The IBCC in Iredell Statesville Schools

Why Here? Why Now? Iredell Statesville Schools is a leader in providing excellent student choice. Competition from Charter schools is increasing. A significant number of the 20 % of students exiting IB early cite this conflict as a primary reason for exiting the programme. Many of our students and parents want an option with the international focus and rigorous holistic learning approach of IB with the opportunity to focus on specific career related skills. Increasingly in the world of work employers are concerned that graduates are entering the workforce without necessary skills, hince a strong push for STEM initiatives in the last 8 years. Iredell Statesville Schools has all of the necessary ingredients in place to make implementation possible-We can begin immediately providing students with an option that is increasingly being requested. IBCC is NOT watering down the programme, rather it is expanding it’s reach.

What courses are Taken? ‘Approaches to Learning’ At least two Diploma Programme Courses: HL Language and Literature SL Biology HL History SL Chemistry SL Physics SL Spanish or French One of the three following clusters of courses: Business Health Sciences Veterinary Sciences

Reflective Project The aims of the reflective project are to allow the student to: produce an extended piece of work engage in personal inquiry, action and reflection on a specific ethical issue develop research and communication skills develop the skills of critical and creative thinking.

Reflective Project You are required to: choose an issue with an ethical dilemma that is related to your career-related study consult with your supervisor about the issue chosen before beginning research plan a schedule for researching and producing the project meet deadlines acknowledge all sources of information and ideas in an approved academic manner make sure you carefully address the assessment criteria for the reflective project carefully proofread all aspects of the project prior to submitting.

Format ChoicesMaximum length Essay/dialogue/short play 3,000 words Short film10 minutes in length accompanied by a 750-word written report Radio play/interview 10 minutes in length accompanied by a 1,500-word written report Web page5 single images accompanied by 2,500 words of written material Microsoft PowerPoint® presentation 10 single slides accompanied by a 1,500-word written report Storyboard/ photographic presentation 15 single images accompanied by a 1,500-word written report

Language Portfolio All IBCC students are required to maintain and complete a language portfolio as evidence of their engagement with language development. All Students will complete at least 50 hours of additional language development in their junior and or senior years. The language portfolio is used to chart a student’s progress in developing language skills and intercultural experiences while providing an opportunity for students to develop reflective practice This portfolio will form a part of the IBCC Course Approaches to Learning, in the junior and senior year.

Language Portfolio Overview Section 1: Profile Students about to engage with language development are encouraged to construct a personal language and cultural profile. Section 2: Experiences In this section of the language portfolio, students compile a journal of reflections on the work completed, including tasks and assessments. Students should also engage in reflection on the target language and cultural aspects of societies where the language is spoken. Section 3: Evidence In this section of the language portfolio, students document their achievement in language development using examples of tasks and assessments, certificates, s, letters of acknowledgment and any other forms of evidence that would form a selection of developmental markers.

Language Portfolio: Profile Step 1 At the beginning of language development, students should self-assess their language proficiency in their target language using the self-assessment language proficiency table Step 2 Students should complete a questionnaire on their language(s) and culture(s) (see “Appendix 2”). This questionnaire provides the students with a place to identify their language(s), draw conclusions about their language(s) and culture(s), and set some initial goals for language development. Step 3 To assist teachers and students, IBCC language development utilizes the MYP language B objectives as outlined in the MYP Language B guide (2012). The objectives allow a student to clearly identify what they would like to accomplish by the end of language development.

Language Portfolio: Experiences In this section of the language portfolio, students reflect on their learning during language development. This section of a student’s language portfolio should be insightful, thoughtful and authentic. Its success relies on a good understanding of the methods and benefits of reflection. Students should reflect in order to: recognize the learning practices best suited to them create links between what they are learning and how they can use what they learn create links between the target language and cultural aspects of societies where the language is spoken create links between their own language(s) and culture(s) and that of the target language.

Language Portfolio: Evidence The “Evidence” section of the language portfolio requires students to document their language development. Students are encouraged to keep examples of their work as a reminder of the activities engaged in, as well as evidence of engagement with language development. Further, the evidence collected is important as it acts as developmental markers in language development. Evidence can be in the form of, but is not limited to, examples of tasks and assessments, letters, s, certificates and letters of acknowledgment. Students should create a contents page in this section of their language portfolio to record what they have collected, and when. Students should also identify, on the contents page, the pieces of evidence associated with a reflection; these should be placed in the “Experiences” section of the language portfolio.

Community and Service The aims of community and service are to: provide a service that meets a community need develop working relationships with members of the community develop a sense of caring about, and a responsibility for, others facilitate active student reflection build on existing skills and develop new ones enhance the existing school curriculum.

Community and Service The responsibilities of the student are: to determine the nature of their own service learning activities to set up an initial meeting with community contacts, after initial consultation with the their service learning teacher-mentor to plan and manage their own service learning to work with the community to achieve predetermined goals to reflect on the experience.

Name: Career Course of Study: Course of Study Advisor: Plan 1. How does the service activity promote intercultural or international awareness? 2. How does the service activity reflect a genuine connection to the community that the student lives in? 3. How might the service activity connect to the student’s reflective project? 4. how is the project collaborative? 5. How does the service activity connect to the student’s career related course of study? Approved by: date: Do What will actually be done in this service activity? Who all will be involved? Who will the direct supervisor be, and how will they be involved in the activity themselves? How long will this activity take? (remember activities should span at least 18 months of a student’s junior and senior years. Approved by: Date: Reflect 1. Did the service activity promote intercultural or international awareness? How? If not, how might this outcome be met in the next activity? 2. Did the service activity reflect a genuine connection to the community that the student lives in? How? If not, how might this outcome be met in the next activity? 3. Did the service activity connect to the student’s reflective project? How? If not, how might this outcome be met in the next activity? 4. Was the service activity collaborative? How? If not, how might this outcome be met in the next activity? 5. Did the service activity connect to the student’s career related course of study? How? If not, how might this outcome be met in the next activity? Final Approval (after all sections are complete: Date:

Do What will actually be done in this service activity? Who all will be involved? Who will the direct supervisor be, and how will they be involved in the activity themselves? How long will this activity take? (remember activities should span at least 18 months of a student’s junior and senior years. Approved by: Date: Reflect

1. Did the service activity promote intercultural or international awareness? How? If not, how might this outcome be met in the next activity? 2. Did the service activity reflect a genuine connection to the community that the student lives in? How? If not, how might this outcome be met in the next activity? 3. Did the service activity connect to the student’s reflective project? How? If not, how might this outcome be met in the next activity? 4. Was the service activity collaborative? How? If not, how might this outcome be met in the next activity? 5. Did the service activity connect to the student’s career related course of study? How? If not, how might this outcome be met in the next activity? Final Approval (after all sections are complete: Date:

Questions?