Standard A: Philosophy

Please note: there is an action plan chart on MyIB as part of the Application for Authorization. It can only be created and edited by the MYP coordinator. It is recommended that you have a ‘working
copy’ on another document that you can share with colleagues for input and sharing of information. The consultant can also add comments to a working copy but only has ‘view’ access to the
version on MyIB.

Some practices are considered ESSENTIAL for authorization.

Some practices have to be IN PROGRESS at the time of the verification visit - ie, they don’t have to be completed fully at the time of the verification visit.

Suggestions
● Actions should start with a verb in the imperative eg Develop / Introduce / Establish / Start etc
● Keep your wording concise. Do not write sentences. Use lists and bullet points. It is important to be able to read the plan ‘at a glance’

Standard A: Philosophy

Persons/group
Evidence of achievement or progress
Date to be responsible for Budgetary
Practices Actions towards achievement
achieved achieving this implications
objective

The school’s educational beliefs and values reflect IB philosophy

This is the exact language from What specific actions will you take to implement and develop this Month and year Make a note if What will you have to produce or collect
IB Standards and Practices practice? There could be more than one action at the same time, or you any funding is to confirm that the action has been
(2014). You cannot change the might have a series of actions that you want to complete. Add rows as required completed?
wording of the practices necessary.

The ESSENTIAL practices have a

blue background

1. The school’s published

statements of mission and
philosophy align with those of
the IB.

2. The governing body,

administrative and pedagogical
leadership and staff
demonstrate understanding of
IB philosophy.
3. The school community
demonstrates an
understanding of, and
commitment to, the
programmes(s).

3a. The school ensures that all

staff, students and parents
understand the central
importance of the personal
project for students in year 5 of
the programme (or community
project for programmes that
end in MYP year 3 or 4.)

4. The school develops and

promotes international-
mindedness and all attributes
of the IB learner profile across
the school community.

5. The school promotes

responsible action within and
beyond the school community.

6. The school promotes open

communication based on
understanding and respect.

7. The school places

importance on language
learning, including mother
tongue, host country language
and other languages.

8. The school participates in

the IB world community.
9. The school supports access
for students to the IB
programme(s) and philosophy.

9a. The school strongly

encourages participation for all
students in the MYP

Section B: Organization

Standard B1: Leadership & Structure

Persons/group
Evidence of achievement or progress
Date to be responsible for Budgetary
Objective Actions towards achievement
achieved achieving this implications
objective

The school’s leadership and administrative structures ensure the implementation of the IB programme(s).

1. The school has developed

systems to keep the governing
body informed about the ongoing
implementation and
development of the
programme(s).

2. The school has developed a

governance and leadership
structure that supports the
implementation of the
programme(s).

3. The head of school/school

principal and programme
coordinator demonstrate
pedagogical leadership
aligned with the philosophy of
the programme(s).
4. The school has appointed a
programme coordinator with a
job description, release time,
support and resources to carry
out the responsibilities of the
position.

4a. The MYP coordinator is part

of the school pedagogical
leadership team.

5. The school develops and

implements policies and
procedures that support the
programme(s).

5a. The school has developed

and implements a language
policy that is consistent with IB
expectations.

5b. The school has developed

and implements an
inclusion/special educational
needs policy that is consistent
with IB expectations and with the
school’s admissions policy.

5c. The school has developed

and implements an assessment
policy that is consistent with IB
expectations.

5d. The school has developed

and implements an academic
honesty policy that is consistent
with IB expectations.

6 The school has systems in

place for the continuity and
ongoing development of the
programme(s).

6a. The school’s organizational ●

structures support the
implementation of all subject
groups offered by the school,
approaches to learning, service
and the personal project (or
community project for
programmes that end in MYP year
3 or 4).
7. The school carries out Not application for authorization
programme evaluation involving
all stakeholders.

Standard B2: Resources & Support

Persons/group
Date to be responsible for Budgetary Evidence of achievement or
Objective Actions
achieved achieving this implications progress towards achievement
objective

The school’s resources and support structures ensure the implementation of the IB programme(s).

1. The governing body allocates

funding for the implementation and
ongoing development of the
programme(s).

2. The school provides qualified staff

to implement the programme(s).

3. The school ensures that teachers

and administrators receive IB-
recognized professional
development.

3a. The school complies with the IB

professional development
requirement for the MYP at
authorization and at evaluation.

4. The school provides dedicated

time for teachers’ collaborative
planning and reflection.

5. The physical and virtual learning

environments, facilities, resources
and specialized equipment
support the implementation of the
programme(s).

6. The library/multimedia/resources ● ●
play a central role in the
implementation of the
programme(s).

7. The school ensures access to

information on global issues and
diverse perspectives.

8. The school provides support for its

students with learning and/or special
educational needs and
support for their teachers.

9. The school has systems in place to

guide and counsel students through
the programme(s).

10. The student schedule or

timetable allows for the
requirements of the programme(s)
to be met.
10a. The schedule or timetable
provides a broad and balanced
choice of subjects from the required
MYP subject groups.
10b. The schedule or timetable
provides the minimum required
teaching hours per year for the
required MYP subject groups.
10c. The schedule or timetable
promotes concurrency of learning.

11. The school utilizes the resources

and expertise of the community to
enhance learning within the
programme(s).

12.The school allocates resources to

implement the Primary Years
Programme exhibition, the Middle
Years Programme personal project
and the Diploma Programme
extended essay for all students,
depending on the programme(s)
offered.

Section C: Curriculum

Standard C1: Collaborative Planning

Persons/group
Evidence of achievement or
Date to be responsible for Budgetary
Objectives Actions progress towards achievement
achieved achieving this implications
objective

Collaborative planning and reflection supports the implementation of the IB programme(s)

1. Collaborative planning and ●

reflection addresses the
requirements of the
programme(s).

1a.The school has an approach to

curriculum planning that involves
all MYP teachers.

1b.Collaborative Planning and

reflection facilitates
interdisciplinary learning to
strengthen cross-curricular skills
and the deepening of disciplinary
understanding.

2. Collaborative planning and

reflection takes place regularly
and systematically.

3. Collaborative planning and

reflection addresses vertical and
horizontal articulation.
4. Collaborative planning and
reflection ensure that all teachers
have an overview of students’
learning experiences.

5. Collaborative planning and

reflection is based on agreed
expectations for student learning.

6. Collaborative planning and

reflection incorporates
differentiation for students’
learning needs and styles.

7. Collaborative planning and

reflection is informed by
assessment of student work and
learning.

8. Collaborative planning and

reflection recognizes that all
teachers are responsible for
language development of
students.

9. Collaborative planning and

reflection addresses the IB
learner profile attributes.

Standard C2: Written Curriculum

Persons/group
Date to be responsible for Budgetary Evidence of achievement or
Objective Actions
achieved achieving this implications progress towards achievement
objective

The school’s written curriculum reflects IB philosophy

1. The written curriculum is
comprehensive and aligns with
the requirements of the
programme(s).

1a. The curriculum fulfills the

aims and objectives of each
subject group offered in each
year of the programme and the
personal project

1b. The written curriculum

includes an approaches to
learning planning chart for all
years of the programme

1c. The written curriculum

includes subject group
overviews for each subject group
offered for each year of the
programme

1d. Unit plans are documented

according to the MYP unit
planning process

1e. The curriculum fosters

disciplinary and interdisciplinary
understanding.

1f. There is a system for the

regular review of individual unit
plans and of the planning of
approaches to learning skills

2. The written curriculum is

available to the school
community.

3. The written curriculum builds

on students’ previous learning
experiences.

4. The written curriculum

identifies the knowledge,
concepts, skills and attitudes to
be developed over time.

4a. The written curriculum

includes the prescribed key
concepts and related concepts in
each subject group.

5. The written curriculum allows

for meaningful student action in
response to students’ own needs
and the needs of others.

5a. The curriculum provides

sufficient opportunities for
students to meet the learning
outcomes for service in every
year of the program.

6. The written curriculum

incorporates relevant
experiences for students.

7. The written curriculum

promotes students’ awareness of
individual, local, national and
world issues.

8. The written curriculum

provides opportunities for
reflection on human
commonality, diversity and
multiple perspectives.

9. The written curriculum is

informed by current IB
publications and is reviewed
regularly to incorporate
developments in the
programme(s).

10. The written curriculum

integrates the policies developed
by the school to support the
programme(s).
 11. The written curriculum
fosters development of the IB
learner profile attributes.

Standard C3: Teaching & Learning

Persons/group
Date to be responsible for Budgetary Evidence of achievement or
Objective Actions
Achieved achieving this Implications progress towards achievement
objective

Teaching and learning reflects IB philosophy

1. Teaching and learning aligns

with the requirements of the
programme(s).

1a. Teaching and learning at the

school use global contexts as a
context for inquiry.

1b. Teaching and learning allows

students to meet the MYP
objectives in each year of the
programme for each subject
group studied

2. Teaching and learning

engages students as inquirers
and thinkers.

3. Teaching and learning builds

on what students know and can
do.

4. Teaching and learning

promotes the understanding
and practice of academic
honesty.

5. Teaching and learning

supports students to become
actively responsible for their
own learning.

6. Teaching and learning

address human commonality,
diversity and multiple
perspectives.

7. Teaching and learning

addresses the diversity of
student language needs,
including those for students
learning in a language(s) other
than mother tongue.

8. Teaching and learning

demonstrates that all teachers
are responsible for language
development of students.

9. Teaching and learning uses a

range and variety of strategies

10. Teaching and learning

differentiates instruction to
meet students’ learning needs
and styles.

11. Teaching and learning

incorporates a range of
resources, including information
technologies.

12. Teaching and learning

develop student attitudes and
skills that allow for meaningful
student action in response to
students’ own needs and the
needs of others.

13. Teaching and learning

engages students in reflecting
on how, what and why they are
learning.

14. Teaching and learning

fosters a stimulating learning
environment based on
understanding and respect.

15. Teaching and learning

encourages students to
demonstrate their learning in a
variety of ways.

16. Teaching and learning

develops the IB learner profile
attributes.

Standard C4: Assessment

Persons/group
Evidence of achievement or
Date to be responsible for Budgetary
Objective Actions progress towards achievement
achieved achieving this implications
objective

Assessment at the school reflects IB assessment philosophy

1. Assessment at the school

aligns with the requirements of
the programme(s).

1a The school uses the

prescribed assessment criteria
for each subject group in each
year of the program.
1b. The school has a system for
the qualitative monitoring of
student involvement in service
according to the school’s
learning expectations for service.

2. The school communicates its

assessment philosophy, policy
and procedures to the school
community.

3. The school uses a range of

strategies and tools to assess
student learning.

4. The school provides students

with feedback to inform and
improve their learning.

5. The school has systems for

recording student progress
aligned with the assessment
philosophy of the programme(s).

5a. The school has a system for

the qualitative monitoring of
student involvement in service
according to the school’s
learning expectations for service

6. The school has systems for

reporting student progress
aligned with the assessment
philosophy of the programme(s).

7. The school analyses

assessment data to inform
teaching and learning.

8. The school provides

opportunities for students to
participate in, and reflect on, the
assessment of their work.
9. The school has systems in
place to ensure that all students
can demonstrate a consolidation
of their learning through the
completion of the PYP
exhibition, the MYP personal
project (or community project
for programmes that end in MYP
year 3 or 4), the DP extended
essay and the IBCC reflective
project, depending on the
programme(s) offered.

MYP: from Principles into Practice. International Baccalaureate Organization, 2014 updated 2021

Programme Standards and Practices. International Baccalaureate Organization, 2014