Self-study questionnaire

For use during programme evaluation

This self-study questionnaire is for use by schools with self-study questionnaire submission
dates on or after 1 September 2021. Evaluation dates are communicated directly to each
school and can be confirmed through IB Answers.
.

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 School and programme information

Contact details

Name of school IB school code

School address

Telephone
(include country and area codes)

Programme(s)

If applicable, please complete the following. Add rows as needed.

For MYP partnership, contact details for partner school(s) IB school code(s)

School name

School address

Telephone
(include country and area codes)

For multiple-campus programmes, names of campus(es)

Campus name

Campus address

Telephone
(include country and area codes)

Campus name

Campus address

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© International Baccalaureate Organization 2025
 Telephone
(include country and area codes)

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© International Baccalaureate Organization 2025
 The self-study questionnaire; Part 1

The school’s self-assessment

Schools should consult the Guide to programme evaluation (for use from September 2020) before beginning the self-study
process. The guide provides information about planning and completing the programme evaluation process, including both
parts of the self-study.

The self-assessment
The self-assessment is a detailed and thorough reflection by all community members on each of the practices. It provides
the opportunity to reflect and identify where the school excels, where it has shown growth and what needs additional
attention.

Checking requirements
The self-assessment checks that the school continues to meet all requirements identified for each practice in the IB
Programme standards and practices publication. Requirements are specific and refined measures of implementation and
include programme-specific elements known as specifications. To remain authorized to teach the programmes, schools
must continue to meet all requirements. For any requirement that is not in place, the school must add an action to their
action plan.

Assessing the development of practices

The IB practices are aspirational, meaning that schools will continue to develop, implement, understand and integrate them
more explicitly and consistently over time. After confirming that the requirements for each practice are in place, the next step
in the self-assessment is to determine for each practice whether the school implementation can best be described as
“developing”, “developed” or “highly developed”. Practices are common to all programmes, but they will be implemented as
developmentally appropriate for the age group.

• Developing: The practice has been partially developed and implemented; some members of the school community
show some understanding of the practice; the practice is integrated into some school processes.

• Developed: The practice is generally developed and implemented; most members of the school community
understand the practice; the practice is integrated into most school processes.

• Highly developed: The practice is systematically developed and effectively implemented; all relevant members of the
school community fully understand the practice; the practice is fully integrated into all relevant school processes.

Using the descriptors

Descriptors are provided to assist the school in assessing the development of the practices. These descriptors are not
intended to be applied rigidly, but to serve as guidance. In most IB World Schools, the programme(s) develop unevenly.
Initially, some practices are developed more fully and intentionally. Understanding across the school community and
integration into school life grow as the programme matures. Using a “best-fit” approach with the self-assessment descriptors
can help the school capture their growth and identify practices in need of additional development. Schools with multiple
programmes may complete the self-assessment for individual programmes but are encouraged to consider completing a
combined self-assessment that reflects continuity and coherence of the student experience across programmes.

Assessing and reporting on development of the standards

The standards are general principles that lie at the heart of being an IB World School. Like the practices, they provide an
aspirational goal for schools. Following the assessment of the practices within each standard, the school assesses its overall
development of the standard using the following descriptors.

• Shows notable development: This option should be selected when most or all of the practices within the standard are
highly developed.

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• Shows development beyond requirements: This option should be selected when most or all of the practices are
developed beyond meeting the requirements.

• Offers opportunity for further development: This option should be selected when all requirements are in place for
the practices within the standard, but there is no evidence of further development of the practices beyond the
requirements.

• Requires development: This option should be selected when there are requirements that are not in place within this
standard.

The school is also asked to identify achievements and challenges for each standard.

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© International Baccalaureate Organization 2025
 Purpose (01)

Purpose: Sharing an important mission

The IB’s mission is central to its work with schools, governments and international organizations to develop challenging
programmes of international education and rigorous assessment. The aim of all IB programmes is to develop internationally
minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and
more peaceful world. This powerful mission that drives learning informs the development of each IB World School—as well
as the IB’s larger global community of students and their families, teachers and supporters. IB World Schools strive to help
realize this purpose for learning within their own local, state, national, international and global contexts.

Standard: Purpose (0101)

Schools implement IB programmes to develop inquiring, knowledgeable and caring young people who help to create a
better and more peaceful world through intercultural understanding and respect.

Practices
Purpose 1: The governing body and school leaders articulate a purpose for learning that
aligns with the IB’s philosophy and mission. (0101-01)
Purpose 1.1: The school develops a mission, vision and strategy that reflect the IB mission and philosophy. (0101-01-0100)

Purpose 1.2: The school develops a mission, philosophy and/or strategy that includes a holistic approach to education that
goes beyond academic development and encourages awareness beyond the individual and the immediate community.
(0101-01-0200)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Purpose 2: The school’s pedagogical leadership team embraces educational approaches

that encourage students to become active, compassionate lifelong learners. (0101-02)
Purpose 2.1: The pedagogical leadership team articulates a shared commitment to the IB’s mission and philosophy. (0101-
02-0100)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Purpose 3: The school community fosters internationally minded people who embody all
attributes of the IB learner profile. (0101-03)
Purpose 3.1: The school ensures that the school community is aware of the IB learner profile and is committed to
international-mindedness and its importance in embodying the IB mission. (0101-03-0100)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP

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 MYP
DP
CP

Conclusion of standard 0101

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part

of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0101: Schools implement IB programmes to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural understanding and respect.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Purpose: Sharing an important mission Shows notable Shows Offers Requires

development development opportunity for development
beyond further
requirements development

Purpose(0101) Schools School self-assessment

implement IB
programmes PYP
to develop MYP
inquiring,
knowledgeabl DP

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© International Baccalaureate Organization 2025
 e and caring CP
young people
who help to
create a better
and more
peaceful world
through
intercultural
understanding
and respect.

Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

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 Environment (02)

Environment: Providing essential structures,

systems and resources
School environments include the human, natural, built and virtual resources through which learning experiences take place.
They cover facilities and technology; human and financial resources; assets of culture and language; the allocation of time;
and decisions about how schools divide, group and coordinate responsibilities. School environments differ widely, and a
wide range of local contexts can support the successful implementation of IB programmes. The learning environment is the
context in which learning happens, and the conditions the school designs and develops to enhance student learning
experiences. The learning environment includes evidence of the school’s culture and purpose.

Standard: Leadership and governance (0201)

The leadership and governance of IB World Schools create and sustain high-quality learning environments.

Practices
Leadership 1: The school regularly reviews and follows all IB rules, regulations and
guidelines to support programme implementation and ongoing development. (0201-01)
Leadership 1.1: The school clearly articulates its governance and/or leadership structure and establishes roles,
responsibilities and mandates for ensuring programme implementation and development. (0201-01-0100)

Leadership 1.2: Leadership and governance understand all IB rules, regulations and guidelines, and have put in place
structures and processes to ensure compliance. (0201-01-0200)

MYP 1 (if applicable): The school provides security for the storage, transportation, and/or transmission of IB assessment
materials, physical or virtual, with controlled access restricted to designated staff. (0201-01-0221)
MYP 2 (if applicable): The school complies with the IB regulations and procedures related to the conduct of MYP
eAssessment. (0201-01-0222)
MYP 3 (if applicable): The school registers all MYP year 5 students for IB-validated moderation of the personal project.
(0201-01-0223)
MYP 4: The school must register at least one student as a candidate for the IB MYP certificate, or must submit unit plans for
feedback as specified in programme documentation. (0201-01-0224)
DP 1: The school provides security for the storage, transportation, and/or transmission of IB assessment materials, physical
or virtual, with controlled access restricted to designated staff. (0201-01-0231)
DP 2: The school complies with IB regulations and procedures related to the conduct of all forms of DP assessment. (0201-
01-0232)
CP 1: The school provides security for the storage, transportation, and/or transmission of IB assessment materials, physical
or virtual, with controlled access restricted to designated staff. (0201-01-0241)
CP 2: The school complies with IB regulations and procedures related to the conduct of all forms of DP and CP assessment.
(0201-01-0242)
CP 3: The school must in all cases choose or develop career-related studies that meet IB criteria. (0201-01-0243)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

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Leadership 2: The school includes on its pedagogical leadership team an IB-trained
programme coordinator who is empowered to facilitate successful programme
implementation. (0201-02)
Leadership 2.1: The school appoints a programme coordinator with a job description, release time, necessary support, and
an organizational position to facilitate curriculum and programme development. (0201-02-0100)

Leadership 2.2: The programme coordinator completes required professional development that is up to date with the most
current version of the programme(s) under their responsibility. (0201-02-0200)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Leadership 3: The school organizes time for learning and teaching that provides a broad,
balanced and connected curriculum and serves the changing needs of its community. (0201-
03)
Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-
03-0100)

PYP 1: The school implements a schedule that provides for the development of the required number of transdisciplinary
units of inquiry. (0201-03-0111)
MYP 1: The school implements a schedule that provides for the minimum required teaching hours for each subject group.
(0201-03-0121)
MYP 2: The school implements and reviews curriculum requirements as specified in programme documentation. (0201-03-
0122)
DP 1: The school implements and reviews a curriculum that is balanced so that students are provided a reasonable choice
of subjects. (0201-03-0131)
DP 2: The school implements a schedule that provides for the minimum required teaching hours for each standard level and
higher level DP subject, and for theory of knowledge (TOK). (0201-03-0132)
DP 3: The school implements a schedule that provides for the delivery of the theory of knowledge course over two years for
every student. (0201-03-0133)
DP 4: The school implements a schedule that allows for regular creativity, activity, service (CAS) experiences and projects
over at least 18 months for every student. (0201-03-0134)
CP 1: The school implements a schedule that provides for the minimum required teaching hours for each standard level and
higher level DP subject, and for the CP core. (0201-03-0141)
CP 2: The school implements a schedule that provides for the delivery of the personal and professional skills (PPS) course
over two years for every student. (0201-03-0142)
CP 3: The school implements a schedule that allows for regular service learning experiences and projects over at least
18 months for every student. (0201-03-0143)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Leadership 4: The school implements and reviews systems and processes to improve the
operation and sustainability of its IB programme(s). (0201-04)

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Leadership 4.1: The school has systems and processes in place to document, share and store curriculum, policies and
procedures that safeguard programme implementation. (0201-04-0100)

Leadership 4.2: The school captures and uses data that informs the operation and sustainability of the programmes(s).
(0201-04-0200)

Leadership 4.3: The school captures and uses data that informs the quality of the implementation of the programme(s).
(0201-04-0300)

Leadership 4.4: The school ensures that students and legal guardians are informed of the general characteristics of relevant
programme(s) and how the school implements them. (0201-04-0400)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Leadership 5: The school funds and allocates resources that sustain and further develop its
IB programme(s). (0201-05)
Leadership 5.1: The school funds adequate resources to implement the programme(s) and meet programme requirements.
(0201-05-0100)

PYP 1: The school allocates adequate resources to support collaborative planning amongst subject specialists and
classroom teachers for transdisciplinary learning. (0201-05-0111)
MYP 1: The school allocates adequate resources for the provision of leadership for developing the curriculum in subject
groups, planning approaches to learning, supporting student involvement in service as action, and implementing the
personal or community project. (0201-05-0121)
DP 1: The school allocates adequate resources and provides supervision for the creativity, activity and service core
component, including designating a creativity, activity, service (CAS) coordinator. (0201-05-0131)
DP 2: The school allocates adequate resources and provides supervision to support the extended essay core component,
including designating an extended essay coordinator. (0201-05-0132)
CP 1: The school allocates adequate resources and provides supervision for the service learning core component, including
designating a service learning coordinator. (0201-05-0141)
CP 2: The school allocates adequate resources and provides supervision to support the reflective project core component,
including designating a reflective project coordinator. (0201-05-0142)
CP 3: The school allocates adequate resources and provides supervision to implement the language development core
component. (0201-05-0143)
CP 4: The school allocates adequate resources to implement the personal and professional skills (PPS) core component.
(0201-05-0144)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Conclusion of standard 0201

Identify who was involved in the completion of this part of the questionnaire.

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Add rows as necessary.

Name or group Position Role in the completion of this part

of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0201: The leadership and governance of IB World Schools create and sustain high-quality learning
environments.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Environments: Providing essential Shows notable Shows Offers Requires

structures, systems and resources development development opportunity for development
beyond further
requirements development

Leadership and The leadership School self-assessment

governance and
(0201) governance of PYP
IB World MYP
Schools create
and sustain DP
high-quality
learning CP
environments.

Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

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Standard: Student support (0202)
Learning environments in IB World Schools support student success.

Practices
Student support 1: The school provides relevant human, natural, built and virtual resources
to implement its IB programme(s). (0202-01)
Student support 1.1: The school provides adequate resources and facilities in accordance with programme documentation.
(0202-01-0100)

Student support 1.2: The school is responsible for its teachers meeting the local and legal requirements for the roles to
which they are appointed. (0202-01-0200)

Student support 1.3: The school provides effective learning spaces and learning environments. (0202-01-0300)

Student support 1.4: The school provides technologies that facilitate effective communication with the IB community and
ensure access to current resources that support engagement with local, national, international and global contexts. (0202-
01-0400)

Student support 1.5: The school uses programme documentation to inform the use and/or design of learning spaces which
allow for flexibility and collaboration. (0202-01-0500)

MYP 1: (if applicable) The school complies with IB assessment requirements with regards to the security and administration
of examination materials, and the provision and delivery of access arrangements. (0202-01-0521)
DP 1: The school complies with IB assessment requirements with regards to the security and administration of examination
materials, and the provision and delivery of access arrangements. (0202-01-0531)
CP 1: The school complies with IB assessment requirements with regards to the security and administration of examination
materials, and the provision and delivery of access arrangements. (0202-01-0541)

Student support 1.6: The school maintains a functioning and active library consisting of adequate combinations of people,
places, collections and services that aid and extend learning and teaching. (0202-01-0600)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Student support 2: The school identifies and provides appropriate learning support. (0202-
02)
Student support 2.1: The school implements and reviews systems and processes to identify the needs of students. (0202-
02-0100)

Student support 2.2: The school supports the identified needs of students, and evidences this support through planning,
policy, and practice. (0202-02-0200)

Student support 2.3: The school provides staff, facilities and resources as outlined in their inclusion policy. (0202-02-0300)

Student support 2.4: The school demonstrates a commitment to make the most effective use of learning spaces and
learning environments in ways that meet the needs of all students. (0202-02-0400)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP

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 MYP
DP
CP

Student support 3: The school fosters the social, emotional, and physical well-being of its
students and teachers. (0202-03)
Student support 3.1: The school identifies and allocates spaces and resources to support the social, emotional, and physical
well-being of its students and teachers. (0202-03-0100)

Student support 3.2: The school demonstrates in its systems, processes and policies attention to the social, emotional, and
physical well-being of its students and teachers. (0202-03-0200)

Student support 3.3: The pedagogical leadership team and teachers support students’ social, emotional and physical well-
being. (0202-03-0300)

Student support 3.4: The school promotes open communication based on understanding and respect. (0202-03-0400)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Student support 4: The school provides guidance and support that help students succeed in
its IB programme(s) and plan for the next stage of their educational and/or career-related
experiences. (0202-04)
Student support 4.1: The school implements and reviews systems and processes to provide advice and guidance to
students on programme choices, careers and/or additional education opportunities as they move further in their learning.
(0202-04-0100)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Student support 5: The school builds relationships with the wider community that are a
source of wisdom and expertise to strengthen the implementation of its IB programme(s).
(0202-05)
Student support 5.1: The school identifies and uses a variety of human, virtual and physical resources in the wider
community that aid and extend student learning. (0202-05-0100)

Student support 5.2: The school provides meaningful opportunities for legal guardians to contribute to the development and
support of its programme(s). (0202-05-0200)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

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Conclusion of standard 0202
Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part

of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0202: Learning environments in IB World Schools support student success.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Environments: Providing essential Shows notable Shows Offers Requires

structures, systems and resources development development opportunity for development
beyond further
requirements development

Student Learning School self-assessment

support (0202) environments
in IB World PYP
Schools MYP
support
student DP
success.
CP

Describe any major achievement(s) relating to this standard during the period under review.

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Describe any major challenge(s) relating to this standard during the period under review.

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Standard: Teacher support (0203)
Learning environments in IB World Schools support and empower teachers.

Practices
Teacher support 1: The school ensures that teachers use current IB resources and regularly
review their implementation of the programme. (0203-01)
Teacher support 1.1: The school ensures that all teachers have access to current and relevant IB content. (0203-01-0100)

Teacher support 1.2: The school demonstrates that teachers have used current and relevant programme documentation to
implement the programme in their classroom teaching. (0203-01-0200)

MYP 1: The school ensures that learning and teaching reflect the current aims, objectives and implementation requirements
of the curriculum. (0203-01-0221)
DP 1: The school ensures that learning and teaching reflect the current aims, objectives and implementation requirements of
the curriculum. (0203-01-0231)
CP 1: The school ensures that learning and teaching reflect the current aims, objectives and implementation requirements of
the curriculum. (0203-01-0241)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Teacher support 2: The school ensures that leadership and teachers participate in
appropriate and timely professional learning to inform their practice. (0203-02)
Teacher support 2.1: The school complies with IB-mandated professional development requirements, as outlined in IB
documentation. (0203-02-0100)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Teacher support 3: The school provides time and other resources for teachers to
collaborate effectively in the implementation of IB programme(s). (0203-03)
Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative
planning and reflection. (0203-03-0100)

MYP 1: The school allocates adequate time for teachers to collaborate and ensures that they use that time effectively to plan
and implement the MYP in accordance with programme documentation. (0203-03-0121)
CP 1: The school allocates adequate time and resources to plan for the integration of elements of the CP framework. (0203-
03-0141)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP

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DP
CP

Conclusion of standard 0203

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part

of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0203: Learning environments in IB World Schools support and empower teachers.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Environments: Providing essential Shows notable Shows Offers Requires

structures, systems and resources development development opportunity for development
beyond further
requirements development

Teacher Learning School self-assessment

support (0203) environments
in IB World PYP
Schools MYP
support and
empower DP
teachers. CP

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Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

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 Culture (03)

Culture: Creating positive school cultures

School culture refers to the written and unwritten rules that define how a school functions. It also encompasses personal and
collective well-being, the effective utilization of physical and human resources, and the extent to which a school
acknowledges and celebrates diversity.

Standard: Culture through policy implementation (0301)

Schools develop, implement, communicate and review effective policies that help to create a school culture in which IB
philosophy can thrive.

Practices
Culture 1: The school secures access to an IB education for the broadest possible range of
students. (0301-01)
Culture 1.1: The school implements and reviews an access and/or admissions policy that clearly describes the conditions for
participation in the school’s programme(s). (0301-01-0100)

Culture 1.2: The school provides relevant support materials, resources and structures to promote access to the school’s
programme(s) for as many students as reasonable. (0301-01-0200)

Culture 1.3: The school provides opportunities to access the programme(s) for the broadest possible range of students.
(0301-01-0300)

PYP 1: The school articulates and demonstrates the PYP to include all students, regardless of learner variability, unless the
school’s regulatory environment precludes full enrollment and requires the school offer the relevant national or
state/provincial curriculum to certain students. (0301-02-0311)
PYP 2: The school implements the PYP across all early years and/or primary grade levels offered at the school. (0301-01-
0312)
MYP 1: The school monitors and evaluates its efforts to provide students with equal opportunities to undertake the MYP.
(0301-01-0321)
DP 1: The school provides for the full DP, ensures that some of its students attempt the full diploma, then monitors and
evaluates its efforts to provide students with equal opportunities to undertake the full diploma. (0301-01-0331)
DP 2: The school implements and reviews strategies to encourage students to pursue the full IB diploma. (0301-01-0332)
CP 1: The school monitors and evaluates its efforts to provide students equal opportunities to undertake the CP, and
implements strategies to encourage students to pursue the full CP. (0301-01-0341)

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 Requirement(s) in Developing Developed Highly developed
place Y/N
PYP
MYP
DP
CP

Culture 2: The school implements, communicates and regularly reviews an inclusion policy
that creates cultures that support all students to reach their full potential. (0301-02)
Culture 2.1: The school implements and reviews an inclusion policy that meets IB guidelines. (0301-02-0100)

Culture 2.2: The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and
processes for compliance. (0301-02-0200)

Culture 2.3: The school describes in its inclusion policy the rights and responsibilities of all members of the school
community and clearly states the school’s vision for implementing inclusive programmes. (0301-02-0300)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Culture 3: The school implements, communicates and regularly reviews an academic

integrity policy that creates cultures of ethical academic practice. (0301-03)
Culture 3.1: The school implements and reviews an academic integrity policy that makes the school’s philosophy clear and
is aligned with IB guidelines. (0301-03-0100)

Culture 3.2: The school clearly describes in its academic integrity policy the rights and responsibilities of all members of the
school community, what constitutes good practice and misconduct, and the actions that are to be taken if there are
transgressions. (0301-03-0200)

Culture 3.3: The school articulates responsibilities for teaching a variety of practices related to academic integrity, and
reflects its five fundamentals: honesty, trust, fairness, respect and responsibility. (0301-03-0300)

Culture 3.4: The school ensures that relevant support materials, resources and structures related to the academic integrity
policy are implemented. (0301-03-0400)

Culture 3.5: The school monitors and evaluates the impact of the academic integrity policy to ensure that it regularly informs
learning and teaching across the curriculum and that the school’s procedures are transparent, fair and consistent. (0301-03-
0500)

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© International Baccalaureate Organization 2025
 Requirement(s) in Developing Developed Highly developed
place Y/N
PYP
MYP
DP
CP

Culture 4: The school implements, communicates and regularly reviews a language policy
that helps to foster intercultural understanding through communicating in a variety of ways
in more than one language. (0301-04)
Culture 4.1: The school implements and reviews a language policy that is aligned with IB language policy guidelines. (0301-
04-0100)

Culture 4.2: The school describes in its language policy the way that the school recognizes multilingualism as a fact, a right
and a resource for learning. (0301-04-0200)

Culture 4.3: The school identifies in its language policy a variety of physical and virtual resources used to facilitate language
development. (0301-04-0300)

Culture 4.4: The school clearly describes in its language policy the rights and responsibilities of all members of the school
community and what constitutes good practice within the school context. (0301-04-0400)

PYP 1: The school ensures that students learn a language in addition to the language of instruction (at least from the age of
seven). Multilingual programmes, where students are learning in at least two languages, can but are not required to offer
additional languages. (0301-04-0411)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Culture 5: The school implements, communicates and regularly reviews an assessment

policy or policies to help create a culture of continuous learning and growth. (0301-05)
Culture 5.1: The school implements and reviews an assessment policy that makes the school’s philosophy clear and is
aligned with the IB philosophy concerning learning and assessment. (0301-05-0100)

Culture 5.2: The school identifies in its assessment policy all necessary local and IB requirements, and outlines how the
school is adhering to these requirements. (0301-05-0200)

Culture 5.3: The school describes in its assessment policy the rights and responsibilities of all members of the school
community and clearly states what constitutes good assessment practice. (0301-05-0300)

Culture 5.4: The school ensures relevant support materials, resources and processes are implemented for fair and valid
assessment. (0301-05-0400)

Culture 5.5: The school describes in its assessment policy the value of assessment for continuous learning and growth.
(0301-05-0500)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP

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© International Baccalaureate Organization 2025
 CP

Culture 6: The school implements, communicates and regularly reviews its IB-mandated
policies to ensure they are cohesive and reflect IB philosophy. (0301-06)
Culture 6.1: The school implements processes with consideration of the relationship between its IB-mandated policies.
(0301-06-0100)

Culture 6.2: The school documents its IB-mandated policies and communicates them to the school community. (0301-06-
0200)

Culture 6.3: The school considers physical and virtual spaces in all of its IB-mandated policies. (0301-06-0300)

Culture 6.4: The school articulates a planned integration of human, natural, built or virtual resources in all of its IB-mandated
policies. (0301-06-0400)

Culture 6.5: The school considers the IB learner profile in all of its IB-mandated policies. (0301-06-0500)

Culture 6.6: The school considers international-mindedness in all of its IB-mandated policies. (0301-06-0600)

Culture 6.7: The pedagogical leadership team uses the school’s IB-mandated policies in decision-making and curriculum
development. (0301-06-0700)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Conclusion of standard 0301

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part

of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

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© International Baccalaureate Organization 2025
In respect of standard 0301: Schools develop, implement, communicate and review effective policies that help to create a
school culture in which IB philosophy can thrive.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Culture: Creating positive school Shows notable Shows Offers Requires

cultures development development opportunity for development
beyond further
requirements development

Culture through Schools School self-assessment

policy develop,
implementation implement, PYP
(0301) communicate MYP
and review
effective DP
policies that
help to create CP
a school
culture in
which IB
philosophy
can thrive.

Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

Learning (04)

Learning: Ensuring effective education

Learning in the IB community celebrates the many ways people work together to construct meaning and make sense of the
world. Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic
classrooms. IB students and teachers are lifelong learners, independently and in collaboration with others. Learning
communities in IB World Schools engage in cycles of inquiry, action and reflection that lead to deeper understanding and a
lifetime of learning. Learning is the central tenet, as well as the outcome, of developing purpose, culture, and environment in
IB schools.

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© International Baccalaureate Organization 2025
Standard: Designing a coherent curriculum (0401)
Learning in IB World Schools is based on a coherent curriculum.

Practices
Coherent curriculum 1: The school plans and implements a coherent curriculum that
organizes learning and teaching within and across the years of its IB programme(s). (0401-
01)
Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

Coherent curriculum 1.2: The school articulates its curriculum horizontally and vertically. (0401-01-0200)

Coherent curriculum 1.3: The school demonstrates that all applicable IB curriculum frameworks are fully integrated with the
requirements for school, local, state or provincial and national education authorities. (0401-01-0300)

Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB philosophy into the
curriculum. (0401-01-0400)

Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make
connections across their learning. (0401-01-0500)

PYP 1: The school designs a programme of inquiry that consists of six units of inquiry—one for each transdisciplinary theme
—at each year or grade level, with the exception of students who are 3-6 years where the requirement is at least four units
at each year or grade level, two of which must be under “Who we are” and “How we express ourselves”. (0401-01-0511)
PYP 2: The school commits to the PYP as the framework for planning, teaching, and learning across the curriculum. (0401-
01-0512)
PYP 3: The school ensures that all subjects are represented within the programme of inquiry at each year or grade level.
(0401-01-0513)
MYP 1: The school develops subject group overviews and an approaches to learning planning chart in accordance with
programme documentation. (0401-01-0521)

Coherent curriculum 1.6: The school demonstrates that the curriculum is influenced by an understanding of students’ prior
knowledge, identities, backgrounds, needs and contexts. (0401-01-0600)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB
programme(s). (0401-02)
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in
accordance with programme documentation. (0401-02-0100)

PYP 1: Teachers use the PYP planner template(s) or otherwise document the way that they use the PYP planning process
to collaboratively design, plan and deliver the programme. (0401-02-0111)
PYP 2: The school demonstrates a commitment to transdisciplinary learning by ensuring that the programme of inquiry is
collaboratively designed, planned and facilitated between the classroom teacher and specialist teachers to deliver the
subjects included in each unit of inquiry. (0401-02-0112)
MYP 1: The school provides opportunities for teachers to use collaborative planning and reflection to develop
interdisciplinary understanding. (0401-02-0121)
MYP 2: Teachers use the MYP planning process to collaboratively design, plan, deliver and document student inquiry.
(0401-02-0122)

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© International Baccalaureate Organization 2025
DP 1: The school provides opportunities for teachers to use collaborative planning and reflection to integrate theory of
knowledge into each subject. (0401-02-0131)
CP 1: The school provides opportunities for the IB teachers to collaborate with the career-related studies (CRS) staff to
ensure balance and articulation of the students’ full educational experience. (0401-02-0141)

Coherent curriculum 2.2: Teachers plan and reflect collaboratively to consider connections and relationships between
different areas, and reinforce shared concepts, content and skills. (0401-02-0200)

Coherent curriculum 2.3: Teachers use human, physical and virtual resources to aid and extend their collaboration. (0401-
02-0300)

Coherent curriculum 2.4: Teachers use collaborative planning and reflection to address the elements of an IB education.
(0401-02-0400)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Coherent curriculum 3: The school develops, regularly reviews and shares its curriculum in
ways that explicitly engage the school community. (0401-03)
Coherent curriculum 3.1: The school informs the school community of ongoing developments in the programme(s) and
incorporates these into curriculum development. (0401-03-0100)

Coherent curriculum 3.2: The school ensures that all teachers and pedagogical leadership teams have access to relevant
communities that support the development of the programme(s). (0401-03-0200)

Coherent curriculum 3.3: The school reviews IB requirements for learning, teaching and assessment, and communicates
them to the school community. (0401-03-0300)

Coherent curriculum 3.4: The school regularly reviews required and supporting IB content. (0401-03-0400)

Coherent curriculum 3.5: The school ensures the curriculum is up to date and clearly communicated to the school
community. (0401-03-0500)

MYP 1: Teachers follow the MYP review cycles and associated IB communications. (0401-03-0521)
DP 1: Teachers follow the DP review cycles and associated IB communications. (0401-03-0531)
CP 1: Teachers follow the DP and CP review cycles and associated IB communications. (0401-03-0541)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Conclusion of standard 0401

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

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© International Baccalaureate Organization 2025
 Name or group Position Role in the completion of this part
of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0401: Learning in IB World Schools is based on a coherent curriculum.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Learning: Ensuring effective education Shows notable Shows Offers Requires

development development opportunity for development
beyond further
requirements development

Designing a Learning in IB School self-assessment

coherent World Schools
curriculum is based on a PYP
(0401) coherent MYP
curriculum.
DP
CP
Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

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© International Baccalaureate Organization 2025
Standard: Students as lifelong learners (0402)
Learning in IB schools aims to develop students ready for further education and life beyond the classroom.

Practices
Lifelong learners 1: Students actively develop thinking, research, communication, social
and self-management skills. (0402-01)
Lifelong learners 1.1: The school implements and reviews the development of the IB’s approaches to learning. (0402-01-
0100)

Lifelong learners 1.2: The school implements and reviews processes that actively engage students in their own learning.
(0402-01-0200)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Lifelong learners 2: Students demonstrate and reflect on their continued development of

the IB learner profile attributes. (0402-02)
Lifelong learners 2.1: Students understand the IB learner profile and can reflect on it effectively. (0402-02-0100)

Lifelong learners 2.2: Teachers provide students with opportunities in the curriculum to reflect on the growth and
demonstration of their IB learner profile attributes. (0402-02-0200)

Lifelong learners 2.3: Students understand the connections between the IB learner profile and international-mindedness.
(0402-02-0300)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Lifelong learners 3: Students identify and foster healthy relationships, an understanding of

shared responsibility, and the ability to collaborate effectively. (0402-03)
Lifelong learners 3.1: Students and teachers engage in learning experiences that are designed to include opportunities for
students to collaborate. (0402-03-0100)

Lifelong learners 3.2: The school demonstrates that collaboration and effective relationship building are featured explicitly
within the curriculum. (0402-03-0200)

Lifelong learners 3.3: Pedagogical leaders provide opportunities for student voice to be represented in the school. (0402-03-
0300)

Requirement(s) in Developing Developed Highly developed

place Y/N

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© International Baccalaureate Organization 2025
 PYP
MYP
DP
CP

Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical
judgments. (0402-04)
Lifelong learners 4.1: Students and teachers comply with IB academic integrity guidelines. (0402-04-0100)

Lifelong learners 4.2: Students and teachers acknowledge the intellectual property of others when producing work. (0402-
04-0200)

Lifelong learners 4.3: The school provides support and guidance for students on acknowledging the work of others, including
guidance on citation and referencing. (0402-04-0300)

Lifelong learners 4.4: Teachers discuss with students the significance and importance of producing authentic and original
work. (0402-04-0400)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Lifelong learners 5: Students exercise the flexibility, perseverance and confidence they
need to bring about positive change in the wider community and beyond. (0402-05)
Lifelong learners 5.1: The school provides opportunities for students to directly apply their learning by taking action. (0402-
05-0100)

Lifelong learners 5.2: Students demonstrate a commitment to service with and for the community throughout their learning,
in accordance with programme documentation. (0402-05-0200)

MYP 1: Students take opportunities to develop, act and reflect on MYP learning outcomes for service in each year of the
programme. (0402-05-0221)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Lifelong learners 6: Students take ownership of their learning by setting challenging goals
and pursuing personal inquiries. (0402-06)
Lifelong learners 6.1: Students take opportunities to develop personal learning goals. (0402-06-0100)

Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-
0200)

PYP 1: Students participate in the exhibition in the final year of the PYP, except in schools that exclusively offer the early
years. (0402-06-0211)
MYP 1: The school provides opportunities for students to take ownership of their learning through the personal project and
community project. (0402-06-0221)

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© International Baccalaureate Organization 2025
DP 1: The school provides opportunities for students to take ownership of their learning through the DP core. (0402-06-
0231)
CP 1: The school provides opportunities for students to take ownership of their learning through the CP core. (0402-06-
0241)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Lifelong learners 7: Students pursue opportunities to explore and develop their personal
and cultural identities. (0402-07)
Lifelong learners 7.1: The school provides opportunities for students to explore and develop their personal and cultural
identities. (0402-07-0100)

Lifelong learners 7.2: The school community affirms individual student identity through learning and teaching. (0402-07-
0200)

Lifelong learners 7.3: Students take opportunities to develop their language profiles. (0402-07-0300)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Conclusion of standard 0402

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this

part of the questionnaire (for
example, leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
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© International Baccalaureate Organization 2025
 Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0402: Learning in IB schools aims to develop students ready for further education and life beyond the
classroom.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Learning: Ensuring effective education Shows notable Shows Offers Requires

development development opportunity for development
beyond further
requirements development

Students as Learning in IB School self-assessment

lifelong World Schools
learners (0402) aims to PYP
develop MYP
students ready
for further DP
education and
life beyond the CP
classroom.

Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

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© International Baccalaureate Organization 2025
Standard: Approaches to teaching (0403)
IB programmes encourage approaches to teaching that create learning experiences that are shown to be meaningful to the
school community.

Practices
Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural
curiosity in students. (0403-01)
Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100)

Approaches to teaching 1.2: The school monitors and evaluates inquiry-based teaching strategies and learning
engagements. (0403-01-0200)

Approaches to teaching 1.3: The school provides opportunities for students to actively engage in interactive and exploratory
learning environments and/or play in accordance with programme documentation. (0403-01-0300)

Approaches to teaching 1.4: Teachers encourage student choice in appropriate places in the curriculum. (0403-01-0400)

Approaches to teaching 1.5: Teachers facilitate student exploration of their personal interests and ideas. (0403-01-0500)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Approaches to teaching 2: Teachers focus on conceptual understanding to support students

in developing their ideas. (0403-02)
Approaches to teaching 2.1: Teachers demonstrate strategies focused on conceptual understanding. (0403-02-0100)

Approaches to teaching 2.2: Teachers plan and facilitate learning experiences through which students can develop their own
conceptual understandings. (0403-02-0200)

Approaches to teaching 2.3: Students take opportunities to explore and develop their own conceptual understandings in
appropriate places in the curriculum. (0403-02-0300)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Approaches to teaching 3: Teachers use local and global contexts to establish the relevance
of the curriculum. (0403-03)
Approaches to teaching 3.1: Teachers ensure that there are clear examples of connections to local and global contexts in
the curriculum. (0403-03-0100)

Approaches to teaching 3.2: Teachers encourage students to transfer their conceptual understandings to unfamiliar
contexts. (0403-03-0200)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
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© International Baccalaureate Organization 2025
 MYP
DP
CP

Approaches to teaching 4: Teachers promote effective relationships and purposeful

collaboration to create a positive and dynamic learning community. (0403-04)
Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for students in
accordance with programme documentation. (0403-04-0100)

Approaches to teaching 4.2: Students collaborate with teachers and peers to plan, demonstrate, and assess their own
learning. (0403-04-0200)

Approaches to teaching 4.3: The school provides opportunities for students to collaborate based on their strengths and
abilities. (0403-04-0300)

PYP 1: Teachers use flexible grouping of students to maximize learning, ensure student well-being, and provide a variety of
opportunities for collaboration. (0403-04-0311)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Approaches to teaching 5: Teachers remove barriers to learning to enable every student to

develop, pursue and achieve challenging personal learning goals. (0403-05)
Approaches to teaching 5.1: Teachers consider learner variability when planning students’ personal learning goals. (0403-
05-0100)

Approaches to teaching 5.2: Teachers integrate prior knowledge into the curriculum to aid and extend learning for all
students. (0403-05-0200)

Approaches to teaching 5.3: Teachers use IB-mandated policies to support students. (0403-05-0300)

Approaches to teaching 5.4: Teachers support language development with consideration for the language profiles of
students. (0403-05-0400)

Approaches to teaching 5.5: Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Conclusion of standard 0403

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

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© International Baccalaureate Organization 2025
 Name or group Position Role in the completion of this part
of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents

Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0403: IB programmes encourage approaches to teaching that create learning experiences that are
shown to be meaningful to the school community.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Learning: Ensuring effective education Shows notable Shows Offers Requires

development development opportunity for development
beyond further
requirements development

Approaches to IB School self-assessment

teaching (0403) programmes
encourage PYP
approaches to MYP
teaching that
create learning DP
experiences
that are shown CP
to be
meaningful to
the school
community.

Describe any major achievement(s) relating to this standard during the period under review.

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© International Baccalaureate Organization 2025
Describe any major challenge(s) relating to this standard during the period under review.

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© International Baccalaureate Organization 2025
Standard: Approaches to assessment (0404)
Learning, teaching, and assessment effectively inform and influence one another.

Practices
Approaches to assessment 1: Students and teachers use feedback to improve learning,
teaching and assessment. (0404-01)
Approaches to assessment 1.1: Students and teachers use feedback to support stated outcomes and expectations, in
accordance with IB philosophy and assessment documentation. (0404-01-0100)

Approaches to assessment 1.2: The school uses specific and constructive school-based reporting to provide students and
teachers with information that can be used to improve learning, teaching and assessment. (0404-01-0200)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Approaches to assessment 2: The school uses assessment methods that are varied and fit-
for-purpose for the curriculum and stated learning outcomes and objectives. (0404-02)
Approaches to assessment 2.1: Teachers use a variety of assessment methods that are connected to stated learning
objectives and outcomes. (0404-02-0100)

PYP 1: Teachers document and analyse student learning over time to design learning experiences based on data. (0404-02-
0111)
MYP 1: Teachers plan and design the assessment of student learning based on the criteria and procedures in accordance
with programme documentation. (0404-02-0121)
MYP 2: The school records criterion level totals and submits MYP personal projects for IB moderation in accordance with
programme documentation. (0404-02-0122)
DP 1: The school uses the objectives and assessment tools for each subject, and component of the DP core, to build
summative assessments of student learning. (0404-02-0131)
DP 2: The school records and submits IB-validated assessments for the components of the DP core in accordance with
programme documentation. (0404-02-0132)
CP 1: The school uses the objectives and assessment tools for each DP subject, and component of the CP core, to build
summative assessments of student learning. (0404-02-0141)

Approaches to assessment 2.2: The school demonstrates that assessment practices are formed around conceptual
learning. (0404-02-0200)

Approaches to assessment 2.3: The school ensures that from the time of enrollment students and legal guardians are aware
of and have access to documentation describing the relevant programme regulations and requirements regarding
assessment. (0404-02-0300)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

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© International Baccalaureate Organization 2025
Approaches to assessment 3: The school administrates assessment consistently, fairly,
inclusively and transparently. (0404-03)
Approaches to assessment 3.1: The school administrates assessment in accordance with IB rules, regulations, and/or
relevant programme documentation. (0404-03-0100)

MYP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines.
(0404-03-0121)
DP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines.
(0404-03-0131)
CP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines.
(0404-03-0141)

Approaches to assessment 3.2: The school regularly reviews and ensures compliance with all access arrangements. (0404-
03-0200)

Approaches to assessment 3.3: The school ensures that external reporting and/or predictions are as accurate as possible,
and are appropriately designed for the contexts in which they are required. (0404-03-0300)

MYP 1: (if applicable) The school communicates accurate and honest predicted grades for MYP on-screen examination
subjects to the IB. (0404-03-0321)
DP 1: The school communicates forecasted grades to institutions (such as those to higher education institutions) and
predicted grades to the IB, in ways that value academic integrity and reflect as much accuracy as possible. (0404-03-0331)
CP 1: The school communicates forecasted grades to institutions (such as those to higher education institutions) and
predicted grades to the IB, in ways that value academic integrity and reflect as much accuracy as possible. (0404-03-0341)

Approaches to assessment 3.4: The school implements, communicates and regularly reviews consistent and fair systems
and processes for reporting student progress and handling appeals or challenges. (0404-03-0400)

Approaches to assessment 3.5: The school monitors and evaluates the delivery of assessments to ensure that they are as
seamless as reasonable. (0404-03-0500)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP
DP
CP

Approaches to assessment 4: Students take opportunities to consolidate their learning

through assessment. (0404-04)
Approaches to assessment 4.1: The school provides students with opportunities to consolidate their learning through a
variety of assessments. (0404-04-0100)

MYP 1: All students in MYP year 5 complete the personal project, and all students finishing the programme in year 3 or 4
complete the community project. (0404-04-0121)
DP 1: The school ensures that students submit the extended essay toward the end of the DP, and focuses on providing
students with opportunities to engage in topics of their own choice. (0404-04-0131)
CP 1: The school records and submits required IB-validated assessments and the evidence of completion of the
components of the CP core in accordance with programme documentation. (0404-04-0141)

Requirement(s) in Developing Developed Highly developed

place Y/N
PYP
MYP

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DP
CP

Conclusion of standard 0404

Identify who was involved in the completion of this part of the questionnaire.

Add rows as necessary.

Name or group Position Role in the completion of this part

of the questionnaire (for example,
leader, contributors)

Indicate what additional stakeholder groups were involved in the completion of this part of the questionnaire.

Select all that apply.

Parents
Students
Governing body
Community members
Local education authority
Ministry of education
Other (indicate below)

In respect of standard 0404: Learning, teaching, and assessment effectively inform and influence one another.

Shows notable development

Shows development beyond requirements
Offers opportunity for further development
Requires development

Learning: Ensuring effective education Shows notable Shows Offers Requires

development development opportunity for development
beyond further
requirements development

Approaches to Learning, School self-assessment

assessment teaching, and
(0404) assessment PYP
effectively MYP
inform and
influence one DP

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 another. CP

Describe any major achievement(s) relating to this standard during the period under review.

Describe any major challenge(s) relating to this standard during the period under review.

Optional

Conclusions of the self-assessment process

Please note any observations, conclusions or information you would like to share with your IB World School manager or with
the evaluation team as they review the responses to your self-assessment.

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The self-study questionnaire: Part 2

Programme development

Part 2 of the self-study questionnaire asks the school to evidence an aspect of the programme that the school has developed during the period under review. The school shares the
planning, implementation, analysis and reflection on the programme development efforts undertaken.

This template is designed to guide schools through the process of planning, implementing, analysing and reflecting on the development of their IB programmes. Use of IB templates is
not required, but it is encouraged. Schools may use or modify this template or the template included in the self-study questionnaire available on the Programme Resource Centre.
Schools may also develop their own templates. However, the aspects of the process detailed below need to be included in the school’s plan.

Refer to Programme development in IB World Schools for guidance and a list of resources. As you engage in programme development planning, be aware that the primary audience
for this plan is the school community, not the IB. If you select this plan to submit for programme evaluation, it can be edited to help the evaluation team and the IB World School
(IBWS) manager understand what the school did and why. However, as you engage in the process, experiment to find a format that works for the school and helps to accomplish the
goals the school has set for itself.

Start date of plan Completion date of plan

[This space is for additional information or details the school wants to record about this plan.]

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 Planning

Complete this planning section at the start of the programme development planning process
Focus of programme development: Consider what question(s) the school wants to answer, or what challenge(s) the school is facing, or what goal(s) the school wants
to achieve. Identify one focus from your considerations and state it here. The school can start by identifying a general goal or area of focus. This will lead to the school
developing a specific goal with a defined impact on student learning.
Establish a focus that will have a positive impact on the student learning experience.
 If all requirements for the programme(s) are in place, identify a focus based on information or data that will enhance development of the programme(s).
 If some requirements are not in place, consider what the root causes of the gap might be and how to use the programme development planning process to strengthen
programme fundamentals.
 Set an appropriately challenging goal that will motivate the school community.
 Align programme development goals with school strategic goals.

Rationale: Briefly summarize the reasons the school selected this focus for programme development. Describe the current situation (for example, evidence from
student data, alignment with the school strategy, feedback in the verification visit report or the evaluation report). Explain why focusing on this area for programme
development is important to your school community.
 Identify a clear rationale based on, for example, student data, the school strategy, the verification visit report or the evaluation report.

Planning
Guiding questions and prompts School response

IB practices Identify one or two practices to answer each question. Select practices Insert the PSP practices identifying why the school is undertaking the work.
from at least two categories of the Programme standards and practices

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 (PSP) framework.
To understand the structure of the PSP and learn how to identify practices,
see the Guide to programme evaluation, “Appendix 4: Using the PSP for the
self-assessment”.
The motif builder app can help with selecting practices.
Check that you have selected a total of 4–8 practices from at least two
different categories of the PSP framework.
• What practice or practices indicate why the school is undertaking the
work? That is, what is the reason for this focus?
• What practice or practices need to be in place for this development to
be successful? That is, what practices identify the conditions that are
needed for success?
• What practice or practices identify the people who are responsible for
the work? For example, teachers, leadership, students?
• What practice or practices show how the work will be done? That is,
what actions will be taken?
Impact What will change for students?
(state the goal)
Develop a specific goal that will help to improve the student learning
experience.
Consider adding specific, well-defined impact statements that will result from
achieving the goal.
Consider from the start how to determine and then demonstrate the impact
on the student experience.
Identify the target: all students or subsets of students.
Data and evidence How will you learn what the impact on students is?
What information, data or evidence will be gathered? Identify appropriate
data sources early in the process that will show the impact on students.
Consider how to use existing information, data or evidence, or identify new
sources that can be reasonably obtained with the resources and time
available.

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 Ensure that information, data or evidence collected reflects the student
experience.
Consider a wide range of information and data sources from different
members of the learning community.
Determine interim milestones and how to use data or evidence to show
whether they have been achieved. Adapt activities accordingly.
Additional considerations to strength the plan
Schools are encouraged to plan for these areas, but they are not required.
Professional What professional learning is needed to support the programme
learning development goal?
Consider what knowledge, skills or capabilities are needed for the plan to
have the identified impact.
Consider identifying strengths and capabilities that staff and leadership
already have and setting up structures to provide school-based professional
learning opportunities.
Consider any gaps and identify IB or other professional learning that can
support the school in achieving the desired impact.
Academic What examples shared from other schools might inform the school’s
research studies approach or activities?
and shared
How might research inform the school’s approach or activities?
practice
Consider identifying published or unpublished research studies or examples
from other schools to inform the school’s process.
Consider connecting with other schools in conferences or through remote
opportunities.
Consider the examples in the Learning stories.
Theory of change How will the activities lead to the change the school wants to create for
students?
Some schools may be ready to consider creating a logic model or theory of
change to show how the activities will lead to the impact sought. This is a
fairly advanced exercise, and this suggestion is for schools looking to
advance their programme development planning capabilities.
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 Implementation

Complete this implementation section as you plan the activities and during the process if you adapt and modify the planned
activities
Implementation
Guiding questions and prompts School response
Activities What activities will lead to the outcome? (Who will do what? By when?)
The school will need to develop a clear and detailed plan with identified
milestones to achieve the goal that reflects the resources and capacity of the
school. The school may have multiple workstreams with many participants
engaged in a number of activities. Record only the major activities here.
Check that the activities in the plan are connected to the selected practices.
Include all the relevant members of the school community in planning and
implementing the activities.
Set up structures that encourage learning and adaptation.
Adapt the plan and the activities as needed, based on interim data or
feedback from stakeholders.

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 Reflection

Complete this reflection section periodically and at the conclusion of the programme development activities
Reflection
Guiding questions and prompts School response

IB practices Indicate if there were any changes to the practices selected and explain
why different practices were selected.
Analysis of data Did the work positively impact the student learning experience? How do
and evidence of you know?
impact
What did the data or evidence show was the impact on students?
Analyse the data to determine what the impact was on the student
experience.
Establish a structure or protocol with shared expectations to encourage
candid sharing.
Ensure that time is set aside to engage in meaningful analysis and reflection.
Ensure that all relevant stakeholders participate in the reflection process.
Activities What were the major activities undertaken to achieve the outcome?
Reflect on the planned activities. Did the activities occur as planned? Were
they modified or were different activities substituted for what was planned?
Why were the changes, if any, needed?
Who participated in the activities? Were there some people or roles that were
especially critical to success? Were there people or roles that were missing?
Examples of Identify 1–3 examples that evidence the impact on students (for
impact example, documents, photographs, short audio or video files).
Share these examples with the school community during the reflection to
celebrate success and to learn for future programme development initiatives.
If the school selects this plan to share with the IB during programme
evaluation, these examples can be shared in meetings discussing the impact
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 of programme development.
Additional considerations for reflection
Schools are encouraged to reflect on this area, but it is not required.
Academic Were there additional examples or research that informed the approach
research studies or activities?
and shared
Did the school connect with other schools or find examples that informed the
practice
work? Describe what the school used.

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 Understanding and application

Complete this understanding and application section at the conclusion of the programme development activities
Understanding and application
Guiding questions and prompts School response
Summary What did the school learn from engaging in this programme
development effort?
What factors led to this effort having, or not having, an impact?
What can be learned from the changes that were made to the plan?
What can make the process easier or more effective next time?
What made it work or not work well?
Ensure that all relevant stakeholders participate in the reflection process to
consider the impact on students.
Further or future What was learned about the school’s programme development process
considerations from this reflection?
How can the lessons be noted and intentionally applied to future programme
development plans?
Here, record the transferable learning about the process.
Next priorities What areas of the programme will the school now prioritize for
(areas of focus for development? Why?
future programme
What could be the focus of the school’s next programme development plan?
development
plans) Does the focus chosen for this programme development plan need further
development?
Is the school ready to choose a new focus for the next programme
development plan?

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 Conclusions of the self-study process

Endorsements

We agree that this questionnaire, whether signed electronically or not, and supporting documents will be
understood by the IB Organization to have been read and endorsed by the head of school, without a signed
hard copy being necessary.

Name and title of head of school

Signature Date

Name of head of section where the IB programme is implemented (if different from head of school)
Add rows as needed.

Signature Date

Name of IB Primary Years Programme coordinator

Signature Date

Name of IB Middle Years Programme coordinator

Signature Date

Name of IB Diploma Programme coordinator

Signature Date

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 Name of IB Career-related Programme coordinator

Signature Date

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