Ambassador International Academy is an IB Candidate School for the Career-Related Programme (CP). This school is pursuing authorisation as an IB World School . These are schools that share a common philosophy – a commitment to high quality, challenging, international education that AIA believes is important for our students.
Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit http://www.ibo.org
The CP curriculum has been designed as a coherent and comprehensive curriculum framework that mixes academic challenge (studying DP courses) and career-related courses (BTEC Diplomas), thinking skills and life skills in students from the ages of 17-18 years. During the CP years at Ambassador International Academy, we strive to provide opportunities for the student’s intellectual and social development along with providing local and global awareness in each subject area which helps in developing International Mindedness in our students. The curriculum encourages students to make practical connections across the areas of knowledge and to the real world. The CP curriculum helps in developing the 21st century skills and dispositions along with a breadth and depth of knowledge which prepares students for success in university and in life.
The CP is a 2-year programme where the following DP subject groups are explored by students:
Group 1- Studies in English Language and Literature.
Group 2 – Mathematics: Applications & Interpretations.
Career-Related Courses- BTEC Level 3 Extended Diploma in International Business.
Students need to take the 2 DP subjects above and take the BTEC Level 3 Extended Diploma in International Business.
The Core of the Career-related Programme includes 4 components which makes the curriculum highly balanced and experiential:
Reflective Project (RP): The Reflective Project is one of the four compulsory components of the IB Career-related Programme (CP) core.
The Reflective Project is an in-depth work produced over an extended period and submitted in year 2 of the Career-related Programme. Students identify, analyse, discuss and evaluate an ethical dilemma associated with an issue related to their career studies. The Reflective Project focuses on an ethical dilemma of an issue directly linked to the student’s career-related study.
Personal and Professional Skills (PPS): The PPS course aims to develop responsibility, practical problem-solving, good intellectual habits, perseverance, resilience, an appreciation of identity and perspective, and an understanding of the complexity of the modern world.
Emphasis is on the development of skills needed to successfully navigate higher education, the
workplace and society.
The course has been designed to guide students through units that cover the assessment objectives of the five PPS themes; Personal Development; Intercultural understanding; effective communication; Thinking processes and applied ethics. The learning completed through this course will support students in writing their Reflective project as well as developing the soft skills desired by employers and universities.
Service Learning (SL): Community and service is the development and application of knowledge and skills towards meeting an identified community need.
Through service, students develop and apply personal and social skills in real-life situations involving decision-making, problem-solving, initiative, responsibility, and accountability for their actions.
Language Development (LD): Language development ensures that all CP students have access and are exposed to, a second language that will increase their understanding of the wider world. It has a focus on the career related vocational study, i.e. the Business sector.
Students are encouraged to begin or extend the study of an additional language that suits their needs, background and context.
Students must develop a language that is different to their ‘mother tongue’, students’
create a language development portfolio. Their teacher in this subject will also be their Language Development mentor/supervisor.
Students are expected to have an initial meeting with their mentor to assess their language proficiency. Phase appropriate tasks will provide links to the Career related study and the student’s language needs.