IB CURRICULUM

WHAT DO WE NEED TO LEARN?

 IB PROGRAMME STANDARDS AND PRACTICES

 IB MISSION STATEMENT
 IB LEARNER PROFILE
 SUBJECTS IN MYP CURRICULUM
 SUBJECT GROUP GUIDES
 CONCEPT BASED CURRICULUM
 UNIT PLAN
 GRADING AND RUBRICS
 PROJECTS GUIDE
Program standards and practices
 Program standards and practices is the foundational set of principles for schools
and the IB to ensure quality and fidelity in the implementation of the programs.
 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 program-specific elements known as
specifications.
 STANDARDS (2014 VERSION)
A. PHYLOSOPHY
B. ORGANIZATION
1. LEADERSHIP AND STRUCTURE
2. RESOURCE AND SUPPORT
C. CURRUCULUM
1. COLLABORATIVE PLANNING
2. WRITTEN CURRICULUM
3. TEACHING AND LEARNING
4. ASSESSMENT
MYP program years level

 Year 1 (Grade 7)
 Year 2 (Grade 8)
 Year 3 (Grade 9)
 Year 4 (Grade 10)
 Year 5 (Grade 11)
FRAMEWORK

 The program 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
center and is encircled by
IB philosophy and the
school’s unique context.
STANDARDS (2020 VERSION)

 Standard: Purpose (0101)

 Standard: Leadership and governance (0201)

 Standard: Student support (0202)

 Standard: Teacher support (0203)

 Standard: Culture through policy implementation (0301)

 Standard: Designing a coherent curriculum (0401)

 Standard: Students as lifelong learners (0402)

 Standard: Approaches to teaching (0403)

 Standard: Approaches to assessment (0404)

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 programs of international education and rigorous
assessment.
 These programs 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 MYP PROGRAM

 IB LEARNER PROFILE IN
THE CENTER
 INPUT
 OUTPUT
 SUBJECTS GUIDE
 INTERNATIONAL
MINDEDNES
 IB LEARNER PROFILE

INQUIRER OPEN MINDED

KNOWLEDGEABLE CARING

THINKERS RISK TAKERS

COMMUNICATORS BALANCED

PRINCIPLED REFLECTIVE
 SUBJECTS IN MYP CURRICULUM
1. Math (Standard and Extended level)
2. Individual and Society (History, Geography, Politic, Economy)
3. Language and Literation (English)
4. Language acquisition (additional)
5. PE (physical Education)
6. Science (Biology, Physic, Chemistry)
7. Art Visual (Visual art, Media), Performance (Drama, Music, Dance), Can be done by
discrete, integrated,or modular
8. Design  Digital, Product
9. Interdisciplinary Learning ( Collaborate min. 2 subjects in one year)
 CONTENTS OF SUBJECTS GUIDE
 Nature of the subject (characteristic, what students learn, ho teacher teach the subject)
 Subjects across the IB continuum (subject classification in each IB program)
 Aims (state what a teacher may expect to teach and what a student may expect to
experience and learn)
 Objectives (every subject contains 4 different objectives, and every objective contains
some strands or indicators. Subject groups must address all strands of all four objectives
at least twice in each year of the MYP.)
 Planning a progression of learning (continuity of strands in every year level)
 Interdisciplinary Learning (at least one collaboratively planned interdisciplinary unit for
each year of the program from at least two subjects)
 MYP Projects (Community Project for year 3 or 4 and Personal project for year 5)
CONTENTS OF SUBJECTS GUIDE
 Requirements:
 Teaching hours (at least 50 teaching hours per subject per year)
 Organizing subject in the school (how to deliver the subject and what must be taught in the
subject)
 Planning the subject curriculum
 Teaching and Learning through inquiry
 Conceptual Understanding : Key Concepts and Related Concepts (Could be same or Different for
each subject)
 Global Context
 Statements of Inquiry
 Inquiry Questions (Factual, Conceptual and Debatable Questions)
 Approaches to learning (category and skill indicator)
 Subject-specific guidance (extra guidance)
 Alignment of objectives and assessment criteria (rubrics for each level of grading)
CONTENTS OF SUBJECTS GUIDE
 Assessment criteria overview (there are 4 different criteria for each subject)
 Subject assessment criteria for each year level 1, 3 and 5
 MYP e-assessment (topic list and marks for the assessment)
 Related Concepts
 Glossary
PROJECTS GUIDE
Contents:
 Projects continuity in IB curriculum
 Objectives
 Requirements
Projects continuity in IB curriculum
Objectives
Requirements
 In schools in which the MYP finishes with year 3 or 4 of the programme, all students in the
final year must complete the community project
 Students are expected to spend approximately 15 hours on their community project.
 The community project may be completed individually or collaboratively in groups of no
more than three students.
 In schools in which the MYP finishes with year 5 of the programme, all students must
complete the personal project, with the majority of their work undertaken in the final MYP
year. Students are expected to spend approximately 25 hours on their personal project.
 Schools must register all students in MYP year 5 for external moderation of the personal
project.
 Students who successfully complete the personal project are eligible for IB MYP course
results. Successful completion of the personal project is a requirement for awarding the IB
MYP certificate.