphasis is on skills development for the workplace, as these are transferable and can be applied in a range of situations. 

Other qualities the course should encourage include: 

• responsibility
• perseverance
• resilience
• self-esteem
• academic honesty. 

Based on the aims, learning outcomes and five themes presented in the IB guide, each school designs and develops its own unique personal and professional skills course that enables its particular students to make links to their career-related studies. 

The IB PPS guide suggests topics, subtopics, discussion questions and related activities, but the teacher is free to introduce others. However, the five themes must remain the course’s focal points. The school is responsible for assessing the progress of its students in relation to the specified learning outcomes.

Aims 

The overall aims of personal and professional skills are for the students to: 

develop as reflective and lifelong learners who can adapt to diverse situations 

recognize personal strengths and identify ways to overcome challenges 

be aware of and respond effectively to ethical dilemmas

value diversity of cultures and perspectives 

demonstrate the ten attributes of the IB learner profile

Time required 

The personal and professional skills course requires a minimum of 90 timetabled hours.

Five central themes 

There are five themes in personal and professional skills: 

• Personal development. 
• Intercultural understanding. 
• Effective communication. 
• Thinking processes. 
• Applied ethics.

The nature of service learning 

Service learning is a component of the Career-related Programme core. 

Service learning provides opportunities for students to understand their capacity to make a meaningful contribution to their community and society. Through service learning, students develop and apply academic knowledge, personal skills and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility and accountability for their actions. The purpose is for students to contribute to society by improving the lives of people or assisting the environment or animals. 

Service learning benefits all involved—students as they continue developing skills and knowledge applied to real-life situations, and the community through reciprocal collaboration. Service learning fosters development of abilities, attitudes and values in accordance with the IB mission statement and the IB learner profile. The process of service learning is best when understood and organized as an ongoing experience occurring with regularity throughout the duration of the students’ CP. 

The five service learning stages offer a helpful ongoing process framework for students. 

Reflection is central to building a deep and rich experience in service learning. Reflection allows students to explore ideas, skills, strengths, limitations and areas for further development, and to consider how they may apply their prior learning and background in new contexts. 

Aims 

The aims of service learning are for students to: 

develop and apply knowledge and skills towards meeting an authentic community need 

develop as leaders who take initiative, solve problems and work collaboratively with others 

enjoy the experiences of both learning and service

develop a sense of caring about, and a responsibility for, others

gain a deeper understanding of themselves, their community and society through meaningful reflection 

enhance and strengthen their experience with the existing school curriculum. 

Time required 

A minimum of 50 hours is expected to be devoted to service learning. The school and students must give service learning as much importance as any other element of the CP and ensure sufficient time is allocated for engagement in service learning.

Learning outcomes 

The five learning outcomes articulate what CP students are able to do at some point during their service learning programme. Through meaningful and purposeful service learning experiences, students develop the necessary skills, attributes and understandings to achieve the five service learning outcomes.

The five service learning outcomes are:

1. Identify own strengths and develop areas for growth
2. Demonstrate participation with service learning experiences
3. Demonstrate the skills and recognize the benefits of working collaboratively
4. Demonstrate engagement with issues of global significance
5. Recognize and consider the ethics of choices and actions

Nature of language development

Language development is one of the four compulsory components of the IB Career-related Programme (CP) core. 

Language development ensures that all students have access to and are exposed to a language programme that will assist and further their understanding of the wider world. The ability to communicate in more than one language is essential to the IB’s concept of an international education. 

Language development encourages students to improve their proficiency in a language other than their best language. 

Aims 

The IB acknowledges the crucial role of language in an IB education and, as such, is committed to providing language development for all CP students. The aims of language development are to: 

• enable students to understand and use the language they have studied in context
• encourage an awareness and appreciation of the different perspectives of people from other cultures
• provide students with a basis for further study, work and leisure through the use of an additional language
• provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge of an additional language. 

These aims are applicable to all students, regardless of the level of linguistic proficiency they have when they begin the CP. Language development is designed to accommodate all students and ensure they are exposed to language other than their best language that will assist and further their understanding of the wider world. 

Time required 

Students are expected to devote a minimum of 50 hours to language development. However, the school can and should, if time and scheduling permit, provide a greater number of hours suitable to the students’ aspirations for language development.

Objectives 

In language development, the objectives are organized into four communicative processes: 

1. Oral communication 
2. Visual interpretation 
3. Reading comprehension 
4. Writing 

See the section “Language development objectives” for further details.

Assessment 

CP students are required to maintain and complete a language portfolio to document their learning activities and provide evidence of language engagement and development. The language portfolio is not assessed by the IB. However, the IB may request a sample of portfolios during CP evaluation.

The Nature of the Reflective project

The reflective project is one of the four compulsory components of the IB Career-related Programme (CP) core. The reflective project is an in-depth body of work produced over an extended period of time and submitted towards the end of the CP. It is the product of the students’ own initiative and should reflect their personal experience of the CP. The reflective project is intended to promote high-level research, writing and extended communication skills, intellectual discovery and creativity through a variety of different approaches. 

The reflective project focuses on an ethical dilemma of an issue directly linked to the student’s career-related study. In addition to a written essay, students keep a record of their reflections on the process of undertaking and completing the reflective project using the Reflections on planning and progress form (RPPF). This record forms part of the final reflective project assessment. 

Aims 

The reflective project aims to give students the opportunity to: 

• produce an extended piece of work 
• engage in personal inquiry, action and reflection on a specific ethical dilemma 
• present a structured and coherent argument 
• engage with local and/or global communities 
• develop research and communication skills 
• develop the skills of critical and creative thinking. 

Time required 

Students are expected to devote a minimum of 50 hours to the reflective project. 

Assessment 

The school assesses all reflective projects. The IB will then select a sample for the school to send to an external moderator for confirmation of the school’s marks.

Students will be assessed on two aspects of the project: 

• the approach they use to complete the reflective project—the process 
• the output from that process—the product. 

The reflective project is assessed using five assessment criteria designed to foster independent study and encourage students to use their own initiative.