Standards and Practices

Quality assurance

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. The implementation of the PYP is a transformative experience for students, schools, and the wider learning community. Professional development for teachers together with a rigorous process of authorization and regular 5-year evaluation cycle ensures that we as IB World Schools deliver the best possible education for our PYP students.

ISM teachers, students and parents have started our self-assessment journey to live true to our guiding principles and the make sure that we all are always learning! During this process we unpack our understanding of the PYP framework and make new connections with our principles of learning. This process is called a self-study. After we have documented, monitored, and recorded our findings the self-study becomes a document that together with our main policies, programme of inquiry, and unit of inquiry planners is then submitted to the IB.

IB World Schools use the PYP framework to organize their curriculum, policies, and communities. We use the Programme standards and practices (PSP) framework to develop the foundations and evolution of the school that support effective practice and exemplifies the IB mission. This support is essential to a private school like ISM as allows a window to the world. By working together with the regional IB office we can guarantee that our policies and procedures are in place and effective.

The PYP curriculum framework and the Programme Standards and Practices framework work in conjunction to provide our school the guidance needed to meet and exceed the quality standard of the PYP. The reflective evaluation process encourages ISM to continually develop and improve our Primary school programme that fits our context and meets our aims and needs. The flexibility and ethos of these frameworks ensure that ISM can live up to its Vision and Mission statements.

Additionally, the Programme Standards and Practices ensures quality and fidelity in the implementation of all IB programmes at IB World Schools.

Find out more about the Programme standards and practices (PSP) framework here [2.2 MB]

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).
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.

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.
5. The school develops and implements policies and procedures that support the programme(s).
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(s).
2. The school provides qualified staff to implement the programme(s).
3. The school ensures that teachers and administrators receive IB-recognized professional development.
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.
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 PYP exhibition, the MYP personal project (or
    community project for programmes that 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.

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).
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).
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.
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).
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).
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 a consolidation of their
   learning through the completion of the PYP exhibition, the MYP personal project (or community
   project for programmes that end in MYP year 3 or 4), the DP extended essay, and the CP reflective
   project, depending on the programme(s) offered.

These practices and requirements guide our decision-making procedures and our policy requirements. These standards unify our programmes and offer stability and an important benchmark as we constantly innovate our programmes to meet the needs of our individual learners.

Resource library

General IB information

• What is an IB education
• Key findings from global research on the impact of IB programmes
• Rules for IB World Schools 

Primary Years Programme

• Primary Years Programme brochure 
• General regulations: Primary Years Programme
• Key findings from research on the impact of the IB Primary Years Programme