Contextualising the CP
How does the CP fit into your context...
… not, how can you fit into the CP. The most successful CP schools globally are ones who have created a bespoke programme utterly suitable to the needs not just of their students but their community too. The other characteristic they have is that every aspect of the CP experience is connected and collaborative for both students, teachers and the wider community.
Check out our Crash Course in CP Coordination we are running again.
Monday 5th October 9am CEST + Tuesday 6th October 9am CEST
CRASH COURSE IN CP COORDINATION
Length 6 hours over 2 days
Whether you are starting your CP journey, taking the reins at a new school, or looking to expand your understanding, this Think-In is your roadmap to success. We will look at how you practically plan and coordinate the CRS, DP, and Core elements to establish long-term growth in the first two years. You will leave the Think-In feeling reassured, armed with suggestions and sage advice.
Session 1: What does a CP coordinator do?
Session 2: How do you coordinate the Career-related Studies and DP elements of the CP?
Session 3: How do you coordinate the core?
Session 4: Putting it all together: What does successful coordination look like in your school?
What might be the advantages of the Career-related Programme in your context?
Discuss as a CP team: include all core, career-related and DP teachers (as appropriate).
For a learner ...
What current choice of pathways do your students choose at the age of 18?
What choice of pathways do your students feel able to choose at the age of 18?
How personalised can you make current curriculum for your students?
What do you feel you are not able to provide currently?
If your students could specialise in particular career-related subjects, what might they be? How do you know?
If you had could have more flexibility in your current provision, where would it be?
Which of the DP courses could you provide/you currently provide, might complement a career-related subject best?
What attitudes, values and skills do your students start their sixth form/year 11/12 studies with? What attitudes, values and skills would you like students to leave school with?
As a school ...
How do you provide access to a wide group of students to the IB programme? Could this be wider?
Are you making the most cost effective use of your current IB offering, if you already offer the DP?
How have you establisehd meaningful linkes with employers in your local community? What links could you forge? What might be the benefit of this?
How do you currently balance career-related and academic education in your school?
Other than their academic subjects, what other provision do you provide for students in preparation for future employment, training and study?
Which members of your school community are currently working towards preparing students for future employment, training and study?
How do you currently give students a concept-based curriculum that is student-centred and built through inquiry and collaboration?
Deciding on a Career-related programme
Whether you are deciding on a career-related programme, revising your current offer or considering expanding your choices, the career-related subject need to fulfil a number of criteria from the IB. Their apparent flexibility can be both welcomed by a school but also overwhelming as they try to narrow down what would be right for them. The current criteria stand at:
1. The career-related studies element is offered and awarded by the school and not the IB. It must be assessed and/or validated by a relevant external authority and not the IB. It must also be subject to a valid source of external quality assurance. It is down to the school to choose the CRS that most suits their local environment the needs of their students.
2. It is important that the CRS has a clear career focus. This might seem obvious but this means is that it should clearly prepare students for further or higher education, internship or apprenticeship, or a position in employment/training in a field of interest. Whatever the school chooses, one thing remains the same: it must give students the opportunity to apply concepts and theories in real world scenarios as well as provide them with the opportunity to develop transferable skills in meaningful contexts.
3. The CRS must be part of the student timetable during the whole CP course over a two year period.
4. The CRS and assessment plan must be accredited and/or recognised by at least one of the following:
- a goverment body
- an awarding body
- an appropriate employer organisation or professional body
- an employer or professional organisation
- a further/higher education institution
The Fixed and Flexible nature of The Career-related Programme
Fixed
- The career-related subject/s must be completed
- Students must take at least 2 DP courses at Standard Level achieving at least a level 3 in each.
- Students must complete all aspects of the core and achieve at least a D in their Reflective project
Flexible
- The size and nature of the career-related study taken
- The amount of DP courses studied and whether these are at Standard Level or Higher Level
- How the school designs their PPS, Community Engagement and Language & Cultural Studies around the IB's aims and learning outcomes.
Possible course combinations
| Small CRS | 2 Standard Level DP courses | The CP Core |
| Small CRS | 3 Standard Level DP Courses | The CP Core |
| Medium CRS | 1 Higher Level DP Course, 2 SL DP courses | The CP Core |
| Medium CRS | 2 HL DP courses, 1 SL DP Course | The CP Core |
| Large CRS | 2 HL DP courses | The CP Core |
| Large CRS | 3 HL DP courses | The CP Core |
Further helpful links
Practical starting points for CP teams
Coordinating curricula developmentYou've rested, you've read the guides, you've looked at existing good practice that you want to keep. Are you ready to get building inquiries? As a CP coordinator, it...
Core 2025
New CP Core 2025In essence, the same four components remain, albeit with two name changes; also the updates range from enhancements and widening student choice to much larger revisions. All of it is designed...
Perspectives: FAQ Career-related Studies
Hearing from coordinators on 'Frequently Asked Questions'Continuing on from our CP Chats: FAQs core, here we delve into the hugely diverse area of career-related studies. We visit some popular programmes...