Programme standards and practices

Programme standards and practices

 Programme standards and practices

Published October 2018

Updated March 2019, April 2020, April 2022, November 2024

Published by the International Baccalaureate Organization, a not-for-profit educational

foundation of Rue du Pré-de-la-Bichette 1, 1202 Genève, Switzerland.
Website: ibo.org

© International Baccalaureate Organization 2018

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 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

Programme standards and practices 1

What are the programme standards and practices? 1
The standards and practices framework 2

Purpose (01) 4
Purpose: Sharing an important mission 4

Environment (02) 5
Environment: Providing essential structures, systems and resources 5

Culture (03) 10
Culture: Creating positive school cultures 10

Learning (04) 13
Learning: Ensuring effective education 13

Appendices 20
Annotations 20
Glossary of terms 23
Additional resources 28

Programme standards and practices

Programme standards and practices

What are the programme standards and practices?

Programme standards and practices is the foundational set of principles for schools and the IB to ensure
quality and fidelity in the implementation of the programmes. This website is part of a suite of documents
that is essential for all prospective and authorized IB World Schools. The suite provides critical information
for the planning, implementation, development and evaluation of all International Baccalaureate® (IB)
programmes.
• The foundation of what it means to be an IB World School is articulated in the Programme standards
and practices website.
• The process of how schools attain and maintain authorization is articulated in the authorization and
evaluation documents.
• The legal stipulations are articulated in the rules and general regulations related to implementing the
IB programmes.
All these documents can be found on the IB public website or the programme resource centre.
The programme standards and practices provide a set of criteria that can be used to evaluate the success of
IB World Schools in the implementation of the four programmes: the Primary Years Programme (PYP), the
Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-related Programme (CP).
The standards are general principles that lie at the heart of being an IB World School, while practices are
further definitions of the standards that include references to implementation. Requirements are more
specific and refined measures of implementation, and include programme-specific elements known as
specifications. The standards and practices, requirements and programme specifications are necessary for
the successful implementation of the relevant IB programme.

Programme standards and practices 1

Programme standards and practices

The standards and practices framework

About the framework

The programme standards and practices are organized into four overarching categories: purpose,
environment, culture and learning. The four categories fit into a framework, which places “learning” at the
centre and is encircled by IB philosophy and the school’s unique context.
The framework describes the school community’s processes of design, development, and evolution. The
framework assumes that the IB philosophy manifests in each school’s unique context, and that each of the
framework’s elements are interdependent: no part of the framework can be developed without considering
how other elements relate to it. The framework helps to explain both the successes and the challenges
schools face when developing IB programmes.
The framework is comprehensive and places learning at the heart of an IB World School community that:
• successfully integrates the IB philosophy within their school’s unique context
• shares a purpose with the IB’s mission that builds into a solid approach to education
• develops a learning environment sustained by effective structures, organizational practice and
resources
• fosters a dynamic school culture centred on holistic, inclusive learning communities
• positively influences local, national and international contexts
• creates student learning experiences of the highest quality possible.
The school community, with the IB, co-creates high-quality education that makes a better world.
More details about each of the sections and the standards therein can be found in the image below. Please
consult the glossary of terms for definitions of each element within the framework.

2 Programme standards and practices

 The standards and practices framework

Programme standards and practices 3

Purpose (01)

Purpose: Sharing an important mission

The IB’s mission is central to its work with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment. 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. This powerful mission that
drives learning informs the development of each IB World School—as well as the IB’s larger global
community of students and their families, teachers and supporters. IB World Schools strive to help realize
this purpose for learning within their own local, state, national, international and global contexts.

Standard: Purpose (0101)

Schools implement IB programmes to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

Practices
Purpose 1: The governing body and school leaders articulate a purpose for learning
that aligns with the IB’s philosophy and mission. (0101-01)
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 to
education that goes beyond academic development and encourages awareness beyond the individual and
the immediate community. (0101-01-0200)

Purpose 2: The school’s pedagogical leadership team embraces educational

approaches that encourage students to become active, compassionate lifelong
learners. (0101-02)
Purpose 2.1: The pedagogical leadership team articulates a shared commitment to the IB’s mission and
philosophy. (0101-02-0100)

Purpose 3: The school community fosters internationally minded people who embody
all 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 is
committed to international-mindedness and its importance in embodying the IB mission. (0101-03-0100)

4 Programme standards and practices

Environment (02)

Environment: Providing essential structures, systems

and resources

School environments include the human, natural, built and virtual resources through which learning
experiences take place. They cover facilities and technology; human and financial resources; assets of
culture and language; the allocation of time; and decisions about how schools divide, group and coordinate
responsibilities. School environments differ widely, and a wide range of local contexts can support the
successful implementation of IB programmes. The learning environment is the context in which learning
happens, and the conditions the school designs and develops to enhance student learning experiences.
The learning environment includes evidence of the school’s culture and purpose.

Standard: Leadership and governance (0201)

The leadership and governance of IB World Schools create and sustain high-quality learning environments.

Practices
Leadership 1: The school regularly reviews and follows all IB rules, regulations and
guidelines to support programme implementation and ongoing development.
(0201-01)
Leadership 1.1: The school clearly articulates its governance and/or leadership structure and establishes
roles, responsibilities and mandates for ensuring programme implementation and development.
(0201-01-0100)
Leadership 1.2: Leadership and governance understand all IB rules, regulations and guidelines, and have
put in place structures and processes to ensure compliance. (0201-01-0200)

MYP 1 (if applicable): The school provides security for the storage, transportation, and/or transmission
of IB assessment materials, physical or virtual, with controlled access restricted to designated staff.
(0201-01-0221)
MYP 2 (if applicable): The school complies with the IB regulations and procedures related to the
conduct of MYP eAssessment. (0201-01-0222)
MYP 3 (if applicable): The school registers all MYP year 5 students for IB-validated moderation of the
personal project. (0201-01-0223)
MYP 4: The school must register at least one student as a candidate for the IB MYP certificate, or must
submit unit plans for feedback as specified in programme documentation. (0201-01-0224)
DP 1: The school provides security for the storage, transportation, and/or transmission of IB
assessment materials, physical or virtual, with controlled access restricted to designated staff.
(0201-01-0231)
DP 2: The school complies with the IB regulations and procedures related to the conduct of all forms of
DP assessment. (0201-01-0232)
CP 1: The school provides security for the storage, transportation, and/or transmission of IB assessment
materials, physical or virtual, with controlled access restricted to designated staff. (0201-01-0241)
CP 2: The school complies with the IB regulations and procedures related to the conduct of all forms of
DP and CP assessment. (0201-01-0242)
CP 3: The school must in all cases choose or develop career-related studies that meet IB criteria.
(0201-01-0243)

Programme standards and practices 5

Environment: Providing essential structures, systems and resources

Leadership 2: The school includes on its pedagogical leadership team an IB-trained

programme coordinator who is empowered to facilitate successful programme
implementation. (0201-02)
Leadership 2.1: The school appoints a programme coordinator with a job description, release time,
necessary support, and an organizational position to facilitate curriculum and programme development.
(0201-02-0100)
Leadership 2.2: The programme coordinator completes required professional development that is up to
date with the most current version of the programme(s) under their responsibility. (0201-02-0200)

Leadership 3: The school organizes time for learning and teaching that provides a
broad, balanced and connected curriculum and serves the changing needs of its
community. (0201-03)
Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to
be met. (0201-03-0100)

PYP 1: The school implements a schedule that provides for the development of the required number
of transdisciplinary units of inquiry. (0201-03-0111)

MYP 1: The school implements a schedule that provides for the minimum required teaching hours for
each subject group. (0201-03-0121)

MYP 2: The school implements and reviews curriculum requirements as specified in programme
documentation. (0201-03-0122)
DP 1: The school implements and reviews a curriculum that is balanced so that students are provided a
reasonable choice of subjects. (0201-03-0131)
DP 2: The school implements a schedule that provides for the minimum required teaching hours for
each standard level and higher level DP subject, and for theory of knowledge (TOK). (0201-03-0132)
DP 3: The school implements a schedule that provides for the delivery of the theory of knowledge
course over two years for every student. (0201-03-0133)
DP 4: The school implements a schedule that allows for regular creativity, activity, service (CAS)
experiences and projects over at least 18 months for every student. (0201-03-0134)
CP 1: The school implements a schedule that provides for the minimum required teaching hours for
each standard level and higher level DP subject, and for the CP core. (0201-03-0141)
CP 2: The school implements a schedule that provides for the delivery of the personal and professional
skills (PPS) course over two years for every student. (0201-03-0142)
CP 3: The school implements a schedule that allows for regular service learning experiences and
projects over at least 18 months for every student. (0201-03-0143)

Leadership 4: The school implements and reviews systems and processes to improve
the operation and sustainability of its IB programme(s). (0201-04)
Leadership 4.1: The school has systems and processes in place to document, share and store curriculum,
policies and procedures that safeguard programme implementation. (0201-04-0100)
Leadership 4.2: The school captures and uses data that informs the operation and sustainability of the
programmes(s). (0201-04-0200)
Leadership 4.3: The school captures and uses data that informs the quality of the implementation of the
programme(s). (0201-04-0300)
Leadership 4.4: The school ensures that students and legal guardians are informed of the general
characteristics of relevant programme(s) and how the school implements them. (0201-04-0400)

6 Programme standards and practices

 Environment: Providing essential structures, systems and resources

Leadership 5: The school funds and allocates resources that sustain and further
develop its IB programme(s). (0201-05)
Leadership 5.1: The school funds adequate resources to implement the programme(s) and meet
programme requirements. (0201-05-0100)
PYP 1: The school allocates adequate resources to support collaborative planning amongst subject
specialists and classroom teachers for transdisciplinary learning. (0201-05-0111)

MYP 1: The school allocates adequate resources for the provision of leadership for developing the
curriculum in subject groups, planning approaches to learning, supporting student involvement in
service as action, and implementing the personal or community project. (0201-05-0121)

DP 1: The school allocates adequate resources and provides supervision for the creativity, activity,
service (CAS) core component, including designating a CAS coordinator. (0201-05-0131)

DP 2: The school allocates adequate resources and provides supervision to support the extended essay
core component, including designating an extended essay coordinator. (0201-05-0132)

CP 1: The school allocates adequate resources and provides supervision for the service learning core
component, including designating a service learning coordinator. (0201-05-0141)

CP 2: The school allocates adequate resources and provides supervision to support the reflective
project core component, including designating a reflective project coordinator. (0201-05-0142)

CP 3: The school allocates adequate resources and provides supervision to implement the language
development core component. (0201-05-0143)

CP 4: The school allocates adequate resources to implement the personal and professional skills (PPS)
core component. (0201-05-0144)

Standard: Student support (0202)

Learning environments in IB World Schools support student success.

Practices
Student support 1: The school provides relevant human, natural, built and virtual
resources to implement its IB programme(s). (0202-01)
Student support 1.1: The school provides adequate resources and facilities in accordance with programme
documentation. (0202-01-0100)
Student support 1.2: The school is responsible for its teachers meeting the local and legal requirements for
the roles to which they are appointed. (0202-01-0200)
Student support 1.3: The school provides effective learning spaces and learning environments.
(0202-01-0300)
Student support 1.4: The school provides technologies that facilitate effective communication with the IB
community and ensure access to current resources that support engagement with local, national,
international and global contexts. (0202-01-0400)
Student support 1.5: The school uses programme documentation to inform the use and/or design of
learning spaces which allow for flexibility and collaboration. (0202-01-0500)

MYP 1: (if applicable) The school complies with IB assessment requirements with regards to the
security and administration of examination materials, and the provision and delivery of access
arrangements. (0202-01-0521)
DP 1: The school complies with IB assessment requirements with regards to the security and
administration of examination materials, and the provision and delivery of access arrangements.
(0202-01-0531)

Programme standards and practices 7

Environment: Providing essential structures, systems and resources

CP 1: The school complies with IB assessment requirements with regards to the security and
administration of examination materials, and the provision and delivery of access arrangements.
(0202-01-0541)
Student support 1.6: The school maintains a functioning and active library consisting of adequate
combinations of people, places, collections and services that aid and extend learning and teaching.
(0202-01-0600)

Student support 2: The school identifies and provides appropriate learning support.
(0202-02)
Student support 2.1: The school implements and reviews systems and processes to identify the needs of
students. (0202-02-0100)
Student support 2.2: The school supports the identified needs of students, and evidences this support
through planning, policy, and practice. (0202-02-0200)
Student support 2.3: The school provides staff, facilities and resources as outlined in their inclusion policy.
(0202-02-0300)
Student support 2.4: The school demonstrates a commitment to make the most effective use of learning
spaces and learning environments in ways that meet the needs of all students. (0202-02-0400)

Student support 3: The school fosters the social, emotional, and physical well-being of
its students and teachers. (0202-03)
Student support 3.1: The school identifies and allocates spaces and resources to support the social,
emotional, and physical well-being of its students and teachers. (0202-03-0100)
Student support 3.2: The school demonstrates in its systems, processes and policies attention to the social,
emotional, and physical well-being of its students and teachers. (0202-03-0200)
Student support 3.3: The pedagogical leadership team and teachers support students’ social, emotional and
physical well-being. (0202-03-0300)
Student support 3.4: The school promotes open communication based on understanding and respect.
(0202-03-0400)

Student support 4: The school provides guidance and support that help students
succeed in its IB programme(s) and plan for the next stage of their educational and/or
career-related experiences. (0202-04)
Student support 4.1: The school implements and reviews systems and processes to provide advice and
guidance to students on programme choices, careers and/or additional education opportunities as they
move further in their learning. (0202-04-0100)

Student support 5: The school builds relationships with the wider community that are a
source of wisdom and expertise to strengthen the implementation of its IB
programme(s). (0202-05)
Student support 5.1: The school identifies and uses a variety of human, virtual and physical resources in the
wider community that aid and extend student learning. (0202-05-0100)
Student support 5.2: The school provides meaningful opportunities for legal guardians to contribute to the
development and support of its programme(s). (0202-05-0200)

Standard: Teacher support (0203)

Learning environments in IB World Schools support and empower teachers.

8 Programme standards and practices

 Environment: Providing essential structures, systems and resources

Practices
Teacher support 1: The school ensures that teachers use current IB resources and
regularly review their implementation of the programme. (0203-01)
Teacher support 1.1: The school ensures that all teachers have access to current and relevant IB content.
(0203-01-0100)
Teacher support 1.2: The school demonstrates that teachers have used current and relevant programme
documentation to implement the programme in their classroom teaching. (0203-01-0200)

MYP 1: The school ensures that learning and teaching reflect the current aims, objectives and
implementation requirements of the curriculum. (0203-01-0221)
DP 1: The school ensures that learning and teaching reflect the current aims, objectives and
implementation requirements of the curriculum. (0203-01-0231)
CP 1: The school ensures that learning and teaching reflect the current aims, objectives and
implementation requirements of the curriculum. (0203-01-0241)

Teacher support 2: The school ensures that leadership and teachers participate in
appropriate and timely professional learning to inform their practice. (0203-02)
Teacher support 2.1: The school complies with IB-mandated professional development requirements, as
outlined in IB documentation. (0203-02-0100)

Teacher support 3: The school provides time and other resources for teachers to
collaborate effectively in the implementation of IB programme(s). (0203-03)
Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’
collaborative planning and reflection. (0203-03-0100)

MYP 1: 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.
(0203-03-0121)
CP 1: The school allocates adequate time and resources to plan for the integration of elements of the
CP framework. (0203-03-0141)

Programme standards and practices 9

Culture (03)

Culture: Creating positive school cultures

School culture refers to the written and unwritten rules that define how a school functions. It also
encompasses personal and collective well-being, the effective utilization of physical and human resources,
and the extent to which a school acknowledges and celebrates diversity.

Standard: Culture through policy implementation

(0301)
Schools develop, implement, communicate and review effective policies that help to create a school culture
in which IB philosophy can thrive.

Practices
Culture 1: The school secures access to an IB education for the broadest possible range
of students. (0301-01)
Culture 1.1: The school implements and reviews an access and/or admissions policy that clearly describes
the conditions for participation in the school’s programme(s). (0301-01-0100)
Culture 1.2: The school provides relevant support materials, resources and structures to promote access to
the school’s programme(s) for as many students as reasonable. (0301-01-0200)
Culture 1.3: The school provides opportunities to access the programme(s) for the broadest possible range
of students. (0301-01-0300)

PYP 1: The school articulates and demonstrates the PYP to include all students, regardless of learner
variability, unless the school’s regulatory environment precludes full enrollment and requires the
school offer the relevant national or state/provincial curriculum to certain students. (0301-01-0311)

PYP 2: The school implements the PYP across all early years and/or primary grade levels offered at the
school. (0301-01-0312)

MYP 1: The school monitors and evaluates its efforts to provide students with equal opportunities to
undertake the MYP. (0301-01-0321)

DP 1: The school provides for the full DP, ensures that some of its students attempt the full diploma,
then monitors and evaluates its efforts to provide students with equal opportunities to undertake the
full diploma. (0301-01-0331)

DP 2: The school implements and reviews strategies to encourage students to pursue the full IB
diploma. (0301-01-0332)

CP 1: The school monitors and evaluates its efforts to provide students equal opportunities to
undertake the CP, and implements strategies to encourage students to pursue the full CP.
(0301-01-0341)

Culture 2: The school implements, communicates and regularly reviews an inclusion

policy that creates cultures that support all students to reach their full potential.
(0301-02)
Culture 2.1: The school implements and reviews an inclusion policy that meets IB guidelines. (0301-02-0100)
Culture 2.2: The school identifies in its inclusion policy all of its legal requirements and outlines the school’s
structures and processes for compliance. (0301-02-0200)

10 Programme standards and practices

 Culture: Creating positive school cultures

Culture 2.3: The school describes in its inclusion policy the rights and responsibilities of all members of the
school community and clearly states the school’s vision for implementing inclusive programmes.
(0301-02-0300)

Culture 3: The school implements, communicates and regularly reviews an academic

integrity policy that creates cultures of ethical academic practice. (0301-03)
Culture 3.1: The school implements and reviews an academic integrity policy that makes the school’s
philosophy clear and is aligned with IB guidelines. (0301-03-0100)
Culture 3.2: The school clearly describes in its academic integrity policy the rights and responsibilities of all
members of the school community, what constitutes good practice and misconduct, and the actions that
are to be taken if there are transgressions. (0301-03-0200)
Culture 3.3: The school articulates responsibilities for teaching a variety of practices related to academic
integrity, and reflects its five fundamentals: honesty, trust, fairness, respect and responsibility.
(0301-03-0300)
Culture 3.4: The school ensures that relevant support materials, resources and structures related to the
academic integrity policy are implemented. (0301-03-0400)
Culture 3.5: The school monitors and evaluates the impact of the academic integrity policy to ensure that it
regularly informs learning and teaching across the curriculum and that school’s procedures are transparent,
fair and consistent. (0301-03-0500)

Culture 4: The school implements, communicates and regularly reviews a language

policy that helps to foster intercultural understanding through communicating in a
variety of ways in more than one language (0301-04)
Culture 4.1: The school implements and reviews a language policy that is aligned with IB language policy
guidelines. (0301-04-0100)
Culture 4.2: The school describes in its language policy the way that the school recognizes multilingualism
as a fact, a right and a resource for learning. (0301-04-0200)
Culture 4.3: The school identifies in its language policy a variety of physical and virtual resources used to
facilitate language development. (0301-04-0300)
Culture 4.4: The school clearly describes in its language policy the rights and responsibilities of all members
of the school community and what constitutes good practice within the school context. (0301-04-0400)

PYP 1: The school ensures that students learn a language in addition to the language of instruction (at
least from the age of seven). Multilingual programmes, where students are learning in at least two
languages, can but are not required to offer additional languages. (0301-04-0411)

Culture 5: The school implements, communicates and regularly reviews an assessment

policy or policies to help create a culture of continuous learning and growth. (0301-05)
Culture 5.1: The school implements and reviews an assessment policy that makes the school’s philosophy
clear and is aligned with the IB philosophy concerning learning and assessment. (0301-05-0100)
Culture 5.2: The school identifies in its assessment policy all necessary local and IB requirements, and
outlines how the school is adhering to these requirements. (0301-05-0200)
Culture 5.3: The school describes in its assessment policy the rights and responsibilities of all members of
the school community and clearly states what constitutes good assessment practice. (0301-05-0300)
Culture 5.4: The school ensures relevant support materials, resources and processes are implemented for
fair and valid assessment. (0301-05-0400)
Culture 5.5: The school describes in its assessment policy the value of assessment for continuous learning
and growth. (0301-05-0500)

Programme standards and practices 11

Culture: Creating positive school cultures

Culture 6: The school implements, communicates and regularly reviews its IB-
mandated policies to ensure they are cohesive and reflect IB philosophy. (0301-06)
Culture 6.1: The school implements processes with consideration of the relationship between its IB-
mandated policies. (0301-06-0100)
Culture 6.2: The school documents its IB-mandated policies and communicates them to the school
community. (0301-06-0200)
Culture 6.3: The school considers physical and virtual spaces in all of its IB-mandated policies.
(0301-06-0300)
Culture 6.4: The school articulates a planned integration of human, natural, built or virtual resources in all of
its IB-mandated policies. (0301-06-0400)
Culture 6.5: The school considers the IB learner profile in all of its IB-mandated policies. (0301-06-0500)
Culture 6.6: The school considers international-mindedness in all of its IB-mandated policies. (0301-06-0600)
Culture 6.7: The pedagogical leadership team uses the school’s IB-mandated policies in decision-making
and curriculum development. (0301-06-0700)

12 Programme standards and practices

Learning (04)

Learning: Ensuring effective education

Learning in the IB community celebrates the many ways people work together to construct meaning and
make sense of the world. Through the interplay of asking, doing and thinking, this constructivist approach
leads towards open, democratic classrooms. IB students and teachers are lifelong learners, independently
and in collaboration with others. Learning communities in IB World Schools engage in cycles of inquiry,
action and reflection that lead to deeper understanding and a lifetime of learning. Learning is the central
tenet, as well as the outcome, of developing purpose, culture, and environment in IB schools.

Standard: Designing a coherent curriculum (0401)

Learning in IB World Schools is based on a coherent curriculum.

Practices
Coherent curriculum 1: The school plans and implements a coherent curriculum that
organizes learning and teaching within and across the years of its IB programme(s).
(0401-01)
Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation.
(0401-01-0100)
Coherent curriculum 1.2: The school articulates its curriculum horizontally and vertically. (0401-01-0200)
Coherent curriculum 1.3: The school demonstrates that all applicable IB curriculum frameworks are fully
integrated with the requirements for school, local, state or provincial and national education authorities.
(0401-01-0300)
Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB
philosophy into the curriculum. (0401-01-0400)
Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students
to make connections across their learning. (0401-01-0500)

PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for each
transdisciplinary theme—at each year or grade level, with the exception of students who are 3-6 years
where 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)

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

PYP 3: The school ensures that all subjects are represented within the programme of inquiry at each
year or grade level. (0401-01-0513)
MYP 1: The school develops subject group overviews and an approaches to learning planning chart in
accordance with programme documentation. (0401-01-0521)

Coherent curriculum 1.6: The school demonstrates that the curriculum is influenced by an understanding of
students’ prior knowledge, identities, backgrounds, needs and contexts. (0401-01-0600)

Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB
programme(s). (0401-02)
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements
and are in accordance with programme documentation. (0401-02-0100)

Programme standards and practices 13

Learning: Ensuring effective education

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)

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)
MYP 1: The school provides opportunities for teachers to use collaborative planning and reflection to
develop interdisciplinary understanding. (0401-02-0121)
MYP 2: Teachers use the MYP planning process to collaboratively design, plan, deliver and document
student inquiry. (0401-02-0122)
DP 1: The school provides opportunities for teachers to use collaborative planning and reflection to
integrate theory of knowledge into each subject. (0401-02-0131)
CP 1: The school provides opportunities for the IB teachers to collaborate with the career-related
studies (CRS) staff to ensure balance and articulation of the students’ full educational experience.
(0401-02-0141)

Coherent curriculum 2.2: Teachers plan and reflect collaboratively to consider connections and
relationships between different areas, and reinforce shared concepts, content and skills. (0401-02-0200)
Coherent curriculum 2.3: Teachers use human, physical and virtual resources to aid and extend their
collaboration. (0401-02-0300)
Coherent curriculum 2.4: Teachers use collaborative planning and reflection to address the elements of an
IB education. (0401-02-0400)

Coherent curriculum 3: The school develops, regularly reviews and shares its
curriculum in ways that explicitly engage the school community. (0401-03)
Coherent curriculum 3.1: The school informs the school community of ongoing developments in the
programme(s) and incorporates these into curriculum development. (0401-03-0100)
Coherent curriculum 3.2: The school ensures that all teachers and pedagogical leadership teams have
access to relevant communities that support the development of the programme(s). (0401-03-0200)
Coherent curriculum 3.3: The school reviews IB requirements for learning, teaching and assessment, and
communicates them to the school community. (0401-03-0300)
Coherent curriculum 3.4: The school regularly reviews required and supporting IB content. (0401-03-0400)
Coherent curriculum 3.5: The school ensures the curriculum is up to date and clearly communicated to the
school community. (0401-03-0500)

MYP 1: Teachers follow the MYP review cycles and associated IB communications. (0401-03-0521)
DP 1: Teachers follow the DP review cycles and associated IB communications. (0401-03-0531)
CP 1: Teachers follow the DP and CP review cycles and associated IB communications. (0401-03-0541)

Standard: Students as lifelong learners (0402)

Learning in IB schools aims to develop students ready for further education and life beyond the classroom.

Practices
Lifelong learners 1: Students actively develop thinking, research, communication,
social and self-management skills. (0402-01)
Lifelong learners 1.1: The school implements and reviews the development of the IB’s approaches to
learning. (0402-01-0100)
Lifelong learners 1.2: The school implements and reviews processes that actively engage students in their
own learning. (0402-01-0200)

14 Programme standards and practices

 Learning: Ensuring effective education

Lifelong learners 2: Students demonstrate and reflect on their continued development

of the IB learner profile attributes. (0402-02)
Lifelong learners 2.1: Students understand the IB learner profile and can reflect on it effectively.
(0402-02-0100)
Lifelong learners 2.2: Teachers provide students with opportunities in the curriculum to reflect on the
growth and demonstration of their IB learner profile attributes. (0402-02-0200)
Lifelong learners 2.3: Students understand the connections between the IB learner profile and international-
mindedness. (0402-02-0300)

Lifelong learners 3: Students identify and foster healthy relationships, an

understanding of shared responsibility, and the ability to collaborate effectively.
(0402-03)
Lifelong learners 3.1: Students and teachers engage in learning experiences that are designed to include
opportunities for students to collaborate. (0402-03-0100)
Lifelong learners 3.2: The school demonstrates that collaboration and effective relationship building are
featured explicitly within the curriculum. (0402-03-0200)
Lifelong learners 3.3: Pedagogical leaders provide opportunities for student voice to be represented in the
school. (0402-03-0300)

Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical
judgments. (0402-04)
Lifelong learners 4.1: Students and teachers comply with IB academic integrity guidelines. (0402-04-0100)
Lifelong learners 4.2: Students and teachers acknowledge the intellectual property of others when
producing work. (0402-04-0200)
Lifelong learners 4.3: The school provides support and guidance for students on acknowledging the work of
others, including guidance on citation and referencing. (0402-04-0300)
Lifelong learners 4.4: Teachers discuss with students the significance and importance of producing
authentic and original work. (0402-04-0400)

Lifelong learners 5: Students exercise the flexibility, perseverance and confidence they
need to bring about positive change in the wider community and beyond. (0402-05)
Lifelong learners 5.1: The school provides opportunities for students to directly apply their learning by
taking action. (0402-05-0100)
Lifelong learners 5.2: Students demonstrate a commitment to service with and for the community
throughout their learning, in accordance with programme documentation. (0402-05-0200)
MYP 1: Students take opportunities to develop, act and reflect on MYP learning outcomes for service in
each year of the programme. (0402-05-0221)

Lifelong learners 6: Students take ownership of their learning by setting challenging

goals and pursuing personal inquiries. (0402-06)
Lifelong learners 6.1: Students take opportunities to develop personal learning goals. (0402-06-0100)
Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and
actions. (0402-06-0200)

PYP 1: Students participate in the exhibition in the final year of the PYP, except in schools that
exclusively offer the early years. (0402-06-0211)
MYP 1: The school provides opportunities for students to take ownership of their learning through the
personal project and community project. (0402-06-0221)
DP 1: The school provides opportunities for students to take ownership of their learning through the
DP core. (0402-06-0231)

Programme standards and practices 15

Learning: Ensuring effective education

CP 1: The school provides opportunities for students to take ownership of their learning through the
CP core. (0402-06-0241)

Lifelong learners 7: Students pursue opportunities to explore and develop their

personal and cultural identities. (0402-07)
Lifelong learners 7.1: The school provides opportunities for students to explore and develop their personal
and cultural identities. (0402-07-0100)
Lifelong learners 7.2: The school community affirms individual student identity through learning and
teaching. (0402-07-0200)
Lifelong learners 7.3: Students take opportunities to develop their language profiles. (0402-07-0300)

Standard: Approaches to teaching (0403)

IB programmes encourage approaches to teaching that create learning experiences that are shown to be
meaningful to the school community.

Practices
Approaches to teaching 1: Teachers use inquiry, action and reflection to develop
natural curiosity in students. (0403-01)
Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements.
(0403-01-0100)
Approaches to teaching 1.2: The school monitors and evaluates inquiry-based teaching strategies and
learning engagements. (0403-01-0200)
Approaches to teaching 1.3: The school provides opportunities for students to actively engage in
interactive and exploratory learning environments and/or play in accordance with programme
documentation. (0403-01-0300)
Approaches to teaching 1.4: Teachers encourage student choice in appropriate places in the curriculum.
(0403-01-0400)
Approaches to teaching 1.5: Teachers facilitate student exploration of their personal interests and ideas.
(0403-01-0500)

Approaches to teaching 2: Teachers focus on conceptual understanding to support

students in developing their ideas. (0403-02)
Approaches to teaching 2.1: Teachers demonstrate strategies focused on conceptual understanding.
(0403-02-0100)
Approaches to teaching 2.2: Teachers plan and facilitate learning experiences through which students can
develop their own conceptual understandings. (0403-02-0200)
Approaches to teaching 2.3: Students take opportunities to explore and develop their own conceptual
understandings in appropriate places in the curriculum. (0403-02-0300)

Approaches to teaching 3: Teachers use local and global contexts to establish the
relevance of the curriculum. (0403-03)
Approaches to teaching 3.1: Teachers ensure that there are clear examples of connections to local and
global contexts in the curriculum. (0403-03-0100)
Approaches to teaching 3.2: Teachers encourage students to transfer their conceptual understandings to
unfamiliar contexts. (0403-03-0200)

16 Programme standards and practices

 Learning: Ensuring effective education

Approaches to teaching 4: Teachers promote effective relationships and purposeful

collaboration to create a positive and dynamic learning community. (0403-04)
Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for
students in accordance with programme documentation. (0403-04-0100)
Approaches to teaching 4.2: Students collaborate with teachers and peers to plan, demonstrate, and assess
their own learning. (0403-04-0200)
Approaches to teaching 4.3: The school provides opportunities for students to collaborate based on their
strengths and abilities. (0403-04-0300)

PYP 1: Teachers use flexible grouping of students to maximize learning, ensure student well-being,
and provide a variety of opportunities for collaboration. (0403-04-0311)

Approaches to teaching 5: Teachers remove barriers to learning to enable every

student to develop, pursue and achieve challenging personal learning goals. (0403-05)
Approaches to teaching 5.1: Teachers consider learner variability when planning students’ personal
learning goals. (0403-05-0100)
Approaches to teaching 5.2: Teachers integrate prior knowledge into the curriculum to aid and extend
learning for all students. (0403-05-0200)
Approaches to teaching 5.3: Teachers use IB-mandated policies to support students. (0403-05-0300)
Approaches to teaching 5.4: Teachers support language development with consideration for the language
profiles of students. (0403-05-0400)
Approaches to teaching 5.5: Teachers use multiple technologies to aid and extend learning and teaching.
(0403-05-0500)

Standard: Approaches to assessment (0404)

Learning, teaching, and assessment effectively inform and influence one another.

Practices
Approaches to assessment 1: Students and teachers use feedback to improve learning,
teaching and assessment. (0404-01)
Approaches to assessment 1.1: Students and teachers use feedback to support stated outcomes and
expectations, in accordance with IB philosophy and assessment documentation. (0404-01-0100)
Approaches to assessment 1.2: The school uses specific and constructive school-based reporting to provide
students and teachers with information that can be used to improve learning, teaching and assessment.
(0404-01-0200)

Approaches to assessment 2: The school uses assessment methods that are varied and
fit-for-purpose for the curriculum and stated learning outcomes and objectives.
(0404-02)
Approaches to assessment 2.1: Teachers use a variety of assessment methods that are connected to stated
learning objectives and outcomes. (0404-02-0100)

PYP 1: Teachers document and analyse student learning over time to design learning experiences
based on data. (0404-02-0111)
MYP 1: Teachers plan and design the assessment of student learning based on the criteria and
procedures in accordance with programme documentation. (0404-02-0121)
MYP 2: The school records criterion level totals and submits MYP personal projects for IB moderation in
accordance with programme documentation. (0404-02-0122)
DP 1: The school uses the objectives and assessment tools for each subject, and component of the DP
core, to build summative assessments of student learning. (0404-02-0131)

Programme standards and practices 17

Learning: Ensuring effective education

DP 2: The school records and submits IB-validated assessments for the components of the DP core in
accordance with programme documentation. (0404-02-0132)
CP 1: The school uses the objectives and assessment tools for each DP subject, and component of the
CP core, to build summative assessments of student learning. (0404-02-0141)

Approaches to assessment 2.2: The school demonstrates that assessment practices are formed around
conceptual learning. (0404-02-0200)
Approaches to assessment 2.3: The school ensures that from the time of enrollment students and legal
guardians are aware of and have access to documentation describing the relevant programme regulations
and requirements regarding assessment. (0404-02-0300)

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)

MYP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance
with IB guidelines. (0404-03-0121)
DP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance
with IB guidelines. (0404-03-0131)
CP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance
with IB guidelines. (0404-03-0141)

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)

MYP 1: (if applicable) The school communicates accurate and honest predicted grades for MYP on-
screen examination subjects to the IB. (0404-03-0321)
DP 1: The school communicates predicted grades to institutes of higher education, and IB predicted
grades to the IB as part of IB-validated assessment, in ways that value academic integrity and reflect as
much accuracy as possible. (0404-03-0331)
CP 1: The school communicates predicted grades to institutes of higher education, and IB predicted
grades to the IB as part of IB-validated assessment, in ways that value academic integrity and reflect as
much accuracy as possible. (0404-03-0341)
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)

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)

MYP 1: All students in MYP year 5 complete the personal project, and all students finishing the
programme in year 3 or 4 complete the community project. (0404-04-0121)
DP 1: The school ensures that students submit the extended essay toward the end of the DP, and
focuses on providing students with opportunities to engage in topics of their own choice.
(0404-04-0131)

18 Programme standards and practices

 Learning: Ensuring effective education

CP 1: The school records and submits required IB-validated assessments and the evidence of
completion of the components of the CP core in accordance with programme documentation.
(0404-04-0141)

Programme standards and practices 19

Appendices

Annotations

Primary Years Programme

Additional language learning
Does the PYP specify the number of hours necessary for learning an additional
language?

Specification
PYP 1: The school ensures that students learn a language in addition to the language of instruction (at least
from the age of seven). Multilingual programmes, where students are learning in at least two languages,
can but are not required to offer additional languages. (0301-04-0411)

Annotation
The IB intentionally does not specify how many hours are necessary for a successful language development
programme. Schools can determine the number of hours based on their language profile.
When reviewing or establishing an additional language programme, PYP schools take into account the
language profile of the school and the wider community context in order to decide what languages should
be available to students. Additional languages are part of the school day and not an after school or
extracurricular programme (0301).
Additional language programmes aim to support international mindedness through multilingualism, by
understanding others through an awareness of language and culture. This requires a commitment by the
school to understanding how languages are learned, and to scheduling appropriately. As school language
profiles are complex and varied, the IB PYP does not specify the number of hours per week or year that is
required to learn an additional language and it is expected that schools base their decisions on language
learning practices that both sustain language learning and are current.
For further information, refer to PYP: From principles into practice sections titled “Learning and teaching” and
“Language”.

Planning and the subject specialist

What are the planning expectations for subject specialists?

Specification
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)

Annotation
Subject specialists are required to collaborate to plan and design a coherent experience for learners (0401).
This collaboration is ongoing. When planning within a programme of inquiry, subject specialists and
classroom teachers collaborate in the documentation of learning using one of the planners provided by the
PYP or they develop their own planner based on the PYP planning process. When learning falls outside the
programme of inquiry, subject specialists are guided by the PYP planning process and document planning
in a way that is best suited to the expectations of their learning community.
For further information, refer to PYP: From principles into practice sections titled “The learning community”
and the “The collaborative planning process” in “Collaboration”. The teacher support material, PYP planner
templates may also be helpful.

20 Programme standards and practices

 Annotations

Coherent curriculum and the early years

How might a programme of inquiry look in a mixed age group of early years and primary years?

Specification
PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for each
transdisciplinary theme—at each year or grade level, with the exception of students who are 3–6 years
when 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)

Annotation
In classes where the majority of students reach the age of seven during the school year, six units of inquiry
will normally be undertaken. If there are one or two students out of the normal age group then they would
follow the number of units along with the group.
In classes of mixed age groups (for example, combined five to seven years), schools will need to ensure their
students aged over seven years engage with six units of inquiry. Flexibility in how the units of inquiry are
organized over the course of the year can support schools to achieve this.

Figure 1
An example of a staggered approach to units for mixed age groups

The teacher support materials, “Flexible time frames for units of inquiry (Early Years)” and “Flexibility in the
programme of inquiry”, may also be helpful.

Cross-programme
IB stance on environments in IB schools
Environments in IB schools are combinations of people, spaces, infrastructure and processes that are treated
systemically rather than developed as separate elements. Programme standards and practices refers to two
types of environments: school environments and learning environments.
School environments indirectly support learning. School environments include physical and virtual
facilities; human and fiscal resources, and the organizational structure and operations of the school.
Learning environments directly support learning. Learning environments should include safe spaces that
foster well-being and intellectual development, thoughtful learning support, and a school environment
that supports the learning that takes place.
School and learning environments can look very different depending on a school’s context, but should
always be designed and managed thoughtfully with the goal of maximizing learning as their primary aim.

Programme standards and practices 21

Annotations

School and learning environments are the result of careful policy development, resource and space
management, and a strong school philosophy that evolves from collaboration between leaders, teachers
and learners.

How schools might approach designing environments in practice

Conditions: 0101-02
The school’s pedagogical leadership team embraces educational approaches that encourage students to
become active, compassionate lifelong learners.
Who: 0202-01, 0203-03
The school provides relevant human, natural, built and virtual resources to implement its IB programme(s).
The school provides time and other resources for teachers to collaborate effectively in the implementation
of IB programme(s).
How: 0202-02, 0202-03, 0301-06
The school identifies and provides appropriate learning support. The school fosters the social, emotional
and physical well-being of its students and teachers.
The school implements, communicates and regularly reviews its IB-mandated policies to ensure they are
cohesive and reflect IB philosophy.
Why: 0402-01, 0402-06
Students actively develop thinking, research, communication, social and self-management skills. Students
take ownership of their learning by setting challenging goals and pursuing personal inquiries.

22 Programme standards and practices

Appendices

Glossary of terms

Please note that these definitions are only intended as clarifications for terms used specifically within the
Programme standards and practices. Many terms are also used in programme documentation, and are
applied across these contexts as appropriate. The IB recognizes that schools must to some degree identify
and interpret how the practices are evidenced in their context. Some terms have very general definitions,
which must then be refined and further articulated by the school.
Administration The individuals or groups responsible for the operations of the school. Administrators
may also have governance privileges, as well as pedagogical leadership or teaching
responsibilities.
Administrate To distribute and supervise based on specific rules and/or regulations. Tends to refer
to assessment. Also see “administration”.
Appoint To give a formal title, responsibilities, and sometimes remuneration for a specific
purpose.
Articulate To define or outline in a shareable format (usually written).
Communicate To actively disseminate to the school and/or wider community.
Community Learning community: everyone who is involved with learning and teaching at the
school, including students, their families, school staff members, and other important
sources of learning for students and teachers.
School community: the students, guardians, teaching and non-teaching staff,
pedagogical leadership, governing body and external bodies who influence the
school’s operation and governance.
Wider community: People and entities who affect the school community, or who are
affected by it, even if they are not directly involved. Local businesses, councils,
governments and community organizations are examples. The wider community
could also involve virtual or extra-local entities.
Comply To follow explicitly written rules, guidelines or other compliance-based
documentation provided by another entity, usually the IB.
Content Any products that could be used to support programme or curriculum
implementation that is not documentation. This can include video, applications, or
other media.
Consider To think carefully about and be able to indicate in relevant evidence.
Context The conditions, demographics, and dynamics of a school community. A school’s
context affects how the IB philosophy is manifested in the school’s educational
approaches and operation.
Culture The collection of values, mindsets and attitudes that are nurtured in a school
community. A school community may identify multiple subcultures. For example, IB
World Schools will have a “culture of learning,” which must exemplify the IB learner
profile. The school culture should be reinforced through its policies, environment, and
operational procedures.
Demonstrate To evidence through some combination of submitted evidence and a visit or face-to-
face interaction.

Programme standards and practices 23

Glossary of terms

Designate To assign responsibilities for an activity or project, but not necessarily a title or
remuneration.
Develop To form and improve over time. Tends to denote an ongoing process.
Effective Having a clear and positive impact on evidencing and sustaining a practice, principle
or policy.
Embody To regularly evidence in thought, expression, action and practice.
Embrace To widely accept, support and evidence in policy, practice, and school culture.
Empower To provide the resources, systems and processes, and authority required to enable
members of the school community to do their work.
Encourage To support and appeal to change or implement.
Ensure To guarantee as having in place or in operation at described intervals.
Environment A combination of people, spaces, infrastructure and processes within a school.
The school environment refers to human, natural, built and virtual resources that
support and inform the school’s purpose and culture.
The learning environment is the context in which learning happens, and the
conditions the school designs and develops to enhance student learning experiences.
The learning environment includes evidence of the school’s culture and purpose.
Evidence To provide artifacts or narratives that articulate or demonstrate a standard, practice,
requirement or specification, or the artifacts and narratives themselves.
Framework A description of the processes and elements that influence implementation, as well as
the connections between those processes and elements. The standards and practices
framework helps schools describe and design their developmental journeys, and
provides guidance on presenting evidence for authorization and evaluation.
Governance The act of making decisions on behalf of the school and carrying out the duties of the
governing body. “Governance” includes the duly constituted individuals that have the
ultimate legal authority to make decisions on behalf of the school.
Guidelines Content that directs schools in a process, action or development, but are not
necessarily rules, regulations or programme documentation.
IB-mandated Prescribed by the IB.
IB mission and Official IB mission statement and philosophy as outlined in What is an IB Education.
philosophy
IB philosophy The set of beliefs and values that guides the development and delivery of IB
educational programmes. It is reflected in the mission statement, the IB learner profile,
What is an IB education?, and within documents that describe and outline each
programme’s principles and practices.
IB-validated External assessments distributed by the IB and administered by the school.
assessments
Identity The combination of background, dispositions and experiences of people.
Personal identity: the combination of background, dispositions and experiences that
an individual states as being unique to them.
Cultural identity: the combination of background, dispositions and experiences that
an individual attributes to an ethnicity, place of origin, nationality or social group.
Implement and To put into action a policy or process, then return to evaluate its impact and value at
review intervals described by the IB or by the school.

24 Programme standards and practices

 Glossary of terms

Implement, To put into action a policy, widely disseminate information on it to the school
communicate community, then return to evaluate it regularly according to relevant documentation.
and regularly
review
Innovative An approach or design that is acknowledged as new or unique, with reference to the
school’s context as well as the wider community. The IB recognizes that innovation is
often associated with new technologies and systems, but schools are encouraged to
innovate in all categories of the framework.
Leadership The establishment and development of school philosophy, purpose, culture,
environment, resources, systems and structures to ensure that effective learning takes
place across the school community. Leadership teams are responsible for any or all
aspects of this establishment and development. There are three types of leadership.
Pedagogical leadership is responsible for the development of the curriculum,
policies, purpose, culture and learning of the school.
School leadership is responsible for the environment, policies, resources,
communications, and administration of the school.
Community leadership is responsible for managing the influence a school has on the
wider community.
Leadership roles usually overlap, and individuals or teams may share pedagogical and
school leadership duties.
Learning The outcome of evidencing a school community’s context, purpose, environment and
culture. The foremost objective of any IB World School is to facilitate and improve
students’ learning experiences. Learning happens throughout the entire school
community, so schools must also demonstrate that student learning is enhanced by
the school community’s learning and development.
Learning support Pedagogical approaches, processes and tools that support learners in reaching their
full potential.
Legal guardian Parents and individuals with legal guardianship of any student enrolled in an IB
programme. In some cases, when a student is of legal age, the school’s obligations
towards legal guardians also apply towards the student.
Meaningful Clearly evidenced as important to the school community’s purpose, and impacting the
school’s environment and/or culture. Ideally, this implies that it directly and positively
affects student learning.
Meaningful The result of creating conditions that positively influence and impact the school’s
access programme(s) and students. “Access” is considered meaningful when it is equal and
fair for all relevant members of the school community.
Monitor and To collect and use data regularly to determine the quality of, or inform the
evaluate development of, an intervention or process.
Pastoral care The development and implementation of compassionate systems and processes
within the school, including the fostering of relationships and curriculum elements
that explicitly teach social and emotional learning. Pastoral care can take many forms,
depending on the school’s context as well as local and national requirements.
Programme The term “programme” can be used in two ways.
The programme framework, created by the IB, that is implemented by schools.
The articulated entity within a school that implements the programme framework and
teaches, and learns the IB curriculum. This includes the leadership, staff, students, and
wider community members who support the programme, as well as all resources
designated for learning and teaching the curriculum.

Programme standards and practices 25

Glossary of terms

Programme Content produced or sponsored by Learning and Teaching Division teams regarding
documentation school-wide, programme, curriculum, or course implementation.
Programme Programme-specific descriptions or additions to requirements that explain in part how
specifications requirements are fulfilled.
Promote To actively encourage and disseminate to the school community.
Provide To create opportunities, resources or support in the school to perform or complete an
action, process or product. Tends to be a responsibility on the part of the school.
Purpose A school’s efforts to enact an educational philosophy that accounts for the school
community’s context and aligns with IB philosophy. A school’s purpose should
influence its environment and culture.
Pursue To actively seek out engagement and action and create opportunities for oneself
within the school. Usually refers to students.
Reasonable Adequate to ensure quality, choice, and/or sustainability in the programme(s). Schools
may have to define when they have “reasonably” fulfilled a standard, practice, or
requirement as it relates to their context, or show that they have created the
conditions necessary to meet a standard, practice or requirement in a “reasonable”
way.
Regularly With a frequency that satisfies the rules and regulations, as well as school-based needs
and policies or local and national requirements. Schools should determine and
evidence the regularity of a practice.
Requirements Required actions, submissions or processes within the Programme standards and
practices that a school must fulfil to become and remain an IB World School.
Resources The elements necessary to establish and sustain an IB programme. Resources may
include the following:
Funding: the monies allocated to programme implementation.
Human resources: the people employed or introduced by the school to support the
development of the school community.
Natural resources: materials or substances occurring in nature that are used in
learning and teaching.
Built resources: the facilities or structures that are utilized across the school
community. Examples include learning spaces, gym facilities, vehicles, furniture,
computers and mobile devices, and so on.
Virtual resources: applications, software or online spaces, used to contribute to
learning and teaching, school operations, or interactions with the wider community.
Rules and/or Obligations for the school as prescribed by the IB, usually produced by Schools
regulations Division or Assessment Division.
School The entity that implements the programme(s), including both IB World Schools and
candidate schools. This term covers all decision-makers and staff who ensure the
operation and development of the programme(s), as well as resources and systems.
Student success The combination of outcomes based on a student’s personal goals and expectations
that are reasonably defined and communicated by the school community. Student
success is not determined solely by external assessments or evaluations that do not
include the student’s voice. Any definition of student success should also align with IB
philosophy—it is therefore holistic, including referring to and acknowledging the
embodiment of the IB learner profile attributes and international-mindedness.
Supervision Acting as an appointed or designated supervisor for a specific purpose within the
school.

26 Programme standards and practices

 Glossary of terms

Systems and Systems are deliberate and consistent approaches, physical, virtual and social, applied
processes to a school to resolve issues, implement, refine or execute policy, or provide structure
to school community interactions.
Processes are recognized sequences of events that affect how a school community
functions.
Systems and processes tend to work together, so they are treated in most instances as
one entity.
Takes Accepts chances in the school to perform or complete an action, process or product.
opportunities Tends to refer to students.
Teacher Anyone directly responsible for learning and teaching in the school community. For
some practices, schools will need to define who they consider teachers, including
those outside of the classroom. Examples might include librarians, technology
integration specialists, and learning support specialists.
Understand To show awareness and knowledge in response to a visit, question, or other prompt.
Use To employ or utilize for a specific purpose or process.
Wisdom The combination of experience, expertise, and emotional investment in the school
community that provides insight to help it grow.

Programme standards and practices 27

Appendices

Additional resources

Programme standards and practices. January 2014.

Primary Years Programme. PYP Principles into practice. October 2018.
Middle Years Programme. MYP: From principles into practice. May 2014.
Diploma Programme. Diploma Programme: From principles into practice. April 2015.
Career-related Programme. Career-related Programme: From principles into practice. December 2015.
Barth, RS. 2006. “Improving Relationships Within the Schoolhouse.” Educational Leadership. 63(6), 8-13.
Calvert, M. 2009. “From ‘pastoral care’ to ‘care’: meanings and practices”. Pastoral Care in Education. 27:4, Pp
267-277, DOI: 10.1080/02643940903349302
Gedera, D and Williams, P. 2016. “Activity Theory in Education: Research and Practice”. Rotterdam,
Netherlands. Sense Publishers.
Grove, M. 2004. “The Three R's of Pastoral Care: Relationships, Respect and Responsibility.” Pastoral Care in
Education, 22:2, Pp34-38.
Nilsen, P. 2015. “Making sense of implementation theories, models and frameworks.” Implementation
Science. Vol 10.
School Councils UK. 2015. “Getting Involved in The Wider Community.” Ipswich: Council Schools. http://
www.schoolcouncils.org/dl/SchoolCouncilsAndTheCommunity.pdf
Thomas, D and Seely Brown, J. 2011. A New Culture of Learning: Cultivating the Imagination for a World of
Constant Change. Lexington, Kentucky, USA. CreateSpace.
Thomson, P and Blackmore J. “Beyond the power of one: redesigning the work of school principals.” Journal
Of Educational Change [serial online]. October 11, 2006;7(3):161-177. Available from: E-Journals, Ipswich,
Massachusetts, USA. Accessed December 21, 2016.

28 Programme standards and practices