the ib career-related programme – a case study of ... · a case study of innovative curriculum...

© International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

The IB Career-related Programme – A case study of innovative curriculum change driving

student engagement, aspiration, achievement and life chances in the sixth form

Peter Fidczuk and Kate Greig

© International Baccalaureate Organization 2015

Aims

• Introduction to the International Baccalaureate• What are employers and universities looking for?• Outline of the IB Career-related Programme• Case study approach – King Ethelbert School,

Birchington, Kent• How students will benefit from the IBCP• Opportunity to ask questions and discover more


So what exactly is the International Baccalaureate?

“... The International Baccalaureate (IB) is a not-for-profit foundation, motivated by its mission to create a better world through education”


...Our programmes encourage students across the world to become active, compassionate and lifelong learners who understand that

other people, with their differences, can also be right....


IB Programmes are globally recognized

THE BIG NUMBERS

4809Authorized IB World

Schoolsaround the world

2684Number of State funded schools

1,500,000Number of students

with access to the four IB programmes

1,504Programmes

1,392Programmes

3184Programmes

138 (23)Programmes

IB schools in 152 countries


Employers’ views: 2016 CBI Education and Skills Survey“School and college is not equipping all young people with what they need to succeed: around half of businesses are not satisfied with school leavers’ work experience (56%) and their skills in communication (50%), analysis (50%) and self-management (48%).”

“When recruiting school and college leavers, the great majority of businesses either value academic and vocational qualifications without a particular preference between them (45%) or prefer recruits to hold a mix of both academic and vocational qualifications (27%).”


CBI/Pearson Education and Skills Survey 2016

© International Baccalaureate Organization 2015 11/28/17 8

CBI/Pearson Education and Skills Survey 2016


UK HE Context

• Growth in applications to HEI from students holding mixed qualifications, eg A Level and BTEC

• 70% increase in applications from 2014 to 2015.


• The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century

• As IB learners we strive to be:• inquirers• knowledgeable• thinkers• communicators• principled• open-minded• caring• risk-takers• balanced• reflective

IB learner profile


Programme Model


A flexible educational framework

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Allows schools to meet the needs, backgrounds and contexts of students. Each school creates its own distinctive version of the Career-related Programme

Diploma Programme coursesStudents take a minimum of two IB Diploma Programme subjects –selected for chosen pathway, egEnglish, Mathematics, Business & Management etc

Career-related studiesSchool selects career-related studies according to needs of profession, eg BTEC, City & Guilds, Cambridge Technical, Cache, IFS, CISI• Finance• Engineering• Art & Design• Hospitality• Sports management• etc.

‘Skills developing IB Core:

Reflective Project, Personal & Professional Skills,Service Learning, Language Development


Variable Programme Size

Large CRS, eg Extended BTEC Diploma2 SL

Diploma Courses

Small CRS, egBTEC

Subsidiary Diploma

2 HL Diploma Courses

CP Core

CP Core

Small CRS, eg BTEC

Subsidiary Diploma

2 SL Diploma Courses

CP Core


Examples of Course Combinations and outcomesTriple A Level equivalent CRS• Extended BTEC Diploma Applied Science, SL Maths St, SL Psychology:

Automotive Engineering @ Loughborough• Extended BTEC Diploma Sport, SL Biology, SL Psychology: Sports,

Exercise & Health Science @ Brunel• Extended BTEC Diploma Health & Social Care, SL Biology, SL Social

Anthropology: Midwifery @ Canterbury Christ ChurchDouble A Level equivalent CRS• BTEC Diploma Performing Arts, HL Film, SL English Lit: Film & Drama

@ Kent• BTEC Diploma Applied Science, SL History, SL Social Anthropology:

Business Management @ Bishop GrossetesteSingle A Level equivalent CRS• IFS Diploma, HL ITGS, HL Visual Art, A Level English: English

Literature @ Greenwich


IB Diploma Programme Courses

• Standard Level – broadly similar to English AS level• Higher level –broadly similar to English A level• All include minimum 20% internal assessment• Students take a minimum of 2 SL subjects• Each assessed on a 1 to 7 scale• CRS is assessed by another provider• Entry to HEI is on basis of attainment in the individual

components• English School performance measures

also calculated on the basis of the components


Language development ensures students have access and are exposed to a second language - a central tenet of an IB education and increases students’ understanding of the wider world.

Reflective project - an in-depth body of work submitted toward the end of the programme. Students identify, analyze, discuss and evaluate an ethical dilemma associated with an issue from their career-related studies.

Personal and professional skills course aims to develop responsibility, practical problem-solving, ethical understanding, perseverance, an appreciation of identity and perspective and an understanding of the complexity of the modern world.

Service learning - the practical application of knowledge and skills toward meeting an identified community need. Students develop and apply personal and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility.

The Core components draw it together

11/28/17 16Curriculum model for teaching from September 2016 / January 2017


Why the Career-related Programme?• The Career-related Programme has four clear aims for

students• To prepare for work in a knowledge society• To prepare for the future• To provide a locally relevant education• To bridge the ‘academic vs vocational’ divide

• Career-related Programme graduates are ready to follow a range of pathways• Further/higher education• Employment• Apprenticeship

17

“...One of my favourite aspects of the CP is it meets not one of the needs, but all of the needs of the student...”

Robert Gazda, Director of Curriculum, New York Binghamton school district, USA


Career-related Programme students

• Think critically and creatively• Develop research and presentation skills• Communicate clearly and effectively• Work independently and collaboratively• Build greater self-confidence and self-awareness• Consider new perspectives and other points of view• Are internationally minded and globally aware• Apply their knowledge to real-world scenarios and situations• Have a strong foundation of academic & career-related skills

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“ I think part of why our cohort was so successful when applying to university was because they stood out from other candidates. “

David Barrs, Head Teacher, The Anglo European School in Essex, UK


King Ethelbert School– the school context

• Non Selective School in Thanet, Kent• Top achieving GCSE Non-selective school in Kent• Mixed ability intake• Vast majority of pupils in sixth form come from non-university

attending families• 750 students in Y7-11• 95 Students in Sixth form


IBCP at King Ethelbert School• 6th year of running IBCP – currently 5th

cohort of Y13• Started with 9 students, now have 95, 64

in Y12 and 31 in Y13

• Last year – 73% progressed onto University courses (100% of those who applied gained a place)

• On Average students achieved 50 more UCAS points then predicted (using 2017 entry tariff)

• Links with local Universities and Employers integral to success


Career Related Studies at King Ethelbert SchoolBTECs offered are:• Applied Science• Applied Science (Analytical and Forensic Science)• Health and Social Care• Sport• Photography• Public Services

As well as a small cohort of CISI DipFri students


IBDP subjects at King Ethelbert School• Biology• Geography• History• Social and Cultural Anthropology• Psychology• English Language and Literature• Film Studies• ITGS• Maths Studies• Maths Standard Level


The CP Core at King Ethelbert School

• Students have 2 timetabled hours a week for PPS (Y12) or ATL (Y13)

The course is contemporary so different for each cohort but we centralise around the themes.

1. Personal Development 2. Communication 3. Intercultural Understanding 4. Critical Thinking and 5. Ethical Thinking

• We offer Italian and Spanish as Language Acquisition

• Students have 1 hour a week in Y13 taught reflective project time with a Reflective Project Advisor


Monday Tuesday Wednesday Thursday Friday

1BTEC BTEC Core BTEC DP 1

2BTEC BTEC Core BTEC DP 1

3BTEC BTEC BTEC DP 1 DP 2

4BTEC PSHE BTEC DP 2

5

BTEC Italian DP 2

A typical IB week...


Amy BurridgeCurriculum – BTEC Art and Design, IB Social and Cultural Anthropology SL and IB Film Studies SLUniversity: University of Kent- Film Studies

Amy was a member of the first cohort of IBCC students at KES and thus one of the first graduating students in the world. During her time studying the IBCC she led a team to putting together a 75th reunion for school alumni, with visitors from the past 40 years of pupils of the school . As part of this she collaborated with outside agencies to provide entertainment for the event. She was also actively involved in charity and organised a shoe box charity event for the whole school to be involved in. Doing this gave Amy the confidence to push herself out of her comfort zone.

Amy developed academically and personally and became passionate about challenging herself and attended university as a first generation university goer. Amy is now back at King Ethelbert School training to be a teacher.

Case Study 1 – HE


Ellyn Seely Curriculum: BTEC Extended Diploma in Applied Science, IB Psychology, IB Maths StudiesUniversity: University of Nottingham- Physics

When Ellyn began the IBCP she was a quiet student who preferred to keep to herself. She was always academically capable, and achieved the highest grade in the Reflective Project for the cohort on her project entitled ‘ Should the media promote Fad Diets?’.

Ellyn took huge strides personally studying the IBCP and became an integral part of the sixth form, she led projects within her BTEC Science curriculum and achieved the top grade of a 7 in Math’s Studies.

Ellyn received an unconditional offer for university and is passionate about women in STEM.

Case Study 2


Case Study 3: Employment Pathway

Local employment landscape in Thanet is poor.

Students build links with local businesses due to their Career Related Studies.

A BTEC Health and Social Care student has progressed to study an apprenticeship with the Martha Trust as a Community Support Worker. This particular student struggled socially with aspects of lower school, and through the holistic nature of the IBCP coupled with the responsibility of one’s own education means that the student left the sixth form with a clear progression vision. She decided not to apply to university, but through her connections following her work experience pursued training on the job in the form of an apprenticeship.


A transformative Programme

• Raised aspirations• Raising aspirations of students and enhancing their prospects

• University progression• Increased progression of students into university

• Student engagement• Students otherwise disengaged, now focused and motivated with the CP

• Student retention• Positive retention of students reported in schools to date

• Community involvement• Employers and local community links increased through the CP


The IBCP in Kent

• Trialled in 10 schools since 2012. 1 grammar, 9 high schools

• Retention of students improved• Attainment improved – over 90% students have passed the

CP• Aspirations transformed, 60% progressed to HE in 2016

Kent County Council supporting a further group of 19 schools to raise achievement in coastal communities in 2016/7.


Entry to Higher Education in the UK

• Universities have long experience of accepting IB Diploma students

• HEI very positive attitude to DP applicants• Higher offer rate than A level• The UCAS tariff• Outcomes are better than for A level students

(HESA research 2011& 2016)


Finance Pathway

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Diploma Programme coursesStudents take DP courses recommended by the employers• Mathematical Studies or Maths SL• Information Technology in Global

Society HL• English Language and Literature

HL

Investment Career-related studyChartered Institute of Securities and Investments (CISI) Diploma in Investment, Risk & Finance (1 A Level equivalent)

CoreReflective project investigating an ethical issuePersonal & Professional Skills develops the attributes necessary to succeed in the investment industry

An education aligned to student needs• Preparation for university entrance for business and/or finance• Preparation for progression straight into employment/apprenticeship

Curriculum model for teaching from September 2016 / January 2017


Healthcare Pathway

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Diploma Programme coursesStudents take appropriate DP courses to support the CRS, e.g.• Biology• Mathematical Studies• English Language and Literature• Psychology

Level and number studied taken depends on size of CRS

Biomedical Career-related studye.g. BTEC or Cambridge Technical Health and Social Care

‘

An education aligned to student needs• Preparation for university entrance for further biomedical courses,

graduate nursing• Preparation for progression straight into employment or in employment

training, eg apprenticeship with Health authority

Curriculum model for teaching from September 2016 / January 2017


HEI accepting IBCP students 2014-6

• Anglia Ruskin (2.5)• Bishop Grosseteste (2)• Bournemouth (2)• Brighton (3)• Brunel (3)• Canterbury Christ Church (2)• Chichester (flexible)• Coventry (2/3)• Derby (2)• Edinburgh Napier (3)• Essex (3)• Falmouth (flexible)• Gloucester (2)• Greenwich (3)• Hertfordshire (2)• Kent (3)• King’s College, London (3)• Kingston (2)• Lancaster (3)

• Leeds Beckett (2)• Lincoln (3)• Loughborough (3)• Middlesex (3)• Newcastle (3)• Northampton (2)• Northumbria (? States dna CP)• Nottingham Trent (3)• Portsmouth (2/3)• Plymouth (2/3)• Reading (3)• Roehampton (3)• Southampton Solent (2)• University of the Arts, London (3)• University of East Anglia (3)• University of East London (3)• UCA (3)• Westminster (3)• Winchester (2)Note 2 generally means 2 full A Level equivalents plus AS equivalents


Subjects studied• Accounting & Management• Aeronautical Engineering• Arabic & English• Archaeology & History• Art & Design• Automotive Engineering• Business Administration• Business & Management• Computer Science• Creative Arts• Criminology• Digital Media• Drama• Early Years• Engineering• English Literature• Events Management• Film• Forensic Investigation• Geography

• History• Independent Games production• Interior Design• Journalism• Law• Marketing & Advertising• Media & Film• Midwifery• Music Technology• Nursing• Palaeobiology• Paramedic Science• Performing Arts• Physics• Primary Education• Policing• Politics• Sports Management• Sports Science


Transition to HE• Anecdotal evidence that students following vocational

quals, eg BTEC may have problems transitioning to HE due to significant difference in learning and assessment styles

• Some universities delivering ‘bridging’ courses• Some universities report that students holding vocational

quals with A Level or EPQ are more successful at transitioning

• CP offers an ideal blend between vocational and academic with a strong skills based core and so should ease transition


King Ethelbert School Sixth FormY13 Results and Destinations

© International Baccalaureate Organization 2015 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Key Figures27/30 Passed and gained the IBCP22/30 Students continuing education to University8/30 Students working or gap year

Average Predicted UCAS points- 311.5Average Achieved UCAS Points – 412

27/30 Students BEP for their CRSIB Grades 7-6 = 5 grades (8%)IB Grades 7-5 = 21 grades (36%)# Students BEP for 1 of their IBDP subjects = 14 (46%)# Students MEP for 1 of their IBDP subjects = 15 (50%)# students BEP for both IBDP subjects = 2 (6%)# with either 2 MEP or 1 MEP and 1 BEP for IBDP Subjects = 11 (36%)


Comparison to 2014/2015

2015-2016 2014-2015Total Number of Students 30 25Pass Rate 90 % 100%University Progression 73% (22) 60% (15)Average Predicted UCAS Points

311.5 249.2

Average Achieved UCAS Points

412 345.2

BEP for CRS 90% 88%


Average IBDP Predicted Grade

4.2 4.2

IB Grades 7-6 8% (5) 14% (7)IB Grades 7-5 36% (21) 40% (20)BEP for 1 of the IBDP Subjects

46% (14) 72% (18)

MEP for 1 of the IBDP Subjects

50% (15) 48% (12)

BEP for 2 of the IBDP subjects

6% (2) 32% (8)

MEP for 2 or MEP for 1 and BEP for 1

36% (11) 40% (10)


BTEC Extended Sport – D*D*D*IB SL Biology – 6IB SL Psychology – 4Reflective Project – BPredicted UCAS Points- 334UCAS points – 572Destination:Brunel University Sports, Health and Exercise Science

BTEC Extended Applied Science –D*DDIB SL Biology – 4IB SL SCA– 5 Reflective Project- CPredicted UCAS Points -310UCAS points – 490Destination:Portsmouth UniversityPaleobiology

BTEC Extended Applied Science – D*D*D*IB SL Psychology – 4IB SL Maths Studies– 6 Reflective Project- CPredicted UCAS Points -366UCAS points – 546Destination:Loughborough University Automotive Engineering with a Foundation Year

BTEC Diploma Art and Design – D*D*IB SL English Literature– 5IB SL SCA– 5Reflective Project – APredicted UCAS Points - 326UCAS points – 426Destination:University of KentAsian Studies and Religious Studies

BTEC Extended Health and Social Care- D*D*D*IB SL Biology – 4IB SL SCA– 5 Reflective Project- APredicted UCAS points-350UCAS points – 550Destination:CCCUMidwifery


BTEC Extended Health and Social Care –D*D*D*IB SL SCA – 4IB SL Biology– 6 Reflective Project- BPredicted UCAS points- 294UCAS points – 524Destination:CCCUMidwifery

BTEC Extended Art and Design- D*D*DIB SL English Literature – 5IB SL DT– 3 Reflective Project- CPredicted UCAS points- 254UCAS points – 494Destination:Falmouth University Interior Design

BTEC Extended Health and Social Care-D*D*D*IB SL Biology– 4IB SL DT– 3 Reflective Project- CPredicted UCAS points- 334UCAS points – 498Destination:CCCU Paramedic Science

BTEC Extended Sport- DDMIB SL Psychology- 5IB SL Maths Studies– 56Reflective Project – CPredicted UCAS Points - 386UCAS points – 462Destination:University of KentAccounting & Finance and Economics

BTEC Extended Sport - DMMIB SL SCA – 5IB SL Film Studies– 5 Reflective Project- BPredicted UCAS points- 294UCAS points – 416Destination:CCCUPolicing (Criminal Investigation)


BTEC Extended Health and Social Care-D*D*D*IB SL SCA – 5IB SL Psychology – 4Reflective Project – BPredicted UCAS Points- 340UCAS points – 540Destination:University of KentHealth Studies and Psychology

BTEC Extended Applied Science -D*D*D*IB SL Maths Studies – 7IB SL Psychology – 4Reflective Project – APredicted UCAS Points- 366UCAS points – 577Destination:Nottingham Trent UniversityPhysics


Employment Gap year CCCUSports and Business Management

Edgehill UniversityMusical Theatre

CCCU Computer Forensics and Security

UKCHistory

UKCFilm and Drama

Apprenticeship

CCCU Applied Criminology

CCCU Primary Teaching

UKCAncient Medievaland Modern History

CCCU Social Work

EmploymentEmploymentBishop GrossetesteBusiness

EmploymentApprenticeship


Why the CP?

• Pedagogy• Life long learning• Core• Broad and balanced• International outlook• Skill development• Stretch & Challenge• Aspirational


Why the CP?

• Pathway to a career• Access to HE• Students are more HE ready• No grade inflation• CPD programme• Collaboration between schools

• Pedagogy• Life long learning• Core• Broad and balanced• International outlook• Skill development• Stretch & Challenge• Aspirational


THANK [email protected]

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