The IB® is designed as a Continuum — but it is not always experienced as one. Understanding the IB® as a Continuum is often more complex than understanding its individual programmes. While the PYP, MYP and DP are designed as a coherent progression, they are at...

The IB® Learner Profile Attributes and the Approaches to Learning are core elements in all IB® Programmes. Because of their founding nature, they are frequently interconnected with other features. The following diagrams clearly illustrate this principle. ATLs &...

This chart intends to facilitate new IB® teachers' recognition of the ATLs Programme Requirements, expressly indicated as requirements (either listed as requirements or with the words "crucial," "key," and/or "must" within the wording) or expressed in form as...

One of the biggest challenges teachers often face is how to provide experiential opportunities for young students to develop their skills. I am sharing 5 skills-driven teaching & learning activities for PYP® 1-3 students, that highlight what mastery might look...

The IB Evaluation presentation comprehensively represents the process and its components. Source: Source: Guide to programme evaluation...

This IB Standards & Practices presentation allows a comprehensive and practical overview of the IB's expectations for all candidate and authorized schools worldwide. Source: Programme standards and practices (2019-2020)...