CURRICULUM DOCUMENTS - CP

SCHEDULES

Item

Rule / requirement / specification

Expectation(s)

Collaborative planning description and schedule

Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)

Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB philosophy into the curriculum. (0401-01-0400)

Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)

CP 1: The school provides opportunities for the IB teachers to collaborate with the career-related studies (CRS) staff to ensure balance and articulation of the students’ full educational experience. (0401-02-0141)

Coherent curriculum 2.2: Teachers plan and reflect collaboratively to consider connections and relationships between different areas, and reinforce shared concepts, content and skills. (0401-02-0200)

Coherent curriculum 2.4: Teachers use collaborative planning and reflection to address the elements of an IB education. (0401-02-0400)

The collaborative planning description and schedule shows scheduled or timetabled time for teachers

to collaboratively plan and reflect
to incorporate IB philosophy into the curriculum
to plan and design units that meet programme requirements and are in accordance with programme documentation
to consider connections between different areas and reinforce shared concepts, content and skills
to address the elements of an IB education
to collaborate with the career-related studies (CRS) staff.

Student schedules

Sample student schedules for each grade/year of the programme

Include an explanation of how the school provides for at least the minimum number of required student learning hours, for example the length of classes and number of classes in the school year

Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)

CP 1: The school implements a schedule that provides for the minimum required teaching hours for each standard level and higher level DP subject, and for the CP core. (0201-03-0141)

CP 2: The school implements a schedule that provides for the delivery of the personal and professional skills (PPS) course over two years for every student. (0201-03-0142)

The schedule provides:

90 hours for PPS over two years
150 hours for standard level courses and 240 hours over two years for higher level courses
confirmation that the CP is a two-year course of study with all components studied concurrently
the student’s chosen career-related study as part of the timetable.

CURRICULUM DOCUMENTATION

Item

Rule / requirement / specification

Expectation(s)

Curriculum documentation:

Studies in language and literature

Language acquisition

Individuals and societies

Sciences

Mathematics

The arts

A description of the curriculum, such as one course outline, or one unit plan from each subject group offered in the school showing how the courses meet IB requirements

Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning. (0401-01-0500)

Coherent curriculum 3.5: The school ensures the curriculum is up to date and clearly communicated to the school community. (0401-03-0500)

CP 1: Teachers follow the DP and CP review cycles and associated IB communications. (0401-03-0541)

If the DP subject is offered in the school, the curriculum documents:

identify the knowledge, concepts, skills and attitudes to be developed over time
allow for meaningful student action
promote students’ awareness of individual, local, national and world issues, including students’ own needs and the needs of others
incorporate relevant experiences for students
provide opportunities for reflection on human commonality, diversity and multiple perspectives
foster development of the IB learner profile attributes
show opportunities for students to make connections across their learning
reflect current subject guides.

CRS documentation

CRS outline form or other documentation of each career-related course of study the school offers

Leadership 1.2: Leadership and governance understand all IB rules, regulations and guidelines, and have put in place structures and processes to ensure compliance. (0201-01-0200)

CP 3: The school must in all cases choose or develop career-related studies that meet IB criteria. (0201-01-0243)

Each career-related study is:

accredited/recognized by one or more accreditation body
subject to a demonstrable form of external quality assurance.

PPS documentation

PPS course outline or other documentation of the PPS course

Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)

CP 1: The school provides opportunities for students to take ownership of their learning through the CP core. (0402-06-0241)

The description includes:

how the course incorporates the following five themes
personal development
intercultural understanding
effective communication
thinking processes
applied ethics
how the course is designed to ensure students achieve the following five learning outcomes
identify their own strengths and develop areas for growth
demonstrate the ability to apply thinking processes to personal and professional situations
recognize and be able to articulate the value of cultural understanding and appreciation for diversity
demonstrate the skills and recognize the benefits of communicating effectively and working collaboratively
recognize and consider the ethics of choices and actions
how students make links to their career-related studies.

Language development documentation

Language development outline or other documentation of the language development component

Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

Lifelong learners 7.3: Students take opportunities to develop their language profiles. (0402-07-0300)

The description includes:

how the school implements the component including a minimum of 50 hours of language development
how the school ensures all CP students complete the language development core component and the language portfolio.

PROJECT AND SERVICE

Item

Rule / requirement / specification

Expectation(s)

Reflective project description

Reflective project outline or a description of how the school meets its responsibilities for the reflective project

Leadership 5.1: The school funds adequate resources to implement the programme(s) and meet programme requirements. (0201-05-0100)

CP 2: The school allocates adequate resources and provides supervision to support the reflective project core component, including designating a reflective project coordinator. (0201-05-0142)

Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)

CP 1: The school provides opportunities for students to take ownership of their learning through the CP core. (0402-06-0241)

Approaches to assessment 4.1: The school provides students with opportunities to consolidate their learning through a variety of assessments. (0404-04-0100)

CP 1: The school records and submits required IB-validated assessments and the evidence of completion of the components of the CP core in accordance with programme documentation. (0404-04-0141)

The description includes:

how students and supervisors are informed of the requirements including the requirement for students to spend a minimum of 50 hours on the reflective project
how students engage in topic choice
how supervisors are selected
how mandatory reflection sessions are supervised.

Service learning documentation

Service learning outline or other documentation of the service learning component

Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)

CP 3: The school implements a schedule that allows for regular service learning experiences and projects over at least 18 months for every student. (0201-03-0143)

Lifelong learners 5.1: The school provides opportunities for students to directly apply their learning by taking action. (0402-05-0100)

Lifelong learners 5.2: Students demonstrate a commitment to service with and for the community throughout their learning, in accordance with programme documentation. (0402-05-0200

Approaches to assessment 4.1: The school provides students with opportunities to consolidate their learning through a variety of assessments. (0404-04-0100)

CP 1: The school records and submits required IB-validated assessments and the evidence of completion of the components of the CP core in accordance with programme documentation. (0404-04-0141)

The description includes:

how students and the service learning coordinator are informed of the service learning requirements including the requirement for a minimum of 50 hours for service learning over at least 18 months for every student
how the school ensures all students complete service learning experiences
how the school ensures all students maintain and complete a service learning portfolio as evidence of their engagement with service learning throughout the programme
how mandatory interviews with the service learning coordinator are documented.

Service learning samples

Three samples of service learning experiences undertaken by students

Lifelong learners 5.2: Students demonstrate a commitment to service with and for the community throughout their learning, in accordance with programme documentation. (0402-05-0200)

Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)

CP 1: The school provides opportunities for students to take ownership of their learning through the CP core. (0402-06-0241)

Samples illustrate:

how all learning outcomes are met
student engagement in the experiences
how service experiences are initiated by students.

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