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GEMS (Singapore) empowers graduates to be successful in postsecondary education, career and life through a wealth of knowledge and career-readiness skills. Our unique partnerships with Embry-Riddle Aeronautical University and the Savannah College of Arts & Design provide university freshman courses and credits, accelerating progress towards your child’s career in anything from Fine Arts to User Experience, Aeronautics and Aeronautical Engineering. 

 

Fast Track Your College Career

The IB Career-related Programme (CP) is designed for students from 16 to 19 years of age who wish to combine academic study with career-related learning in the last two years of high school. It integrates academic and practical learning in a rigorous way and aims to develop skills, knowledge and competencies required for lifelong learning.

By blurring the lines between the school and universities, we provide your child with an exciting opportunity to combine academic study with career-related practice, helping to broaden their horizons and excel as they build on their passions. 

Through applied knowledge, critical thinking, communication and crosscultural engagement, your child will be well prepared to succeed at institutions of higher learning and will gain transferable and lifelong skills.

You can learn more about our how to begin a creative career with our unique Creative Career-related Programme here (establish and check link one page created)

To learn more about our how to fast-track a career in aviation with our unique Aviation Career-related Programme here (establish and check link one page created)

Students are required to study at least three Diploma Programme courses alongside a unique Career-related Programme core, in conjunction with modules of study from Embry-Riddle Aeronautical University or Savannah College of Art & Design.

All components of the core are mandatory and provide students with a wealth of skills necessary to succeed in a rapidly changing world and pursue their dream career.

The core consists of the following:

  • ➢ Personal and Professional Skills
  • ➢ Service Learning
  • ➢ Language Development
  • ➢ Reflective Project

In Grade 11, students are provided with an opportunity to specialise, spending up to 70% of their time working in their field of choice.

The courses taken are assessed in accordance with rigorous international standards and each written examination is marked by external IB examiners.

Click here to read about CP Assessment. 

 

 



Personal and Professional Skills

The personal and professional skills 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 on the development of skills needed to successfully navigate higher education, the workplace and society. A minimum of 90 timetabled hours is expected to be devoted to the personal and professional skills course.

Service Learning

Service Learning is the practical 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. A minimum of 50 hours is expected to be devoted to service learning.

Language Development

Language development ensures that all students are exposed to an additional language, which is a central tenet of an IB education and will increase their understanding of a wider world. Students are encouraged to begin or extend the study of a language other than their best language that suits their needs, background and context. It develops students in the areas of oral, visual and written linguistic and communicative abilities. A minimum of 50 hours is expected to be devoted to language development.

Reflective project

The reflective project is an in-depth body of work produced over an extended period and submitted during the second year of the course. Through the reflective project, students identify, analyse, discuss and evaluate an ethical dilemma associated with an issue from their career-related studies. This work encourages students to engage in personal inquiry, intellectual discovery, creativity, action and reflection. It also develops strong thinking, research and communication skills. The reflective project is assessed using grades from A to E, with A representing the highest level of achievement. A minimum of 50 hours is expected to be devoted to the reflective project.

 

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