Career Related Program

Core

The CP Core

Like the Diploma Program (DP), the CP program has a core that helps students become the best version of themselves while simultaneously pursuing rigorous coursework. The CP core provides a structure and center for a student's IB academic courses and their chosen CTE Pathway. Like CTE Pathways, the CP core provides students with both academic and practical skills.

The CP core is comprised of four interconnected components:

Personal and Professional Skills course
Service Learning
Reflective Project
Language Development

Personal and Professional Skills

Personal and Professional Skills is a course that is required of all CP students. This course will address the question how do we interact effectively and ethically in the work place? 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.

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 and demonstrate the ten attributes of the IB learner profile.

The course is organized around five central themes: personal development, intercultural understanding, effective communication, thinking processes and applied ethics. Students will create a portfolio to document their progress.

Service Learning

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 the students to contribute to society by improving the lives of people or assisting the environment or animals.

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, and enhance and strengthen their experience with the existing school curriculum.

Students will document their 50 hours of service learning in their CP portfolio.

Reflective Project

Students identify, analyze, critically discuss and evaluate an ethical issue related to their career-related students. The final product can take many forms such as an essay, short film, or website. Students are supported by an Ogden High teacher throughout the project. RP topics are explored starting junior year with students completing their project senior year.

Student's final project will vary based on their question and interests.

Option One: A written essay (3,000 words). This should cover all of the requirements of the Reflective Project. Student's reflections will be recorded in the RPPF form.

Option Two: A written essay (1,500-2,000 words) accompanied by an additional format (film, oral presentation, interview, play or display). Together, the written essay and additional format should cover all the reflective project's components except reflection. Student's reflections will be recorded in the RPPF form.

Students will be supported by an OHS faculty member and their RP progress will be monitored through their advisory class.

Language Development

Language Development ensures that all students have access to and are exposed to a language program 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

Students work to improve their language skills in a language other than their best language. Over the course of their junior and senior year students will engage in 50 hours of world language study related to the student's career field. This can be fulfilled, in part, through a language course offered at Ogden High or through independent study. If a student chooses an IB World Language course, it would not count towards the two required DP courses.

Students will document their 50 hours of language development in their CP Portfolio.

CP Core descriptions have come, in part, from the following IB documents:The Reflective Project, Service Learning Guide, Language Development Guide, Personal and Professional Skills Guide.

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