Programme standards and

practices
Table of contents
Copyright ............................................................................................................................................................................................................... 4

IB mission statement ........................................................................................................................................................................... 6

Programme standards and practices .......................................................................................................................... 7

What are the programme standards and practices? 7
The standards and practices framework 8

Purpose (01) .................................................................................................................................................................................................. 10

Sharing an important mission 10
Purpose (0101) 10

Environment (02) ................................................................................................................................................................................... 12

Providing essential structures, systems and resources 12
Leadership and governance (0201) 12
Student support (0202) 14
Teacher support (0203) 16

Culture (03) ..................................................................................................................................................................................................... 17

Creating positive school cultures 17
Culture through policy implementation (0301) 17

Learning (04) ................................................................................................................................................................................................ 21

Ensuring effective education 21
Coherent curriculum (0401) 21
Students as lifelong learners (0402) 23
Approaches to teaching (0403) 25
Approaches to assessment (0404) 27

Appendices ..................................................................................................................................................................................................... 30
Glossary of terms 30
Additional resources 38
Programme standards and practices

Copyright

Programme standards and practices

Published October 2018

Published on behalf of the International Baccalaureate Organization, a not-for-profit
educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,
Switzerland by the
International Baccalaureate Organization (UK) Ltd
Peterson House, Malthouse Avenue, Cardiff Gate
Cardiff, Wales CF23 8GL United Kingdom
Website: ibo.org
© International Baccalaureate Organization 2018

The International Baccalaureate Organization (known as the IB) offers four high-quality and
challenging educational programmes for a worldwide community of schools, aiming to
create a better, more peaceful world. This publication is one of a range of materials produced
to support these programmes.
The IB may use a variety of sources in its work and checks information to verify accuracy
and authenticity, particularly when using community-based knowledge sources such as
Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts
to identify and obtain permission before publication from rights holders of all copyright
material used. The IB is grateful for permissions received for material used in this publication
and will be pleased to correct any errors or omissions at the earliest opportunity.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the IB’s prior written
permission, or as expressly permitted by the Rules for use of IB Intellectual Property.
IB merchandise and publications can be purchased through the IB Store (email:
[email protected]). Any commercial use of IB publications (whether fee-covered or commercial)
by third parties acting in the IB’s ecosystem without a formal relationship with the IB
(including but not limited to tutoring organizations, professional development providers,
educational publishers and operators of curriculum mapping or teacher resource digital

4
Programme standards and practices

Copyright

platforms etc) is prohibited and requires a subsequent written license from the IB. License
requests should be sent to [email protected]. More information can be obtained on the IB
public website.

International Baccalaureate, Baccalauréat International, Bachillerato Internacional and

IB logos are registered trademarks of the International Baccalaureate Organization.

5
Programme standards and practices

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and
respect.

To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.

6
Programme standards and practices

Programme standards and practices

What are the programme standards and practices?

Programme standards and practices is the foundational set of principles for schools and the IB to
ensure quality and fidelity in the implementation of the programmes. This website is part of a suite
of documents that is essential for all prospective and authorized IB World Schools. The suite provides
critical information for the planning, implementation, development and evaluation of all International
Baccalaureate® (IB) programmes.

• The foundation of what it means to be an IB World School is articulated in the Programme standards
and practices website.
• The process of how schools attain and maintain authorization is articulated in the authorization
and evaluation documents.
• The legal stipulations are articulated in the rules and general regulations related to implementing
the IB programmes.

All these documents can be found on the IB public website or the programme resource centre.

The programme standards and practices provide a set of criteria that can be used to evaluate the
success of IB World Schools in the implementation of the four programmes: the Primary Years
Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP) and the Career-
related Programme (CP).

The standards are general principles that lie at the heart of being an IB World School, while practices
are further definitions of the standards that include references to implementation. Requirements are
more specific and refined measures of implementation, and include programme-specific elements
known as specifications. The standards and practices, requirements and programme specifications
are necessary for the successful implementation of the relevant IB programme.

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Programme standards and practices

Programme standards and practices

The standards and practices framework

About the framework
The programme standards and practices are organized into four overarching categories: learning,
purpose, environment, and culture. The four categories fit into a framework, which places “learning” at
the centre and is encircled by IB philosophy and the school’s unique context.

The framework describes the school community’s processes of design, development, and evolution.
The framework assumes that the IB philosophy manifests in each school’s unique context, and that
each of the framework’s elements are interdependent: no part of the framework can be developed
without considering how other elements to relate to it. The framework helps to explain both the
successes and the challenges schools face when developing IB programmes.

The framework is comprehensive and places learning at the heart of an IB World School community
that:

• successfully integrates the IB philosophy within their school’s unique context

• shares a purpose with the IB’s mission that builds into a solid approach to education
• develops a learning environment sustained by effective structures, organizational practice and
resources
• fosters a dynamic school culture centred on holistic, inclusive learning communities
• positively influences local, national, international contexts and
• creates student learning experiences of the highest quality possible.

The school community, with the IB, co-creates high-quality education that makes a better world.

More details about each of the sections and the standards therein can be found in the image below.
Please consult the glossary of terms for definitions of each element within the framework.

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Programme standards and practices

Programme standards and practices

9
Programme standards and practices

Purpose (01)

Sharing an important mission

The IB’s mission is central to its work with schools, governments and international organizations
to develop challenging programmes of international education and rigorous assessment. The aim
of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
This powerful mission that drives learning informs the development of each IB World School—as
well as the IB’s larger global community of students and their families, teachers and supporters. IB
World Schools strive to help realize this purpose for learning within their own local, state, national,
international and global contexts.

Purpose (0101)
Standard
Schools implement IB programmes to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and
respect.

Practices
The governing body and school leaders articulate a purpose for learning that aligns
with the IB’s philosophy and mission. (0101-01)
The school develops a mission, vision and strategy that reflect the IB mission and philosophy.
(0101-01-0100)

The school develops a mission, philosophy and/or strategy that includes a holistic approach to
education that goes beyond academic development and encourages awareness beyond the
individual and the immediate community. (0101-01-0200)

The school’s pedagogical leadership team embraces educational approaches that

encourage students to become active, compassionate life-long learners. (0101-02)
The pedagogical leadership team articulates a shared commitment to the IB’s mission and philosophy.
(0101-02-0100)

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Programme standards and practices

Purpose (01)

The school community fosters internationally minded people who embody all
attributes of the IB learner profile. (0101-03)
The school ensures that the school community is aware of the IB learner profile and is committed to
international-mindedness and its importance in embodying the IB mission. (0101-03-0100)

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Programme standards and practices

Environment (02)

Providing essential structures, systems and resources

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

Leadership and governance (0201)

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

Practices
The school regularly reviews and follows all IB rules, regulations and guidelines to
support programme implementation and ongoing development. (0201-01)
The school clearly articulates its governance and/or leadership structure and establishes roles,
responsibilities and mandates for ensuring programme implementation and development.
(0201-01-0100)

PYP: The school demonstrates that PYP classroom teachers’ primary responsibility is to implement
the programme in accordance with programme documentation. (0201-01-0111)

Leadership and governance understand all IB rules, regulations and guidelines, and have put in place
structures and processes to ensure compliance. (0201-01-0200)

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Programme standards and practices

Environment (02)

The school includes on its pedagogical leadership team an IB-trained programme

coordinator who is empowered to facilitate successful programme implementation.
(0201-02)
The school appoints a programme coordinator with a job description, release time, necessary support,
and an organizational position to facilitate curriculum and programme development. (0201-02-0100)

The programme coordinator completes required professional development that is up to date with the
most current version of the programme(s) under their responsibility. (0201-02-0200)

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

PYP: The school implements a schedule that provides for the development of the required number
of transdisciplinary units of inquiry. (0201-03-0111)
The school implements and reviews systems and processes to improve the operation
and sustainability of its IB programme(s). (0201-04)
The school has systems and processes in place to document, share and store curriculum, policies and
procedures that safeguard programme implementation. (0201-04-0100)

The school captures and uses data that informs the operation and sustainability of the programmes(s).
(0201-04-0200)

The school captures and uses data that informs the quality of the implementation of the
programme(s). (0201-04-0300)

The school ensures that students and legal guardians are informed of the general characteristics of
relevant programme(s) and how the school implements them. (0201-04-0400)

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Programme standards and practices

Environment (02)

The school funds and allocates resources that sustain and further develop its IB
programme(s). (0201-05)
The school funds adequate resources to implement the programme(s) and meet programme
requirements. (0201-05-0100)

PYP: The school allocates adequate resources to support collaborative planning amongst subject
specialists and classroom teachers for transdisciplinary learning. (0201-05-0111)

Student support (0202)

Standard
Learning environments in IB World Schools support student success.

Practices
The school provides relevant human, natural, built and virtual resources to implement
its IB programme(s). (0202-01)
The school provides adequate resources and facilities in accordance with programme documentation.
(0202-01-0100)

The school verifies that teachers meet the local and legal requirements for the roles to which they are
appointed. (0202-01-0200)

The school provides safe and effective learning spaces and learning environments. (0202-01-0300)

The school provides technologies that facilitate effective communication with the IB community and
ensure access to current resources that support engagement with local, national, international and
global contexts. (0202-01-0400)

The school uses programme documentation to inform the use and/or design of learning spaces which
allow for flexibility and collaboration. (0202-01-0500)

The school maintains a functioning and active library consisting of adequate combinations of people,
places, collections and services that aid and extend learning and teaching. (0202-01-0600)

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Programme standards and practices

Environment (02)

The school identifies and provides appropriate learning support. (0202-02)

The school implements and reviews systems and processes to identify the needs of students.
(0202-02-0100)

The school supports the identified needs of students, and evidences this support through planning,
policy, and practice. (0202-02-0200)

The school provides staff, facilities and resources as outlined in their inclusion policy. (0202-02-0300)

The school demonstrates a commitment to make the most effective use of learning spaces and
learning environments in ways that meet the needs of all students. (0202-02-0400)

The school fosters the social, emotional, and physical well-being of its students and
teachers. (0202-03)
The school identifies and allocates spaces and resources to support the social, emotional, and physical
well-being of its students and teachers. (0202-03-0100)

The school demonstrates in its systems, processes and policies attention to the social, emotional, and
physical well-being of its students and teachers. (0202-03-0200)

The pedagogical leadership team and teachers support students’ social, emotional and physical well-
being. (0202-03-0300)

The school promotes open communication based on understanding and respect. (0202-03-0400)

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

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Programme standards and practices

Environment (02)

The school builds relationships with the wider community that are a source of wisdom
and expertise to strengthen the implementation of its IB programme(s). (0202-05)
The school identifies and uses a variety of human, virtual and physical resources in the wider
community that aid and extend student learning. (0202-05-0100)

The school provides meaningful opportunities for legal guardians to contribute to the development
and support of its programme(s). (0202-05-0200)

Teacher support (0203)

Standard
Learning environments in IB World Schools support and empower teachers.

Practices
The school ensures that teachers use current IB resources and regularly review their
implementation of the programme. (0203-01)
The school ensures that all teachers have access to current and relevant IB content. (0203-01-0100)

The school demonstrates that teachers have used current and relevant programme documentation to
implement the programme in their classroom teaching. (0203-01-0200)

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

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

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Programme standards and practices

Culture (03)

Creating positive school cultures

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

Culture through policy implementation (0301)

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

Practices
The school secures access to an IB education to the broadest possible range of
students. (0301-01)
The school implements and reviews an access and/or admissions policy that clearly describes the
conditions for participation in the school’s programme(s). (0301-01-0100)

The school provides relevant support materials, resources and structures to promote access to the
school’s programme(s) for as many students as reasonable. (0301-01-0200)

The school provides opportunities for all students to access the programme(s). (0301-01-0300)

PYP: The school articulates and demonstrates that the PYP is accessible to interested students,
regardless of learner variability. (0301-01-0311)
PYP: The school implements the PYP across all early years and/or primary grade levels offered at
the school. (0301-01-0312)
The school implements, communicates and regularly reviews an inclusion policy that
creates cultures that support all students to reach their full potential. (0301-02)
The school implements and reviews an inclusion policy that meets IB guidelines. (0301-02-0100)

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Programme standards and practices

Culture (03)

The school identifies in its inclusion policy all its legal requirements and outlines the school’s
structures and processes for compliance. (0301-02-0200)

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

The school implements, communicates and regularly reviews an academic integrity

policy that creates cultures of ethical academic practice. (0301-03)
The school implements and reviews an academic integrity policy that makes the school’s philosophy
clear and is aligned with IB guidelines. (0301-03-0100)

The school clearly describes in its academic integrity policy the rights and responsibilities of all
members of the school community, what constitutes good practice and misconduct, and the actions
that are to be taken if there are transgressions. (0301-03-0200)

The school articulates responsibilities for teaching a variety of practices related to academic integrity,
and reflects its five fundamentals: honesty, trust, fairness, respect and responsibility. (0301-03-0300)

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

The school monitors and evaluates the impact of the academic integrity policy to ensure that it
regularly informs learning and teaching across the curriculum and that school’s procedures are
transparent, fair and consistent. (0301-03-0500)

The school implements, communicates and regularly reviews a language policy that
helps to foster intercultural understanding through communicating in a variety of ways
in more than one language (0301-04)
The school implements and reviews a language policy that is aligned with IB language policy
guidelines. (0301-04-0100)

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Programme standards and practices

Culture (03)

The school describes in its language policy the way that the school recognizes multilingualism as a
fact, a right and a resource for learning. (0301-04-0200)

The school identifies in its language policy a variety of physical and virtual resources used to facilitate
language development. (0301-04-0300)

The school clearly describes in its language policy the rights and responsibilities of all members of the
school community and what constitutes good practice within the school context. (0301-04-0400)

PYP: The school ensures that students learn a language in addition to the language of instruction,
at least from the age of seven; multilingual programmes where students are learning at least two
languages can but are not required to offer additional languages. (0301-04-0411)
The school implements, communicates and regularly reviews an assessment policy or
policies to help create a culture of continuous learning and growth. (0301-05)
The school implements and reviews an assessment policy that makes the school’s philosophy clear
and is aligned with the IB philosophy concerning learning and assessment. (0301-05-0100)

The school identifies in its assessment policy all necessary local and IB requirements, and outlines how
the school is adhering to these requirements. (0301-05-0200)

The school describes in its assessment policy the rights and responsibilities of all members of the
school community and clearly states what constitutes good assessment practice. (0301-05-0300)

The school ensures relevant support materials, resources and processes are implemented for fair and
valid assessment. (0301-05-0400)

The school describes in its assessment policy the value of assessment for continuous learning and
growth. (0301-05-0500)

The school implements, communicates and regularly reviews its IB-mandated policies
to ensure they are cohesive and reflect IB philosophy. (0301-06)
The school implements processes with consideration of the relationship between its IB-mandated
policies. (0301-06-0100)

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Programme standards and practices

Culture (03)

The school documents its IB-mandated policies and communicates them to the school community.
(0301-06-0200)

The school considers physical and virtual spaces in all its IB-mandated policies. (0301-06-0300)

The school articulates a planned integration of human, natural, built or virtual resources in all its IB-
mandated policies. (0301-06-0400)

The school considers the Learner Profile in all its IB-mandated policies. (0301-06-0500)

The school considers international-mindedness in all its IB-mandated policies. (0301-06-0600)

The pedagogical leadership team uses the school’s IB-mandated policies in decision-making and
curriculum development. (0301-06-0700)

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Programme standards and practices

Learning (04)

Ensuring effective education

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

Coherent curriculum (0401)

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

Practices
The school plans and implements a coherent curriculum that organizes learning and
teaching within and across the years of its IB programme(s). (0401-01)
The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

The school articulates its curriculum horizontally and vertically. (0401-01-0200)

The school demonstrates that all applicable IB curriculum frameworks are fully integrated with the
requirements for school, local, state or provincial and national education authorities. (0401-01-0300)

The school provides collaborative planning time for teachers to incorporate IB philosophy into the
curriculum. (0401-01-0400)

The school articulates its schedule and curriculum to make it possible for students to make
connections across their learning. (0401-01-0500)

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

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Programme standards and practices

Learning (04)

years where the requirement is at least four units at each year or grade level, two of which must be
under "Who we are" and "How we express ourselves." (0401-01-0511)
PYP: The school commits to the PYP as the framework for planning, teaching, and learning across
the curriculum. (0401-01-0512)
PYP: The school ensures that all subjects are represented within the programme of inquiry at each
year or grade level. (0401-01-0513)

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

Teachers collaborate to design, plan and deliver the school’s IB programme(s).

(0401-02)
Teachers collaborate to plan and design units that meet programme requirements and are in
accordance with programme documentation. (0401-02-0100)

PYP: Teachers use the PYP planner template(s) or otherwise document the way that they use the
PYP planning process to collaboratively design, plan and deliver the programme. (0401-02-0111)
PYP: The school demonstrates a commitment to transdisciplinary learning by ensuring that
the programme of inquiry is collaboratively designed, planned and facilitated between the
classroom teacher and specialist teachers to deliver the subjects included in each unit of inquiry.
(0401-02-0112)

Teachers plan and reflect collaboratively to consider connections and relationships between different
areas, and reinforce shared concepts, content and skills. (0401-02-0200)

Teachers use human, physical and virtual resources to aid and extend their collaboration.
(0401-02-0300)

Teachers use collaborative planning and reflection to address the elements of an IB education.
(0401-02-0400)

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Programme standards and practices

Learning (04)

The school develops, regularly reviews and shares its curriculum in ways that explicitly
engage the school community. (0401-03)
The school informs the school community of ongoing developments in the programme(s) and
incorporates these into curriculum development. (0401-03-0100)

The school ensures that all teachers and pedagogical leadership teams have access to relevant
communities that support the development of the programme(s). (0401-03-0200)

The school reviews IB requirements for learning, teaching and assessment, and communicates them
to the school community. (0401-03-0300)

The school regularly reviews required and supporting IB content. (0401-03-0400)

The school ensures the curriculum is up to date and clearly communicated to the school community.
(0401-03-0500)

Students as lifelong learners (0402)

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

Practices
Students actively develop thinking, research, communication, social and self-
management skills. (0402-01)
The school implements and reviews the development of the IB’s approaches to learning.
(0402-01-0100)

The school implements and reviews processes that actively engage students in their own learning.
(0402-01-0200)

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Programme standards and practices

Learning (04)

Students demonstrate and reflect on their continued development of the IB learner

profile attributes. (0402-02)
Students understand the Learner Profile, and can reflect on it effectively. (0402-02-0100)

Teachers provide students with opportunities in the curriculum to reflect on the growth and
demonstration of their learner profile attributes. (0402-02-0200)

Students understand the connections between the IB learner profile and international-mindedness.
(0402-02-0300)

Students identify and foster healthy relationships, an understanding of shared

responsibility, and the ability to collaborate effectively. (0402-03)
Students and teachers engage in learning experiences that are designed to include opportunities for
students to collaborate. (0402-03-0100)

The school demonstrates that collaboration and effective relationship building are featured explicitly
within the curriculum. (0402-03-0200)

Pedagogical leaders provide opportunities for student voice to be represented in the school.
(0402-03-0300)

Students grow in their ability to make informed, reasoned, ethical judgments. (0402-04)
Students and teachers comply with IB academic integrity guidelines. (0402-04-0100)

Students and teachers acknowledge the intellectual property of others when producing work.
(0402-04-0200)

The school provides support and guidance for students on acknowledging the work of others,
including guidance on citation and referencing. (0402-04-0300)

Teachers discuss with students the significance and importance of producing authentic and original
work. (0402-04-0400)

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Programme standards and practices

Learning (04)

Students exercise the flexibility, perseverance and confidence they need to bring about
positive change in the wider community and beyond. (0402-05)
The school provides opportunities for students to directly apply their learning by taking action.
(0402-05-0100)

Students demonstrate a commitment to service with and for the community throughout their
learning, in accordance with programme documentation. (0402-05-0200)

Students take ownership of their learning by setting challenging goals and pursuing
personal inquiries. (0402-06)
Students take opportunities to develop personal learning goals. (0402-06-0100)

Students take opportunities to ask questions and pursue personal inquiries and actions.
(0402-06-0200)

PYP: Students participate in the exhibition in the final year of the PYP, except in schools that
exclusively offer the early years. (0402-06-0211)
Students pursue opportunities to explore and develop their personal and cultural
identities. (0402-07)
The school provides opportunities for students to explore and develop their personal and cultural
identities. (0402-07-0100)

The school community affirms individual student identity through learning and teaching.
(0402-07-0200)

Students take opportunities to develop their language profiles. (0402-07-0300)

Approaches to teaching (0403)

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

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Programme standards and practices

Learning (04)

Practices
Teachers use inquiry, action and reflection to develop natural curiosity in students.
(0403-01)
Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100)

The school monitors and evaluates inquiry-based teaching strategies and learning engagements.
(0403-01-0200)

The school provides opportunities for students to actively engage in interactive and exploratory
learning environments and/or play in accordance with programme documentation. (0403-01-0300)

Teachers encourage student choice in appropriate places in the curriculum. (0403-01-0400)

Teachers facilitate student exploration of their personal interests and ideas. (0403-01-0500)

Teachers focus on conceptual understanding to support students in developing their

ideas. (0403-02)
Teachers demonstrate strategies focused on conceptual understanding. (0403-02-0100)

Teachers plan and facilitate learning experiences through which students can develop their own
conceptual understandings. (0403-02-0200)

Students take opportunities to explore and develop their own conceptual understandings in
appropriate places in the curriculum. (0403-02-0300)

Teachers use local and global contexts to establish the relevance of the curriculum.
(0403-03)
Teachers ensure that there are clear examples of connections to local and global contexts in the
curriculum. (0403-03-0100)

Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts.

(0403-03-0200)

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Programme standards and practices

Learning (04)

Teachers promote effective relationships and purposeful collaboration to create a

positive and dynamic learning community. (0403-04)
Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance
with programme documentation. (0403-04-0100)

Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning.
(0403-04-0200)

The school provides opportunities for students to collaborate based on their strengths and abilities.
(0403-04-0300)

PYP: Teachers use flexible grouping of students to maximize learning, ensure student well-being,
and provide a variety of opportunities for collaboration. (0403-04-0311)
Teachers remove barriers to learning to enable every student to develop, pursue and
achieve challenging personal learning goals. (0403-05)
Teachers consider learner variability when planning students’ personal learning goals. (0403-05-0100)

Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students.
(0403-05-0200)

Teachers use IB-mandated policies to support students. (0403-05-0300)

Teachers support language development with consideration for the language profiles of students.
(0403-05-0400)

Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500)

Approaches to assessment (0404)

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

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Programme standards and practices

Learning (04)

Practices
Students and teachers use feedback to improve learning, teaching and assessment.
(0404-01)
Students and teachers use feedback to support stated outcomes and expectations, in accordance with
IB philosophy and assessment documentation. (0404-01-0100)

The school uses specific and constructive school-based reporting to provide students and teachers
with information that can be used to improve learning, teaching and assessment. (0404-01-0200)

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

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

The school demonstrates that assessment practices are formed around conceptual learning.
(0404-02-0200)

The school ensures that from the time of enrolment students and legal guardians are aware of and
have access to documentation describing the relevant programme regulations and requirements
regarding assessment. (0404-02-0300)

The school administrates assessment consistently, fairly, inclusively and transparently.

(0404-03)
The school administrates assessment in accordance with IB rules, regulations, and/or relevant
programme documentation. (0404-03-0100)

The school regularly reviews and ensures compliance with all access arrangements. (0404-03-0200)

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Programme standards and practices

Learning (04)

The school ensures that external reporting and/or predictions are as accurate as possible, and are
appropriately designed for the contexts in which they are required. (0404-03-0300)

The school implements, communicates and regularly reviews consistent and fair systems and
processes for reporting student progress and handling appeals or challenges. (0404-03-0400)

The school monitors and evaluates the delivery of assessments to ensure that they are as seamless as
reasonable. (0404-03-0500)

Students take opportunities to consolidate their learning through assessment.

(0404-04)
The school provides students with opportunities to consolidate their learning through a variety of
assessments. (0404-04-0100)

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Programme standards and practices

Appendices

Glossary of terms
Please note that these definitions are only intended as clarifications for terms used specifically within
the Programme standards and practices. Many terms are also used in programme documentation, and
are applied across these contexts as appropriate. The IB recognizes that schools must to some degree
identify and interpret how the practices are evidenced in their context. Some terms have very general
definitions, which must then be refined and further articulated by the school.

Administration The individuals or groups responsible for the operations of the school.
Administrators may also have governance privileges, as well as
pedagogical leadership or teaching responsibilities.

Administrate To distribute and supervise based on specific rules and/or regulations.

Tends to refer to assessment. Also see “administration”.

Appoint To give a formal title, responsibilities, and sometimes remuneration for

a specific purpose.

Articulate To define or outline in a shareable format (usually written).

Communicate To actively disseminate to the school and/or wider community.

Community Learning community: everyone who is involved with learning and

teaching at the school, including students, their families, school staff
members, and other important sources of learning for students and
teachers.

School community: the students, guardians, teaching and non-

teaching staff, pedagogical leadership, governing body and external
bodies who influence the school’s operation and governance.

Wider community: People and entities who affect the school

community, or who are affected by it, even if they are not directly
involved. Local businesses, councils, governments and community
organizations are examples. The wider community could also involve
virtual or extra-local entities.

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Programme standards and practices

Appendices

Comply To follow explicitly written rules, guidelines or other compliance-based

documentation provided by another entity, usually the IB.

Content Any products that could be used to support programme or curriculum

implementation that is not documentation. This can include video,
applications, or other media.

Consider To think carefully about and be able to indicate in relevant evidence.

Context The conditions, demographics, and dynamics of a school community.

A school’s context affects how the IB philosophy is manifested in the
school’s educational approaches and operation.

Culture The collection of values, mindsets and attitudes that are nurtured
in a school community. A school community may identify multiple
subcultures. For example, IB World Schools will have a “culture of
learning,” which must exemplify the learner profile. The school culture
should be reinforced through its policies, environment, and operational
procedures.

Demonstrate To evidence through some combination of submitted evidence and a

visit or face-to-face interaction.

Designate To assign responsibilities for an activity or project, but not necessarily a

title or remuneration.

Develop To form and improve over time. Tends to denote an ongoing process.

Effective Having a clear and positive impact on evidencing and sustaining a

practice, principle or policy.

Embody To regularly evidence in thought, expression, action and practice.

Embrace To widely accept, support and evidence in policy, practice, and school
culture.

Empower To provide the resources, systems and processes, and authority

required to enable members of the school community to do their work.

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Programme standards and practices

Appendices

Encourage To support and appeal to change or implement.

Ensure To guarantee as having in place or in operation at described intervals.

Environment A combination of people, spaces, infrastructure and processes within a

school.

The school environment refers to human, natural, built and virtual

resources that support and inform the school’s purpose and culture.

The learning environment is the context in which learning happens,

and the conditions the school designs and develops to enhance
student learning experiences. The learning environment includes
evidence of the school’s culture and purpose.

Evidence To provide artifacts or narratives that articulate or demonstrate a

standard, practice, requirement or specification, or the artifacts and
narratives themselves.

Framework A description of the processes and elements that influence

implementation, as well as the connections between those processes
and elements. The standards and practices framework helps schools
describe and design their developmental journeys, and provides
guidance on presenting evidence for authorization and evaluation.

Governance The act of making decisions on behalf of the school and carrying out
the duties of the governing body. “Governance” includes the duly
constituted individuals that have the ultimate legal authority to make
decisions on behalf of the school.

Guidelines Content that directs schools in a process, action or development, but

are not necessarily rules, regulations or programme documentation.

IB-mandated Prescribed by the IB.

IB mission and philosophy Official IB mission statement and philosophy as outlined in What is an IB
Education.

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Programme standards and practices

Appendices

IB philosophy The set of beliefs and values that guides the development and delivery
of IB educational programmes. It is reflected in the mission statement,
the learner profile, What is an IB education?, and within documents that
describe and outline each programme’s principles and practices.

IB-validated assessments External assessments distributed by the IB and administered by the

school.

Identity The combination of background, dispositions and experiences of

people.

Personal identity: the combination of background, dispositions and

experiences that an individual states as being unique to them.

Cultural identity: the combination of background, dispositions and

experiences that an individual attributes to an ethnicity, place of origin,
nationality or social group.

Implement and review To put into action a policy or process, then return to evaluate its impact
and value at intervals described by the IB or by the school.

Implement, communicate To put into action a policy, widely disseminate information on it to the
and regularly review school community, then return to evaluate it regularly according to
relevant documentation.

Innovative An approach or design that is acknowledged as new or unique, with

reference to the school’s context as well as the wider community. The
IB recognizes that innovation is often associated with new technologies
and systems, but schools are encouraged to innovate in all categories
of he framework.

Leadership The establishment and development of school philosophy, purpose,

culture, environment, resources, systems and structures to ensure
that effective learning takes place across the school community.
Leadership teams are responsible for any or all aspects of this
establishment and development. There are three types of leadership.

33
Programme standards and practices

Appendices

Pedagogical leadership is responsible for the development of the

curriculum, policies, purpose, culture and learning of the school.

School leadership is responsible for the environment, policies,

resources, communications, and administration of the school.

Community leadership is responsible for managing the influence a

school has on the wider community.

Leadership roles usually overlap, and individuals or teams may share

pedagogical and school leadership duties.

Learning The outcome of evidencing a school community’s context, purpose,

environment and culture. The foremost objective of any IB World
School is to facilitate and improve students’ learning experiences.
Learning happens throughout the entire school community, so schools
must also demonstrate that student learning is enhanced by the school
community’s learning and development.

Learning support Pedagogical approaches, processes and tools that support learners in
reaching their full potential.

Legal guardian Parents and individuals with legal guardianship of any student enrolled
in an IB programme. In some cases, when a student is of legal age, the
school’s obligations towards legal guardians also apply towards the
student.

Meaningful Clearly evidenced as important to the school community’s purpose,

and impacting the school’s environment and/or culture. Ideally, this
implies that it directly and positively affects student learning.

Meaningful access The result of creating conditions that positively influence and impact
the school’s programme(s) and students. “Access” is considered
meaningful when it is equal and fair for all relevant members of the
school community.

34
Programme standards and practices

Appendices

Monitor and evaluate To collect and use data regularly to determine the quality of, or inform
the development of, an intervention or process.

Pastoral care The development and implementation of compassionate systems and

processes within the school, including the fostering of relationships
and curriculum elements that explicitly teach social and emotional
learning. Pastoral care can take many forms, depending on the school’s
context as well as local and national requirements.

Principled action Making responsible choices, which sometimes includes decisions not to
act. Principled action is taken after exploring the ethical dimensions of
personal, local and global challenges.

Programme The term “programme” can be used in two ways:

The programme framework, created by the IB, that is implemented by

schools;

The articulated entity within a school that implements the programme

framework and teaches, and learns the IB curriculum. This includes
the leadership, staff, students, and wider community members who
support the programme, as well as all resources designated for learning
and teaching the curriculum.

Programme Content produced or sponsored by Learning and Teaching Division

documentation teams regarding school-wide, programme, curriculum, or course
implementation.

Programme specifications Programme-specific descriptions or additions to requirements that

explain in part how requirements are fulfilled.

Promote To actively encourage and disseminate to the school community.

Provide To create opportunities, resources or support in the school to perform

or complete an action, process or product. Tends to be a responsibility
on the part of the school.

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Programme standards and practices

Appendices

Purpose A school’s efforts to enact an educational philosophy that accounts

for the school community’s context and aligns with IB philosophy. A
school’s purpose should influence its environment and culture.

Pursue To actively seek out engagement and action and create opportunities
for oneself within the school. Usually refers to students.

Reasonable Adequate to ensure quality, choice, and/or sustainability in the

programme(s). Schools may have to define when they have
“reasonably” fulfilled a standard, practice, or requirement as it relates to
their context, or show that they have created the conditions necessary
to meet a standard, practice or requirement in a “reasonable” way.

Regularly With a frequency that satisfies the rules and regulations, as well as
school-based needs and policies or local and national requirements.
Schools should determine and evidence the regularity of a practice.

Requirements Required actions, submissions or processes within the Programme

standards and practices that a school must fulfil to become and remain
an IB World School.

Resources The elements necessary to establish and sustain an IB programme.

Resources may include the following:

Funding: the monies allocated to programme implementation.

Human resources: the people employed or introduced by the school

to support the development of the school community.

Natural resources: materials or substances occurring in nature that are

used in learning and teaching.

Built resources: the facilities or structures that are utilized across the
school community. Examples include learning spaces, gym facilities,
vehicles, furniture, computers and mobile devices, and so on.

36
Programme standards and practices

Appendices

Virtual resources: applications, software or online spaces, used to

contribute to learning and teaching, school operations, or interactions
with the wider community.

Rules and/or regulations Obligations for the school as prescribed by the IB, usually produced by
Schools Division or Assessment Division.

School The entity that implements the programme(s), including both IB

World Schools and candidate schools. This term covers all decision-
makers and staff who ensure the operation and development of the
programme(s), as well as resources and systems.

Student success The combination of outcomes based on a student’s personal goals

and expectations that are reasonably defined and communicated
by the school community. Student success is not determined solely
by external assessments or evaluations that do not include the
student’s voice. Any definition of student success should also align
with IB philosophy—it is therefore holistic, including referring to and
acknowledging the embodiment of the learner profile attributes and
international-mindedness.

Supervision Acting as an appointed or designated supervisor for a specific purpose

within the school.

Systems and processes Systems are deliberate and consistent approaches, physical, virtual
and social, applied to a school to resolve issues, implement, refine or
execute policy, or provide structure to school community interactions.

Processes are recognized sequences of events that affect how a school

community functions.

Systems and processes tend to work together, so they are treated in

most instances as one entity.

Takes opportunities Accepts chances in the school to perform or complete an action,

process or product. Tends to refer to students.

37
Programme standards and practices

Appendices

Teacher Anyone directly responsible for learning and teaching in the school
community. For some practices, schools will need to define who they
consider teachers, including those outside of the classroom. Examples
might include librarians, technology integration specialists, and
learning support specialists.

Understand To show awareness and knowledge in response to a visit, question, or

other prompt.

Use To employ or utilize for a specific purpose or process.

Wisdom The combination of experience, expertise, and emotional investment in

the school community that provides insight to help it grow.

Additional resources
Programme standards and practices. January 2014.

Primary Years Programme. PYP Principles into practice. October 2018.

Middle Years Programme. MYP: From principles into practice. May 2014.

Diploma Programme. Diploma Programme: From principles into practice. April 2015.

Career-related Programme. Career-related Programme: From principles into practice. December 2015.

Barth, RS. 2006. “Improving Relationships Within the Schoolhouse.” Educational Leadership. 63(6), 8-13.

Calvert, M. 2009. “From ‘pastoral care’ to ‘care’: meanings and practices”. Pastoral Care in Education.
27:4, Pp 267-277, DOI: 10.1080/02643940903349302

Gedera, D and Williams, P. 2016. “Activity Theory in Education: Research and Practice”. Rotterdam,
Netherlands. Sense Publishers.

Grove, M. 2004. “The Three R's of Pastoral Care: Relationships, Respect and Responsibility.” Pastoral
Care in Education, 22:2, Pp34-38.

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Programme standards and practices

Appendices

Nilsen, P. 2015. “Making sense of implementation theories, models and frameworks.” Implementation
Science. Vol 10.

School Councils UK. 2015. “Getting Involved in The Wider Community.” Ipswich: Council Schools. http://
www.schoolcouncils.org/dl/SchoolCouncilsAndTheCommunity.pdf

Thomas, D and Seely Brown, J. 2011. A New Culture of Learning: Cultivating the Imagination for a World
of Constant Change. Lexington, Kentucky, USA. CreateSpace.

Thomson, P and Blackmore J. “Beyond the power of one: redesigning the work of school principals.”
Journal Of Educational Change [serial online]. October 11, 2006;7(3):161-177. Available from: E-Journals,
Ipswich, Massachusetts, USA. Accessed December 21, 2016.

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