Teaching and learning in the MYP involve understanding concepts in context. Global contexts provide a common language for meaningful learning, identifying specific settings, events or circumstances that provide more perspectives for teaching and learning. When selecting a global context for learning, we are answering the following questions:

• Why are we engaged in this inquiry?
• Why are these concepts important?
• Why is it important for me to understand?
• Why do people care about this topic?

MYP global contexts provide common points of entry for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding, and global engagement.

Identities and Relationships

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Orientation in space and time

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

Personal and cultural expression

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Globalization and sustainability

Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment.

Fairness and development

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

Regular school assessment and reporting play a major role:

• In the students and parents understanding of the objectives and assessment criteria.
• In the student's preparation for the final assessment.
• In the development of the curriculum according to the principles of the programme.

Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

• open-ended, problem-solving activities
• investigations
• organized debates
• hands-on experimentation
• analysis and reflection

In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment.
The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.

Final assessment

The final assessment takes place at the end of the programme in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project.
Teachers administer appropriate sets of assessment tasks and rigorously apply the prescribed assessment criteria defined for each subject group. The type of assessment tools available to teachers include all forms of:

• oral work
• written work
• practical work

Teachers select appropriate tasks and assessment tools according to:

• The resources available within the school.
• The subjects to which they are being applied.
• The particular objectives that are being measured.

Grades from 1 (lowest) to 7 (highest) are awarded to final-year students, for each subject, and for the personal project, according to predefined grade boundaries based on the levels students have achieved.

There are no formal examinations set or marked by the IB. Instead, the IB validates the grades of final-year students in schools that request this service and issues certificates to those students who reach a required standard.

Describing levels of achievement. They vary in detail for each subject group.