Requirements of Becoming a PYP School
Standard A: The school’s educational beliefs and values reflect IB philosophy.
Practice
A school must show the following to become an IB World School offering the PYP
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 programmes(s).
a. The values of the Primary Years Programme as indicated in the curriculum documents have an explicit impact on the decision making and functioning of the school.
b. The school as a community of learners is committed to a collaborative approach to curriculum development.
c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills.
d. The school is committed to the Primary Years Programme as the framework for all planning,
teaching and learning across the curriculum.
e. The school demonstrates a commitment to transdisciplinary learning.
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 tongues, host country language and other languages.
a. The school makes provision for students to learn a language, in addition to the language of instruction, at least from the age of seven. Schools with two languages of instruction are not required to offer an additional language.
b. The school supports mother tongue and host country language learning.
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 implements the Primary Years Programme as an inclusive programme for all students.
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Practice
A school must show the following to become an IB World School offering the PYP In place Implementation is in progress
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).
a. The responsibility for pedagogical leadership within the school is a shared responsibility, including at least the Primary Years Programme coordinator and the primary school principal.
b. The governing body places the responsibility for the implementation of the Primary Years Programme on the pedagogical leadership team.
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).
a. The school has developed and implements a language policy that is consistent with IB expectations.
b. The school has developed and implements an assessment policy that is consistent with IB expectations.
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).
Practice
A school must show the following to become an IB World School offering the PYP In place Implementation is in progress
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.
a. The school complies with the IB professional development requirement for the Primary 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 education 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 allows for in-depth inquiry into the transdisciplinary and disciplinary dimensions of the curriculum.
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.
Practice
A school must show the following to become an IB World School offering the PYP
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 programmes(s).
a. The values of the Primary Years Programme as indicated in the curriculum documents have an explicit impact on the decision making and functioning of the school.
b. The school as a community of learners is committed to a collaborative approach to curriculum development.
c. The school is committed to a constructivist, inquiry-based approach to teaching and learning that promotes inquiry and the development of critical-thinking skills.
d. The school is committed to the Primary Years Programme as the framework for all planning,
teaching and learning across the curriculum.
e. The school demonstrates a commitment to transdisciplinary learning.
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 tongues, host country language and other languages.
a. The school makes provision for students to learn a language, in addition to the language of instruction, at least from the age of seven. Schools with two languages of instruction are not required to offer an additional language.
b. The school supports mother tongue and host country language learning.
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 implements the Primary Years Programme as an inclusive programme for all students.
Standard B1: Leadership and structure
The school’s leadership and administrative structures ensure the implementation of the IB programme(s).
Practice
A school must show the following to become an IB World School offering the PYP In place Implementation is in progress
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).
a. The responsibility for pedagogical leadership within the school is a shared responsibility, including at least the Primary Years Programme coordinator and the primary school principal.
b. The governing body places the responsibility for the implementation of the Primary Years Programme on the pedagogical leadership team.
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).
a. The school has developed and implements a language policy that is consistent with IB expectations.
b. The school has developed and implements an assessment policy that is consistent with IB expectations.
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).
Practice
A school must show the following to become an IB World School offering the PYP In place Implementation is in progress
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.
a. The school complies with the IB professional development requirement for the Primary 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 education 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 allows for in-depth inquiry into the transdisciplinary and disciplinary dimensions of the curriculum.
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.