There are three main components to the CP that take place concurrently over the two-year programme.
• Two to four DP academic courses
• A core comprising of four components
• A career-related study
The choice of at least two to four Diploma Programme courses, with their academic rigour, support and enhance the theoretical underpinning of the programme. The CP core aims to develop personal qualities and skills along with the professional habits required for lifelong learning. Furthermore, the career-related study interlinks with the programme’s academic DP courses and provides practical, real-world approaches to learning. The DP courses also enhance and supplement the specialism that the student is pursuing. (Overview of the Career-related Programme, IBO 2015)
The career-related study is a course of study that prepares students for a specific career or professional field of study. It also provides the opportunity for students to learn about theories and concepts of their specialized field through application and practice, while developing specific skills, in authentic and meaningful contexts.
Currently Renaissance College has partnered with the following institutes in Hong Kong to offer the Career-related Study Options:
1. Arts and Design programme at Savanah College of Arts and Design (SCAD) Hong Kong.
2. Musical Theatre programme at the Hong Kong Academy of Performing Arts (HKAPA).
3. Hospitality and Culinary Art programme at Hong Kong International Culinary Institute (ICI) and Hospitality Tourism Institute (HTI).
4. Digital Skills programme at Hong Kong BSD Academy.
Please see more details in Career-related Study Options at Renaissance College at page 7 to 11.
The components of the CP core are designed to enhance the students’ personal qualities, professional development and judgement. The CP core contextualizes the career-related study and the Diploma Programme courses, and draws these aspects of the framework together. All components of the core are compulsory.
The Personal and Professional Skills (PPS) course aims to develop responsibility, practical problem-solving, good intellectual habits, ethical understandings, perseverance, resilience, an appreciation of identity and perspective, and an understanding of the complexity of the modern world. Emphasis is placed on the development of skills needed to navigate higher education, the workplace and society. (Personal and Professional Skills Guide, IBO 2015)
The PPS course comprises of a minimum of 90 taught hours, with the students expected to complete projects and assignments beyond these taught sessions. The PPS course is internally assessed and graded using a 1-7 scale which is also used for DP subjects.
Service Learning (SL) is the practical application of knowledge and skills towards meeting an identified community need. Students apply personal and social skills in real-life situations. In these contexts, they need to use and develop decision-making skills, problem-solving skills, initiative, responsibility and accountability for their actions (Service Learning Guide, IBO 2015).
A minimum of 50 hours is expected to be devoted to Service Learning.
Language Development (LD) ensures that all students have access and are exposed to an additional language, which is a central tenet of an IB education. The language skills they develop increases their understanding of the wider world. Students are encouraged to begin or extend the study of a language other than their best language in order to suit their needs, background and context of their specialist study. (Language Development Guide, IBO 2015)
A minimum of 50 hours is expected to be devoted to language development. The students are internally assessed on the development of their language development portfolio.
The Reflective Project (RP) is an in-depth body of work produced over an extended period and submitted towards the end of the second year of the programme. Through the Reflective Project, students identify, analyse, and critically evaluate an ethical dilemma connected to their career-related study. This work encourages students to engage in personal inquiry, intellectual discovery, creativity, action and reflection. In the process of completing this project the students develop strong research and communication skills. The project draws together the key elements of the CP, and is given equal weighting to the DP Extended Essay by UCAS. (Reflective Project Guide, IBO 2015)
A minimum of 50 hours is expected to be devoted to the reflective project. The students are externally graded by the IB on an A to E scale for the Reflective Project.
The Diploma Programme courses supplement the students chosen career-related study and also allows the students to pursue other subjects of interests. Students can choose two to four courses either at Standard or Higher level from any of the following subject groups:
• Studies in language and literature
• Language acquisition
• Individuals and societies
• The arts
CP students must study a minimum of two DP courses up to a maximum of four DP courses. The students engage with challenging academic content and through their learning they make theoretical connections for their field of study. Course content and assessments are identical to the IB DP and all the students are taught in the same class.
Upon completion of the DP courses and the other aspects of the CP, our CP students will achieve a Renaissance College High School Diploma accredited by the Council for International Schools (CIS) in Europe and Western Association of Schools and Colleges (WASC) in the United States.
It is important that students take courses that will allow them to successfully pursue their career-related pathway, which may mean meeting requirements for college or university as well. It is therefore important that course selection is discussed with either the CP Coordinator or the Vice Principal in charge of the IBDP and IBCP programmes. For more information on our IBDP courses please refer to our IBDP prospectus.
(Image from The International Baccalaureate Career-related Programme – Information for higher education institutions, IBO 2016)