Guide to school authorization:

Middle Years Programme

 Middle Years Programme
Guide to school authorization: Middle Years Programme

Published June 2015

Updated March 2016

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Contents

Overview 1
Introduction 1
Overview of the authorization process 2
Quality assurance framework 8

Requirements to become an IB World School offering the Middle Years

Programme 9
Introduction 9
Requirements related to the school entity 9
Requirements related to the structure of the Middle Years Programme 10
Requirements related to the implementation of the programme 13

Appendix: The verification visit 37

Aims of the visit 37
Description of the visit 37

Guide to school authorization: Middle Years Programme iii

Overview

Introduction
In order for a school to become an IB World School, it must be authorized by the IB to implement any one of
its programmes.

The authorization process is a challenging, rewarding, and worthwhile journey for the school and its
community. The benefits of authorization last long after the completion of the process and equip each
school with a road map for sustained success.

As a result of this process, parents and students can be confident that each IB World School, no matter
where it is located, has:

o commitment to the IB philosophy with a focus on international-mindedness

o a rigorous, comprehensive curriculum encouraging student curiosity and inquiry
o teachers, leaders, and staff trained in the IB programme and philosophy
o school leadership and administrative structures that serve its mission and support the IB programme
o a comprehensive plan for implementation and sustainability of the IB programme.
The authorization process has been designed to support schools in:

o making the decision to become an IB World School

o understanding the nature and requirements of the IB programme
o defining their readiness to implement the programme
o planning to sustain the programme in the long term.
The authorization process has a number of phases, each of which has distinctive objectives and related time
frames.

The implementation of an IB programme may entail changes in the life of a school. These guidelines are
intended to support schools during the process of authorization.

This guide describes the requirements for the Middle Years Programme (MYP) from the 2014 publication
of MYP: From principles into practice and the associated guides. Schools that apply for authorization from
September 2016 onwards must meet the requirements as specified in this guide.

Guide to school authorization: Middle Years Programme 1

Overview

Overview of the authorization process

Candidate phase
Trial implementation of the programme
Request for
candidacy
Consideration Decision on Decision on
Application
phase candidacy authorization
for candidacy: Request for
School profile by the IB Consultation by the IB
Middle Years authorization Verification
process
Programme Application for visit to the
(includes one
authorization: school
visit to the
Middle Years
school)
Programme

Head or appropriate
designee attends Completion of teacher professional development School commitment to
category 1 workshop requirements for authorization ongoing professional
Staff may start attending development
IB workshops

Figure 1
Stages of the authorization process

Consideration phase
Form the school completes: School profile

Schools will have accessed information on the IB public website or have received information about the IB
and want to know more. They complete the School profile in order to inform the IB of their interest and to
request additional information.

What does the school do before applying for candidacy?

Before application, the school conducts a feasibility study in which it analyses the IB philosophy, programme
structure and requirements, compares its findings with the situation of the school and defines what needs
to be done in order to implement the programme. As a result, the school will decide whether to apply to
become an IB World School.

The IB requires that a school takes the following steps.

1. Identification of who will carry out the feasibility study. It is helpful to include in the group school
experts from different academic areas, members of the school leadership team and the person(s)
responsible for finance.
2. Analysis of the IB mission statement and the IB learner profile in order to see whether the school’s own
philosophy has the potential to be aligned with that of the IB. This is the most important decision that
the school has to make, because it is related to the purpose of the school and its unique contribution
to education.

2 Guide to school authorization: Middle Years Programme

 Overview

3. Participation of the head of school or appropriate designee in an IB category 1 ‘‘Heads of school/

MYP coordinators: Implementing the MYP curriculum’’ workshop to become familiar with the IB
programme and the authorization process (this is a requirement if the school decides to apply for
candidacy). Schools are encouraged to participate in further IB professional development activities as
early as possible to ensure that they make an informed decision regarding the future implementation
of an IB programme.
4. Analysis of the requirements related to the school entity.
5. Analysis of the structure of the programme.
6. Analysis of the Programme standards and practices and specific programme requirements.
7. Analysis of the commitment that the IB requires from IB World Schools to ensure that the programme
will be sustainable in the long term.
8. Analysis of the situation of the school with regard to IB expectations.
9. If the school were to decide to implement the programme, analysis of the human, material and
financial resources that would be committed in order to align the school with IB expectations and to
sustain the programme in the long term.
10. Approximate time that the school will need to align with IB expectations.
11. Analysis of the benefits that the implementation of the programme will bring to the school and its
community.
12. Final decision on whether to implement the programme.
If the decision is made to implement the programme and therefore start the authorization process, during
this period the school identifies the person who will become the coordinator of the programme, starts to
gain support from its community, identifies resources and starts sending staff to IB-recognized professional
development activities.

Request for candidacy

Form the school completes: Application for candidacy: Middle Years Programme

The school will start the authorization process by completing the Application for candidacy: Middle Years
Programme and gathering the supporting documents. By submitting the application and the supporting
documents, the school formally applies for candidate status.

The Application for candidacy: Middle Years Programme shows that the school has carried out a preliminary
analysis of the programme and of the implications of its implementation and that, as a result, an action
plan has been developed reflecting the commitment of the school to make the necessary adjustments to
become an IB World School. The table below lists the requirements that must be in place for the school to
be recognized as a candidate school. These are based on the Rules for candidate schools, Rules and policy for
intellectual property, Programme standards and practice and the requirements for authorization as set out
further in this guide.

The table also lists areas that the school is recommended to address before applying to become a candidate
school. These are areas that could have an impact on eventual authorization in terms of school structure or
finances. If these are not addressed before candidacy, they will be a priority for the school to address during
the candidacy period.

Guide to school authorization: Middle Years Programme 3

Overview

Requirements Requirements that must be in place Recommended areas to address before

title for the school to be recognized as a applying to become a candidate school
candidate school

Legal entity The school is registered as a legal o The school ensures that its registration
entity with an educational purpose. as a legal entity is valid throughout its
relationship with the IB.
o New schools that are aiming to
become authorized sooner than
the normal three-year authorization
process should consider the feasibility
of their timeline towards authorization.

School name There is no IB trademark in the name

of the school.

School mission The school’s mission and philosophy The school’s mission and philosophy value
and philosophy align or can be aligned with those of education that goes beyond academic
the IB without making it necessary for development and encourages awareness
the school to give up a major part of its beyond the individual.
own mission or philosophy.

Multiple- If the school applies to be a multiple-

campus school campus school, it meets the
(if applicable) requirements according to the Rules
for candidate schools.

MYP partner If the school applies to be a partner The partnership has planned to meet the
schools (if school: professional development requirements
applicable) for each partner school separately.
o there is an educational continuum
across the partner schools
o there is an MYP Coordinator who
coordinates the programme
across the partner schools.
o collaborative planning takes
place across the partner schools.

Length of the The proposed length of MYP is in

programme accordance with the requirements.

Programme The programme coordinator has been

coordinator or will be appointed at the start of the
trial implementation.

Budget The school has the written The school‘s budget includes the correct IB
commitment of the authorities fees and projected costs for professional
that will finance the project of development.
implementing the programme.

4 Guide to school authorization: Middle Years Programme

 Overview

Requirements Requirements that must be in place Recommended areas to address before

title for the school to be recognized as a applying to become a candidate school
candidate school

Commitment The head of school or appropriate The school has plans to meet the
to PD designee has attended the required professional development (PD)
workshop. (The head of school may requirements for authorization.
designate someone else to participate
in the workshop if this person has
decision-making authority over the
IB programme concerned.)

Action plan The school has designed an action

plan to reflect its journey towards
authorization.

Language of If one of the languages of instruction is

instruction (if not English, French or Spanish, the school
applicable) plans to ensure that at least one teacher
per subject group and the programme
coordinator are proficient in one of the
IB working languages.

Encourage If the school does not involve the full

participation of cohort in the MYP, the school has provided
all students an explanation.

Gradual If the school chooses to implement the

implementation MYP gradually, the school has planned
for at least two years of consecutive
implementation to be in place before
authorization and the school’s planning
allows students to continue to participate
in the MYP once they have started in the
programme.

Support from The school gains the support of other

the school stakeholders in the school community
community in addition to its leadership team and
governing body.

Planning of o The required number of teaching

subject groups hours for each subject group for
each year is met or has been planned
for, while taking into account the
subject groups that must be offered
in each year of the programme.
o The school meets or plans to meet the
requirement for six subject groups,
one of which must be a language
from the language acquisition
group (or a second language from
the language and literature subject
group), to be offered concurrently in
each year of the programme.

Guide to school authorization: Middle Years Programme 5

Overview

If the school has shown that the above-mentioned requirements that must be in place have been fulfilled
and has paid the corresponding IB fee, it will be recognized as a candidate school.

The IB has full discretion to refuse to recognize a school as a candidate school.

In all cases, the school will receive a report that will provide information regarding the application and the
decision that the IB has made.

Candidate phase
During this period, the school will start trial implementation of the programme that will last no less than
one academic year and will take the actions necessary to address the IB requirements for authorization.
As such any work the school has done prior to being awarded candidacy does not count towards the one
academic year of implementation. It is preferred that the school begins its minimum one academic year of
implementation from the beginning of an academic year so as to ensure that the school has been through
one complete and continuous curriculum cycle. If a school wishes to begin its minimum one academic year
of implementation part way through an academic year, the remaining portion of the academic year counts
towards the school’s implementation time, with the remaining implementation time taking place during
the next academic year.

Special attention should be given to the implementation of the professional development plan as early as
possible, to ensure that teachers will be duly trained in IB-recognized professional development activities
related to their subject areas or roles. The minimum requirements for professional development have been
established in order that IB programmes are effectively and consistently implemented for the benefit of all
students. The schedule needs to be carefully analysed so that the requirements for authorization are met
in a timely manner and the implementation is carried out with enhanced knowledge during the candidate
phase. It is expected that the requirements related to professional development are completed at the time
of the verification visit.

In order to meet the minimum requirement related to professional development, the school must ensure
that the following IB-recognized professional development activities have taken place.

1. Head of school or appropriate designee: ‘‘Heads of school/MYP coordinators: Implementing the

MYP curriculum’’ category 1 workshop before submission of Application for candidacy: Middle Years
Programme.
2. All staff: ‘‘Launching the MYP’’ introductory in-school workshop.
3. Programme coordinator: ‘‘Heads of school/MYP coordinators: Implementing the MYP curriculum’’
category 1 workshop.
4. At least one teacher per subject group: relevant subject-group specific ‘‘Implementing the MYP
curriculum’’ category 1 workshop.
The school will have the support of the IB through advice------by the relevant IB office and IB-approved
consultants------and through a mandatory consultation visit to the school. The timing of the visit will be
established in consultation with the relevant IB office or IB consultant. As a result of the visit, a report will be
sent to the school with recommendations on the implementation of the programme.

All teachers will be given access to the IB online curriculum centre (OCC), a website where teachers can
obtain IB publications and teaching materials and can participate in online forums on programme-related
topics with their colleagues from schools around the world.

Assessment services, including the optional certification of students, are available to schools only once
the school has become authorized (in the academic year that follows upon authorization). Details of the
assessment services are published in the annual Handbook of procedures for the Middle Years Programme.

6 Guide to school authorization: Middle Years Programme

 Overview

Request for authorization

Form the school completes: Application for authorization: Middle Years Programme

The Application for authorization: Middle Years Programme and supporting documents provide evidence
of the school’s progress in the authorization process and of its readiness to become an IB World School.
The candidate school will submit specific documents showing understanding of the programme and its
implementation.

Through the Application for authorization: Middle Years Programme and supporting documents, the school
will show that it has:

o understood and embraced the IB philosophy

o understood the programme requirements
o met the major objectives of its action plan to ensure successful implementation
o concluded that it meets the requirements to become an IB World School.

Verification visit
Upon acceptance of the Application for authorization: Middle Years Programme, the IB will carry out a visit to
the school to verify the school’s claim that it has taken all the necessary actions and is prepared to become
an IB World School.

The purpose of the visit is to ensure that the educational principles, standards and practices on which the
IB programme is founded will be maintained and furthered. The visit is not aimed at appraising or assessing
individual teachers or school administrators. A description of the visit can be found in the appendix to this
document.

Following the visit, the relevant IB office will produce a report regarding the authorization process. This
report will be based on the findings of the visit and the data from the application forms. It will normally
include the following elements.

o Commendations: These relate to school practices that are beyond the requirements for authorization
and will benefit the implementation of the programme.
o Recommendations: These provide guidance for the school on further developing the programme.
o Matters to be addressed: In certain cases, there are areas within a school’s practice that, if not addressed
immediately, will jeopardize the integrity of the programme and, thus, the school’s entitlement to be
considered as an IB World School.

Decision on authorization
The director general is responsible for deciding the outcome of all applications made by candidate schools.
This decision is based on the documents submitted by the relevant IB office.

Authorization to teach an IB programme may be granted or denied by the director general. The decision will
have one of the following outcomes.

Authorization
If the director general considers that the application by the candidate school meets IB requirements and
that there are no matters to be addressed, authorization to teach the relevant IB programme will be granted

Guide to school authorization: Middle Years Programme 7

Overview

under condition of accordance with the Rules for IB World Schools: Middle Years Programme. A letter of
authorization from the IB will be sent to the school.

Commendations and recommendations are sent to the candidate school in conjunction with the letter
advising the school of the authorization decision.

The school becomes eligible to register students for personal project moderation and MYP eAssessment
immediately upon being authorized as an IB World School for the MYP. Schools with MYP year 5 students
at the time of authorization are required to register students for mandatory moderation of the personal
project in the academic year that follows the year in which the school becomes authorized as an IB World
School for the MYP. For schools that use a gradual model of implementation, where MYP year 5 is
implemented at a point after the school has been authorized, mandatory moderation of the personal
project begins with their first cohort of MYP year 5 students. Details of the assessment services are
published in the annual Handbook of procedures for the Middle Years Programme.

Continuation of candidacy
There are times when the IB considers that certain changes or improvements must be implemented by the
candidate school before authorization. In such cases, the relevant IB office will write to the candidate school
listing in detail those matters to be addressed. The letter will prescribe a deadline by which evidence must
be submitted showing that these changes have been made or that an acceptable plan has been made for
their accomplishment, if applicable.

The relevant IB office will then determine whether the candidate school may be recommended for
authorization or whether additional work must be done prior to authorization. A return visit to the candidate
school may also be scheduled, at the candidate school’s expense. Under no circumstances may a school be
authorized without the matters to be addressed being addressed by the candidate school to the satisfaction
of the IB.

Refusal of authorization
The IB has full discretion to refuse to authorize a candidate school to teach an IB programme. If authorization
is refused, the director general will give summary reasons for this decision. The decision is final: it is not
subject to reconsideration or appeal.

However, a school may reapply for candidacy after a period of at least two years has elapsed since the date
of the letter sent by the IB with the above-mentioned decision. The normal process and fees will apply.

Quality assurance framework

In order for the IB to gather information about the quality of its processes, the school will be asked to
complete short questionnaires in different phases of the process to capture the school’s perception of the
authorization process. The feedback from schools is analysed in order to inform future changes.

8 Guide to school authorization: Middle Years Programme

Requirements to become an IB World School offering
the Middle Years Programme

Introduction
A school wishing to implement the MYP should consider the requirements described below to ensure that
they can comply with all of them. They are classified as follows.

o Requirements related to the school entity

o Requirements related to the structure of the MYP
o Requirements related to the implementation of the programme
The school will be asked to show evidence of some of these requirements when submitting the Application
for candidacy: Middle Years Programme, others when submitting the Application for authorization: Middle
Years Programme, and others will be verified when the school is visited. They must all be evident if a school
wants to become an IB World School authorized to offer the MYP.

Requirements related to the school entity

Requirements related to the school entity need to be in place for the IB to recognize it as a candidate school.
They are stated in the IB document Rules for candidate schools.

Name and status of the school

In various forms, combinations and logos, the names ‘‘International Baccalaureate’’, ‘‘IB’’ and ‘‘IB World
School’’ are registered as trademarks worldwide by the IB Organization. Furthermore, the right to use the
term ‘‘IB World School’’ and the related logo is provided under licence exclusively to IB World Schools that
have been granted authorization by the director general to teach one or more of the IB programmes.

Consequently, no school whose name includes the words ‘‘International Baccalaureate’’, ‘‘IB’’ or ‘‘World
School’’ in any form or language------or that has any trademarks or pending applications containing such
words------shall be accepted by the IB Organization as a candidate school.

The school must be duly registered as a legal entity------either for profit or not for profit, privately or publicly
funded------that is fit for the purposes of providing educational services and has the required accreditation by
the local authorities and/or independent recognized accreditation agencies, if applicable.

New schools should normally have been in existence for at least three years before they can be authorized.

Multiple campus schools

If a school is divided between two or more campuses, each campus is normally deemed a separate candidate
school and must individually fulfill all of the conditions of authorization stipulated in the Guide to school
authorization: Middle Years Programme.

In some cases, the IB Organization recognizes that a single programme may, for logistical reasons, be taught
in a school with two or more different campuses, perhaps a short distance apart. If such a multiple-campus
school is to be regarded as one unit for the purposes of recognition and fees, the school must provide
evidence that the following criteria are all satisfied.

Guide to school authorization: Middle Years Programme 9

Requirements to become an IB World School offering the Middle Years Programme

a. All campuses are recognized as comprising a single school according to legal and local registrations.
b. One person is responsible for the day-to-day educational leadership of the school across campuses
and is formally recognized as such by the staff and, if applicable, also by the local authorities.
c. The campuses are governed by the same rules and regulations------including organizational structure
and, if applicable, school fee tariff.
d. One IB programme coordinator will be responsible for the day-to-day functioning of the combined
programme across the campuses.
e. There can and will be horizontal and vertical articulation of the programme across the campuses. The
staff across campuses can and will meet frequently for collaborative planning.
For the purposes of programme authorization, the IB Organization reserves the right to decide what
constitutes a multiple-campus school.

The MYP in partnership

In cases where there is an educational continuum between schools------where one or more offer the earlier
years of the MYP, leading to the final years in another school (without any gap years), and a significant
proportion of students move from one to the other------schools can apply to offer the MYP in partnership.
The IB will recognize this cluster of schools as one programme offered in partnership under the following
conditions.

a. The partner schools appoint an MYP coordinator, who will coordinate the programme across the
partner schools and be the contact person for the IB for the partnership. The school where the
MYP coordinator sits will be identified as the contact school. Generally, the MYP coordinator would be
appointed from the school that offers the final years of the programme.
b. The continuity of the curriculum is guaranteed across the partner schools and across all years of the
programme.
c. The professional development requirements at the time of authorization and at the time of evaluation
are fulfilled by each partner school separately.
d. The staff across the partner schools will meet frequently for collaborative planning, ensuring
vertical articulation towards the final MYP objectives and a common understanding and practice of
MYP assessment.
e. For the application for candidacy and authorization, as well as for the purposes of programme
evaluation, the partnership will be regarded as one entity. Although documentation may be requested
from all partner schools, there will be one report from the IB, which will address the partnership as a
whole.
When authorized, each partner school of the partnership will be registered as an IB World School in its own
right. The MYP coordinator for the partnership will be regarded as the MYP coordinator for all partner schools.

Requirements related to the structure of the Middle

Years Programme
General
Schools need to consider the following requirements related to the structure of the programme to ensure
that its implementation is possible. This information and other details are included in IB publications such as:
Rules for IB World Schools: Middle Years Programme; General regulations: Middle Years Programme; Handbook of
procedures for the Middle Years Programme; MYP: From principles into practice.

10 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Continuum of IB programmes
The four programmes developed by the IB are free-standing; schools may opt to offer one or any
combination of the four programmes.

Length of the programme

The MYP is designed for students as a five-year (1 to 5) programme for young people aged 11---16, where
students are engaged in structured learning according to the MYP requirements in each year.

Programme flexibility
Where local educational structures do not allow the five-year MYP to be offered, schools may be authorized
to implement the programme over a shorter period, provided the following conditions are met.

o The programme is at least two consecutive years in length.

In some cases, schools may also offer a six-year MYP, where local circumstances require an extra year to
ensure that the transition from PYP to MYP, MYP to DP or MYP to CP is continuous. In these cases, the last
year of MYP will still be referred to as MYP year 5.

Subject-group requirements
The subject groups provide a broad and balanced foundation of knowledge in subject disciplines. The MYP
requires at least 50 hours of teaching time for each subject group offered in each year of the programme.
In practice more time is often necessary to meet subject-group aims and objectives and to provide for the
sustained, concurrent teaching that enables interdisciplinary study. For students pursuing MYP course
results that can contribute to the awarding of the MYP certificate, the IB recommends at least 70 teaching
hours in each of the final two years of the programme (MYP year 4 and MYP year 5).

Combined subject groups in MYP years 1---3

In MYP years 1---3, if local circumstances impose scheduling constraints that prevent the programme’s
designed implementation, schools can combine teaching and learning for a subject group into one or more
other regularly timetabled/scheduled subject groups. Any subject group that is not taught independently
must continue to meet MYP and professional development requirements as specified in MYP: From principles
into practice (2014).

Subject-group flexibility in MYP years 4 and 5

Whenever possible, schools should continue to provide all students with opportunities to engage in the
study of eight subject groups in MYP years 4 and 5. If students are better served in years 4 and 5 by studying
fewer than eight subject groups, schools may offer subject-group flexibility, provided conditions are met as
specified in MYP: From principles into practice (2014).

Further information can be found in the annual Handbook of procedures for the Middle Years Programme.

Guide to school authorization: Middle Years Programme 11

Requirements to become an IB World School offering the Middle Years Programme

Implementation to be eligible for authorization

When starting trial implementation of the MYP in the candidate phase, schools may choose to start
implementation in all years simultaneously, or they may choose to phase in the implementation gradually.

At the time of authorization, the school must have implemented at least two consecutive years of the
programme.

Inclusivity of the programme

The MYP is intended to be an inclusive programme that can cater for all students aged 11---16. However,
there may be legitimate reasons why a school cannot offer the programme to all students. These will be
considered by the IB when analysing the submission of Application for candidacy: Middle Years Programme.
The general principle remains that schools are strongly encouraged to include all students within the
relevant age range in the programme.

Language of instruction
The MYP may be taught in any language, provided the school has systems in place to ensure that teachers
and students fully understand all aspects of the programme.

Where one of the IB working languages (English, French or Spanish) is not included as a language of
instruction, the school must contact the relevant IB office to seek advice. In this case, it is expected that at
least one teacher per subject group has proficiency in one of the IB working languages.

For the purposes of moderation of the personal project and the external eAssessment from May 2016,
information can be found in the annual Handbook of procedures for the Middle Years Programme.

Appointment of an MYP coordinator

Schools must have an MYP coordinator. This person will act as pedagogical leader of the programme
and will be the person to whom the IB will send relevant information and communications related to
the programme. The programme coordinator must show proficiency in one of the IB working languages
(English, French or Spanish).

In the case of a programme that involves school partnerships, an MYP coordinator is required to coordinate
the programme across the partner schools. The MYP coordinator is the only contact person for the IB for
purposes of programme specific correspondence, receipt and distribution of information, registration of
students and so on.

Mandatory teacher professional development

A school wishing to implement the MYP needs to make a commitment to ongoing teacher professional
development. Specifically, schools must meet the following requirements.

o Head of school or appropriate designee: ‘‘Heads of school/MYP coordinators: Implementing the

MYP curriculum’’ category 1 workshop. Before submission of Application for candidacy: Middle Years
Programme, the head of school may designate someone else to participate in the workshop if this
person has or will have decision-making authority over the IB programme concerned.

12 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

o All staff: ‘‘Launching the MYP’’ introductory in-school workshop organized through the relevant IB
office.
o Programme coordinator: ‘‘Heads of school/MYP coordinators: Implementing the MYP curriculum’’
category 1 workshop.
o At least one teacher per subject-group: relevant subject group specific ‘‘Implementing the
MYP curriculum’’ category 1 workshop.
It is expected that the professional development has taken place before the verification visit. The required
professional development is a minimum only, ensuring that IB programmes are effectively and consistently
implemented for the benefit of all students. Having more teachers trained in the MYP would certainly be
beneficial for the school in creating further understanding and moving the programme forward.

The school’s commitment to IB professional development would allow as many teachers and staff as
possible to participate in IB activities.

Requirements related to the implementation of the

programme
Requirements related to the implementation of the programme are stated in the Programme standards
and practices document. Although the standards and practices are common to all IB programmes, some
practices have been described in more detail in relation to the MYP to allow for a better understanding from
the perspective of the programme.

The IB is aware that for each school, the implementation of an IB programme is a journey and that the
school will meet these standards and practices to varying degrees along the way. However, at the time of
authorization certain expectations must be met as follows.

o The IB has identified some practices and programme requirements that must be ‘‘in place’’ before the
school can be authorized. The absence of these practices and requirements in a school may endanger
the integrity of the programme, and can result in matters that must be addressed by the school before
it can be authorized.
o For all other practices* and programme requirements the school must show that ‘‘implementation
is in progress’’. The school will show progress in its planning and implementation at the time of
authorization. (*Excluding practice B1.7, which relates to programme evaluation).
The tables below identify the practices and programme requirements that must be in place at authorization
and the matters to be addressed that may arise from them. In addition, the tables show the progress the
school is expected to make after it has become an IB World School for the MYP by the time of programme
evaluation.

It is expected that the school makes a commitment towards meeting all the standards, practices and
programme requirements at the time of evaluation of the programme and will show evolution in time,
which will be evidenced at every cycle of the programme evaluation. Not all practices and programme
requirements have an associated matter to be addressed at the time of programme evaluation. In cases
where no direct matter is indicated, the practice or requirement is greyed out in the table and a reference to
a related practice with a matter to be addressed is included.

The tables describe the requirements for the MYP from the 2014 publication of MYP: From principles into
practice and the associated guides.

Schools that apply for authorization from September 2016 onwards must meet the requirements as
specified in this guide and the tables below. .

Guide to school authorization: Middle Years Programme 13

Requirements to become an IB World School offering the Middle Years Programme

Section A: Philosophy
Standard A A school offering the Requirements that Source documents
The school’s educational Middle Years Programme must be in place at Section headings
beliefs and values reflect must ensure that: in MYP: From
Authorization Evaluation
IB philosophy. principles into
practice (2014)

1 The school’s o it has published statements X X ’’Compatibility with

published of mission and philosophy. other systems’’
statements of o its statements of mission
mission and and philosophy are aligned
philosophy align with those of the IB to
with those of the IB. include references that the
school values education
that goes beyond academic
development.
o its statements of mission
and philosophy are aligned
with those of the IB to
include references that the
school encourages students
to develop awareness
beyond the individual
and his or her immediate
community.

2 The governing o its action plan is driven X X ’’Leadership and

body, administrative by the practices and management for
and pedagogical programme requirements change’’
leadership and included in the Programme
staff demonstrate standards and practices.
understanding of IB o the governing body,
philosophy. administrative and
pedagogical leadership and
staff have an understanding
of the IB philosophy.

3 The school o actions are taken to X X ‘‘IB learners and the

community promote the understanding IB learner profile’’
demonstrates an and support of the ’’Whole-school
understanding of, implementation of the MYP curricular planning’’
and commitment to, by the school community.
the programme(s). o it applies the IB copyright
policy when communicating
to its community.

3a The school ensures o it has provided X X ‘‘The community

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

14 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard A A school offering the Requirements that Source documents

The school’s educational Middle Years Programme must be in place at Section headings
beliefs and values reflect must ensure that: in MYP: From
Authorization Evaluation
IB philosophy. principles into
practice (2014)

4 The school develops o it implements strategies X ‘‘IB learners and the

and promotes to promote and develop IB learner profile’’
international- international-mindedness
mindedness and and the attributes of the
all attributes of the IB learner profile within its
IB learner profile community.
across the school
community.

5 The school promotes C2.5a ‘‘Service and action

responsible in IB programmes’’
action within and
beyond the school
community.

6 The school A.4 ’’IB learners and the

promotes open IB learner profile’’
communication
based on
understanding and
respect.

7 The school places o provisions are in place to: X X ’’Language and

importance on --- support mother tongue identity’’
language learning, development as
including mother applicable
tongue, host country
language and other --- support the learning
languages. of the host country or
regional language and
culture as applicable
--- support students who
are not proficient in the
language of instruction
--- encourage learning of
languages already present
in the student body as
applicable.
Note: at authorization the plans
for these provisions are expected
to be in place.

8 The school B2.3

participates in the
IB world community

Guide to school authorization: Middle Years Programme 15

Requirements to become an IB World School offering the Middle Years Programme

Standard A A school offering the Requirements that Source documents

The school’s educational Middle Years Programme must be in place at Section headings
beliefs and values reflect must ensure that: in MYP: From
Authorization Evaluation
IB philosophy. principles into
practice (2014)

9 The school supports A9.a

access for students to
the IB programme(s)
and philosophy.

9a The school strongly o it provides an explanation X X ’’Inclusion in the

encourages for not being able to include MYP’’
participation for all the full cohort in the MYP.
students.

Section B: Organization
Standard B1: Leadership A school offering the Requirements that Source documents
and structure Middle Years Programme must be in place at Section headings
The school’s leadership must ensure that: in MYP: From
Authorization Evaluation
and administrativ principles into
structures ensure the practice (2014)
implementation of the
IB programme(s).

1 The school has o there are systems in place X ’’Whole-school

developed to keep the governing body planning for
systems to keep informed to ensure ongoing learning’’
the governing implementation and ’’School leadership
body informed development of the MYP. structures and
about the ongoing responsibilities’’
implementation and
development of the
programme(s).

2 The school has o the governance and X X ’’School leadership

developed a leadership structure reflects structures and
governance and their responsibilities responsibilities’’
leadership structure in supporting the ’’Key roles’’
that supports the implementation of the MYP.
implementation of
the programme(s).

16 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard B1: Leadership A school offering the Requirements that Source documents
and structure Middle Years Programme must be in place at Section headings
The school’s leadership must ensure that: in MYP: From
Authorization Evaluation
and administrativ principles into
structures ensure the practice (2014)
implementation of the
IB programme(s).

3 The head of school/ o there is a review of the X X ’’School leadership

school principal roles and responsibilities structures and
and programme of the head of school/ responsibilities’’
coordinator school principal and MYP ’’Key roles’’
demonstrate coordinator to ensure the
pedagogical pedagogical leadership
leadership aligned supports the development
with the philosophy of the MYP at the school.
of the programme(s). o the pedagogical leadership
team has developed plans
to ensure the consistent
implementation and
development of the MYP.
o In cases where the school
does not have one of the
working languages of the IB
(English, French or Spanish)
as a language of instruction:
plans explain how this
language difference is
addressed to ensure the
consistent implementation
and development of the
MYP.

4 The school has o an MYP coordinator is X X ’’Key roles: The MYP

appointed a appointed. coordinator’’
programme o the coordinator who has ’’Schools with
coordinator with a job been identified by the languages of
description, release school is proficient in one instruction other
time, support and of the IB working languages than English, French
resources to carry out (English, French or Spanish). or Spanish’’
the responsibilities of
the position.

4a The MYP coordinator o the MYP coordinator is part X X ’’Key roles: The MYP
is part of the of the school pedagogical coordinator’’
school pedagogical leadership team.
leadership team.

5 The school B1.5a, b, ’’Implementation

develops and c, d policies’’
implements policies
and procedures that
support the
programme(s).

Guide to school authorization: Middle Years Programme 17

Requirements to become an IB World School offering the Middle Years Programme

Standard B1: Leadership A school offering the Requirements that Source documents
and structure Middle Years Programme must be in place at Section headings
The school’s leadership must ensure that: in MYP: From
Authorization Evaluation
and administrativ principles into
structures ensure the practice (2014)
implementation of the
IB programme(s).

5a The school has o it has documented and X X ‘‘Developing a

developed and implemented a language language policy’’
implements a policy.
language policy that o the language policy
is consistent with includes (as applicable):
IB expectations.
--- support for mother
tongues
--- support for students who
are not proficient in the
language of instruction
--- learning of the host
country or regional
language and culture.
o the language policy takes
into account the needs of
students in the provision of
courses from the language
and literature, and language
acquisition subject groups.

5b The school has o the school has documented X X ‘‘Developing an

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

18 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard B1: Leadership A school offering the Requirements that Source documents
and structure Middle Years Programme must be in place at Section headings
The school’s leadership must ensure that: in MYP: From
Authorization Evaluation
and administrativ principles into
structures ensure the practice (2014)
implementation of the
IB programme(s).

5c The school has o it has documented and X X ‘‘Developing an

developed and implemented an assessment assessment policy’’
implements an policy.
assessment policy o the assessment policy
that is consistent includes:
with IB expectations.
--- a philosophy of
assessment that supports
student learning
--- common practices in
using the MYP assessment
criteria and determining
achievement levels
--- common practices in
recording and reporting
MYP assessment
--- implementation of
formative and summative
assessment consistent
with IB expectations.
o In cases where the school
has to meet local/state/
national requirements: the
assessment policy describes
how the school implements
MYP assessment taking into
account local/state/national
requirements.

Guide to school authorization: Middle Years Programme 19

Requirements to become an IB World School offering the Middle Years Programme

Standard B1: Leadership A school offering the Requirements that Source documents
and structure Middle Years Programme must be in place at Section headings
The school’s leadership must ensure that: in MYP: From
Authorization Evaluation
and administrativ principles into
structures ensure the practice (2014)
implementation of the
IB programme(s).

5d The school has o it has documented and X X ’’Developing an

developed and implemented an academic academic honesty
implements an honesty policy. policy’’
academic honesty o the academic honesty
policy that is policy includes:
consistent with
--- appropriate reference
IB expectations.
to the IB learner profile,
particularly to striving to
be principled
--- the IB definitions of
academic misconduct and
its different categories
--- advice on and/or
examples of what
constitutes academic
misconduct, intellectual
property, and authentic
authorship
--- examples of conventions
for citing and
acknowledging original
authorship
--- guidance on the
distinction between
legitimate collaboration
and unacceptable
collusion.
Note: at authorization the
documented policy must be in
place and implementation must
be in progress.

6 The school has o the action plan includes X X ‘‘School leadership

systems in place clear timelines, structures and
for the continuity accountabilities and responsibilities’’
and ongoing outcomes regarding the
development of the ongoing development of
programme(s). the MYP at the school.

20 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard B1: Leadership A school offering the Requirements that Source documents
and structure Middle Years Programme must be in place at Section headings
The school’s leadership must ensure that: in MYP: From
Authorization Evaluation
and administrativ principles into
structures ensure the practice (2014)
implementation of the
IB programme(s).

6a The school’s o the organizational structure X X ’’Key roles: Subject

organizational includes leadership for group leadership,
structures support curriculum development in ATL leadership,
the implementation subject groups. Personal project
of all subject groups o the organizational supervision,
offered by the structure supports the Community project
school, approaches implementation of supervision’’
to learning, approaches to learning,
service and the service and the personal
personal project (or project (or community
community project project if the programme at
for programmes that the school ends with
end in MYP year 3 MYP year 3 or 4).
or 4).

7 The school carries o the school carries out X ‘‘School leadership

out programme programme evaluation structures and
evaluation involving involving all stakeholders. responsibilities’’
all stakeholders. o the school completes
monitoring of unit
plans according to the
requirements.

Standard B2: Resources A school offering the Requirements that Source

and support Middle Years Programme must be in place at documents
The school’s resources and must ensure that: Section headings
Authorization Evaluation
support structures ensure in MYP: From
the implementation of the principles into
IB programme(s). practice (2014)

1 The governing body o the school budget includes ‘‘Resources’’

allocates funding for allocated funds for the IB
the implementation fees and the resources
X X
and ongoing necessary for the
development of the implementation of the MYP.
programme(s).

2 The school provides o there are teachers who are ’’Resources’’

qualified staff to qualified to teach the courses
X X
implement the offered by the school.
programme(s).

Guide to school authorization: Middle Years Programme 21

Requirements to become an IB World School offering the Middle Years Programme

Standard B2: Resources A school offering the Requirements that Source

and support Middle Years Programme must be in place at documents
The school’s resources and must ensure that: Section headings
Authorization Evaluation
support structures ensure in MYP: From
the implementation of the principles into
IB programme(s). practice (2014)

3 The school ensures o In cases where the school ‘‘Schools with

that teachers and does not have one of the languages of
administrators working languages of the IB instruction other
receive (English, French or Spanish) than English, French
IB-recognized as a language of instruction: or Spanish’’
X X
professional the school has planned that
development. at
least one teacher per subject
group is proficient in one of
the working languages of
the IB
3a The school o the requirements for ‘‘Resources’’
complies with the staff participation in IB-
IB professional recognized professional
development development at
requirement for MYP authorization or evaluation
at authorization and have been met.
at evaluation. o In cases where the school is X X
part of an
MYP partnership: the
professional development
requirements have been
met individually for each
school in the partnership.

4 The school provides o dedicated meeting time ‘‘Resources’’

dedicated time is provided for teachers’
for teachers’ collaborative planning.
collaborative o In cases where the school is
planning and a multiple-campus school:
reflection. collaborative planning takes
X X
place across the campuses.
o In cases where the school is
part of an MYP partnership:
collaborative planning takes
place across the partner
schools.

5 The physical and o the facilities for physical ‘‘Resources’’

virtual learning and health education/
environments, sciences/arts/design allow
facilities, resources for the MYP subject-group
and specialized aims and objectives, and
equipment support requirements of the MYP, to X X
the implementation be met.
of the programme(s). o the students have easy
access to a library in the
school.

22 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard B2: Resources A school offering the Requirements that Source

and support Middle Years Programme must be in place at documents
The school’s resources and must ensure that: Section headings
Authorization Evaluation
support structures ensure in MYP: From
the implementation of the principles into
IB programme(s). practice (2014)

6 The library/ o the library is equipped to ‘‘Resources’’

multimedia/ support the programme,
resources play a and there is a plan to keep
central role in the improving its resources.
implementation of o the library resources
the programme(s). X
support languages offered
by the school.
o the library has resources on
global issues and diverse
perspectives.

7 The school ensures ‘‘Resources’’

access to information B2.6
on global issues and
diverse perspectives.

8 The school provides ’’Inclusion in the

support for its MYP’’
students with B1.5b
learning and/or
special educational
needs and support
for their teachers.

9 The school has o it has systems in place to ‘‘Key roles:

systems in place to guide and counsel students counsellor’’’
guide and counsel through the MYP and X
students through the towards further studies.
programme(s).

Guide to school authorization: Middle Years Programme 23

Requirements to become an IB World School offering the Middle Years Programme

Standard B2: Resources A school offering the Requirements that Source

and support Middle Years Programme must be in place at documents
The school’s resources and must ensure that: Section headings
Authorization Evaluation
support structures ensure in MYP: From
the implementation of the principles into
IB programme(s). practice (2014)

10 The student o in MYP years 1 to 3, arts ‘‘Concurrency and

schedule or course structures include subject-group
timetable allows for a minimum of one visual flexibility’’
the requirements of art discipline and one See also: Handbook
the programme(s) to performing art discipline of procedures for
be met. o any introductory the Middle Years
MYP language acquisition Programme and the
courses offered as a MYP subject guides
‘‘language carousel’’ meet
the stated requirements.
o MYP physical and health
education courses engage
students in physical
education activities for
at least 50% of the total
teaching time allocated to
this subject.
X2 X
o In MYP years 1 to 3, if a
subject group is not offered
independently but teaching
and learning of this subject
group is combined into
other regularly timetabled/
scheduled subject
groups------due to
local/state/national
constraints------the applicable
requirements are met.
o students learn the same
language in their language
acquisition course in each
year of the MYP, or achieve
a satisfactory proficiency in
phase 4 in order to transfer
to another language
10a The schedule or o the schedule or timetable ‘‘Concurrency and
timetable provides a provides teaching and subject-group
broad and balanced learning in each of the eight flexibility’’
choice of subjects subject groups in each year
from the required of the programme, unless
MYP subject groups. the school is implementing
the subject group flexibility X2 X
in MYP year 4 and/or 5.
o if the school implements
the subject group flexibility
in MYP year 4 and/or 5, the
applicable requirements are
met.

24 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard B2: Resources A school offering the Requirements that Source

and support Middle Years Programme must be in place at documents
The school’s resources and must ensure that: Section headings
Authorization Evaluation
support structures ensure in MYP: From
the implementation of the principles into
IB programme(s). practice (2014)

10b The schedule or o the schedule or timetable ‘‘Concurrency and

timetable provides provides the minimum of 50 subject group
the minimum required teaching hours per flexibility’’
required teaching year for each subject group X2 X
hours per year for offered.
the required
MYP subject-groups.

10c The schedule or o the schedule or timetable ’’Concurrency and

timetable promotes provides teaching and subject group
concurrency of learning that is sustained flexibility’’
learning. throughout each year of the
MYP in at least six subject
groups which must include X2 X
at least one language from
the language acquisition
group (or a second language
from the language and
literature subject group).

11 The school utilizes

the resources
and expertise of
B2.5 and
the community
B2.12
to enhance
learning within the
programme(s).

12 The school allocates o it has allocated resources to ‘‘Resources’’

resources to supervise and coordinate
implement the the personal project (or
PYP exhibition, the community project for
MYP personal project programmes that end in
(or communityproject MYP year 3 or 4).
for programmes that
X1 X
end in MYP year 3 or
4), the DP extended
essay and the CP
reflective project
for all students,
depending on the
programme(s) offered.

1
The practices for MYP year 5 and the personal project should be in place if the school is implementing
MYP year 5 at the time of authorization. In other cases:

o if the school will be implementing MYP year 5 in the future, plans should be in place to develop these
practices
o if the programme ends with MYP year 3 or 4, the school will be implementing or have plans in place to
start implementing the community project.
2
Note: where some years of the programme are not yet in place at the time of authorization, plans are in
place to meet these requirements.

Guide to school authorization: Middle Years Programme 25

Requirements to become an IB World School offering the Middle Years Programme

Section C: Curriculum
Standard C1: A school offering the Requirements that Source
Collaborative planning Middle Years Programme must be in place at documents
Collaborative planning must ensure that: Section headings
and reflection supports Authorization Evaluation in MYP: From
the implementation of principles into
the IB programme(s). practice (2014)

1 Collaborative C1.1a ’’Whole-school

planning and and b curricular planning’’
reflection addresses
the requirements of
the programme(s).

1a The school has o all MYP teachers are ‘‘Whole-school

an approach to involved in collaborative curricular planning’’
curriculum planning planning of the curriculum X X
that involves all to meet the requirements of
MYP teachers. the MYP.

1b Collaborative o teachers plan collaboratively ‘‘Planning for

planning and to create interdisciplinary interdisciplinary
reflection facilitates units that strengthen cross- learning’’
interdisciplinary curricular skills and deepen
learning to strengthen disciplinary understanding. X
cross-curricular skills
and the deepening
of disciplinary
understanding.

2 Collaborative o allocated meeting ‘‘Whole-school

planning and time is used regularly curricular planning’’
reflection takes and systematically for X X
place regularly and collaborative planning and
systematically. reflection.

3 Collaborative o allocated meeting time ‘‘Whole-school

planning and is used to plan and curricular planning’’
reflection reflect upon the vertical
addresses vertical articulation of the
and horizontal curriculum.
articulation. o allocated meeting time is
used to plan and reflect
upon the horizontal
X
articulation of the
curriculum.
o allocated meeting time is
used to plan and reflect
upon the vertical and
horizontal planning of
approaches to learning
skills.

26 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

Standard C1: A school offering the Requirements that Source

Collaborative planning Middle Years Programme must be in place at documents
Collaborative planning must ensure that: Section headings
and reflection supports Authorization Evaluation in MYP: From
the implementation of principles into
the IB programme(s). practice (2014)

4 Collaborative C1.1a ‘‘Subject-group

planning and and b overviews’’
reflection ensures
that all teachers
have an overview of
students’ learning
experiences.

5 Collaborative C1.3 ‘‘Whole-school

planning and curricular planning’’
reflection is based on
agreed expectations
for student learning.

6 Collaborative C1.3 ’’Description of

planning and learning process:
reflection Differentiation’’
incorporates
differentiation for
students’ learning
needs and styles.

7 Collaborative C4.7 ‘‘Description of

planning and learning process’’
reflection is informed
by assessment of
student work and
learning.

8 Collaborative C3.7 ‘‘The role of the

planning and teacher’’
reflection recognizes
that all teachers
are responsible
for language
development of
students.

9 Collaborative A.4 ‘‘The learner and the

planning and IB World School’’
reflection addresses
the IB learner profile
attributes.

Guide to school authorization: Middle Years Programme 27

Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C2: Written
Middle Years Programme must be in place at documents
curriculum
must ensure that: Section headings
The school’s written Authorization Evaluation
in MYP: From
curriculum reflects
principles into
IB philosophy.
practice (2014)

1 The written o In cases where the school ’’Compatibility with

curriculum is has to fulfill local, state or other systems’’
comprehensive national requirements: ‘‘The written
and aligns with the the written curriculum curriculum’’
requirements of the demonstrates how the
X
programme(s). school addresses the
requirements of the MYP
while taking into account
the local, state or national
requirements.

1a The curriculum o the published ’’Subject group

fulfills the aims MYP objectives are used for overviews’’
and objectives all subjects in all years of the ‘‘Inquiry:
of each subject MYP at the school. Establishing the
group offered in o the published MYP final purpose of the
each year of the objectives are used for unit------subject-
programme and the the personal project (for group objectives’’
personal project (or X X
programmes that end in ’’The community
community project MYP year 5). project and the
for programmes that
o the published personal project’’
end in MYP year 3
MYP objectives are used for
or 4).
the community project (for
programmes that end in
MYP year 3 or 4).

1b The written o it has documented the ‘‘ATL planning’’

curriculum includes planning of approaches to ‘‘Approaches to
an approaches to learning skills throughout learning (ATL)’’
learning planning the years of the MYP taught
chart for all years of at the school.
the programme. X X
Note: At authorization schools
must demonstrate that the
documented planning of
approaches to learning skill is in
development.

1c The written o the subject-group overview ‘‘Subject group

curriculum includes for each subject group overviews’’
subject group identifies the units to be
overviews for each taught in each year of the
subject-group MYP, indicating unit title, key
offered for each year and related concepts, global X X
of the programme. contexts, statement of
inquiry, MYP subject-group
objectives, approaches to
learning skills and content
(topics, knowledge, skills).

28 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C2: Written
Middle Years Programme must be in place at documents
curriculum
must ensure that: Section headings
The school’s written Authorization Evaluation
in MYP: From
curriculum reflects
principles into
IB philosophy.
practice (2014)

1d Unit plans are o each subject offered (in all ’’MYP unit planner’’
documented subject groups) uses the
according to the MYP unit planning process
MYP unit planning to document units to plan
process. and document curriculum. X X
o unit plans demonstrate that
students encounter all six
global contexts over the
course of their study.

1e The curriculum o there is at least one ’’Planning for

fosters disciplinary collaboratively planned interdisciplinary
and interdisciplinary interdisciplinary unit that learning’’
X
understanding. includes more than one
subject group in each year
of the MYP.

1f There is a system for o it has put in place the ’’Review of the

the regular review of necessary systems for written curriculum’’
individual unit plans the regular review of
and of the planning the written curriculum,
of approaches to including individual units X
learning skills. as well as the planning of
approaches to learning,
through reflection upon the
subject group overviews.

2 The written A.3

curriculum is
available to the
school community.

3 The written C2.1b ‘‘The nature of

curriculum builds on and c inquiry’’
students’ previous
learning experiences.

4 o the subject-group ‘‘Subject group

The written
overviews demonstrate overviews’’
curriculum identifies
the progression of subject
the knowledge,
content, key and related X
concepts, skills
concepts and the prescribed
and attitudes to be
objectives for each year of
developed over time.
the MYP.

4a The written o the prescribed key and ‘‘Concepts’’

curriculum includes related concepts are
the prescribed key included in unit plans in
X X
concepts and related each subject group.
concepts in each
subject group.

Guide to school authorization: Middle Years Programme 29

Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C2: Written
Middle Years Programme must be in place at documents
curriculum
must ensure that: Section headings
The school’s written Authorization Evaluation
in MYP: From
curriculum reflects
principles into
IB philosophy.
practice (2014)

5 The written o unit plans demonstrate ‘‘Planning for service

curriculum allows for that students are provided as action’’
meaningful student with opportunities, through
action in response to inquiry, to participate in X
students’ own needs service as action in each
and the needs of year of the MYP.
others.

5a The curriculum o opportunities for student ‘‘Planning for service

provides sufficient involvement in and as action’’
opportunities reflection on service are ‘‘MYP learning
for students to aligned with the MYP outcomes for
meet the learning learning outcomes for service’’
outcomes for service service. X
in every year of the o opportunities for student
programme. involvement in and reflection
on service are planned
throughout the years of the
MYP.

6 The written o unit plans in all subject ‘‘Global contexts’’

curriculum groups demonstrate an
incorporates relevant understanding of global X
experiences for contexts.
students.

7 The written o unit plans include learning ‘‘Global contexts’’

curriculum promotes experiences that promote
students’ awareness students’ awareness of local,
X
of individual, local, national and world issues.
national and world
issues.

8 The written ‘‘Global contexts’’

curriculum provides
opportunities for
reflection on human
C2.7
commonality,
diversity
and multiple
perspectives.

30 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C2: Written
Middle Years Programme must be in place at documents
curriculum
must ensure that: Section headings
The school’s written Authorization Evaluation
in MYP: From
curriculum reflects
principles into
IB philosophy.
practice (2014)

9 The written o the written curriculum is ‘‘Review of the

curriculum is based on current written curriculum’’
informed by current IB publications.
IB publications and o teachers have access to
is reviewed regularly current IB publications.
to incorporate
o In cases where the school
developments in the
does not have one of the X X
programme(s).
working languages of the IB
(English, French or Spanish) as
a language of instruction: the
school develops strategies
to ensure that all teachers
have access to information
from current IB publications.

10 The written C2.1d ‘‘Implementation

curriculum integrates and f policies’’
the policies
developed by the
school to support the
programme(s).

11 The written A.4 and ‘‘Reflection:

curriculum fosters C3.16 Considering the
development of the planning, process
IB learner profile and impact of the
attributes. inquiry’’’

A school offering the Requirements that Source

Standard C3: Teaching Middle Years Programme must be in place at documents
and learning must ensure that: Section headings
Authorization Evaluation
Teaching and learning in MYP: From
reflects IB philosophy. principles into
practice (2014)

1 Teaching and o MYP units of inquiry are put ’’Description of

learning aligns with into practice in teaching and learning process’’
X
the requirements of learning.
the programme(s).

1a Teaching and o learning experiences use ‘‘Global contexts’’

learning at the global contexts as contexts
school uses global for inquiry. X X
contexts as contexts
for inquiry.

Guide to school authorization: Middle Years Programme 31

Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C3: Teaching Middle Years Programme must be in place at documents
and learning must ensure that: Section headings
Authorization Evaluation
Teaching and learning in MYP: From
reflects IB philosophy. principles into
practice (2014)

1b Teaching and o learning experiences ‘‘Subject-group

learning allows address the appropriate objectives’’
students to meet objectives in each year of ’’Description of
the MYP objectives the MYP. X learning process’’
in each year of the
programme for each
subject group studied.

2 Teaching and o MYP statements of inquiry ’’Statement of

learning engages are used to engage students inquiry’’
X
students as inquirers in inquiry. ’’Inquiry questions’’
and thinkers.

3 Teaching and ‘‘Content’’

learning builds on ‘‘Description of
C3.1b
what students know learning process’’
and can do.

4 Teaching and o students and teachers have ‘‘Teaching academic

learning promotes a common understanding honesty’’
the understanding of academic honesty and X X
and practice of adhere to the associated
academic honesty. practices.

5 Teaching and C3.1 ‘‘The role of the

learning supports teacher’’
students ’’Using good
to become actively classroom practice’’
responsible for their
own learning
6 Teaching and C3.1a ‘‘Global contexts for
learning addresses education’’
human commonality,
diversity
and multiple
perspectives.

7 Teaching and o learning experiences ‘‘Language and

learning addresses address the diversity of identity’’
the diversity of student language needs,
student language including those for students
X
needs, including learning in a language(s)
those for students other than their mother
learning in tongue.
a language(s) other
than mother tongue
8 Teaching C3.7 ‘‘The role of the
and learning teacher’’
demonstrates
that all teachers
are responsible
for language
development of
students.

32 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C3: Teaching Middle Years Programme must be in place at documents
and learning must ensure that: Section headings
Authorization Evaluation
Teaching and learning in MYP: From
reflects IB philosophy. principles into
practice (2014)

9 Teaching and C3.1 ‘‘Using good

learning uses a classroom practice’’
range and variety of ’’Inclusion in the
strategies. MYP’’
10 Teaching and C3.1 ‘‘Description of
learning learning process’’
differentiates
instruction to meet
students’ learning
needs and styles.

11 Teaching and B2.5 ‘‘Appendix 1: ATL

learning incorporates skills framework’’
a range of
resources, including
information
technologies.

12 Teaching and C2.5 ‘‘Service and action

learning develops and 5a in IB programmes’’
student attitudes C3.16
and skills that allow
for meaningful
student action in
response tostudents’
own needs and the
needs ofothers.

13 Teaching and C3.1 and ‘‘Assessment

learning engages 1a strategies --- process
students in reflecting journals’’
on how, what
and why they are
learning.

14 Teaching and C3.16 ’’Creating learning

learning fosters a environments’’
stimulating learning
environment based
on understanding
and respect.

15 Teaching and C3.1 ’’Using good

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

16 Teaching and o learning experiences ‘‘The role of the

learning develops promote the development teacher’’
X
the IB learner profile of the IB learner profile
attributes. attributes.

Guide to school authorization: Middle Years Programme 33

Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C4: Assessment Middle Years Programme must be in place at documents
Assessment at the school must ensure that: Section headings
reflects IB assessment Authorization Evaluation in MYP: From
philosophy. principles into
practice (2014)

1 Assessment at the C4.1a

school aligns with and 1b
the requirements of
the programme(s).

1a The school uses o the prescribed assessment ‘‘Principles of

the prescribed criteria are being used for MYP assessment’’
assessment criteria each subject group in each ‘‘Using
for each subject year of the MYP. MYP assessment
group in each year of o the prescribed criteria criteria’’
the programme. are being used for
the assessment of the
community project/personal X X
project as applicable.
o all criteria for each subject
group are used to assess
student work in each year of
the MYP.
o summative assessments use
the MYP assessment criteria.

1b Teachers standardize o standardization of ’’Building shared

their understanding assessment takes place understanding
and application within each subject group. of the MYP
of criteria before o teachers in each subject criteria: Internal
deciding on group have a common X standardization’’
achievement levels. understanding of the
assessment criteria and
the determination of
achievement levels.

2 The school o the school provides ’’Developing an

communicates opportunities for the school assessment policy’’
its assessment community, including parents,
philosophy, policy to understand the philosophy
and procedures of MYP assessment.
to the school X X
o the school provides
community. opportunities for the school
community, including parents,
to become aware of the
school’s assessment policy.

3 The school uses a ’’Assessment

range of strategies strategies’’
B1.5c
and tools to assess ’’Assessment tools’’
student learning.

4 The school provides o formative assessment is ‘‘Description of

students with used to provide regular learning process:
feedback to inform feedback to students on X formative
and improve their their learning. assessment’’
learning.

34 Guide to school authorization: Middle Years Programme

 Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C4: Assessment Middle Years Programme must be in place at documents
Assessment at the school must ensure that: Section headings
reflects IB assessment Authorization Evaluation in MYP: From
philosophy. principles into
practice (2014)

5 The school has ’’Recording

systems for assessment data’’
recording student
progress aligned C4.6
with the assessment
philosophy of the
programme(s).

5a The school has o a final judgement on ‘‘Planning for service

a system for students achieving as action’’
the qualitative the service learning
monitoring of expectations is determined
student involvement in MYP year 5, based on the X
in service according qualitative monitoring of
to the school’s student involvement in
learning expectations service.
for service.

6 The school has o the school’s system for ‘‘Reporting student

systems for reporting reporting on student achievement’’
student progress progress includes
aligned with achievement levels for the
the assessment MYP assessment criteria.
philosophy of the o if grades are included in X
programme(s). reports, MYP grades must
be included that are based
on MYP criterion totals and
determined using grade
boundary guidelines.

7 The school analyses o teachers use the data from ’’Moderatipn of the
assessment data to moderation reports for personal project’’
inform teaching and the personal project, from ‘‘Monitoring of
learning. monitoring reports for the X curriculum’’
subjects and from (optional)
eAssessment to inform
teaching and learning.

8 The school provides ‘‘Principles of MYP

opportunities for assessment’’
students to participate
B1.5c
in, and reflect on, the
assessment of their
work.

Guide to school authorization: Middle Years Programme 35

Requirements to become an IB World School offering the Middle Years Programme

A school offering the Requirements that Source

Standard C4: Assessment Middle Years Programme must be in place at documents
Assessment at the school must ensure that: Section headings
reflects IB assessment Authorization Evaluation in MYP: From
philosophy. principles into
practice (2014)

9 The school has o it has procedures in place for ’’Moderation of the

systems in place standardizing assessment personal project’’
to ensure that of the personal project (or
all students can community project if the
demonstrate a programme at the school ends
consolidation of their with MYP year 3 or year 4).
learning through o it has procedures in place
the completion of to ensure that all students
the PYP exhibition, in MYP year 5 demonstrate
the MYP personal consolidation of their learning
project (or through the personal project.
community project
o if the programme at the
for programmes that
school ends with MYP year 3
end in
or year 4, it has procedures
MYP year 3 or 4), the
in place to ensure that all
DP extended essay X3 X
students in the last year of
and the CP reflective
the programme at the school
project, depending
demonstrate consolidation
on the programme(s)
of their learning through the
offered.
community project.
o all students in MYP year 5 are
registered for moderation of
the personal project and a
sample of personal projects
is submitted annually for
moderation as directed by
the IB.
o the majority of the work
on the personal project is
completed during MYP year 5.

3
Schools undergoing the authorization process are not required to register students for personal project
moderation. Schools with MYP year 5 students at the time of authorization are required to register
students for mandatory moderation of the personal project in the academic year that follows the year in
which the school becomes authorized as an IB World School for the MYP. For schools that use a gradual
model of implementation, where MYP year 5 is implemented at a point after the school has been
authorized, mandatory moderation of the personal project begins with their first cohort of MYP year 5
students. Details of the assessment services are published in the annual Handbook of procedures for the
Middle Years Programme.
4
The practices for MYP year 5 and the personal project should be in place if the school is implementing MYP
year 5 at the time of authorization. In other cases:
o if the school will be implementing MYP year 5 in the future, plans should be in place to develop these
practices.
o if the programme ends with MYP year 3 or 4, the school will be implementing or have plans in place to
start implementing the community project.
Once a candidate school has successfully submitted the Application for authorization: Middle Years Programme
and its supporting documents, an IB visiting team will conduct a visit to the school.

36 Guide to school authorization: Middle Years Programme

 Appendix: The verification visit

Appendix: The verification visit

Aims of the visit

The visit will verify the school’s claim that it has taken all the necessary actions and is prepared to become
an IB World School. For this purpose, the visiting team will:

o gather evidence showing that the school has met all the requirements for authorization
o identify practices that are beyond the requirements and those whose further development will
contribute to the effective implementation of the programme.

Description of the visit

When and how long?
Following the acceptance of the completed Application for authorization: Middle Years Programme and
supporting documents by the relevant IB office, the IB will arrange the school visit with the school. Each
visit normally lasts two days, but the IB may decide on a greater length depending on the size of the school.

Who is involved?
The IB visiting team
Composition
The IB visiting team normally comprises two to three experienced IB educators who have been duly trained
according to global IB policies to become site visitors. The IB may decide on a greater number according to
the size of the school. The team is selected by the appropriate IB office.

Staff from the school being visited cannot be members of the visiting team. Normally, members of the team
may not visit schools where they have recently taught or with which they otherwise have, or have had, a
close relationship. If it presents a potential conflict of interest, team members should not visit a school in
close proximity to their own.

Responsibilities of the visiting team

Members of the visiting team are aware of the aims of the visit and should follow specific procedures for
conducting the visit. They have read the documents related to the school they visit.

The school community

The visiting team will have meetings with different members of the school community (members of the
governing body, leadership team, IB coordinator, IB teachers, students and parents), visit the school facilities
and observe classes.

How is it organized?
School’s responsibilities
o Defining an agenda with the IB.
o Funding the visit, according to IB procedures established for this purpose.

Guide to school authorization: Middle Years Programme 37

Appendix: The verification visit

o Providing the IB with information about nearby hotels to book for site visitors or making hotel
reservations, if applicable.
o Providing transportation for site visitors from and to the airport and from and to the school, if
applicable.
o Making available, in the school, a room for the use of the team throughout the visit where all
necessary documentation required by the team will be available. As meetings will normally take place
in the allocated room, it is the school’s responsibility to see that it is quiet and conducive to private
conversations.
o Providing meals during the school day.
o Providing the assistance of an external translator if meetings need to be conducted in a language
other than the IB working language identified by the school as its language of communication with
the IB (English, French or Spanish).

IB’s responsibilities
o Providing the school with dates for the visit, with enough time for the school to organize it.
o Appointing the members of the visiting team, whose names will be informed to the school in a timely
manner.
o Approving the final agenda, after consultation with the school. This will normally be carried out by the
leader of the visiting team.

The agenda for the visit

The visiting team leader decides which visiting team members and representatives of the school should
attend which meetings.

The agenda will be drafted to ensure that the different stakeholders will be able to attend at specific times.
Decisions about school staff attending meetings outside normal school hours are left to the school: the
IB cannot insist that the staff attend.

Any visits to classes will be carried out with the consent of the teacher(s) concerned.

Agenda items
The agenda for the visit will normally include the following items:

o Formal interviews with the school administration, governors/board members (if applicable), the
IB programme coordinator, the school pedagogical leadership team, teachers, librarians, groups
of students, parents and others who will be involved in the programme. These interviews will be
individual and in groups, as decided by the visiting team leader, and will adhere to the local legal
framework.
o Informal dialogues with teachers, students, administrators and other staff members who will be
involved in the programme.
o Observation of classes.
o Tour of school facilities, emphasizing the areas that will support the implementation of the programme
(library, laboratories, and so on).
o Access to displays, presentations and student works (as appropriate), and conversations with those
involved in their production.
Details of the agenda are determined and confirmed before the visit. The precise agenda will depend on
factors such as the size of the school and the information provided by the school prior to the visit. Sample
agendas are available electronically.

38 Guide to school authorization: Middle Years Programme

 Appendix: The verification visit

The visiting team leader may revise the agenda slightly on site if the need arises and if the school is able to
accommodate the request.

Exit interview
At the end of the visit, the visiting team will conduct an exit interview with members of the school
administration. Based on the visit and school documentation submitted for the authorization process, the
team will orally communicate the observations made during the visit. The team will take this opportunity to
check their facts and to ensure that the subsequent report that they have to write and submit to the relevant
IB office accurately depicts the findings.

At this time, the visiting team will not provide the school with a response regarding its prospects for
authorization, as the visit is but one part of a larger process, the outcome of which will be notified to the
school by the IB.

The visiting team will continue discussions among themselves after the visit, and adjustments to their oral
report may be made. The visiting team will then complete a written report to be submitted to the relevant
IB office.

Guide to school authorization: Middle Years Programme 39