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IB CAREER-RELATED PROGRAMME HANDBOOK (IBCP)

School Team of the Year

Outstanding t In every category BSO Inspection: October 2021

CONTENTS 4

The IBCP Overview

ReƮective Project

6-7

Language Development

Service Learning

Personal Professional Skills

BTEC Overview

Our Future BTEC

IBTEC Sport

13-15

IBCP Work Placement

16-17

IBCP Alumni

IBCP Equivalency

IB Career-Related Scholarship

OVERVIEW The IBCP framework allows students to specialize in, and focus on, a career-related pathway. The programme’s three-part framework comprises the study of a minimum of two Diploma Programme courses alongside career-related studies and the distinctive IBCP core which is designed to create a bridge that connects each student’s chosen Diploma Programme courses and career-related studies.

Diploma programme courses Students complete at least two Diploma Programme courses, either at standard or higher level, in any of the following subject groups: ° ° ° ° ° ° °

Studies in language and literature Language acquisition Individuals and societies Sciences Mathematics The arts The courses chosen should be relevant to the students’ career-related studies.

IBCP PROGRAMME MODEL

For IBCP students, both the Diploma Programme courses, and career related study provide the theoretical underpinning and academic rigor of the programme; and the IBCP core helps them to develop skills and competencies required for lifelong learning. THE CORE OF THE IBCP ° ° ° °

5HƮHFWLYH 3URMHFW 53 /DQJXDJH 'HYHORSPHQW /' Service Learning and 3HUVRQDO DQG 3URIHVVLRQDO 6NLOOV 336

W Reflective Project 7KH UHƮHFWLYH SURMHFW LV RQH RI WKH IRXU FRPSXOVRU\ FRPSRQHQWV RI WKH ,% &DUHHU UHODWHG 3URJUDPPH &3 FRUH 7KH UHƮHFWLYH SURMHFW LV DQ LQ GHSWK ERG\ RI work produced over an extended period of time and submitted year 2 of the Career-related Programme. It is the product of the students’ own initiative and VKRXOG UHƮHFW WKHLU SHUVRQDO H[SHULHQFH RI WKH &3 7KH UHƮHFWLYH SURMHFW LV LQWHQGHG WR SURPRWH KLJK OHYHO research, writing and extended communication skills, intellectual discovery and creativity through a variety RI GLƪHUHQW DSSURDFKHV 7KH UHƮHFWLYH SURMHFW LV assessed using grades A to E, with A representing the highest level of achievement. A minimum of 50 hours LV H[SHFWHG WR EH GHYRWHG WR WKH UHƮHFWLYH SURMHFW ,Q DGGLWLRQ WR D ZULWWHQ HVVD\ VHH 2SWLRQV VWXGHQWV NHHS D UHFRUG RI WKHLU UHƮHFWLRQV RQ WKH SURFHVV RI

XQGHUWDNLQJ DQG FRPSOHWLQJ WKH UHƮHFWLYH SURMHFW XVLQJ WKH 5HƮHFWLRQV RQ SODQQLQJ DQG SURJUHVV IRUP 533) 7KLV UHFRUG IRUPV SDUW RI WKH ƬQDO UHƮHFWLYH SURMHFW assessment. °

7KH 5HƮHFWLYH 3URMHFW LV D VWUXFWXUHG SLHFH RI work that can take a variety of forms including an academic paper, a video documentary, D VKRUW ƬOP RU D ZHEVLWH WR QDPH EXW D IHZ options. A student will be able to identify, analyse, explore, critically discuss and evaluate the ethical dilemma of an issue arising from their career-related study and linked to some contemporary event or situation.

FORMAT

MAXIMUM LENGTH

Essay

3000 words.

Short Film

7 minutes in length accompanied by a 1500-2000 word written report written report.

Interview

7 minutes in length accompanied by a 1500-2000 word written report.

Spoken Presentation

7 minutes in length accompanied by a 1500-2000 word written report.

Play

7 minutes in length which supports elements of the reflective project accompanied by a 1500-2000 word written report.

Display

Up to 15 single images accompanied by a 1500-2000 word written report written report.

The written report should aim to cover the assessment criteria not addressed by the format used. It should also contain references to sources used. 5

CURRICU LANGUAGE DEVELOPMENT Language Development provides the students with the necessary skills and intercultural understanding to enable them to communicate using the chosen language in a variety of contexts. A language portfolio is required to demonstrate students’ engagement with the language.

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CULUM TOPICS The Individual

Daily routine

Personal details

Appearance

Health

Value and attitude

Choice

Work

Jobs

Technology

Government

Personal Finance

Economy

Law

Friendship

Peers

Friends

Family

Relationships

Activities

Social Context

Travel

Transport

Directions

Currency

Cultures

Leisure

Food and Drink

The written report should aim to cover the assessment criteria not addressed by the format used. It should also contain references to sources used.

/DQJXDJH GHYHORSPHQW LV RQH RI WKH IRXU FRPSXOVRU\ FRPSRQHQWV RI WKH ,% &DUHHU UHODWHG 3URJUDPPH &3 FRUH 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 VWXGHQWV WR LPSURYH WKHLU SURƬFLHQF\ LQ D ODQJXDJH RWKHU WKDQ WKHLU EHVW ODQJXDJH /DQJXDJH 'HYHORSPHQW provides the students with the necessary skills and intercultural understanding to enable them to communicate using the chosen language in a variety of contexts. A language portfolio is required to demonstrate students’ engagement with the language. 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 WKH GLƪHUHQW SHUVSHFWLYHV RI SHRSOH IURP RWKHU 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, UHJDUGOHVV RI WKH OHYHO RI OLQJXLVWLF SURƬFLHQF\ 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. 7

SERVICE LEARNING Through Service Learning, students will develop working relationships with the community. They will explore the Principles of Service Learning:

The aims of service learning are for students to:

° ° ° °

Knowledge development Social development Civic development Personal development

° °

Service learning is a component of the Careerrelated 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. 8

° °

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 PHDQLQJIXO UHƮHFWLRQ Enhance and strengthen their experience with the existing school curriculum.

PERSONAL PROFESSIONAL SKILLS Personal Professional Skills is a professional ethical thinking course which explores the ethical context of the career-related study and its implications in the real-world. The course aims to develop transferable skills with an emphasis on the nature of thinking critically and ethically DQG EHLQJ DEOH WR FRPPXQLFDWH HƪHFWLYHO\ The Key Skills covered range from personal development, intercultural understanding, thinking and communication.

The course also explores global contexts through the following broad themes: ° ° ° °

Technologies Environments Workplaces Communities

7KH SHUVRQDO DQG SURIHVVLRQDO VNLOOV FRXUVH 336 is a compulsory component of the Career-related 3URJUDPPH &3 FRUH 3HUVRQDO DQG SURIHVVLRQDO VNLOOV 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. Personal Professional Skills is a professional ethical thinking course which explores the ethical context of the career-related study and its implications in the real-world. The course aims to develop transferable skills with an emphasis on the nature of thinking critically and ethically and EHLQJ DEOH WR FRPPXQLFDWH HƪHFWLYHO\ 7KH .H\ 6NLOOV covered range from personal development, intercultural understanding, thinking and communication.

Other qualities the course develops include: ° ° ° ° °

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

The course also explores global contexts through the following broad themes: ° ° ° °

Responsibility Perseverance Resilience Self-esteem Academic honesty

° °

'HYHORS DV UHƮHFWLYH DQG OLIHORQJ OHDUQHUV ZKR can adapt to diverse situations Recognize personal strengths and identify ways to overcome challenges %H DZDUH RI DQG UHVSRQG HƪHFWLYHO\ WR HWKLFDO dilemmas Value diversity of cultures and perspectives Demonstrate the ten attributes of the IB learner SURƬOH

Technologies Environments Workplaces Communities 9

BTEC OVERVIEW With a track record built over 40 years of learner success, our BTEC International Level 3 governments, industry and higher education. undergraduate degree programme. Over 100,000 BTEC learners apply to university every year. Their Level 3 BTECs, either on their own or in combination with the IBCP, are accepted by UK and international universities, and higher-education institutes for entry to relevant degree programmes.

iBTEC Business In today’s world of international business, success is driven by people with the skills to balance satisfying their customers with providing great products and services. The Diploma is for learners who are interested in developing business-sector knowledge and skills

iBTEC Business Units ° ° ° ° ° ° ° ° °

Exploring Business Research and Plan a Marketing Campaign Business Finance Managing an Event Business Decision Making Work Experience in Business Digital Marketing Career Planning Pitching for a New Business

iBTEC Travel and Tourism The travel and tourism industry is one of the world’s largest economic sectors, generating over 10% of the world’s GDP and supporting over 300 million jobs. The Diploma is for learners who are interested in developing travel and tourism industry knowledge

IBTEC Travel and Tourism Units ° ° ° ° ° ° ° ° ° 10

The Travel and Tourism Industry Worldwide Travel and Tourism Destination Marketing Travel and Tourism to Domestic and International Customers Customer Service in Travel and Tourism Travel and Tourism Enterprises Sustainable Tourism Work Experience in Travel and Tourism Recruitment and Selection in Travel and Tourism My Country as a Tourist Destination

IBTEC Sport A BTEC in Sport allows students to gather a rich and diverse appreciation of a whole range of theoretical and practical knowledge. Students can get a real-life feel of the multi-disciplinary nature of the subject area as they constantly apply their learning to both themselves, elite performers, coaches and practical situations. The range of vocational assessments – both practical and written – mean that students can VKRZFDVH WKHLU OHDUQLQJ DQG DFKLHYHPHQWV WR WKH EHVW HƪHFW ZKHQ WKH\ WDNH WKHLU QH[W VWHS ZKHWKHU that is supporting applications to higher education courses or potential employers.

The Diploma is for learners who are interested in developing E-Sports knowledge and skills DORQJVLGH RWKHU ƬHOGV RI VWXG\ iBTEC Sports Units ° Health, Wellbeing and Sport ° Careers in the Sport and Active Leisure Industry ° Business in Sport ° Applied Sports Anatomy and Physiology ° Sport Development ° Practical Sport Performance ° Sport Psychology ° Sport Injuries Management

Applications to UK Universities BTEC, IB subjects) into points, making it simpler for universities and colleges to compare applicants. https://www.ucas.com/ . 11

IBCP Work Placement IBCP students have the fantastic opportunity to develop their professional skills and gain valuable experience in an environment that directly links to their career aspirations. Students have the unique opportunity to work with the Al-Futtaim Group in which a tailored work placement programme LV RƪHUHG WR VWXGHQWV WKDW FRPSOLPHQWV WKHLU IBCP career realted studies. Students will develop professional skills and essentials such as CV writing, job applications, interviews and communication, however what makes this programme distinct is the hands on project work that has a direct link to their aspirations. Work SODFHPHQW LV H[WUHPHO\ YDOXDEOH DQG EHQHƬFLDO to students as it allows them to explore their desired pathway to gain insights about the type of organization and sectors they aspire to work in. It also allows students to stand out to prospective employers or universities.

are essential for their future studies and employment, these include and are not limited to self management, team work, communication, leadership skills and problem solving. 13 14

Previous students have been fortunate to gain experience with Toyota, Volvo, the Intercontinental Hotel, Crowne Plaza and Ikea and in industries such as Law, Creative Media, Sales, Marketing and Hospitality.

14 15

IBCP Alumni Since 2015, over 80 students have undertaken the IBCP programme at DIS. We are proud of the success of our IBCP students who have enjoyed further education at University in the UK, USA, Canada, the Netherlands and Australia. university? Why?

study and prepare for exams, as I never really aware of how to prepar, how to study best and what study methods work best for me. Have you had a particular moment or success you are proud of during your time at DIS? tell us about it! A particular success I am proud of was being awarded the CAS and CP Award at our graduation ceremony with three of my closest friends. We were very honoured to get this award as throughout the two years of IB, we contributed

CAS and it was great to see that this was being recognised by our IB Coordinators. What are some of your best memories of your time at DIS? my diverse group of Friends. Looking back now, I think I was super privileged to have so many my friend group and being able to learn from backgrounds and experiences. I am still in close contact with my friends from DIS, even though we do not speak every day we make sure we meet up when we are back home in Dubai.

VIVIEN VELJOVIC Graduating Year: 2017 Number of years enrolled at DIS: 9 years University and Degree: Breda University of Applied Sciences, Leisure and Events Management Current employer and location: Dubai Creek Yacht & Golf Club, Internship

16 15

ALIFF MUNSHI Graduating Year: 2020 Number of years enrolled at DIS: 15 University and Degree: Jamari Aviation Academy Ground School Current employer and location: Airline Transport Pilot License (ongoing)

How did you reach where you are today? All the cliché things graduated students say. But, having a good education and being in a diverse school such as DIS shaped shaped the person I am today. What are your future aspirations? I have aspirations of working in a major airline in the next 4-5 years (airlines such as Emirates, in Malaysia. I also really want to open a restaurant in the future, something a lot Emirates pilots actually do in Dubai. prepare you for university? Are there skills you developed that you still use today?

The skills I developed during IB are still used frequently today. Skills such as team work, and essay writing. As an IB student, how did you shape your studies to your interests? What courses were most valuable?

university? Why? Having an IB education, to me prepares you for university and more. Being needed to manage my deadlines really shaped how I carry myself today. 17 16

IBCP Equivalency: The IBCP will gain equivalency under the new the ministerial decree 883 The following requirements must be met to equalize high school certiƬcates from Private Schools that apply the International Baccalaureate (IB) educational system: The school should be accredited by the International Baccalaureate (IB) Organization. Successful completion of Grade 12 or its equivalent. Subjects studied should be chosen from subjects approved by International Baccalaureate (IB) educational system are equalized based one of the following tracks in sections 3, 4, 5, and 6 of this Artic. THIRD TRACK: The following requirements must be met to equalize IB Career-related Programme (CP) to the Ministry’s secondary school certiƬcate (without deƬQLQJ DQ\ Wrack):

FOURTH TRACK: The following requirements must be met to equalize IB Career-related Program (CP) to the Ministry’s secondary school vocational certiƬcate in speciƬF VSecialization:

° °

a. To apply the general requirements listed for in section 1 of this Article. b. IGCSE courses with grades: (A *, A, B, C, D) or (3 to 9). These 5 courses must include: i. Mathematics ii. One of the science subjects (Physics, Chemistry, Biology) or Combined Science Subject iii. One of the following two English subjects: either English Language or English literature. c. The student must successfully pass three (3) IB subjects that satisfy the following conditions: i. The Grade of each subject should not be below than 3. ii. These subjects can be taught at SL or HL. iii. Islamic Education does not count as one of the 3 subjects required for the equivalency. d. The student must successfully pass “BTEC grades: PP or higher. BTEC Diploma subjects should be selected a list that is compliant with the relevant rules and regulations of the Ministry.

a. To apply the general requirements listed for in section 1 of this Article. b. The student must successfully pass two (2) IB subjects that satisfy the following conditions: i. The Grade of each subject should not be

ii. These subjects can be taught at SL or

below than 3.

HL. iii. Islamic Education is not counted as one of the 2 subjects required for the equivalency. c. The student must successfully pass Pearson “BTEC Level 3 90-credit Diploma” Diploma subject should be chosen from

regulations of the Ministry. d. The equalization will be issued in the same specialization studied in the BTEC Diploma, and would allow the students to pursue his post-secondary education in Ministry regulations.

IB Career-Related Scholarship We are delighted to invite students enrolling in the IB Career-Related Programme (IBCP) and entering Year 12 to apply for the IBCP Scholarship. The IB Programme at Deira International School has led to outstanding results for our IBCP graduates and admissions into universities in the UAE, US, UK and Canada. This scholarship provides an excellent opportunity for students seeking an alternative pathway to the Diploma Programme. The IB mixture between academic rigour and weekly internships with the Al-Futtaim Group across the

various business divisions. allows students to choose a tailored program with up to four IB subjects at higher level or standard level. For CP students, DP courses provide the theoretical underpinning and academic rigour of the programme. The career-related study further supports the programme’s academic strength and provides practical, real-world approaches to learning. Finally, the CP core helps them to develop skills and competencies required for lifelong learning. The IBCP Scholarships run for two years and cover up to 50% of the tuition fees. The scholarships are distributed according to academic performance and quality of student application.

How to apply: Send a letter of application with your CV to Mrs Helen Wallis, Head of IB at Deira International School, to: hwallis@disdubai.ae ° ° ° ° °

The letter of application should include an outline of: Why you are interested in an Al Futtaim Internship Why you will be a successful IBCP student What contribution you have made to the DIS or your current school community What is your motivation to take the IBCP pathway. 18

EVERY STUDENT REMEMBERS A DIS TEACHER To create an outstanding, multi-cultural learning community which empoweres students to achieve their potential, become life-long learners and responsible global citizens.

Address: P.O. Box 79043, Al Badia, Dubai Festival City Dubai, United Arab Emirates