Forge Your Path

IB Career-Related Programme (CP) - Authorized in 2019

Mr Zakariah Alrababa'h IB CP Coordinator's Message

The IB Career Programme (IB CP) is for students who are interested in gaining hands-on experience in the field of Business or Art and Design. The IB CP programme prepares students for further study or for entry into a career field. Students who successfully complete the IB CP program will earn their National Diploma Qualification, their BTEC Level 3 Diploma, their American Diploma, and the IB CP Diploma

The programme requirements include the following components:

Language Development: Completion of a language course that is not the student’s best language (50 hours + Language Portfolio submitted to the IB)

SERVICE LEARNING:

Completion of 50 hours of service-learning which includes work OUTSIDE of the classroom
Three (3) interviews with the service-learning coordinator

Personal and Professional Skills (PPS) Course:
Completion of PPS course to develop and grow both the personal and professional skills and understandings (90 hours and internal assessments)

Reflective Project:
Students will complete a reflective project inside and outside of class The project will take approximately 50 hours and must include an ethical component The project requires research, skilled writing, and effective communication skills

IB Diploma Courses:
IB CP students at NIS will complete 3 IB DP courses to fulfill the diploma requirements

BTEC
BTEC is a vocationally driven two-year course that provides the students with an alternative to the IB Diploma Programme. The BTEC is the academic element inside of the Career-related Programme. Students can choose from either BTEC Art and Design or BTEC Business. The BTEC courses are created to give the students a real-world feel as well as an academically rigorous experience. It focuses on practical skills and the ability to self-manage. It also instills a sense of togetherness and team-work with collaboration being one of the key features in delivering the BTEC

A BTEC Subsidiary Diploma Level 3 is equivalent to one A-level. Combining the BTEC with the Career-related Programme that the IB offers, creates a holistic educational experience for the High School students. After two years of study, students will come away with skills and abilities that have been tested throughout the course and can be readily applied at a university or elsewhere. Naseem International School is the only school in the Kingdom of  Bahrain to offer the IB CP with the BTEC as the backbone of the entire course

BTEC Business is a comprehensive six-module course extended over a two-year study period. The modules focus on practical application as well as theoretical knowledge. Students will be introduced to the business, finance, marketing and the economy. Self-study and individual research is key when completing the BTEC Business

BTEC Art and Design is a comprehensive six-module course extended over a two-year study period. The modules focus on a variety of aspects under the mantle of Art and Design. Students will have the opportunity to create web pages, work with different materials and be introduced to the potential business opportunities in the Art and Design world

BTEC offers students an excellent opportunity to experience the real world of Business and Art Design with both the Business and the Art and Design students completing at least two work-place experiences during the two years of study. Linking the BTEC, work-place experience and the IB-core values make for a holistic final two years at Naseem International School

It is relevant that students recognize the importance of their social actions and the impact these might have on their community. Service learning provides students with prospects to understand their potential to make a worthwhile contribution to their community and society. Once students have identified a need in the community, they proceed to apply their knowledge and skills to meet this need. In this way they develop and apply their social skills and personal skills to real life scenarios which require decision-making and problem-solving skills. This also allows them to take the initiative, behave responsibly and accept accountability for their actions

Students’ learning and growth are schooled by their reflections on their learning experiences. This is pivotal to the depth and richness of their experiences which allow them to explore ideas, hone their skills and strengths and improve on their limitations and weaknesses

Student engagement in the service learning programme are aimed at achieving the five service learning outcomes. They have to develop the necessary skills, attributes and understandings to achieve these outcomes, by:

  • Identifying their own strengths and developing areas which need improvement and growth
  • Demonstrating their personal participation to express how they investigated an issue, to conceiving an idea to designing and executing a plan for the learning experience
  • Demonstrating the skills and critically discussing the benefits and challenges of working as a team
  • Demonstrating how they identified and understood an issue of global significance and then taking suitable action after making responsible decisions in a local, national or global context
  • Recognizing and considering the consequences of their choices and actions during the planning and executing of the service learning experiences

Students are expected to fulfill a minimum requirement of 50 hours spent outside of class time on this component of the CP

Mr Zakariah Alrababa’h

CP Diploma programme Coordinator

CP Diploma programme coordinator’s message

Dear Students, Parents, and Esteemed Community Members,

As an IB Career-related Programme (CP) Coordinator, I am thrilled to extend a warm welcome and share our evolving vision for this unique and dynamic educational journey. The CP is an innovative framework designed for students aged 16 to 19, empowering them to become self-confident, skilled, and career-ready learners who are prepared to navigate and influence our rapidly changing world.

The CP offers a distinct advantage by combining rigorous and internationally recognized courses from the IB DP with career-related study (CRS), all unified by a unique CP core.

  • CP core:
  • Personal and Professional Skills (PPS): It requires a minimum of 100 hours of engagement over two years. It is designed to cultivate essential transferable skills for success in any future pathway. Learning is documented through a student-curated portfolio, showcasing evidence of progress towards the five learning outcomes.
  • Community Engagement (CE): It fosters students’ capacity to contribute constructively to the well-being of local and global communities. The program requires a learning journal and three formal review points within the two years.
  • Language and Cultural Studies (LCS): It champions multilingualism and deepens intercultural understanding, preparing students to thrive in an interconnected global society. This component requires a minimum of 50 hours of guided learning, supported by a learning journal and three review points throughout the program to monitor progress and provide feedback.
  • Reflective Project (RP): It ensures students engage in a sustained inquiry into an ethical dilemma directly related to their career field. Students have the flexibility to choose from written, visual, audio, or audio-visual formats for their project.
  • Our school offers DP English and DP Arabic as core language subjects. Strong English proficiency is crucial for academic success across the entire CP courses. Offering Arabic supports the IB’s emphasis on multilingualism and is highly advantageous in local and regional markets, fostering intercultural understanding.
  • For our Career-related Studies (CRS), we offer Pearson BTEC International Level 3 Subsidiary Diploma in Business and Pearson BTEC International Level 3 Subsidiary Diploma in Art and Design. These BTEC qualifications are vocational, externally quality-assured. Our BTEC Diploma Level 3 is equivalent in size to one International A Level.

As the CP Coordinator, my role extends beyond administration; it is one of pedagogical leadership. I am committed to fostering a unified approach to curriculum planning, ensuring all DP, CRS, and CP core teachers collaborate effectively to create a broad, balanced, and connected curriculum that promotes “concurrency of learning”. We are dedicated to providing an enriching experience that equips our students with the knowledge, skills, and values needed for the 21st century and beyond. We invite all stakeholders to engage with us as we continue this journey of continuous improvement and excellence in education.