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Science provides an essential contribution to life both within IB World Schools and in society at large. It is a required component in all three IB programmes and is addressed in a developmentally appropriate way within each.This publication focuses on teaching and learning science across the continuum of IB programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). It highlights the alignment and the differences that exist within and between the three IB programmes. The appendices focus on MYP and DP science through a comparison of science aims and assessment in these two programmes. A diagram is included that may be used to prompt discussions about the teaching and learning of science across all three programmes in IB World Schools.The contents of this publication will be of interest to all teachers, curriculum developers and school leaders involved in teaching and learning science throughout the school. Schools are encouraged to consider how teaching and learning science within and across IB programmes is aligned and articulated in their school community.Note: This document is a synthesis of information from existing programme documents and should be used as a companion to the more detailed information in those documents.

Mathematics plays an essential role both within schools and society. It is an essential component in all three IB programmes and is addressed in a developmentally appropriate way. This publication focuses on the alignment of mathematics across the Middle Years Programme (MYP) and the Diploma Programme (DP). It was developed in response to feedback provided by IB World Schools, which expressed the need to articulate the transition of mathematics from the MYP to the DP. The publication highlights the alignment and the differences that exist between MYP and DP mathematics. Teachers are encouraged to consider how their schools articulate the mathematics programmes and to strengthen strategies to ensure a smooth transition from MYP to DP mathematics. Many schools already use a curriculum-mapping process for this purpose, and one example of this process, produced by practising teachers, is included in the appendices. The aims of MYP and DP mathematics are to provide a strong foundation for students to develop into lifelong learners as articulated by the IB learner profile. As teachers develop the mathematics curriculum to meet these aims, consideration of the learner profile in the planning stages will promote a natural integration of the learner profile into the curriculum. Creating opportunities for students to reflect on their development through the learner profile attributes will encourage them to become effective learners and internationally minded students within and beyond the mathematics classroom. This document is a synthesis of information from existing programme documents and should be used as a companion to the more detailed information in the programme documents.

A review of research relating to the IB Diploma Programme

Links to past issues of the IB Research Notes

Studies and IB research

These rubrics have been designed as guidance for stage 1 of the planner for teachers who are developing MYP units of work. There is no standard way in which the rubrics should be used other than to provide clarity and guidance for the first stage of unit planning. MYP: From principles into practice (August 2008) states that schools choosing not to use the MYP unit planner must use the processes of planning inherent in it. Therefore, these rubrics will apply to all unit planners in MYP schools.

Planning holistic learning experiences that bring disciplines together.