MYP Category 1 - Mathematics
2027-06-15 - 2027-06-17
RECOMMENDED FOR:
Middle Years Programme (MYP) subject-group teachers new to the MYP at established IB World Schools and teachers from interested or candidate schools.

Category 1 workshops will encourage you to:

Align educational beliefs and values with those of the IB in order to create a challenging programme of international education.
Begin to develop a collaborative and collegial approach to aligning your practices with the structures and principles of the IB subject group aims and objectives.
Develop an understanding of the structures and principles of the subject group framework and guidelines towards the construction of a coherent curriculum.
Prepare learning, teaching and assessment strategies that will support the implementation of the subject group framework and guidelines.
Engage in and create relevant, significant, challenging and student-centred environments

MYP Category 1 - Sciences
2027-06-15 - 2027-06-17
RECOMMENDED FOR:
Middle Years Programme (MYP) subject-group teachers new to the MYP at established IB World Schools and teachers from interested or candidate schools.

Category 1 workshops will encourage you to:

Align educational beliefs and values with those of the IB in order to create a challenging programme of international education.
Begin to develop a collaborative and collegial approach to aligning your practices with the structures and principles of the IB subject group aims and objectives.
Develop an understanding of the structures and principles of the subject group framework and guidelines towards the construction of a coherent curriculum.
Prepare learning, teaching and assessment strategies that will support the implementation of the subject group framework and guidelines.
Engage in and create relevant, significant, challenging and student-centred environments.

MYP Category 2 - Language and Literature
2027-06-15 - 2027-06-17
RECOMMENDED FOR:
Middle Years Programme (MYP) subject-group teachers with at least one year of experience delivering the MYP in their specific subject. In order to actively participate and collaborate, all category 2 participants are encouraged to have previously created, taught, and assessed at least one MYP unit.

MYP Language and literature teachers engage in collaborative inquiries to refine unit planners using enhanced content on unit planning, curriculum design, implementation strategies and best practices.
Participants will explore:

unit planning across the IB programmes as an interconnected, ongoing cycle
multiple entry points into unit planning: from content, concept(s), context(s), or skills.

MYP Beta content encourages risk taking, experimentation and reflection that can lead to shared new understandings. Participants are encouraged to bring a unit plan they have previously taught. This will provide a valuable opportunity to share ideas, reflect on practice and engage in collaborative learning with peers.
Note: These workshops will not provide training on the trial assessment models.

MYP Category 3: Creating Authentic Units
2027-06-15 - 2027-06-17
RECOMMENDED FOR: Experienced Middle Years Programme (MYP) teachers and coordinators.
This workshop will provide concrete strategies to assist teachers in creating a learning culture that connects cognitive and constructivist learning theories to MYP real-world assessment practices. Effective teaching is a process, not a technique, and is rooted in authentic assessment practices. There is a deep exploration of how formative and summative assessments work together to create a well-defined approach to making learning meaningful and authentic. This workshop aims to:

develop your understanding of how assessment informs the teaching and learning of students
provide you with a variety of strategies and pedagogies that support the practical application of MYP assessment philosophy allow you to reflect on how the design of assessment impacts the culture of teaching and learning in your schools, beginning with writing a school assessment policy

PYP Category 1 - Head of School
2027-06-15 - 2027-06-17
RECOMMENDED FOR:
The Head of school, who may be the head, executive head, owner, principal, governor, superintendent. Heads will be encouraged to consider who they should send to Leading the learning category 1. Required prior to submission of Application for Authorization Form A.
In this workshop, Heads of school are challenged to think about the process of leadership differently, to base their decision-making and actioning on a foundation of deeper understanding of the complex nature of their own particular context as well as being immersed into the IB ecosystem. Building on this understanding, leaders — together with the IB — will consider the ways in which their school community (all stakeholders) will place learning at the centre of their IB programme, through the thoughtful development of purpose, culture and environment, in alignment with the IB’s mission and philosophy.
Working with each other and the workshop leaders, participants will:

embrace their role as a leader of a learning organization in an IB global context
become familiar with the IB’s philosophy and requirements, including the specifications relevant to the programme(s) for which the school is seeking authorization
prepare to inform and engage their school community
plan their school’s IB journey through authorization and beyond, including the identification of a potential leading learners team
during the workshop, leaders will begin to develop their school’s IB action plan to meet the IB’s requirements for authorization and a vision for ongoing implementation

PYP Category 3 - Planning for Programme Evaluation
2027-06-15 - 2027-06-17
RECOMMENDED FOR:
Administrators, coordinators, and leading learning teams.

The primary aim of IB programme evaluation is to help schools develop their capacity to implement IB programmes to have a greater impact on student outcomes through the development of teacher and leader practice.
In this workshop, participants will:

engage with each component of the programme evaluation process: preliminary review, self-study, school visit, final report, and how it all connects to lead to an impact on student learning through a programme development plan
reflect upon how this process supports schools as learning communities to work intentionally to continuously develop their IB programmes and enable school leaders and teachers to better direct their efforts and resources
come away with strategies to communicate understandings in their own school context.

DP Category 1 - Mathematics: Application & Interpretation
2027-06-15 - 2027-06-17
RECOMMENDED FOR:
Diploma Programme (DP) subject-group teachers new to
the DP at established IB World Schools and teachers from
interested or candidate schools preparing for authorization.
Educators should enroll in a category 1 workshop in their
particular subject area.
These workshops are designed to prepare participants to teach
a specific DP subject in a manner that supports the IB mission
statement and philosophy. The workshop will enable participants to:
• develop a deep understanding of the IB organization: its
history, mission statement, learner profile, IB continuum and
the international dimension
• consider the impact of the centrality of the IB learner profile
and approaches to teaching and learning in the DP and CP
models
• consider how the course makes links with theory of
knowledge (TOK) and creativity, activity, service (CAS) and
takes the CP context into consideration
• explore the nature of the extended essay and the role
of the supervisor, to include reference to world studies
interdisciplinary extended essay
• develop an understanding of student and teacher
approaches to inquiry in the DP/CP classroom
• design course outlines that align with curriculum
requirements, aims and assessment objectives of the subject,
IB terminology and the relevant standards
• design student engagements for interactions with the
syllabus concepts and content
• articulate the assessment requirements
• create formative assessment tasks that will equip students
with the required factual, procedural and conceptual
knowledge that support the summative assessment task(s)
• use assessment criteria to make judgments about student
achievement (criterion-related, best fit)
• interact with and explore the TSM and subject-specific
teaching and learning resources on the programme resource
centre and in the programme communities throughout the
curriculum life cycle
• select and analyse suitable resources that support teaching
and learning in an IB classroom
• promote the importance of academic integrity
• participate in professional learning communities within and
beyond your school to facilitate the transfer of professional
development
