• Collaborating and reflecting throughout the years of the programme support ongoing implementation by all members of the school community.


  • To identify the critical elements to sustain growth and commitment to the MYP.
  • To recognize that curriculum design informs future action taken by students.
  • To explore the effects of metacognition in terms of sustaining ongoing MYP implementation that allows students to reach their curriculum goals.


Standard A - Philosophy #4, 5, 6, 7, 8, 9

  • 4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.
  • 5. The school promotes responsible action within and beyond the school community.
  • 6. The school promotes open communication based on understanding and respect.
  • 7. The school places importance on language learning, including mother tongue, host country language and other languages.
  • 8. The school participates in the IB world community.
  • 9. The school supports access for students to the IB programme(s) and philosophy.

Standard B2 - Resources and support #14

  • 14. The school allocates resources to implement the PYP exhibition, the MYP personal project and the DP extended essay for all students, depending on the programme(s) offered.

Standard C2 - Teaching and learning #1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16

  • 1. Teaching and learning aligns with the requirements of the programme(s).
  • 2. Teaching and learning engages students as inquirers and thinkers.
  • 3. Teaching and learning builds on what students know and can do.
  • 4. Teaching and learning promotes the understanding and practice of academic honesty.
  • 5. Teaching and learning supports students to become actively responsible for their own learning.
  • 6. Teaching and learning addresses human commonality, diversity and multiple perspectives.
  • 7. Teaching and learning addresses the diversity of student language needs, including those for student learning in a language(s) other than mother tongue.
  • 8. Teaching and learning demonstrates that all teachers are responsible for language development of students.
  • 9. Teaching and learning uses a range and variety of strategies.
  • 10. Teaching and learning differentiates instruction to meet students' learning needs and styles.
  • 11. Teaching and learning incorporates a range of resources, including information technologies.
  • 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students' own needs and the needs of others.
  • 13. Teaching and learning engages students in reflecting on how, what and why they are learning.
  • 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.
  • 15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.
  • 16. Teaching and learning develops the IB learner profile attributes.

Standard C4 - Assessment #9

  • 9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the PYP exhibition, the MYP personal project and the DP extended essay, depending on the programme(s) offered.

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Example Moderation Report - Mathematics

MYP: From principles into practice

The personal project is a significant body of work undertaken by all MYP students over an extended period of time in the fifth year of the programme. It is an important aspect of the MYP and is the product of the student's own initiative and creativity, reflecting a personal appreciation of the areas of interaction and the application of approaches to learning skills. The personal project should be seen as the culminating activity through which students present, in a truly personal way, their understanding of real-world themes, concepts and issues using the areas of interaction. Students' experience of approaches to learning should prepare them gradually for working independently and developing a project over an extended period of time. (pg 15)