Carson Graham Secondary
North Vancouver School District
MYP Standards and Practices
IB Programme: Standards and Practices
 
The foundation of what it means to be an IB World School is articulated in the Programme standards and practices document.
 
This Programme standards and practices document provides a set of criteria against which both the IB World School and the IB can evaluate success in the implementation of the three programmes: the Primary Years Programme, the Middle Years Programme and the Diploma Programme. It replaces the document published in 2005. This document contains programme standards (common to all programmes), practices (common to all programmes) and requirements (specific to an individual programme).
The standards are general requisites established for schools to implement any IB programme. Practices are further definitions of the standards. Requirements are programme specific as each programme has unique features and demands specific requirements. These programme requirements are detailed under the related practice and are also referenced in other programme-specific documentation. The common standards and practices and the programme-specific requirements are necessary for the successful implementation of the relevant IB 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, the IB expects that the school must make a commitment towards meeting all the standards, practices and programme requirements. The Programme standards and practices is the foundational document for schools and the IB to ensure quality and fidelity in the implementation of its programmes.
 
 
 
 
Programme Standards and Practices with requirements for the Middle Years Programme
 
Section A: Philosophy
 
Standard A
 
The school’s educational beliefs and values reflect IB philosophy.
1. The school’s published statements of mission and philosophy align with those of the IB.
2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.
3. The school community demonstrates an understanding of, and commitment to, the programme(s).
a. The school shows evidence of developing the fundamental concepts of the Middle Years Programme.
b. Teachers and students demonstrate an understanding and awareness of the areas of interaction.
c. The school ensures that all staff, students and parents understand the central importance of the personal project for students in year 5 of the programme.
4. The school develops and promotes international-mindedness and all attributes of the IB learer 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.
a. The school strongly encourages participation for all students.
 
 
Section B: Organization
 
Standard B1: Leadership and structure
 
The school’s leadership and administrative structures ensure the implementation of the IB
programme(s).
1. The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s).
2. The school has developed a governance and leadership structure that supports the implementation of the programme(s).
3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).
4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.
a. The Middle Years Programme coordinator is part of the school pedagogical leadership team.
5. The school develops and implements policies and procedures that support the programme(s).
a. The school has developed and implements a language policy that is consistent with IB expectations.
b. The school has developed and implements a special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.
c. The school has developed and implements an assessment policy that is consistent with IB expectations.
d. The school has developed and implements an academic honesty policy that is consistent with IB expectations.
e. The school’s organizational structures support the implementation of all subject groups, of the areas of interaction and of the personal project.
6. The school has systems in place for the continuity and ongoing development of the programme(s).
7. The school carries out programme evaluation involving all stakeholders.
 
Standard B2: Resources and support
 
The school’s resources and support structures ensure the implementation of the IB programme(s).
1. The governing body allocates funding for the implementation and ongoing development of the programme.
2. The school provides qualified staff to implement the programme(s).
3. The school ensures that teachers and administrators receive IB-recognized professional development.
a. The school complies with the IB professional development requirement for the Middle Years Programme at authorization and at evaluation.
4. The school provides dedicated time for teachers’ collaborative planning and reflection.
5. The physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programme(s).
6. The library/multimedia/resources play a central role in the implementation of the programme(s).
7. The school ensures access to information on global issues and diverse perspectives.
8. The school provides support for its students with learning and/or special educational needs and support for their teachers.
9. The school has systems in place to guide and counsel students through the programme(s).
10. The student schedule or timetable allows for the requirements of the programme(s) to be met.
a. The schedule or timetable provides a minimum requirement of 50 teaching hours per subject group per year.
b. The schedule or timetable provides a broad and balanced choice of subjects, including at least one subject from each of the eight subject groups, and promotes concurrency of learning.
11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s).
12. The school allocates resources to implement the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay for all students, depending on the programme(s) offered.
 
 
 
Section C: Curriculum
 
Standard C1: Collaborative planning
 
Collaborative planning and reflection supports the implementation of the IB programme(s).
1. Collaborative planning and reflection addresses the requirements of the programme(s).
a. The school has an approach to curriculum planning that involves all Middle Years Programme teachers.
b. The school follows the Middle Years Programme planning process.
c. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen crosscurricular skills and the deepening of disciplinary understanding.
2. Collaborative planning and reflection takes place regularly and systematically.
3. Collaborative planning and reflection addresses vertical and horizontal articulation.
4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.
5. Collaborative planning and reflection is based on agreed expectations for student learning.
6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
7. Collaborative planning and reflection is informed by assessment of student work and learning.
8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.
9. Collaborative planning and reflection addresses the IB learner profile attributes.
Note:
“Collaborative planning and reflection” is used as a single concept as the two processes are interdependent.
 
Standard C2: Written curriculum
 
The school’s written curriculum reflects IB philosophy.
1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).
a. The curriculum fulfills the aims and objectives of each subject group and, where applicable, the personal project.
b. The school uses the prescribed Middle Years Programme objectives to develop and document interim subject-specific objectives.
c. The written curriculum includes the following: a subject-specific vertical planning document; vertical planning for the student learning expectations of each area of interaction; horizontal planning for approaches to learning.
d. The units of work are documented on unit planners and follow the Middle Years Programme unit planning process.
e. The curriculum develops the student learning expectations for the areas of interaction within and across subjects to foster disciplinary and interdisciplinary relationships.
f. The curriculum defines expectations for involvement in service in each year of the programme.
g. There is a system for the regular review of individual units of work, vertical and horizontal subject documentation and documentation of the areas of interaction.
2. The written curriculum is available to the school community.
3. The written curriculum builds on students’ previous learning experiences.
4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.
a. The school documents the curriculum in terms of subject content, including conceptual understanding and skills that will allow students to reach the prescribed objectives .
5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.
6. The written curriculum incorporates relevant experiences for students.
7. The written curriculum promotes students’ awareness of individual, local, national and world issues.
8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.
9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).
10. The written curriculum integrates the policies developed by the school to support the programme(s).
11. The written curriculum fosters development of the IB learner profile attributes.
 
Standard C3: Teaching and learning
 
Teaching and learning reflects IB philosophy.
1. Teaching and learning aligns with the requirements of the programme(s).
a. Teaching and learning at the school addresses the students’ learning expectations for each area of interaction.
b. Teaching and learning at the school uses the areas of interaction as contexts.
c. Teaching and learning allows students to meet the Middle Years Programme objectives in each subject group.
d. Teaching and learning creates opportunities for involvement in service in every year of the programme and ensures its qualitative monitoring.
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 students 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.
Note:
“Teaching and learning” is used as a single concept as the two processes are interdependent.
 
Standard C4: Assessment
 
Assessment at the school reflects IB assessment philosophy.
1. Assessment at the school aligns with the requirements of the programme(s).
a. The school uses the prescribed assessment criteria for each subject group in year 5 of the programme.
b. The school implements a coherent framework of assessment criteria aligned with the school’s interim objectives.
c. Teachers standardize their understanding and application of criteria before deciding on achievement levels.
d. The school provides students with task-specific clarifications for assessment.
2. The school communicates its assessment philosophy, policy and procedures to the school community.
3. The school uses a range of strategies and tools to assess student learning.
4. The school provides students with feedback to inform and improve their learning.
5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).
6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).
7. The school analyses assessment data to inform teaching and learning.
8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.
9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Middle Years Programme personal project.