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The school should develop a range and variety of strategies to use in teaching and learning.

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The school should further develop transdisciplinary and disciplinary approaches to teaching and learning in order to engage students in meaningful inquiry.

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The school should facilitate a curriculum review process involving all teachers, with the aim of ensuring that the school has a coherent (unified), horizontally and vertically articulated program of inquiry to reduce overlap and strengthen the POI, and to review central ideas to ensure they are conceptually based.

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The school should further establish consistent procedures for documenting and providing evidence of student learning over time across all grade levels and specialists.

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Example: Approaches to Assessment (0404)

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Example: Approaches to Assessment (0404)

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0404-02 PYP 1: Teachers document and analyse student learning over time to design learning experiences based on data.

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Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical judgments. (0402-04)

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PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for eachtransdisciplinary theme—at each year or grade level, with the exception of students who are 3-6 yearswhere the requirement is at least four units at each year or grade level, two of which must be under“Who we are” and “How we express ourselves”.

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Lifelong learners 1: Students actively develop thinking, research, communication, social and self-management skills. (0402-01)

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PYP 2: The school commits to the PYP as the framework for planning, teaching, and learning across the
curriculum. (0401-01-0512)

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PYP 3: The school ensures that all subjects are represented within the programme of inquiry at each
year or grade level. (0401-01-0513)

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Purpose 1.1: The school develops a mission, vision and strategy that reflect the IB mission and philosophy.(0101-01-0100)Purpose 1.2: The school develops a mission, philosophy and/or strategy that includes a holistic approach toeducation that goes beyond academic development and encourages awareness beyond the individual andthe immediate community. (0101-01-0200)

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Purpose 1.1: The school develops a mission, vision and strategy that reflect the IB mission and philosophy.(0101-01-0100)Purpose 1.2: The school develops a mission, philosophy and/or strategy that includes a holistic approach toeducation that goes beyond academic development and encourages awareness beyond the individual andthe immediate community. (0101-01-0200)

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PYP 1: Teachers use the PYP planner template(s) or otherwise document the way that they use the PYP
planning process to collaboratively design, plan and deliver the programme. (0401-02-0111)

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Approaches to assessment 1: Students and teachers use feedback to improve learning,
teaching and assessment. (0404-01)

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PYP 2: The school demonstrates a commitment to transdisciplinary learning by ensuring that the
programme of inquiry is collaboratively designed, planned and facilitated between the classroom
teacher and specialist teachers to deliver the subjects included in each unit of inquiry. (0401-02-0112)

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Approaches to assessment 1: Students and teachers use feedback to improve learning,
teaching and assessment. (0404-01)

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Lifelong learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries. (0402-06)

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Culture 3.4: The school ensures that relevant support materials, resources and structures related to the
academic integrity policy are implemented. (0301-03-0400)

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Approaches to assessment 1: Students and teachers use feedback to improve learning,
teaching and assessment. (0404-01)

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Purpose 2: The school’s pedagogical leadership team embraces educationalapproaches that encourage students to become active, compassionate life-longlearners. (0101-02)Purpose 2.1: The pedagogical leadership team articulates a shared commitment to the IB’s mission andphilosophy. (0101-02-0100)

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Purpose 2: The school’s pedagogical leadership team embraces educationalapproaches that encourage students to become active, compassionate life-longlearners. (0101-02)Purpose 2.1: The pedagogical leadership team articulates a shared commitment to the IB’s mission andphilosophy. (0101-02-0100)

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The school describes in its language policy the way that the school recognizes multilingualismas a fact, a right and a resource for learning.

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Lifelong learners 7: Students pursue opportunities to explore and develop their personal and cultural identities. (0402-07)

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Purpose 3: The school community fosters internationally minded people who embodyall attributes of the IB learner profile. (0101-03)Purpose 3.1: The school ensures that the school community is aware of the IB learner profile and iscommitted to international-mindedness and its importance in embodying the IB mission. (0101-03-0100)

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Purpose 3: The school community fosters internationally minded people who embodyall attributes of the IB learner profile. (0101-03)Purpose 3.1: The school ensures that the school community is aware of the IB learner profile and iscommitted to international-mindedness and its importance in embodying the IB mission. (0101-03-0100)

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MYP 1: The school ensures that learning and teaching reflect the current aims, objectives and
implementation requirements of the curriculum. (

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Lifelong learners 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes. (0402-02)

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Approaches to Assessment 2 PYP (0404-02-0111)

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Approaches to Assessment 2 PYP (0404-02-0111)

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PYP 1: Teachers document and analyse student learning over time to design learning experiences
based on data. (0404-02-0111)

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Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond. (0402-05)

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The school complies with IB-mandated professional development requirements, as
outlined in IB documentation.

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Coherent curriculum 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community. 

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Coherent curriculum 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community. 

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The school allocates adequate time for teachers to collaborate and ensures that they use that
time effectively to plan and implement the MYP in accordance with programme documentation.

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Approaches to assessment 3: The school administrates assessment consistently, fairly,
inclusively and transparently. (0404-03)

Approaches to assessment 3.1: The school administrates assessment in accordance with IB rules,
regulations, and/or relevant programme documentation. (0404-03-0100)
Approaches to assessment 3.2: The school regularly reviews and ensures compliance with all access
arrangements. (0404-03-0200)
Approaches to assessment 3.3: The school ensures that external reporting and/or predictions are as
accurate as possible, and are appropriately designed for the contexts in which they are required.
(0404-03-0300)
Approaches to assessment 3.4: The school implements, communicates and regularly reviews consistent and
fair systems and processes for reporting student progress and handling appeals or challenges.
(0404-03-0400)
Approaches to assessment 3.5: The school monitors and evaluates the delivery of assessments to ensure
that they are as seamless as reasonable. (0404-03-0500)

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Approaches to assessment 4: Students take opportunities to consolidate their learning
through assessment. (0404-04)
Approaches to assessment 4.1: The school provides students with opportunities to consolidate their
learning through a variety of assessments. (0404-04-0100)

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Approaches to assessment 4: Students take opportunities to consolidate their learning
through assessment. (0404-04)
Approaches to assessment 4.1: The school provides students with opportunities to consolidate their
learning through a variety of assessments. (0404-04-0100)

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PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for eachtransdisciplinary theme—at each year or grade level, with the exception of students who are 3-6 yearswhere the requirement is at least four units at each year or grade level, two of which must be under“Who we are” and “How we express ourselves”. (0401-01-0511)

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PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for eachtransdisciplinary theme—at each year or grade level, with the exception of students who are 3-6 yearswhere the requirement is at least four units at each year or grade level, two of which must be under“Who we are” and “How we express ourselves”. (0401-01-0511)

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PYP 2: The school commits to the PYP as the framework for planning, teaching, and learning across thecurriculum. (0401-01-0512)

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PYP 2: The school commits to the PYP as the framework for planning, teaching, and learning across thecurriculum. (0401-01-0512)

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PYP 3: The school ensures that all subjects are represented within the programme of inquiry at eachyear or grade level. (0401-01-0513)

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PYP 3: The school ensures that all subjects are represented within the programme of inquiry at eachyear or grade level. (0401-01-0513)