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Candidate school support material

Middle Years Programme
Published May 2021
Published on behalf of the International Baccalaureate Organization, a not-for-profit

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© International Baccalaureate Organization 2021
The International Baccalaureate Organization (known as the IB) offers four high-quality
and challenging educational programmes for a worldwide community of schools, aiming
to create a better, more peaceful world. This publication is one of a range of materials
produced to support these programmes.
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and IB logos are registered trademarks of the International Baccalaureate Organization.
IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
IB learner profile
profile IB learner
arner profile IB le
ile IB learner prof
IB learner profile H E IB L E AR
N
ER
er profile IB learn
PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
research. We know how to learn independently and with others. as well as the values and traditions of others. We seek and evaluate
We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.
We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than one
language and in many ways. We collaborate effectively, listening We understand the importance of balancing different aspects of
carefully to the perspectives of other individuals and groups. our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interde-
pendence with other people and with the world in which we live.
We act with integrity and honesty, with a strong sense of
fairness and justice, and with respect for the dignity and rights We thoughtfully consider the world and our own ideas and expe-
of people everywhere. We take responsibility for our actions rience. We work to understand our strengths and weaknesses in
and their consequences. order to support our learning and personal development.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others
like them, can help individuals and groups become responsible members of local, national and global communities.
© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Contents
Purpose of this publication 1

Introduction 1
Navigating this document 2
1 The IB mission 3
1.1 Aligning mission and philosophy statements 3
1.2 Understanding the IB philosophy 4
1.3 Aligning pedagogical leadership and MYP philosophy 5
2 The IB learner profile 6

2.1 Promoting international-mindedness 6
2.2 Collaborative planning and reflection 7
2.3 The written curriculum 8
2.4 Teaching and learning 10
2.5 Fulfilling aims and objectives 11
2.6 Building on previous learning experiences 12
2.7 Identifying knowledge, concepts, skills and attitudes 13
2.8 Promoting awareness of individual, local, national and world issues 14
2.9 Global contexts as contexts for inquiry 16
2.10 Meeting the MYP objectives 17
2.11 Addressing commonality, diversity and multiple perspectives 18
3 International-mindedness 20
3.1 Promoting international-mindedness 20
3.2 Accessing information on global issues and diverse perspectives 21
3.3 The teachers’ responsibility for language development 23
3.4 Reflecting on commonality, diversity and multiple perspectives 24
3.5 Addressing commonality, diversity and multiple perspectives 26
3.6 Students learning in a language other than their first or best 28
3.7 Demonstrating teachers’ responsibility for language development 30
4 The written curriculum 31

4.1 Aligning with programme requirements 31
4.3 Approaches to learning planning charts 33
4.4 Subject-group overviews 34
4.5 Documenting unit plans 35
4.6 Fostering disciplinary and interdisciplinary understanding 36

4.7 Reviewing unit plans and planning of ATL skills 37
4.8 Making the written curriculum available to the school community 38
4.9 Building on previous learning experiences 39
4.10 Identifying the key aspects of subject-group overviews 40
4.11 Allowing for meaningful service and student action 41
4.12 Incorporating relevant experiences for students 42
4.13 Promoting awareness of individual, local, national and world issues 43
4.14 Reflecting on commonality, diversity and multiple perspectives 44
4.15 Ensuring the written curriculum is informed by current IB publications 45
4.16 Integrating policies 46
4.17 Developing IB learner profile attributes 47
5 Service learning 48
5.1 Promoting responsible action 48
5.2 Accessing information on global issues and diverse perspectives 49
5.3 Allowing for meaningful service and student action 50
5.4 Meeting learning outcomes for service 51
5.5 Qualitative monitoring of student involvement in service 52
6 MYP assessment 53
6.1 Developing and implementing an assessment policy 53
6.2 Aligning assessment with programme requirements 54
6.3 Using assessment criteria 55
6.4 Standardizing application of assessment criteria 56
6.5 Communicating MYP assessment policy to the school community 57
6.6 Using strategies and tools to assess student learning 58
6.7 Providing students with feedback to inform and improve learning 59
6.8 Student participation and reflection on assessment of their work 60
6.9 Recording student progress 61
6.10 Communicating student progress 62
6.11 Qualitative monitoring of student involvement in service 63
6.12 Analysing assessment data to inform teaching and learning 64
6.13 Demonstrating learning through completion of projects 65
7 eAssessment planning 66
7.1 Implementing eAssessment following authorization 66
8 ATL and ATL mapping 67

8.1 Continuity and ongoing development of the MYP 67
8.2 Aligning the written curriculum with ATL 68
8.3 Developing an ATL planning chart 69
8.4 Including subject-group overviews and ATL skills 70
8.5 Reviewing unit plans and ATL skills 71
8.6 Addressing vertical and horizontal articulation 72
8.7 Identifying knowledge, concepts, skills and attitudes 73

9 MYP projects (including mandatory moderation) 74
9.1 Demonstrating understanding and commitment 74
9.2 Ensuring organizational structures support implementation 75
9.3 Utilizing library and multimedia resources 77
9.4 Allocating resources 78
9.6 Demonstrating student learning 80
10 Collaborative planning 82
10.1 Dedicating time for teachers’ planning and reflection 82
10.2 Involving teachers in curriculum planning 83
10.3 Addressing programme requirements 84
10.4 Facilitating interdisciplinary learning to strengthen cross-curricular skills 85
10.5 Addressing vertical and horizontal articulation 86
10.6 Ensuring teachers have overviews of learning experiences 87
10.7 Agreeing expectations for student learning 88
10.8 Incorporating differentiation for learning needs and styles 89
10.9 Supporting teachers’ responsibility for language development 91
10.10 Using student learning to inform planning and reflection 93
11 Policy development 94
11.1 Developing policies and procedures 94
11.2 Integrating policies to support the MYP 96
11.3 Ensuring academic integrity 97
11.4 Communicating MYP assessment philosophy, policy and procedures 98
11.5 Recording student progress and qualitative monitoring of student involvement in service 99
11.6 Reporting student progress aligned with MYP assessment philosophy 100
12 Budget planning 101

12.1 Funding the implementation and development of the MYP 101
12.2 Providing qualified staff 102
12.3 Providing IB-recognized professional development 103
12.4 Dedicating time for collaborative planning and reflection 104
12.5 Ensuring environments and resources support implementation 105
12.6 Resourcing library and multimedia facilities 106
12.7 Ensuring a five-year implementation budget 107
12.8 Resourcing to support MYP projects 108
13 Involvement in the IB world community 109

13.1 Participating in the IB world community 109
14 Social and emotional learning 110

14.1 Promoting open communication based on understanding and respect 110
8 Candidate school support material

15 Partnerships 111
15.1 Working in IB partnerships 111
References 112
Bibliography and abbreviations 112

Purpose of this publication
Introduction
This publication provides practical guidance to schools embarking on the authorization journey to become
an International Baccalaureate (IB) Word School implementing the Middle Years Programme (MYP). It
includes starting points and important information to support the development and implementation of the
programme. These align with the major themes on which all MYP candidate schools must focus during the
development and trial implementation of the programme.
Candidate school support material should be used in conjunction with the Guide to school authorization:
Middle Years Programme and the Programme standards and practices. The latter two documents both detail
practices that must be in place for authorization. Further support, such as nano PD, videos and blogs, can
be found on the IB’s public website or the programme resource centre. This publication includes numerous
hyperlinks to IB support resources to help develop a better understanding of the IB and MYP, and a more
honed practice related to the implementation of the MYP.
For ease of navigation, this publication is organized into key areas that have been highlighted as important
aspects of the authorization process. It also contains links between the different sections so that schools
can develop their own themes and define links within the IB and MYP.
Though not listed in any particular order, these key areas are all relevant to the authorization process. It is
important that the school community examines the Programme standards and practices. Areas that need
particular focus during different stages of the authorization process can be highlighted. This can include, for
example, the beginning of candidacy, the trial implementation, the consultation stage and the period
before the submission of the Application for authorization: Middle Years Programme. Candidate schools will
all pass the same authorization milestones, but no two schools will undertake the same journey. A school
community decides on the path it must take and develops the school’s action plan accordingly.
It is not expected that this document is used in its entirety, but it is hoped that schools will identify key
sections or sub-sections where support is required in the authorization process.
Candidate school support material 1

Purpose of this publication
Navigating this document
This publication is grouped into key sections that focus on different aspects supporting the development
and implementation of the MYP. Each section is further split into sub-sections giving details of the why,
how, where, what and who of the MYP authorization process. There are also helpful links to other sections
that may be relevant.
It is not necessary to work through the publication from beginning to end. Each section is relevant on the
route towards authorization but, based on individual readiness, schools may choose to concentrate on
different sections or the document as a whole.
The tables in each section contain the following information.
Why This field answers the question of why this topic is important to the authorization
process.
It should be noted that while some questions are the same, they are focused on
different aspects of the authorization journey and therefore subsequent guiding
questions, IB textual references, resources, school community members and links are
different.
How This field contains guiding questions and activities—how a school takes steps towards
authorization.
The questions and activities should act as a springboard for discussion with the entire
school community. Answering them will also help support schools in developing their
priorities and relevant action plans.
Where This field directs readers to where important IB text references for this topic can be
located in documents.
What This field contains detailed lists of what resources are available. These include, for
example, links to books, articles, videos and web pages.
Who This field details who among the school community members will be responsible or
affected. Different members of the school community who should be involved with this
key area and those who should be consulted are listed.
In this publication, the term “staff” refers to all other members of the MYP team besides
teachers and leadership who support the programme; this includes the librarian,
learning support team, teaching assistants, counsellors and pastoral team.
Students and/or parents and guardians may also be applicable.
Links Where relevant, this field highlights the links within this document that allow schools
to develop an understanding of the programme as a comprehensive programme rather
than as discrete elements.

1 The IB mission
1.1 Aligning mission and philosophy statements
Why To ensure the school’s mission statement and philosophy align with those of the IB.
How Do we have mission and philosophy statements that are available to the school
community?
How well do our mission and philosophy statements align with the IB’s mission
statement and values (for example, IB learner profile, holistic education and
international-mindedness)?
Are there any contradictions between our mission and philosophy statements and
those of the IB?
Where “An IB education is the result of a dynamic interaction between IB learners (who),
teaching and learning in the IB (how), global contexts for teaching and learning (why)
and the pursuit of significant knowledge and understanding (what). The IB’s philosophy
of education is informed by research and by over 40 years of practical experience in
international education. This philosophy remains open to reflection and review; the IB
has always championed a stance of critical engagement with challenging ideas, one
that both values the past and remains open to innovation.”
“What is an IB education?”>MYP: From principles into practice
“IB programmes promote the development of schools that:
• create educational opportunities for students that promote healthy relationships,
individual and shared responsibility, including interpersonal competencies that
support effective teamwork and collaboration
• help students make informed, reasoned, ethical judgments and develop the
flexibility, perseverance and confidence they need in order to effect change that
matters
• inspire students to frame their own inquiries, pursue personal aspirations, set
challenging goals and have the persistence to achieve them
• foster the development of rich personal, academic and cultural identities.”
“The learner and the IB World School”>MYP: From principles into practice
What MYP: From principles into practice
What is an IB education?
Why the IB is different
Who School leadership team
Pedagogical leadership team
MYP coordinator
Teachers
Staff

1 The IB mission
1.2 Understanding the IB philosophy
Why To ensure the governing body, administrative and pedagogical leadership and staff
demonstrate understanding of IB philosophy.
How How are new members of the governing body, school leadership and staff introduced
to IB philosophy?
How is IB philosophy made visible and brought to life in the school?
How do we know that IB philosophy is understood and supported by members of the
governing body, school leadership and staff?
How can school policies and procedures ensure proper implementation of the
programme?
Where “In all schools offering the MYP, the bodies creating policies will need to be aware of
the implications that their policies may have for the programme. School leadership
must ensure that the governing body understands the principles of the programme.
The school leadership should consider the provision of in-school training for school
boards, and should invite board members to special events, such as themed days or
personal project fairs.
…When policies are approved, school leaders will usually have the responsibility of
creating procedures to enact the policies. Best practice has shown that the decision-
making process should include staff input, as teachers will usually be in a position to
advise administrators of potential issues and solutions.
During the implementation and development of the MYP, school policies come under
regular review, and essential agreements may be used to develop procedures that
uphold the principles of the programme.”
“Implementation policies”>MYP: From principles into practice
Why the IB is different
MYP coordinator
Teachers
Staff

1 The IB mission
1.3 Aligning pedagogical leadership and MYP

philosophy
Why To ensure the head of school and programme coordinator demonstrate pedagogical
leadership that is aligned with the philosophy of the MYP.
How How can the school and programme leaders develop and sustain their own knowledge
and understanding of the MYP and of IB philosophy?
How can the school and programme leaders model and communicate IB philosophy
through their actions?
What can the school and programme leaders do to develop and support teachers’
understanding and growth within the MYP?
Where “Implementing the MYP requires schools to focus on the development of leadership
and structures that support teaching and learning. This may, in some cases, imply a
move from a leadership structure that is more focused on management to one more
focused on pedagogical leadership.
School leaders are responsible for informing and securing ongoing support from their
governing body or educational authority.”
“School leadership structures and responsibilities”>MYP: From principles into practice
What “Coordinator job description”>MYP Coordinator support material
MYP: From principles into practice

MYP coordinator

2 The IB learner profile
2.1 Promoting international-mindedness
Why To ensure the school develops and promotes international-mindedness and all
attributes of the IB learner profile across the school community.
How How can the IB learner profile attributes be shared and understood across the school
community?
How can the IB learner profile attributes be emphasized and given value around the
school?
What is the connection between the IB learner profile attributes and international-
mindedness?
How will an emphasis on international-mindedness change the way we do things?
Where “Holistic learning, intercultural awareness and communication are implied in, or are a
part of, the IB learner profile, especially in the attributes ‘balanced’, ‘open-minded’ and
‘communicators’.”
“From fundamental concepts to the IB learner profile”>MYP: From principles into practice
“MYP projects help students to develop the attributes of the IB learner profile; provide
students with an essential opportunity to demonstrate ATL skills developed through
the MYP; and foster the development of independent, lifelong learners.”
“The community project and the personal project”>MYP: From principles into practice
What East is East and West is West
“IB learner profile”>MYP Coordinator support material
“International school culture”>MYP Coordinator support material
Learners without borders: A curriculum for global citizenship
Reflections and projections on the IB learner profile
Research summary—The international-mindedness journey: School practices for

developing and assessing international-mindedness across the IB continuum (2017)
Who Governing body
School leadership team
MYP coordinator
Teachers
Students
Staff
Parents
Links 3 International-mindedness: 3.1 and 3.2.
4 The written curriculum: 4.17.
5 Service learning: 5.2.

2.2 Collaborative planning and reflection
Why To ensure that the school uses collaborative planning and reflection to address and
develop the IB learner profile attributes.
How What can we do to ensure that the IB learner profile is addressed during collaborative
planning?
How do we think about the students and their development as learners when we
reflect on units?
How can we refine units and subject overviews to enhance students’ development as IB
learners?
Where “Prior to teaching the unit
…
• What attributes of the learner profile does this unit offer students opportunities to
develop?”
“Reflection: Considering the planning, process and impact of the inquiry”>MYP: From
principles into practice
“Critical reflection on the unit plan can provide a starting point for collaborative
planning.”
“Reflection”>Evaluating MYP unit plans
What “Collaborative planning”>MYP Coordinator support material
Evaluating MYP unit plans
IB learner profile
Who Pedagogical leadership team
MYP coordinator
Teachers
Links 4 The written curriculum: 4.17.

2.3 The written curriculum
Why To ensure the written curriculum fosters development of the IB learner profile
attributes.
How How can we foster development of the IB learner profile attributes across the
curriculum (such as in every subject and in interdisciplinary situations)?
What content and contexts in the curriculum will help students to develop their
understanding of the IB learner profile attributes?
What strategies can we include in unit plans so that students have opportunities to
develop the attributes of the IB learner profile?
Where “The IB learner profile brings to life the aspirations of a community of IB World Schools
dedicated to student-centred education. IB programmes promote the development of
schools that
• create educational opportunities for students that promote healthy relationships,
individual and shared responsibility, including interpersonal competencies that
support effective teamwork and collaboration”.
“The learner and the IB World School”>MYP: From principles into practice
“The nature of a contextual curriculum
Effective teaching and learning in context helps students and teachers to:
…
• model open-mindedness and intellectual risk-taking valued by the IB learner
profile”.
“The nature of a contextual curriculum”>MYP: From principles into practice
“Teachers can impact on student learning by providing engaging and inspiring global
contexts that contribute towards development of the attributes of the IB learner
profile.”
“MYP global contexts”>MYP: From principles into practice
“Each interdisciplinary unit must:
…
• be planned and taught to promote positive attitudes and the development of the
learner profile and approaches to learning skills.”
“Using the interdisciplinary unit planner”>Fostering interdisciplinary teaching and
learning in the MYP
What Evaluating MYP unit plans
IB learner profile

MYP coordinator

2.3 The written curriculum
Teachers

2.4 Teaching and learning
Why To ensure that teaching and learning at the school develops the IB learner profile
attributes.
How How does the learner profile impact teaching and learning at a school?
What strategies can we include in lessons so that students have opportunities to
How can we use the IB learner profile attributes to promote inquiry?
How does the language of the classroom show that teachers and students are thinking
about the learner profile attributes?
Where “The IB community shares a common purpose: making a better world through
education. This goal, expressed in the IB mission statement, creates a series of
interrelated aspirations, educational outcomes and shared values in the IB learner
profile. The learner profile informs the IB’s educational philosophy and stands as a clear
and concise statement of the values that inform a community that encourages the
development of international-mindedness.”
“Developing the learner profile within a community of learners”>MYP: From principles
into practice
“The attributes of the IB learner profile promote inquiry, as do IB perspectives on
language and learning and the focus on the development of intercultural awareness
and international-mindedness in learning communities.”
“Inquiry-based curriculum”>MYP: From principles into practice
“Schools must strive to provide secure learning environments in which the individual
student is valued and respected. Learning experiences promote the development of
attributes of the IB learner profile, and this is best achieved in a safe and supportive
environment.”
“Creating learning environments”>MYP: From principles into practice
“The learner profile provides a clear and explicit statement of what is expected of
students, teachers and school leaders in terms of learning, and what is expected of
parents in terms of support for that learning. In teaching and learning, teachers make
explicit reference to the development of learner profile attributes.”
“The role of the teacher”>MYP: From principles into practice
What IB learner profile
MYP coordinator
Teachers
Students

2.5 Fulfilling aims and objectives
Why To ensure that the written curriculum fulfills the aims and objectives of each subject
group offered in each year of the programme and the projects.
How Do the subject overview maps reflect the aims and objectives of each subject group?
How are the aims and objectives balanced within subjects and across the curriculum?
How is interdisciplinary teaching and learning documented?
Where “The third ring describes the MYP’s broad and balanced curriculum.
• The MYP organizes teaching and learning through eight subject groups: language
and literature, language acquisition, individuals and societies, sciences,
mathematics, arts, physical and health education, and design.
• In many cases, discrete or integrated disciplines may be taught and assessed
within a subject group: for example, history or geography within the individuals
and societies subject group; biology, chemistry or physics within the sciences
subject group.
• The distinction between subject groups blurs to indicate the interdisciplinary
nature of the MYP. The subject groups are connected through global contexts and
key concepts.”
“Programme model”>MYP: From principles into practice
What Further guidance for developing MYP written curriculum

MYP coordinator
Teachers

2.6 Building on previous learning experiences
Why To ensure the written curriculum builds on students’ previous learning experiences.
How Can we document the progression of learning leading into the MYP years and then
following on from the MYP?
If there are gaps in the students’ progression of learning, how will we identify them?
Which tools and formats can we use to map the curriculum?
How is vertical articulation conducted?
Where “Schools are responsible for organizing a coherent curriculum that provides carefully
planned transitions between stages of education, including the transition between IB
programmes. Alignment of programmes is an agreement in principle and practice
between the shared values and aspirations for learning (written curriculum), how
teachers work (taught curriculum) and the way students demonstrate their learning
(assessed curriculum).”
“MYP in the IB continuum”>MYP: From principles into practice
“The starting point for identifying significant content is students’ current
understanding. The goal of teaching and learning in the MYP is the active construction
of meaning in which students build connections between their prior understanding
and new information and experience that they gain through inquiry.”
“Content”>MYP: From principles into practice
“Articulation: Correlation and logical progression of learning objectives from year to
year (vertical) and from course to course (horizontal), including transitions between
institutions and courses of study/formal curriculum boundaries.”
“Appendix 4: Glossary of MYP terms”>MYP: From principles into practice
MYP coordinator
Teachers

2.7 Identifying knowledge, concepts, skills and

attitudes
Why To ensure the written curriculum identifies the knowledge, concepts, skills and
attitudes to be developed over time.
How What is worth teaching?
How is the written curriculum established?
How are key and related concepts tracked?
How are skills and attitudes identified in the written curriculum?
What strategies can be added to unit plans so that skills are explicitly taught?
How is it ensured that the subject overviews include the prescribed key concepts and
related concepts in each subject group?
Where “The MYP identifies prescribed key and related concepts. These concepts ensure the
development of a rigorous curriculum and promote a shared community of practice
among IB World Schools offering the MYP. These required concepts also form the basis
of the curriculum externally assessed by (optional) MYP eAssessments, which can lead
to IB MYP course results and contribute to the awarding of the IB MYP certificate.
Teachers can develop additional concepts to meet the needs of their students or local
circumstances.”
“The structure of conceptual understanding in the MYP”>MYP: From principles into
practice
“The skills that teachers identify in this section of the planner are used to develop
horizontal and vertical planning of ATL to meet MYP requirements for the written
curriculum. Students and teachers can also work to identify and develop additional
important ATL skills.”
“The structure of ATL skills in the MYP”>MYP: From principles into practice
“At the subject-group overview level of planning, content constitutes the disciplinary
knowledge and skills to be taught and learned in each year of the programme. Such an
overview develops a clear progression of learning, including the disciplinary topics that
students encounter in the course of their MYP experience.”
Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding
MYP coordinator
Teachers
Subject-group leaders
8 ATL and ATL mapping: 8.3.

2.8 Promoting awareness of individual, local, national

and world issues
Why To ensure that the written curriculum promotes students’ awareness of individual,
local, national and world issues.
How How can the written curriculum develop students’ awareness of the world around
them?
How does the written curriculum promote students’ awareness of the issues around
them?
How does the written curriculum provide opportunities to explore issues on different
levels (such as local and global)?
How can the global context in unit planners promote students’ awareness of
individual, local, national and world issues?
Where “Teachers can impact on student learning by providing engaging and inspiring global
contexts that contribute towards development of the attributes of the IB learner
profile. Learning in global contexts enables learners to directly link concepts with their
own lives and put knowledge into action (Westera 2011). This contextual learning
helps teachers and students answer the important question ‘Why are we learning this?’
Often, students’ motivation to learn depends on the teacher’s ability to successfully
answer this question.
… The MYP encourages teachers to design units around a range of ideas and issues
that are personally, locally, nationally, internationally and globally significant.”
“The considerations and choices about what community issues to address can extend
directly from the curriculum. Classes can discuss how what they are learning is
reflected in the world around them, and investigate related needs.”
“Planning for service as action”>MYP: From principles into practice
“Teaching and learning in global contexts supports the IB’s mission ‘to develop
inquiring, knowledgeable and caring young people who help to create a better and
more peaceful world through intercultural understanding and respect’. Using global
contexts in planning and teaching helps learners by providing relevance and meaning,
which may lead to increased student engagement.”
“Global contexts for education”>MYP: From principles into practice
“MYP global contexts … provide common points of entry for inquiries into what it
means to be internationally minded, framing a curriculum that promotes
multilingualism, intercultural understanding and global engagement. These contexts
build on the powerful themes of global significance that structure teaching and
learning in the PYP, creating relevance for adolescent learners.”
“Global contexts”>MYP: From principles into practice
What Education for sustainability: Students lead the way
MYP coordinator

2.8 Promoting awareness of individual, local, national and world issues
Teachers
Media specialists/librarians
Links 3 International-mindedness: 3.2.

2.9 Global contexts as contexts for inquiry
Why To ensure teaching and learning at the school uses global contexts as contexts for
inquiry.
How How can we use global contexts to make learning more relevant and engaging for
students?
How can global contexts be used to drive inquiry?
How do different global contexts generate different questions for inquiry?
Where “All learning is contextual. A learning context is a specific setting, event or set of
circumstances, designed or chosen, to stimulate learning. The context, therefore,
should have a relationship to the learner, the learner’s interests and identity, or the
learner’s future. Learning that occurs out of context is often shallow and short term in
character.”
“Teaching and learning in context”>MYP: From principles into practice
“Global contexts”>MYP Coordinator support material

MYP coordinator
Teachers

2.10 Meeting the MYP objectives
Why To ensure teaching and learning allows students to meet the MYP objectives in each
year of the programme for each subject group studied.
How How can contextual teaching and learning promote inquiry?
How can subject-group objectives be integrated into unit plans and learning
experiences?
How can subject-group objectives influence the choice of inquiry questions?
How can we help students to understand how the subject-group objectives influence
their learning?
Does the planning of the community or personal project include how students will
meet the aims and objectives of the project?
Where “All learning is contextual. A learning context is a specific setting, event or set of
circumstances, designed or chosen, to stimulate learning. The context, therefore,
should have a relationship to the learner, the learner’s interests and identity, or the
learner’s future. Learning that occurs out of context is often shallow and short term in
character.”
“Teaching and learning in context”>MYP: From principles into practice
“Each MYP subject-group framework encompasses specific aims and objectives. The
aims of all MYP subject groups state what teachers may expect to teach and what
students may expect to experience and learn. The objectives of any MYP subject group
state the specific targets that are set for learning in that subject group. They define
what the student will be able to accomplish as a result of studying the subject.
…
The objectives of each subject group represent the use of knowledge, understanding
and skills that must be taught. They encompass the factual, conceptual, procedural and
metacognitive dimensions of knowledge. MYP objectives reflect and offer
opportunities to develop the attributes of the IB learner profile.”
“Subject-group objectives”>MYP: From principles into practice
“In the MYP unit planner, teachers identify ATL skills—general as well as subject-
specific—that students will need to develop, through their engagement with the unit’s
learning experiences (including formative assessments), to meet the unit’s objectives.”
MYP coordinator
Teachers

2.11 Addressing commonality, diversity and multiple

perspectives
Why To ensure teaching and learning addresses human commonality, diversity and multiple
perspectives.
How How can learning environment impact teaching and learning?
How can teaching and learning address human commonality, diversity and multiple
perspectives?
What is considered good classroom practice?
What kind of learning experiences will enable students to explore human commonality,
diversity and multiple perspectives?
What kind of topics, questions, issues, resources and materials can students use to
explore human commonality, diversity and multiple perspectives?
How can we design learning experiences that motivate students to explore the human
commonality, diversity and multiple perspectives in their own class, school and
community?
How can we bring international-mindedness into the classroom?
Where “An MYP classroom is also a balanced classroom, in the sense that teachers balance the
pursuit of understanding and the construction of meaning with the acquisition of
knowledge, skills and attitudes. To do this, teachers use a range of teaching and
assessment strategies and resources to meet the needs of each student. In this setting,
students are actively engaged in planning and assessing their own learning. MYP
classrooms are dynamic learning environments, with students moving from group work
to individual work in response to their needs and the needs of their inquiries.
In summary, an MYP classroom is a place for thinking and where the expectations are
high. It is an environment that is focused on learning.”
“Using good classroom practice”>MYP: From principles into practice
“To increase intercultural understanding, IB programmes foster learning how to
appreciate critically many beliefs, values, experiences, forms of expression and ways of
knowing. The goal of understanding the world’s rich cultural heritage invites the IB
community to explore human commonality, diversity, personal identity and
interconnection.”
“Multilingualism and intercultural understanding”>MYP: From principles into practice
“An IB education aims to develop the consciousness, perspectives and competencies
necessary for global engagement, as well as the personal values that can lead to
principled action and mutual understanding.”
“Global engagement”>MYP: From principles into practice
“Holistic learning, intercultural awareness and communication are implied in, or are a

2.11 Addressing commonality, diversity and multiple perspectives

MYP coordinator
Teachers
Students
Media specialists/librarian
Links 3 International-mindedness: 3.2, 3.4, 3.5 and 3.6.

3 International-mindedness
3.1 Promoting international-mindedness
Why To ensure that the school develops and promotes international-mindedness and all
attributes of the IB learner profile across the school community.
How How can the IB learner profile attributes be used to develop international-mindedness?
Where “From its beginning, the MYP was guided by three principles that have had special
currency for learners aged 11–16, inspired by the IB mission: holistic learning,
intercultural awareness and communication …
Holistic learning, intercultural awareness and communication are implied in, or are a
“IB programme models highlight important shared features of an IB education
[including the] development of international-mindedness as a primary aim and context
for learning.”
“In our highly interconnected and rapidly changing world, IB programmes aim to
develop international-mindedness in a global context. The terms ‘international’ and
‘global’ describe that world from different points of view.
• ‘International’ refers to the perspective of the world’s constituent parts, nation
states and their relationships with each other.
• ‘Global’ refers to the perspective of the planet as a whole.”
MYP coordinator
Teachers
School support staff
Links 2 The IB learner profile: 2.1.

3.2 Accessing information on global issues and

diverse perspectives
Why To ensure that the school provides access to information on global issues and diverse
perspectives.
How What resources on global issues are available to students?
What is the connection between the IB learner profile attributes and international-
mindedness?
How will an emphasis on international-mindedness change the way we do things?
How can the written curriculum develop students’ awareness of the world around
them?
them?
community?
“MYP projects are student-centred and age-appropriate, and they enable students to
engage in practical explorations through a cycle of inquiry, action and reflection. MYP
projects help students to develop the attributes of the IB learner profile; provide
students with an essential opportunity to demonstrate ATL skills developed through
the MYP; and foster the development of independent, lifelong learners.”
“Teachers can impact on student learning by providing engaging and inspiring global
contexts that contribute towards development of the attributes of the IB learner profile.
Learning in global contexts enables learners to directly link concepts with their own
lives and put knowledge into action (Westera 2011). This contextual learning helps
teachers and students answer the important question ‘Why are we learning this?’ Often,
students’ motivation to learn depends on the teacher’s ability to successfully answer
this question.
…
The MYP encourages teachers to design units around a range of ideas and issues that
are personally, locally, nationally, internationally and globally significant.”

3.2 Accessing information on global issues and diverse perspectives
“The considerations and choices about what community issues to address can extend
directly from the curriculum. Classes can discuss how what they are learning is reflected
in the world around them, and investigate related needs.”
Education for sustainability: Students lead the way
“International school culture”>MYP Coordinator support material
Reflections and projections on the IB learner profile
Who Governing body
MYP coordinator
Teachers
Students
Staff
Parents
Links 2 The IB learner profile: 2.1, 2.8 and 2.11.
12 Budget planning: 12.6.

3.3 The teachers’ responsibility for language

development
Why To ensure that collaborative planning and reflection recognizes that all teachers are
responsible for language development of students.
How How is international-mindedness associated with multilingualism, intercultural
understanding and global engagement?
When and how do we reflect on students’ language development?
How can we plan to use students’ multilingualism as a resource for learning?
What strategies can we include in unit plans to promote language growth and build
every student’s understanding of new language?
Where “teachers should:
• explicitly activate students’ prior understanding, using the mother tongue and
other languages when appropriate
• use their knowledge of students’ prior understanding in all languages to
differentiate tasks and activities that will build up the further background
knowledge necessary for new learning to occur
• record information in student language profiles and maps that will support
planning for future differentiation”.
“Activating prior understanding and building background knowledge”>Language and
learning in IB programmes
What Language and learning in IB programmes
Research summary—21st century international-mindedness: An exploratory study of its
conceptualization and assessment
Who MYP coordinator
Teachers

3.4 Reflecting on commonality, diversity and multiple

perspectives
Why To ensure that the written curriculum provides opportunities for reflection on human
commonality, diversity and multiple perspectives.
How Can teachers identify elements in their written curriculum that allow for reflection on
human commonality, diversity and multiple perspectives?
How can learning environment impact teaching and learning?
perspectives?
What kind of learning experiences will enable students to explore human
commonality, diversity and multiple perspectives?
community?
classrooms are dynamic learning environments, with students moving from group
work to individual work in response to their needs and the needs of their inquiries.
interconnection.”
“From fundamental concepts to the IB learner profile”>MYP: From principles into
practice

3.4 Reflecting on commonality, diversity and multiple perspectives

MYP coordinator
Teachers
Students

3.5 Addressing commonality, diversity and multiple

perspectives
Why To ensure teaching and learning addresses human commonality, diversity and multiple
perspectives.
How How can learning environments impact teaching and learning?
perspectives?
community?
interconnection.”

3.5 Addressing commonality, diversity and multiple perspectives

MYP coordinator
Teachers
Students

3.6 Students learning in a language other than their

first or best
Why To ensure teaching and learning addresses the diversity of student language needs,
including for students learning in a language(s) other than their first or best language.
How How can learning environments impact teaching and learning?
perspectives?
community?
interconnection.”
What East is east and west is west

3.6 Students learning in a language other than their first or best

MYP coordinator
Teachers
Students

3.7 Demonstrating teachers’ responsibility for

language development
Why To ensure teaching and learning demonstrates that all teachers are responsible for
language development of students.
How How is international-mindedness associated with multilingualism, intercultural
understanding and global engagement?
When and how do we reflect on students’ language development?
How can we plan to use students’ multilingualism as a resource for learning?
What strategies can we include in teaching and learning to support the language
development of students?
Where “teachers should:
• explicitly activate students’ prior understanding, using the mother tongue and
other languages when appropriate
• use their knowledge of students’ prior understanding in all languages to
differentiate tasks and activities that will build up the further background
knowledge necessary for new learning to occur
• record information in student language profiles and maps that will support
planning for future differentiation”.
“Activating prior understanding and building background knowledge”>Language and
learning in IB programmes
Research summary—21st century international-mindedness: An exploratory study of its
conceptualization and assessment
Who MYP coordinator
Teachers

4 The written curriculum
4.1 Aligning with programme requirements
Why To ensure the written curriculum is comprehensive and aligns with the requirements of
the programme.
How Do unit planners and subject overviews include MYP objectives from the appropriate
subject group?
Are all the requirements in MYP subject guides included in the written curriculum?
Do unit plans and subject overviews give a comprehensive picture of the progression
of learning and what will be taught?
How have the requirements of local, state or national curriculums been incorporated in
the written curriculum (if applicable)?
Where “The aims of all MYP subject groups state what teachers may expect to teach and what
students may expect to experience and learn. The objectives of any MYP subject group
state the specific targets that are set for learning in that subject group.
…
The objectives for years 1, 3 and 5 of the programme are provided in MYP subject-
group guides, and their use is mandatory.”
“Subject-group objectives”>MYP: From principles into practice
MYP resources—Curriculum
MYP unit planning
MYP coordinator
Teachers

Why To ensure the curriculum fulfills the aims and objectives of each subject group offered
in each year of the programme and the projects.
How Does the planning of the community or personal project include how students will
meet the aims and objectives of the project?
Do the subject overview maps reflect the aims and objectives of each subject group?
How are the aims and objectives balanced within subjects and across the curriculum?
How is interdisciplinary teaching and learning documented?
Where “The third ring describes the MYP’s broad and balanced curriculum.
• The MYP organizes teaching and learning through eight subject groups: language
and literature, language acquisition, individuals and societies, sciences,
mathematics, arts, physical and health education, and design.
• In many cases, discrete or integrated disciplines may be taught and assessed
within a subject group: for example, history or geography within the individuals
and societies subject group; biology, chemistry or physics within the sciences
subject group.
• The distinction between subject groups blurs to indicate the interdisciplinary
nature of the MYP. The subject groups are connected through global contexts and
key concepts.”
“Schools must ensure that all staff, parents and students understand the central
importance of the community or personal project, its aims, objectives and assessment
criteria. Detailed guidelines on the aims, objectives, organization and assessment of
the projects are provided in the MYP Projects guide.”
MYP Projects guide
Who MYP coordinator
Projects coordinators
Links 2 The IB learner profile: 2.5 and 2.10.
9 MYP projects (including mandatory moderation): 9.5.

4.3 Approaches to learning planning charts
Why To ensure that the written curriculum includes an approaches to learning (ATL)
planning chart for all years of the programme.
How How are ATL skills being documented in unit planners and subject overviews?
How are ATL skills in every subject for all years of the programme planned and
documented?
How can we use our approaches to learning planning chart to improve teaching and
learning?
Where “Using the ATL skills framework, teachers can develop a progression of ATL skills to be
taught and formatively assessed at different stages of the programme.”
“ATL planning”>MYP: From principles into practice
“In the MYP unit planner, teachers identify ATL skills—general as well as subject-
specific—that students will need to develop, through their engagement with the unit’s
learning experiences (including formative assessments), to meet the unit’s objectives.”
“This [ATL planning] chart’s purpose is to provide evidence for the vertical articulation
of ATL skills across the years of the programme.”
“Required documentation for ATL planning”>Further guidance for developing ATL in the
MYP
“Through collaborative planning, schools can, over the years of the programme, ensure
that the curriculum has:
…
• appropriately developed all ATL skill categories”.
“Subject-group overviews”>Further guidance for developing MYP written curriculum
What “Appendix 1: ATL skills framework”>MYP: From principles into practice
“Approaches to learning (ATL) leadership”>MYP: From principles into practice
“Approaches to learning (ATL)”>MYP: From principles into practice
Further guidance for developing ATL in the MYP
Further guidance for developing MYP written curriculum
MYP Approaches to learning, inquiry and service teacher support material
MYP unit planning
Service as Action in the MYP in different modes of teaching and learning
MYP coordinator
Teachers
Media specialists/librarians to support the ATL skill category—research
Links 8 ATL and ATL mapping: 8.4.

4.4 Subject-group overviews
Why To ensure the written curriculum includes subject-group overviews for each subject
group offered for each year of the programme.
How How are subject-group overviews for each subject being created and documented
from unit planners?
How can subject-group overviews support collaborative planning and reflection?
How can subject-group overviews help improve teaching and learning?
How can subject-group overviews support interdisciplinary planning?
Where “The subject-group overview provides evidence of vertical and horizontal planning,
documenting the written curriculum in each subject group across all years of the
programme. The overview includes the unit title, key and related concepts, global
context, statement of inquiry, objectives, and ATL skills and content.”
“Subject-group overviews”>MYP: From principles into practice
“unit plans and subject-group overviews must be developed by subject teachers.”
“Developing the written curriculum in groups of schools”>MYP: From principles into
practice
MYP unit planning
“Subject-group overviews”>MYP Coordinator support material
MYP coordinator
Teachers

4.5 Documenting unit plans
Why To ensure unit plans are documented according to the MYP unit planning process.
How How are unit planners created and documented using the MYP unit planning process?
How can the unit planning process guide collaborative planning and reflection?
How can the unit planning process help improve teaching and learning?
Where “Teachers create MYP unit plans based on the required components and planning
process.”
“Unit plans”>MYP: From principles into practice
“There are three aspects of developing an MYP unit: establishing the purpose of the
unit; defining the process of teaching and learning through inquiry; and reflecting on
the planning, process and impact of the inquiry.”
“MYP unit planner”>MYP: From principles into practice
MYP unit planning
“Subject-group overviews”>MYP Coordinator support material
MYP coordinator
Teachers

4.6 Fostering disciplinary and interdisciplinary

understanding
Why To ensure the curriculum fosters disciplinary and interdisciplinary understanding.

How How is disciplinary knowledge and understanding being documented in unit planners?
How are interdisciplinary units being planned and documented using the
interdisciplinary unit planner?
How can the unit planning process support interdisciplinary teaching and learning?
How can the curriculum reflect inquiry and problem-solving that require
interdisciplinary solutions?
Where Disciplinary—
knowledge and skills to be taught and learned in each year of the programme.”
Interdisciplinary—
“MYP schools are responsible for engaging students in at least one collaboratively
planned interdisciplinary unit that includes more than one subject group in each year
of the programme.”
“Planning for interdisciplinary learning”>MYP: From principles into practice
“Key concepts, contributed from each subject group, provide interdisciplinary breadth
to the programme. Key concepts are broad, organizing, powerful ideas that have
relevance within and across subjects and disciplines, providing connections that can
transfer across time and culture.”
practice
What Curriculum integration in the IB MYP: Literature review
Evaluating MYP interdisciplinary unit plans
Fostering interdisciplinary teaching and learning in the MYP
Interdisciplinary unit planner 1
“Interdisciplinary teaching and learning”>MYP Coordinator support material
MYP unit planning
MYP coordinator
Teachers

4.7 Reviewing unit plans and planning of ATL skills
Why To ensure that there is a system for the regular review of individual unit plans and of
the planning of ATL skills.
How Who should be involved in reviewing the curriculum?
How are subject overviews, unit plans and ATL planning charts regularly and
systematically reviewed?
What resources and data should we consider when reviewing the curriculum?
Where “Schools must put in place the necessary systems for the regular review of the written
curriculum, including individual units of work as well as the planning of approaches to
learning (ATL), through reflection upon subject-group overviews.”
“Review of the written curriculum”>MYP: From principles into practice
What Evaluating MYP interdisciplinary unit plans
MYP unit planning
MYP coordinator
Teachers

4.8 Making the written curriculum available to the

school community
Why To ensure the written curriculum is available to the school community.

How How can students, parents, teachers and members of the school leadership team
access the written curriculum?
Who has access to subject-group and course overviews?
Which publications, platforms and so on has the school used to inform the school
community of the course and subject overviews?
How often is the written curriculum updated for members of the school community?
Where Not applicable
Who MYP coordinator
Teachers

4.9 Building on previous learning experiences
Why To ensure the written curriculum builds on students’ previous learning experiences.
How Can we document the progression of learning leading into the MYP years and then
following on from the MYP?
If there are gaps in students’ progression of learning, how will we identify them?
Which tools and formats can we use to map the curriculum?
How is vertical articulation conducted?
Where “Schools are responsible for organizing a coherent curriculum that provides carefully
planned transitions between stages of education, including the transition between IB
programmes. Alignment of programmes is an agreement in principle and practice
between the shared values and aspirations for learning (written curriculum), how
teachers work (taught curriculum) and the way students demonstrate their learning
(assessed curriculum).”
“MYP in the IB continuum”>MYP: From principles into practice
“The starting point for identifying significant content is students’ current
understanding. The goal of teaching and learning in the MYP is the active construction
of meaning in which students build connections between their prior understanding
and new information and experience that they gain through inquiry.”
“Articulation: Correlation and logical progression of learning objectives from year to
year (vertical) and from course to course (horizontal), including transitions between
institutions and courses of study/formal curriculum boundaries.”
“Appendix 4: Glossary of MYP terms”>MYP: From principles into practice
MYP coordinator
Teachers

4.10 Identifying the key aspects of subject-group

overviews
Why To ensure that the written curriculum identifies the knowledge, concepts, skills and
attitudes to be developed over time and includes the prescribed key concepts and
related concepts in each subject group.
How How is it ensured that the subject overviews include the prescribed key concepts and
related concepts in each subject group?
How is the written curriculum established?
How are key and related concepts tracked?
How are skills and attitudes identified in the written curriculum?
What strategies can be added to unit plans so that skills are explicitly taught?
Where “The MYP identifies prescribed key and related concepts. These concepts ensure the
development of a rigorous curriculum and promote a shared community of practice
among IB World Schools offering the MYP. These required concepts also form the basis
of the curriculum externally assessed by (optional) MYP eAssessments, which can lead
to IB MYP course results and contribute to the awarding of the IB MYP certificate.
Teachers can develop additional concepts to meet the needs of their students or local
circumstances.”
practice
“The skills that teachers identify in this section of the planner are used to develop
horizontal and vertical planning of ATL to meet MYP requirements for the written
curriculum. Students and teachers can also work to identify and develop additional
important ATL skills.”
knowledge and skills to be taught and learned in each year of the programme. Such an
overview develops a clear progression of learning, including the disciplinary topics that
students encounter in the course of their MYP experience.”
• included all required key concepts
• addressed all related concepts”.
“Subject-group overviews”>MYP: From principles into practice
Who MYP coordinator
Teachers
8 ATL and ATL mapping

4.11 Allowing for meaningful service and student

action
Why To ensure that the written curriculum allows for meaningful student action in response
to students’ own needs and the needs of others, and provides sufficient opportunities
for students to meet the learning outcomes for service in every year of the programme.
How How are student opportunities for service as action and for meeting the learning
outcomes for service documented for every year of the programme?
What is meaningful student action?
How can the learning outcomes for service be incorporated in the written curriculum?
How can subject courses and units provide opportunities for students to carry out
meaningful action?
How can subject courses and units provide inspiration for students to initiate
meaningful action?
What other opportunities does the school provide that allow students to meet the
learning outcomes for service?
Where “The IB aspires to empower people to be active learners who can empathize and pursue
lives of purpose and meaning, and who are committed to service. An IB education aims
to develop the consciousness, perspectives and competencies necessary for global
engagement, as well as the personal values that can lead to principled action and
mutual understanding.”
“MYP schools are responsible for planning opportunities for students’ involvement in
service with the community. These opportunities should be aligned with MYP learning
outcomes for service.
…
Classes can discuss how what they are learning is reflected in the world around them,
and investigate related needs. As issues and needs present, students can determine
where and how to apply their skills and talents in service that makes a contribution,
improves a situation or otherwise has impact.”
What MYP Approaches to learning, inquiry and service teacher support material
“Service learning”>MYP Coordinator support material
MYP coordinator
Service as action coordinator
Teachers
Links 5 Service learning: 5.3 and 5.4.

4.12 Incorporating relevant experiences for students
Why To ensure the written curriculum incorporates relevant experiences for students.
How What kind of learning experiences will be relevant and engaging for students?
How are relevant learning experiences being documented in unit planners?
Where “Teachers should purposefully choose strategies and learning experiences that are
aligned with the unit’s statement of inquiry; help students meet subject-group
objectives; support the development of effective ATL skills; and meaningfully prepare
students to achieve high levels of performance in the unit’s summative assessment.”
“Learning experiences and teaching strategies”>MYP: From principles into practice
“prior knowledge and experience establish the basis for new learning, and students’
own curiosity, together with careful curriculum design, provide the most effective
stimulus for learning that is engaging, relevant, challenging and significant.”
“Inquiry”>MYP: From principles into practice
“Students at the MYP age range learn best when their learning experiences have
context and are connected to their lives and to the world that they have experienced.
When learning becomes meaningful and relevant, students are more likely to be
engaged.”
MYP unit planning
MYP coordinator
Teachers

4.13 Promoting awareness of individual, local,

national and world issues
Why To ensure the written curriculum promotes students’ awareness of individual, local,
national and world issues.
How How can the global context in unit planners promote students’ awareness of
individual, local, national and world issues?
How can the written curriculum develop students’ awareness of the world around
them?
them?
Where “Teaching and learning in global contexts supports the IB’s mission ‘to develop
inquiring, knowledgeable and caring young people who help to create a better and
more peaceful world through intercultural understanding and respect’. Using global
contexts in planning and teaching helps learners by providing relevance and meaning,
which may lead to increased student engagement.”
“MYP global contexts … provide common points of entry for inquiries into what it
means to be internationally minded, framing a curriculum that promotes
multilingualism, intercultural understanding and global engagement. These contexts
build on the powerful themes of global significance that structure teaching and
learning in the PYP, creating relevance for adolescent learners.”
“Global contexts”>MYP: From principles into practice
What Education for sustainability: Students lead the way
MYP unit planning
Who MYP coordinator
Teachers
3 International-mindedness: 3.2.

4.14 Reflecting on commonality, diversity and

multiple perspectives
Why To ensure the written curriculum provides opportunities for reflection on human
commonality, diversity and multiple perspectives.
How How can we incorporate opportunities for reflection on human commonality, diversity
and multiple perspectives in unit planners (or other written curriculum documents)?
What kind of learning experiences will enable students to explore human
commonality, diversity and multiple perspectives?
community?
Where “Intercultural understanding involves recognizing and reflecting on one’s own
perspective, as well as the perspectives of others. To increase intercultural
understanding, IB programmes foster learning how to appreciate critically many
beliefs, values, experiences, forms of expression and ways of knowing. The goal of
understanding the world’s rich cultural heritage invites the IB community to explore
human commonality, diversity, personal identity and interconnection.”
MYP unit planning
Who MYP coordinator
Teachers
3 International-mindedness: 3.2, 3.4, 3.5 and 3.6.

4.15 Ensuring the written curriculum is informed by

current IB publications
Why To ensure the written curriculum is informed by current IB publications and is reviewed
regularly to incorporate developments in the programme.
How How does the school ensure it is using the current IB publications?
Where “When the IB publishes revised MYP subject-group guides, schools need to ensure that
teachers review subject-specific content in the light of any changes to the objectives.”
“Review of the written curriculum”>MYP: From principles into practice
MYP coordinator
Teachers

4.16 Integrating policies
Why To ensure the written curriculum integrates the policies developed by the school to
support the programmes.
How Does information in unit planners and subject overviews align with the published
school policies (inclusion, academic integrity, assessment, language)?
How are the school’s policies used to inform curriculum planning?
MYP unit planning
Who MYP coordinator
Teachers
Links 11 Policy development: 11.2.

4.17 Developing IB learner profile attributes
Why To ensure the written curriculum fosters development of the IB learner profile
attributes.
How How are the IB learner profile attributes documented in unit planners?
How can we foster development of the IB learner profile attributes across the
curriculum (such as in every subject and in interdisciplinary situations)?
What content and contexts in the curriculum will help students to develop their
understanding of the IB learner profile attributes?
What strategies can we include in unit plans so that students have opportunities to
“Prior to teaching the unit
…
• What attributes of the learner profile does this unit offer students opportunities to
develop?”
“Reflection: Considering the planning, process and impact of the inquiry”>MYP: From
principles into practice
What IB learner profile
MYP unit planning

Who MYP coordinator
Teachers
Links 2 The IB learner profile: 2.1, 2.2, 2.3 and 2.4.

5 Service learning
5.1 Promoting responsible action
Why To ensure the school promotes responsible action within and beyond the school
community.
How How can schools promote responsible action within and beyond the school
community?
Where “Teaching and learning in the IB grows from an understanding of education that
celebrates the many ways people work together to construct meaning and make sense
of the world. Represented as the interplay between asking (inquiry), doing (action) and
thinking (reflection), this constructivist approach leads towards open classrooms
where different views and perspectives are valued.”
“Teaching and Learning in the IB”>MYP: From principles into practice
“IB learners strive to be caring members of the community who demonstrate a
personal commitment to service, and act to make a positive difference to the lives of
others and to the environment. IB World Schools value service with others as an
important way to engage in principled action across a range of overlapping local and
global communities. Through responsible action, tightly connected with sustained
inquiry and critical reflection, young people and adults can develop the kinds of
attributes described by the learner profile that are essential for success in future
academic pursuits and for adult life.”
“Service and action in IB programmes”>MYP: From principles into practice
What Further guidance for developing MYP service as action
MYP coordinator
Teachers

5 Service learning
5.2 Accessing information on global issues and

diverse perspectives
Why To ensure that the school has access to information on global issues and diverse
perspectives.
How Which sources of information are made available for students?
Where “Challenging learning environments help students to develop the imagination and
motivation they require in order to meet their own needs and the needs of others.
Principled action means making responsible choices, sometimes including decisions
not to act. Individuals, organizations and communities can engage in principled action
when they explore the ethical dimensions of personal and global challenges. Action in
IB programmes may involve service learning, advocacy and educating one’s self and
others.”
“Action”>MYP: From principles into practice
Who Service as action coordinator
MYP coordinator
Teachers
Links 2 The IB learner profile: 2.1, 2.8 and 2.11.
3 International-mindedness: 3.2.
12 Budget planning: 12.6.

5 Service learning
5.3 Allowing for meaningful service and student

action
Why To ensure the written curriculum allows for meaningful student action in response to
students’ own needs and the needs of others.
How How can the written curriculum provide opportunities for responsible action?
How are student opportunities for service as action and for meeting the learning
meaningful action?
meaningful action?
…
MYP coordinator
Teachers

5 Service learning
5.4 Meeting learning outcomes for service
Why To ensure the curriculum provides sufficient opportunities for students to meet the
learning outcomes for service in every year of the programme.
How How are student opportunities for service as action and for meeting the learning
meaningful action?
meaningful action?
…
MYP coordinator
Teachers

5 Service learning
5.5 Qualitative monitoring of student involvement in

service
Why To ensure that the school has a system for the qualitative monitoring of student
involvement in service according to the school’s learning expectations for service.
How Are students’ experiences of service aligned with the service learning outcomes?
What is the centralized system for recording students’ service learning experiences and
who has access to it?
How does the system of recording reflect the quality of students’ experiences and
learning?
Where “… the school’s organizational structure must support students’ involvement in service
as action and its qualitative monitoring.”
“Leadership for service as action (community service)”>MYP: From principles into
practice
What “Frequently asked questions”>Further guidance for developing MYP service as action

MYP coordinator
Teachers and supervisors
Students
Links 6 MYP assessment: 6.11.

6 MYP assessment
6.1 Developing and implementing an assessment

policy
Why To ensure the school has developed and then implemented an assessment policy
that is consistent with IB expectations.
How Who are the authors of the assessment policy?
Who has collaborated on its development?
Is the policy understood by the school stakeholders—students, parents, teachers,
coordinator, support staff and leadership?
Does the assessment policy reflect what actually happens in the school as practice?
How will the policy be used to benefit students’ learning?
Is it clear when, how often and by whom the policy will be reviewed?
Where “An assessment policy is derived from the school’s and the IB’s assessment
philosophy and principles, which must be consistent with each other.
…
Constructing and implementing an assessment policy helps schools engage
meaningfully with IB assessment expectations and to develop them in the context of
the school’s unique circumstances.”
“Developing an assessment policy”>MYP: From principles into practice
What “Assessment policy”>MYP Coordinator support material
MYP coordinator (and other IB programme coordinators if the policy extends beyond
the MYP)
Teachers

6 MYP assessment
6.2 Aligning assessment with programme

requirements
Why To ensure that assessment at the school aligns with the requirements of the
programme.
How What are the coordinator’s responsibilities in relation to MYP assessment
requirements and practices?
What are the subject teachers’ responsibilities?
Where “Schools must ensure that teachers of the IB programme(s) are knowledgeable about
the curriculum and assessment requirements set out in the programme(s) guides and
supporting materials.”
“Article 5.5”>Rules for IB World Schools
What Assessment principles and practices—Quality assessments in a digital age
MYP Assessment procedures
MYP Projects
Rules for IB World Schools
MYP coordinator
Teachers

6 MYP assessment
6.3 Using assessment criteria
Why To ensure the school uses the prescribed assessment criteria for each subject group in
each year of the programme.
How What strategies can best support teachers while they become familiar with the
assessment criteria?
What processes are needed to support teachers as they plan courses, units and
assessment tasks that use the criteria?
What systems are needed to ensure that subject groups are meeting the
requirements?
Where “… in the MYP, teachers address objectives (through classroom teaching and learning
—the taught curriculum) and assess criteria (through formative and summative
assessment tasks—the assessed curriculum). Teachers must address all strands of all
objectives and assess all strands of all criteria at least twice in each year of the
programme.”
“What is the difference between addressing objectives and assessing criteria in the
MYP?”>Further guidance for developing MYP assessed curriculum
What “Formative and summative assessment”>Fostering interdisciplinary teaching and
learning support material
Further guidance for developing MYP assessed curriculum
MYP Projects
MYP coordinator
Teachers

6 MYP assessment
6.4 Standardizing application of assessment criteria
Why To ensure that teachers standardize their understanding and application of criteria
before deciding on achievement levels.
How What are the expectations regarding standardization?
Is there a formal, documented process for teachers to follow?
What are the benefits of looking at student work together?
Is there a shared understanding of what the criteria mean?
How consistently are the criteria applied?
Where “Where more than one teacher is teaching the same subject group, the process of
internal standardization must take place before final achievement levels are awarded.
Internal standardization of assessment is also required for the personal project (or the
community project if the school’s programme ends in MYP years 3 or 4).”
“Internal standardization”>MYP: From principles into practice
What Further guidance for developing MYP assessed curriculum
“Standardization”>MYP Assessment procedures
MYP coordinator
Teachers

6 MYP assessment
6.5 Communicating MYP assessment policy to the

school community
Why To ensure that the school communicates its assessment philosophy, policy and
procedures to the school community.
How How does the school share its policy with the school community?
What are the routines for explaining the assessment policy to new parents, teachers
and students from time to time?
What is the school’s assessment philosophy?
What are the school’s assessment procedures?
Where “Everyone concerned with assessment, including students, teachers, parents and
administrators, should have a clear understanding of the purposes of assessment and
its practical application in the programme.”
“Developing an assessment policy”>MYP: From principles into practice
MYP coordinator
Teachers

6 MYP assessment
6.6 Using strategies and tools to assess student

learning
Why To ensure the school uses a range of strategies and tools to assess student learning.
How Do the assessment strategies and tools allow students to show their learning in
multiple ways and formats?
How is formative and summative assessment arranged through the learning process?
Are the assessment tools or strategies valid (“fit for purpose”)?
Where “‘Assessment’ can mean any of the different ways in which student achievement can
be gathered and evaluated. Common types of assessments include tests,
examinations, extended practical work, projects, portfolios and oral work.”
“What is ‘assessment’?”>Assessment principles and practices—Quality assessments in a
digital age
“… when creating MYP units, teachers must ensure that assessments:
…
• provide evidence of student understanding through authentic performance (not
simply the recall of factual knowledge).”
“Principles of MYP assessment”>MYP: From principles into practice
Further guidance for developing MYP assessed curriculum
“Principles of assessment”>Assessment principles and practices—Quality assessments in
a digital age
“What is ‘assessment’?”>Assessment principles and practices—Quality assessments in a
digital age
MYP coordinator
Teachers

6 MYP assessment
6.7 Providing students with feedback to inform and

improve learning
Why To ensure the school provides students with feedback to inform and improve their
learning.
How What is the purpose of formative assessment, feedback, self-assessment and peer-
assessment?
How clear is the relationship between students’ work and the criteria?
How well does feedback and self- or peer-assessment help students develop and
improve?
In what ways do feedback and reflection stimulate students’ further thinking and
inquiry?
Where “In all IB programmes, teaching is:
…
• Informed by assessment. Assessment plays a crucial role in supporting, as well
as measuring, learning. This approach also recognizes the crucial role of providing
students with effective feedback.”
“Approaches to teaching”>What is an IB Education?
“Teaching in IB programmes is:
…
• informed by assessment—balancing assessment of, and for, learning.”
“Approaches to teaching in IB programmes”>MYP: From principles into practice
“Student peer and self-assessment can be important elements of formative assessment
plans.”
Who MYP coordinator
Teachers
Students

6 MYP assessment
6.8 Student participation and reflection on

assessment of their work
Why To ensure the school provides opportunities for students to participate in, and reflect
on, the assessment of their work.
How What is the purpose of formative assessment, feedback, self-assessment and peer-
assessment?
How clear is the relationship between students’ work and the criteria?
How well does feedback and self- or peer-assessment help students develop and
improve?
In what ways do feedback and reflection stimulate students’ further thinking and
inquiry?
Where “In all IB programmes, teaching is
…
• Informed by assessment. Assessment plays a crucial role in supporting, as well
as measuring, learning. This approach also recognizes the crucial role of providing
students with effective feedback.”
“Approaches to teaching”>What is an IB Education?
“Teaching in IB programmes is:
…
• informed by assessment—balancing assessment of, and for, learning.”
“Approaches to teaching in IB programmes”>MYP: From principles into practice
“Student peer and self-assessment can be important elements of formative assessment
plans.”
Who MYP coordinator
Teachers
Students

6 MYP assessment
6.9 Recording student progress
Why To ensure the school has systems for recording student progress aligned with the
assessment philosophy of the programme.
How Are the systems for recording student progress included in the assessment policy?
How do the systems for recording student progress reflect MYP assessment
philosophy?
How do the systems for recording student progress benefit teaching and learning?
Where “Teachers have a responsibility to document assessment data on all their students.
…
Teachers will need to take all the data into account when determining a summative
achievement level for a student in each criterion.”
“Recording assessment data”>MYP: From principles into practice
“Recording and reporting”>MYP Coordinator support material
MYP coordinator
Teachers
Students
Parents

6 MYP assessment
6.10 Communicating student progress
Why To ensure the school has systems for reporting student progress aligned with the
assessment philosophy of the programme.
How Are the systems for reporting student progress included in the assessment policy?
How do the systems for reporting student progress reflect MYP assessment
philosophy?
How do the systems for reporting student progress benefit teaching and learning?
Where “All schools offering the MYP are required to communicate student achievement in
each subject group to parents at regular intervals. MYP reports of student achievement
should communicate the student’s achievement level for each assessment criterion.”
MYP coordinator
Teachers
Students
Parents

6 MYP assessment
6.11 Qualitative monitoring of student involvement in

service
Why To ensure the school has a system for the qualitative monitoring of student
involvement in service according to the school’s learning expectations for service.
How Are students’ experiences of service aligned with the service learning outcomes?
What is the centralized system for recording students’ service learning experiences and
who has access to it?
How does the system of recording reflect the quality of students’ experiences and
learning?
Where “… the school’s organizational structure must support students’ involvement in service
as action and its qualitative monitoring.”
“Leadership for service as action (community service)”>MYP: From principles into
practice
What “Frequently asked questions”>Further guidance for developing MYP service as action
MYP coordinator
Students
Links 5 Service learning: 5.5.

6 MYP assessment
6.12 Analysing assessment data to inform teaching

and learning
Why To ensure the school analyses assessment data to inform teaching and learning.
How What assessment data should we look at when we reflect on the quality of teaching
and learning?
What does the longitudinal assessment data show about the changes and trends over
time?
What does the cohort assessment data show about patterns and trends across subjects
and criteria?
Where “… teachers will analyse the achievement levels of students over the course of the
marking period or year, which represents their summative performance for that period,
paying particular attention to patterns in the data (such as an increasing level of
performance), consistency and mitigating circumstances.”
“Using professional judgment”>MYP: From principles into practice
MYP coordinator
Teachers

6 MYP assessment
6.13 Demonstrating learning through completion of

projects
Why To ensure the school has systems in place for all students to demonstrate a
consolidation of their learning through the completion of the projects.
How Are systems in place to give students the best opportunity to be successful in relation
to the criteria?
Are systems in place to ensure valid, fair and consistent summative assessment across
the cohort?
Are systems in place to ensure that the IB process for moderating assessment will be in
order?
Where “Teachers in IB World Schools develop, administer and provide feedback on
assessment tasks that meet the programme requirements (including mandatory
assessment criteria). The IB validates student achievement on the personal project
through a process of external moderation.”
“The assessed curriculum”>MYP: From principles into practice
MYP coordinator
Teachers
Links 9 MYP Projects (including mandatory moderation): 9.6.

7 eAssessment planning
7.1 Implementing eAssessment following

authorization
Why Opting to implement eAssessment after authorization.

How Is your school seeking IB-validated grades?
Where “MYP eAssessment offers students opportunities to demonstrate disciplinary and
interdisciplinary understanding, international-mindedness, critical and creative
thinking, problem-solving skills and the ability to apply knowledge in unfamiliar
situations.”
“MYP eAssessment”>MYP: From principles into practice
MYP “Assessment ready nano PD”
eAssessment webinars
Guide to the MYP exam session
“Managing MYP eAssessment”>MYP Coordinator support material
MYP Assessment procedures
School experiences—School success stories
MYP coordinator
Teachers

8.1 Continuity and ongoing development of the MYP
Why To ensure the school has systems in place for the continuity and ongoing development
of the programme.
How How will the school’s organizational structures support implementation of ATL skills?
Where “In the programme model for the MYP, the first ring around the student at the centre
describes the features of the programme that help students develop disciplinary (and
interdisciplinary) understanding.
• Approaches to learning (ATL)—demonstrating a commitment to approaches to
learning as a key component of the MYP for developing skills for learning.”
What “Appendix 1: ATL skills framework”>MYP: From principles into practice
“Approaches to learning (ATL)”>Evaluating MYP unit plans
Who Governing body
MYP coordinator
Teachers

8.2 Aligning the written curriculum with ATL
Why To ensure the written curriculum supports the development of ATL.

How How will the school use the Further guidance for developing ATL in the MYP document to
guide work in developing an ATL chart?
Where “This [ATL planning] chart’s purpose is to provide evidence for the vertical articulation
MYP
…
What “Approaches to learning (ATL)”>MYP: From principles into practice
MYP coordinator
Teachers

8.3 Developing an ATL planning chart
Why To ensure the school has developed an ATL planning chart for all years of the
programme.
MYP
…
MYP coordinator
Teachers

8.4 Including subject-group overviews and ATL skills
Why To ensure the written curriculum includes subject-group overviews (that include ATL
skills) for each subject group offered for each year of the programme.
MYP
…
MYP coordinator
Teachers

8.5 Reviewing unit plans and ATL skills
Why To ensure there is a system for the regular review of individual unit plans and of the
planning of ATL skills.
MYP
…
MYP coordinator
Teachers

8.6 Addressing vertical and horizontal articulation
Why To ensure collaborative planning and reflection addresses vertical and horizontal
articulation.
How How will the school ensure that some collaborative planning time will be used
specifically for the vertical and horizontal articulation of ATL skills?
“ATL planning”>Further guidance for developing MYP written curriculum
MYP coordinator
Teachers
Links 10 Collaborative planning: 10.5.

8.7 Identifying knowledge, concepts, skills and

attitudes
Why To ensure the written curriculum identifies the knowledge, concepts, skills and
attitudes to be developed over time.
How How will the school ensure that some collaborative planning time will be used
specifically for the vertical and horizontal articulation of ATL skills?
“ATL planning”>Further guidance for developing MYP written curriculum
What Application for authorization: Middle Years Programme
“Approaches to learning (ATL)”>Evaluating MYP unit plans
MYP coordinator
Teachers

9 MYP projects (including mandatory moderation)
9.1 Demonstrating understanding and commitment
Why To ensure the school community demonstrates an understanding of, and commitment
to, the programme and the completion of the projects.
How How will the school promote the community and/or the personal project among
parents, students and teachers?
How can a wide range of staff members, such as counsellors and librarians, support the
implementation of the community and/or the personal project?
Who, within the school community, will be able to support the community and/or the
personal project?
Where “Schools must ensure that all staff, parents and students understand the central
importance of the community or personal project, its aims, objectives and assessment
criteria. Detailed guidelines on the aims, objectives, organization and assessment of
the projects are provided in the MYP Projects guide. Schools are expected to make
suitable provision for all students to complete the appropriate MYP project according
to these guidelines.”
“All students generally benefit from sessions on long-term planning and time
management as they relate to the personal or community project. MYP counsellors can
be effective in planning and implementing such sessions in collaboration with other
members of staff, including the librarian.”
“Counsellor”>MYP: From principles into practice
MYP coordinator
Counsellors
Librarians

9.2 Ensuring organizational structures support

implementation
Why To ensure the school’s organizational structures support the implementation of the
projects.
How How will supervisors be allocated?
How will the school plan for the implementation of the community project?
How will the school plan for the implementation of the personal project?
How does the school’s organizational structure support the implementation of the
community project?
How does the school’s organizational structure support the implementation of the
personal project?
How does the project coordinator collaborate with different stakeholders to support
the implementation of the personal project?
Where “Successful implementation of the programme can include the creation of an MYP
educational team, or steering committee, to assist the MYP coordinator and ensure
involvement of the school leadership. At times, the MYP educational team may include
parents and students. The MYP educational team’s function can be to consider
implementation and development issues, such as:
…
• planning for the personal project (or the community project), including the
allocation of supervisors”.
“The MYP coordinator”>MYP: From principles to practice
“During the fifth year of the programme, all MYP students must complete a personal
project. The IB does not require schools to appoint a coordinator for the personal
project. However, the school’s organizational structure must support implementation
of the personal project. Schools are required to appoint a supervisor to work with each
student on the personal project. The supervisor should be an appropriately qualified
person within the school but need not be a specialist in the particular field of study
chosen by the student.”
“Personal project supervision”>MYP: From principles to practice
“All students in schools that end the programme in MYP year 3 or year 4 must
complete a community project. The IB does not require schools to appoint a
coordinator for the community project. However, the school’s organizational structure
must support its implementation. Schools are required to appoint a supervisor to work
with each group of students on the community project. The supervisor should be an
appropriately qualified person within the school but need not be a specialist in the
particular field of study ….
The MYP Projects guide (2014) gives supervisors more guidance on all aspects of the
personal project and the community project.”
“Community project supervision”>MYP: From principles to practice
“The IB recommends that one or more project coordinators be appointed within the
school to manage the implementation, organization and management of the projects
in the school.”
“The role of the project coordinator(s)”>MYP Projects guide

9.2 Ensuring organizational structures support implementation

MYP Projects guide
MYP coordinators
Projects coordinator

9.3 Utilizing library and multimedia resources
Why To ensure the library and multimedia resources play a central role in the
implementation of the MYP projects.
How How can the library be utilized to support the implementation of the community
and/or personal project?
Where “In MYP schools, librarians can play a vital role in collaborative curriculum development
and implementation. They should be knowledgeable on all key MYP curriculum
documents. MYP librarians have key roles in supporting planning, leading collaboration
and literacy development, and providing resources.”
“Librarian”>MYP: From principles into practice
What Ideal libraries: A guide for schools
Who Head of school
MYP coordinator
Links 12 Budget planning: 12.6.

9.4 Allocating resources
Why To ensure school allocates resources to implement the MYP projects.

How Which resources are needed to support the implementation of the community and/or
personal project?
Will there be any extra costs over the next five years to support the implementation of
the personal project (or community project)?
Are anticipated costs included in the five-year budget?
Where “Resources available to schools vary widely and influence the facilities and support that
can be given to the implementation of the programme. In addition to the allocated
budget for annual programme fees, the school must be able to provide the resources
necessary to implement the programme, including:
…
• resources to supervise and coordinate the personal project (or community project
if students complete the programme in MYP years 3 or 4).”
“Resources”>MYP: From principles into practice
“Schools must allocate resources to supervise and coordinate MYP projects. The IB
recommends that one or more project coordinators be appointed within the school to
manage the implementation, organization and management of MYP projects
undertaken in the school.”
“Requirements”>Further guidance for projects
What Further guidance for projects
MYP Projects guide
MYP coordinator
Links 12 Budget planning: 12.6 and 12.8.

Why To ensure the curriculum fulfills the aims and objectives of the MYP projects.
How How can the objectives of the personal project contribute to the development of the
project?
Where “The visualization in figure 3 shows that the four objectives for both the community
project and the personal project—investigating, planning, taking action and reflecting
—form a cyclical and interactive approach to inquiry and should be addressed as such.
The four objectives will be demonstrated holistically in the process, the product and
the report or presentation of the project.”
“Visualizing the project objectives”>MYP Projects guide
What MYP Projects guide
Who MYP coordinator

9.6 Demonstrating student learning
Why To ensure the development of systems so that all students can demonstrate a
consolidation of their learning through the completion of the MYP projects.
How How can students demonstrate their learning through the personal project?
How will global contexts manifest through the development of the personal project?
How can the personal project assess attainment of ATL skills?
How can the school ensure proper use of assessment criteria?
How are school-based levels of achievement validated?
What does internal standardization look like for the personal project?
How do schools benefit from the external moderation of the personal project?
Where “IB students demonstrate their learning through a variety of assessments and
consolidations of learning, culminating in the MYP with the community project or the
personal project.”
“Connected”>MYP: From principles into practice
“Teachers in IB World Schools develop, administer and provide feedback on
assessment tasks that meet the programme requirements (including mandatory
assessment criteria). The IB validates student achievement on the personal project
through a process of external moderation.”
“The assessed curriculum”>MYP: From principles into practice
“Where more than one teacher is teaching the same subject group, the process of
internal standardization must take place before final achievement levels are awarded.
Internal standardization of assessment is also required for the personal project (or the
community project if the school’s programme ends in MYP years 3 or 4). The process
involves teachers meeting to come to a common understanding on the criteria and
achievement levels and how they are applied. In so doing, teachers increase the
reliability of their judgments.
Standardization throughout the school year promotes consistency and builds common
understandings about student achievement with respect to MYP objectives.”
“Internal standardization”>MYP: From principles into practice
“All MYP students in schools with the fifth year of the programme demonstrate
consolidation of their learning through completion of a personal project. If the
programme ends in MYP year 3 or year 4, students in the last year of the programme at
the school must demonstrate consolidation of their learning through the community
project.
The majority of work for the personal project should be conducted during the fifth
(final) year of the programme. The official validation of personal project grades is
mandatory, and requires a process of external moderation of teachers’ internal
assessment.
Moderation offers students an external, international recognition of their achievement
in the personal project, creates a reliable international standard of achievement, and
helps to inform teaching and learning throughout the programme.
Schools are required to register all MYP year 5 students for personal project
moderation.”

9.6 Demonstrating student learning
“Moderation of the personal project”>MYP: From principles into practice

Projects teacher support material
The IB community blog
MYP coordinator

10 Collaborative planning
10.1 Dedicating time for teachers’ planning and

reflection
Why To ensure the school provides dedicated time for teachers’ collaborative planning and
reflection.
How Are there opportunities for the whole MYP team to meet, collaborate and plan
together?
Are there opportunities for teachers who teach in the same subject groups to meet,
collaborate and plan together (vertical planning)?
Are there opportunities for teachers who teach the same students to meet, collaborate
and plan together (horizontal planning, interdisciplinary planning)?
Are there opportunities for teachers with special interests within the programme to
meet, collaborate and plan together (for example ATL, projects or service)?
Where “Schools must provide dedicated meeting time for collaborative planning. In MYP
schools, meeting time is crucial, must be managed systematically and effectively, and
must involve all teachers.”
“Meeting time”>MYP: From principles into practice
MYP coordinator

10.2 Involving teachers in curriculum planning
Why To ensure the school has an approach to curriculum planning that involves all MYP
teachers.
How How can all teachers participate in collaborative planning?
What is the schedule for regular planning meetings?
How are collaborative planning meetings organized with agendas, routines or
protocols?
Is there a record of what was achieved or agreed during planning meetings?
What opportunities are there for teachers to collaborate, apart from meeting face to
face?
Where “In MYP schools, meeting time is crucial, must be managed systematically and
effectively, and must involve all teachers.”
What “Collaboration”>MYP Coordinator support material
“Collaborative planning”>MYP Coordinator support material
MYP coordinator
Teachers
If applicable, collaborative planning takes place across the partner schools

10.3 Addressing programme requirements
Why To ensure collaborative planning and reflection addresses the requirements of the
programme.
How Does collaborative planning and reflection focus on developing and improving the
programme, rather than focusing on “business” or “operational” matters?
Does collaborative planning and reflection focus on developing and improving the
core aspects of the programme as well as on subject and interdisciplinary planning?
Where “Critical reflection on the unit plan can provide a starting point for collaborative
planning.”
“Reflection”>Evaluating MYP unit plans
What MYP Coordinator support material
MYP unit planner
MYP unit planning
MYP coordinator
Teachers

10.4 Facilitating interdisciplinary learning to

strengthen cross-curricular skills
Why To ensure collaborative planning and reflection facilitates interdisciplinary learning to

strengthen cross-curricular skills and the deepening of disciplinary understanding.
How What opportunities are there for collaboration on purposeful interdisciplinary
connections?
How can interdisciplinary planning be organized?
How can collaborative planning and reflection be maintained while units proceed, so
that modifications can be made?
How can assessment be designed and carried out collaboratively?
Where “Collaborative planning … allows for the development of interdisciplinary learning
initiatives, demonstrating to students the need to use concepts, knowledge and skills
from different disciplines in order to solve problems.”
“Leadership and management for change”>MYP: From principles into practice
“Interdisciplinary units require high levels of collaboration between the teachers of
participating disciplines or subject groups in two shared responsibilities: (1) developing
the unit and (2) assessing summative assessment task(s).”
What Fostering interdisciplinary teaching and learning in the MYP
MYP unit planning
MYP coordinator
Teachers

10.5 Addressing vertical and horizontal articulation
Why To ensure one of the outcomes of collaborative planning and reflection is to address
vertical and horizontal articulation.
How What will be the benefits of addressing vertical and horizontal articulation during
collaborative planning?
Will there be collaborative planning time specifically for the vertical and horizontal
articulation of ATL skills?
Will there be opportunities to collaborate with teachers of the year(s) preceding the
MYP and teachers of the year(s) following the MYP for vertical articulation?
How will collaborative planning time be organized so there are opportunities for
collaboration in vertical ( for example, subject) groups and horizontal (for example,
grade level) teams?
How will curriculum mapping (vertical and horizontal articulation) be carried out?
What tools, formats or templates will support collaborative reflection and planning?
“ATL planning”>MYP: From principles into practice
“Meeting time must be used to develop vertical and horizontal articulation of the
curriculum across and between year levels, and across and within subject groups. ATL
skills must be discussed and planned, and key concepts and global contexts
considered across years. It is good practice to write unit plans in teams.”
“Subject-group overviews”> MYP Coordinator support material
MYP coordinator
ATL leader
MYP teachers
Teachers from the years preceding the MYP
Teachers from the years following the MYP

10.6 Ensuring teachers have overviews of learning

experiences
Why To ensure collaborative planning and reflection guarantees that all teachers have an
overview of students’ learning experiences.
How What tools or processes provide an overview of students’ learning experiences?
How do we collaboratively monitor students’ progress?
What common agreements or expectations need to be developed or used during
Where “The requirement for collaborative planning both within and across subject groups
ensures common understandings and common approaches to teaching and learning
in the school, leading to a coherent learning experience for students.”
MYP coordinator
Teachers

10.7 Agreeing expectations for student learning
Why To ensure collaborative planning and reflection is based on agreed expectations for
student learning.
How What tools or processes provide an overview of students’ learning experiences?
How do we collaboratively monitor students’ progress?
What common agreements or expectations need to be developed or used during
Where “The requirement for collaborative planning both within and across subject groups
ensures common understandings and common approaches to teaching and learning
in the school, leading to a coherent learning experience for students.”
MYP coordinator
Teachers

10.8 Incorporating differentiation for learning needs

and styles
Why To ensure collaborative planning and reflection incorporates differentiation for

students’ learning needs and styles.
How What is the range of students’ learning needs and styles that planning needs to
consider?
How can collaborative planning and reflection support students’ language
development?
How can collaborative planning and reflection enhance inclusive practices?
How can collaborative planning and reflection enhance students’ language learning
and cultural identity?
How can collaborative planning and reflection enhance communication between the
subject teachers and school leadership team involved in student support?
Is differentiation and language development planned for and included in unit plans?
Where “Differentiation: The process of identifying, with each learner, the most effective
strategies for achieving agreed goals as discussed in Learning diversity and inclusion in
IB programmes.”
“Glossary of terms”>The IB guide to inclusive education: A resource for whole-school
development
“There is a shift from specialist teachers being solely responsible for students with
learning differences to collaborative planning by all teachers who are part of a
student’s education along the learning continuum.”
“Learning diversity and inclusion”>MYP: From principles into practice
“When considering pedagogical approaches to meeting individual learning needs,
teachers also need to consider each student’s language profile.
…
All students should be able to access the curriculum through the specific design of the
unit and through the strategies that teachers employ to differentiate the content,
process and outcomes of learning.”
“Differentiation”>MYP: From principles into practice
“Teachers need to investigate available resources and consider what additional
resources might be necessary for the unit … [including]:
…
• students’ diverse languages and cultures”.
Learning diversity and inclusion in IB programmes
Learning in a language other than mother tongue in IB programmes
Meeting student learning diversity in the classroom
The IB guide to inclusive education: A resource for whole-school development

10.8 Incorporating differentiation for learning needs and styles
Who MYP coordinator

Teachers
Learning support team
Language support team
Language teachers
Students

10.9 Supporting teachers’ responsibility for language

development
Why To ensure collaborative planning and reflection is used to support all teachers
responsible for the language development of students.
How What is the range of students’ language abilities that planning needs to consider?
How can collaborative planning and reflection support students’ language
development?
How can collaborative planning and reflection enhance students’ language learning
and cultural identity?
How can collaborative planning and reflection enhance communication between
subject teachers and those involved in student support?
Is differentiation and language development planned for and included in unit plans?
Where “All MYP teachers are language teachers. Teachers need to develop awareness of
approaches to learning (ATL) materials and teaching practices that take account of
diversity in cultural and language backgrounds across the curriculum.”
“The role of the teacher”>MYP: From principles into practice
“Differentiation: The process of identifying, with each learner, the most effective
strategies for achieving agreed goals as discussed in Learning diversity and inclusion in
IB programmes.”
“Glossary of terms”>The IB guide to inclusive education: A resource for whole-school
development
“There is a shift from specialist teachers being solely responsible for students with
learning differences to collaborative planning by all teachers who are part of a
student’s education along the learning continuum.”
“Learning diversity and inclusion”>MYP: From principles into practice
“When considering pedagogical approaches to meeting individual learning needs,
teachers also need to consider each student’s language profile.
…
All students should be able to access the curriculum through the specific design of the
unit and through the strategies that teachers employ to differentiate the content,
process and outcomes of learning.”
“Differentiation”>MYP: From principles into practice
“Teachers need to investigate available resources and consider what additional
resources might be necessary for the unit … [including]:
…
• students’ diverse languages and cultures”.
Learning in a language other than mother tongue in IB programmes

10.9 Supporting teachers’ responsibility for language development
The IB guide to inclusive education: A resource for whole-school development

Who MYP coordinator
Teachers
Language support team
Language teachers
Students

10.10 Using student learning to inform planning and

reflection
Why To ensure collaborative planning and reflection is informed by assessment of student

work and learning.
How What assessment data should we look at when we reflect on the quality of teaching
and learning?
What does the longitudinal assessment data show about the changes and trends over
time?
What does the cohort assessment data show about patterns and trends across subjects
and criteria?
What changes can we make in response to what the data are telling us?
Where “… teachers will analyse the achievement levels of students over the course of the
marking period or year, which represents their summative performance for that period,
paying particular attention to patterns in the data (such as an increasing level of
performance), consistency and mitigating circumstances.”
“Using professional judgment”>MYP: From principles into practice
MYP coordinator
Teachers

11 Policy development
11.1 Developing policies and procedures
Why To ensure that the school develops and implements the required policies and
procedures that support the programme.
How What policies are required for MYP schools?
How will schools determine how groups are formed for the writing, review and
implementation of each policy?
How will schools ensure that policies become working documents?
Where “All schools offering the MYP must develop and implement language, assessment,
inclusion and academic honesty policies that are consistent with IB expectations.”
“Implementation policies”>MYP: From principles into practice
What Academic honesty in the IB educational context
“Academic honesty policy”>MYP Coordinator support material
Access and inclusion policy
“Assessment policy”>MYP Coordinator support material
Assessment principles and practices—Quality assessments in a digital age
Effective citing and referencing
“Inclusion policy”>MYP Coordinator support material
“Language policy”>MYP Coordinator support material
The IB guide to inclusive education: A resource for whole school development
Who Language policy
• MYP coordinator
• Language acquisition teachers
• Teachers
• Students
Inclusion/learning support requirements policy
• MYP coordinator
• Inclusion/learning support requirements teachers
• Teachers
• Students
Assessment policy
• Pedagogical leadership team
• MYP coordinator
• Teachers
• Students
Academic integrity policy
• Pedagogical leadership team

11.1 Developing policies and procedures
• MYP coordinator
• Teachers
• Students
• Media specialists/librarians

11.2 Integrating policies to support the MYP
Why To ensure the written curriculum integrates the policies developed by the school to
support the programme.
How How has the school incorporated the policies in the written curriculum?
Does information in unit planners and subject overviews align with the published
school policies (inclusion, academic integrity, assessment and language)?
How are the school’s policies used to inform curriculum planning?
Where MYP unit planning
What Not applicable
Who MYP coordinator
Teachers

11.3 Ensuring academic integrity
Why To ensure teaching and learning promotes the understanding and practice of
academic integrity.
How How have teachers incorporated the explicit teaching of academic integrity principles
in their learning experiences?
How can teachers show the importance of academic integrity in their classrooms?
In what ways do teachers, students and parents talk about academic integrity?
How easy is it for students to access clear, consistent information about how to practise
academic integrity?
Where “academic honesty is: making knowledge, understanding and thinking transparent.”
“Introduction”>Academic honesty in the IB educational context
“Academic honesty is an essential aspect of teaching and learning in IB programmes
where action is based on inquiry and reflection.”
“Academic honesty in the IB”>Academic honesty in the IB educational context
What Academic honesty in the IB educational context
MYP coordinator
Teachers

11.4 Communicating MYP assessment philosophy,

policy and procedures
Why To ensure that the school designs systems of communication to inform the school
community about the MYP assessment philosophy, policy and procedures.
How Which publications, platforms and so on has the school used to inform the school
community of the assessment policy?
What is the school’s assessment philosophy?
What are the school’s assessment procedures?
Where “‘Assessment’ can mean any of the different ways in which student achievement can
be gathered and evaluated. Common types of assessments include tests,
examinations, extended practical work, projects, portfolios and oral work.”
“What is ‘assessment’”>Assessment principles and practices—Quality assessments in a
digital age
MYP coordinator
Teachers

11.5 Recording student progress and qualitative

monitoring of student involvement in service
Why To ensure the assessment policy includes systems for recording student progress
aligned with the assessment philosophy of the programme and for the qualitative
monitoring of student involvement in service according to the school’s learning
expectations.
How Are the systems for recording student progress included in the assessment policy?
How do the systems for recording student progress reflect MYP assessment
philosophy?
How do the systems for recording student progress benefit teaching and learning?
Where “Teachers have a responsibility to document assessment data on all their students.
During the course of MYP units, teachers will need to record assessment data using
appropriate technology to support the determination of an achievement level.”
“Recording assessment data”>MYP: From principles into practice
MYP coordinator
Teachers
Students
Parents
Links 6 MYP assessment: 6.9 and 6.11.

11.6 Reporting student progress aligned with MYP

assessment philosophy
Why To ensure the assessment policy explains the systems for reporting student progress
that are aligned with the assessment philosophy of the MYP.
How Are the systems for reporting student progress included in the assessment policy?
How do the systems for reporting student progress reflect MYP assessment
philosophy?
How do the systems for reporting student progress benefit teaching and learning?
Where “All schools offering the MYP are required to communicate student achievement in
each subject group to parents at regular intervals. MYP reports of student achievement
should communicate the student’s achievement level for each assessment criterion.”
“Recording and reporting”>—Coordinator support material
MYP coordinator
Teachers
Students
Parents

12 Budget planning
12.1 Funding the implementation and development

of the MYP
Why To ensure the governing body allocates funding for the implementation and ongoing
development of the programme.
How What is the process for making a budget for the MYP?
How much money does the school need to fund the MYP for the next five years?
Do members of the governing body, the owners or the business manager understand
the financial obligation of implementing and developing the MYP?
What is the process for allocating funds for the MYP?
Where “The appropriate financial authorities of the school/public school district know of the
schedule of the Middle years Programme fees and currency as assigned by the IB and
have agreed to their timely payment.”
Application for authorization: Middle Years Programme
What Fees and billing information for IB World Schools
Who Governing body, including the person(s) directly responsible for approving the budget
MYP coordinator

12 Budget planning
12.2 Providing qualified staff
Why To ensure the school provides qualified staff to implement the programme.
How Will there be any extra costs over the next five years to help existing teachers obtain
the necessary qualifications?
Where “The school provides qualified staff to implement the programme(s).”

What Application for authorization : Middle Years Programme
Teachers

12 Budget planning
12.3 Providing IB-recognized professional

development
Why To ensure that teachers and administrators receive IB-recognized professional

development.
How Have IB-recognized professional development requirements been met?
What is the plan for professional development over the next five years?
Are the costs of planned professional development included in the budget?
Where “A school wishing to implement the MYP needs to make a commitment to ongoing
teacher professional development.”
“Mandatory teacher professional development”>Guide to school authorization: Middle
Years Programme
“The school’s 5-year budget includes allocation for professional development in line
with the number of staff that will need to be trained before authorization.”
What Guide to school authorization: Middle Years Programme
Professional development
MYP coordinator
Teachers

12 Budget planning
12.4 Dedicating time for collaborative planning and

reflection
Why To ensure the school provides dedicated time for teachers’ collaborative planning and
reflection.
How Will there be any extra costs over the next five years to provide sufficient time for
collaborative planning and reflection?
Where “Schools must provide dedicated meeting time for collaborative planning. In MYP
schools, meeting time is crucial, must be managed systematically and effectively, and
must involve all teachers.”
What Application for authorization: Middle Years Programme
MYP coordinator
Teachers

12 Budget planning
12.5 Ensuring environments and resources support

implementation
Why To ensure the physical and virtual learning environments, facilities, resources and
specialized equipment support the implementation of the programme.
How Will there be costs involved in upgrading facilities to meet the requirements of MYP
subjects?
Will there be costs involved in upgrading the physical space and equipment in learning
environments?
Will there be costs involved in upgrading information technology systems and
equipment?
Where “In addition to the allocated budget for annual programme fees, the school must be
able to provide the resources necessary to implement the programme.”
“Technology implementation sometimes requires making modifications to a school’s
infrastructure: schools may have to install or change wireless systems, computer labs,
devices, applications and software.”
“Technology integration versus implementation: Roles in schools”>Teaching and
learning with technology
What Arts guide
Design guide
Physical and health education guide
Sciences guide
MYP coordinator
Teachers

12 Budget planning
12.6 Resourcing library and multimedia facilities
Why To ensure the library and multimedia facilities are resourced so that they can play a
central role in the implementation of the MYP.
How Will there be costs involved in extra staffing for the library?
Will there be costs involved in developing the library’s collection of resources?
What resources on global issues are available to students?
Where “Schools offering the MYP must ensure that:
• students have easy access to a library in the school
• the library is equipped to support the programme and there is a plan to continue
improving its resources
• the library resources support the languages offered by the school
• the library has resources on global issues and diverse perspectives.”
“Librarian”>MYP: From principles into practice
Ideal libraries: A guide for schools
MYP coordinator
Teachers
9 MYP projects (including mandatory moderation): 9.3 and 9.4.

12 Budget planning
12.7 Ensuring a five-year implementation budget
Why To ensure the five-year implementation budget addresses the needs of the
programme.
How Will there be any extra costs over the next five years to ensure that the school
implements and develops these practices?
What Not applicable
MYP coordinator
Teachers
Counselling team

12 Budget planning
12.8 Resourcing to support MYP projects
Why To ensure the school includes funds to support the implementation of the MYP
projects.
How Will there be any extra costs over the next five years to support the implementation of
the personal project (or community project)?
Where “Schools must allocate resources to supervise and coordinate MYP projects. The IB
recommends that one or more project coordinators be appointed within the school to
manage the implementation, organization and management of MYP projects
undertaken in the school.”
“Requirements”>Further guidance for projects
What Further guidance for projects
MYP Projects guide
MYP coordinator
Links 9 MYP projects (including mandatory moderation): 9.4.

13 Involvement in the IB world community
13.1 Participating in the IB world community
Why To ensure the school participates in the IB world community.

How How can you participate in the IB world community?
How can you stay current with IB developments?
Where “One of the most special features of the IB is that it gathers together a worldwide
community of educators who share a common belief that education can help to build
a better world.”
“Conclusion”>What is an IB education?
What IB educator network (IBEN)
Local MYP networks and associations
MYP social networks
Programme communities on My IB
MYP coordinator
Teachers
Students

14 Social and emotional learning
14.1 Promoting open communication based on

understanding and respect
Why To ensure the school promotes open communication based on understanding and
respect.
How How will school leaders explore social and emotional learning as part of their school’s
development?
How will the school foster the social and emotional dimensions of teaching and
learning?
How will social and emotional learning help students to develop the attributes of the IB
learner profile?
Where “The MYP addresses holistically students’ intellectual, social, emotional and physical
well-being.”
The IB Middle Years Programme
“Social and emotional learning (SEL) in the Middle Years Programme (MYP) aims to raise
awareness about the need for attention to the emotional dimensions of teaching and
learning.”
“About social and emotional learning”>MYP Social and emotional learning teacher
support material
MYP Social and emotional learning teacher support material
Teachers

15 Partnerships
15.1 Working in IB partnerships
Why To ensure schools work together in an IB-defined partnership.

How Is the school working together with another school or school(s) in a continuum of
education?
Is there a single coordinator that coordinates the programme across multiple schools?
Does collaborative planning take place across the partner schools?
Where Partnership schools are defined under “Article 5” of the Rules for IB candidate schools
What Rules for IB candidate schools
Guide to school authorization: Middle Years Programme
MYP coordinator
Teachers

References
Bibliography and abbreviations
This is a list of publications used to compile this resource which may be useful for further reading.
References or links for publications not already provided are cited in this section. The month of publication
is provided when given.
Academic honesty in the IB educational context. Updated November 2016.
Access and inclusion policy. Updated February 2021.
Application for authorization: Middle Years Programme. January 2017.
Arts guide. Updated May 2020.
Assessment principles and practices—Quality assessments in a digital age. July 2019.
Assessment ready nano PD.
ATL—approaches to learning
Coordinator support material.
Curriculum integration in the IB MYP: Literature review. 2012.
Design guide. Updated May 2020.
eAssessment webinars.
East is East and West is West. 2010.
Education for sustainability: Students lead the way. 2013.
Effective citing and referencing. August 2014.
Evaluating MYP interdisciplinary unit plans. December 2016.
Evaluating MYP unit plans. December 2016.
Fees and billing information for IB World Schools. Updated March 2021.
Fostering interdisciplinary teaching and learning in the MYP. Updated September 2017.
Further guidance for developing ATL in the MYP. 2014.
Further guidance for developing MYP assessed curriculum. Updated September 2016.
Further guidance for developing MYP service as action. 2014.
Further guidance for developing MYP written curriculum. 2014.
Further guidance for projects. Updated March 2018.
Guide to school authorization: Middle Years Programme. Updated March 2016.
Guide to the MYP exam session. 2018.
IB Learner profile. 2017.
Ideal libraries: A guide for schools. June 2018.
Interdisciplinary unit planner 1.
Language and learning in IB programmes. Updated August 2014.
Learners without borders: A curriculum for global citizenship. 2011.
Learning diversity and inclusion in IB programmes. Updated May 2020.
Learning in a language other than mother tongue in IB programmes. April 2008.
Meeting student learning diversity in the classroom. December 2019.
MYP—Middle Years Programme
MYP Approaches to learning, inquiry and service teacher support material.

Bibliography and abbreviations
Middle Years Programme Assessment procedures. (Annual publication)

MYP Coordinator support material. (Annual publication)
MYP: From principles into practice. Updated September 2017.
MYP Projects guide. Updated March 2018.
MYP resources—Curriculum.
MYP Social and emotional learning teacher support material.
MYP social networks.
MYP unit planning.
PYP—Primary Years Programme
Physical and health education guide. Updated May 2020.
Professional development.
Programme standards and practices. (For use from 1 January, 2014).
Reflections and projections on the IB learner profile. 2014.
Research summary—21st century international-mindedness: An exploratory study of its conceptualization and
assessment. August 2013.
Research summary—The international-mindedness journey: School practices for developing and assessing
international-mindedness across the IB continuum (2017).
Rules for IB candidate schools. April 2014.
Rules for IB World Schools. Updated June 2020.
School experiences—School success stories.
Sciences guide. Updated May 2019.
Service as Action in the MYP in different modes of teaching and learning. August 2020.
Teaching the disciplines in the MYP: Nurturing big ideas and deep understanding. November 2012.
The IB community blog.
The IB guide to inclusive education: A resource for whole school development. Updated November 2019.
The IB Middle Years Programme. 2015.
Westera, W. 2011. “On the changing nature of learning context: Anticipating the virtual extensions of the
world”. Journal of Education, Technology and Society. Vol 14, number 2. Pp 201–212.
What is an IB education? November 2019.
Why the IB is different.

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Published May 2021

Published on behalf of the International Baccalaureate Organization, a not-for-profit

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© International Baccalaureate Organization 2021

International Baccalaureate, Baccalauréat International, Bachillerato Internacional

© International Baccalaureate Organization 2017

Purpose of this publication 1

2 The IB learner profile 6

4 The written curriculum 31

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8 ATL and ATL mapping 67

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12 Budget planning 101

13 Involvement in the IB world community 109

14 Social and emotional learning 110

8 Candidate school support material

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Navigating this document

2 Candidate school support material

1.1 Aligning mission and philosophy statements

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1.2 Understanding the IB philosophy

4 Candidate school support material

1.3 Aligning pedagogical leadership and MYP

Who School leadership team

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2.1 Promoting international-mindedness

Research summary—The international-mindedness journey: School practices for

6 Candidate school support material

2.2 Collaborative planning and reflection

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2.3 The written curriculum

“IB learner profile”>MYP Coordinator support material

8 Candidate school support material

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2.4 Teaching and learning

10 Candidate school support material

2.5 Fulfilling aims and objectives

MYP: From principles into practice

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2.6 Building on previous learning experiences

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2.7 Identifying knowledge, concepts, skills and

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2.8 Promoting awareness of individual, local, national

14 Candidate school support material

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2.9 Global contexts as contexts for inquiry

“Global contexts”>MYP Coordinator support material

16 Candidate school support material

2.10 Meeting the MYP objectives

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2.11 Addressing commonality, diversity and multiple

18 Candidate school support material

Research summary—The international-mindedness journey: School practices for

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3.1 Promoting international-mindedness

20 Candidate school support material

3.2 Accessing information on global issues and

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