NTES Curriculum & Programme Framework Library
Explore the IB continuum from the Primary Years Programme through the Middle Years Programme, Diploma Programme and Career-related Programme.
This NTES reference page separates programme structure, learner development, approaches to teaching and learning, assessment, authorization and ongoing programme evaluation.
Continuum
Ages 3–19
Programmes
PYP · MYP · DP · CP
School Status
IB Authorization Required
Shared Foundation
Learner Profile
Important programme distinction
The four IB programmes share an educational philosophy, learner profile and approaches to teaching and learning, while their curriculum and assessment models differ significantly. Formal examinations are central to the DP, optional in parts of the MYP, and are not the defining assessment model of the PYP.
IB continuum
The IB provides a continuum of international education across four programmes covering students from age three through nineteen.
Schools may become authorized for individual programmes rather than being required to offer the entire continuum.
Across the programmes, IB education emphasizes international-mindedness, inquiry, conceptual understanding, approaches to learning, reflection and development of the learner profile.
IB programme continuum
PYP — Primary Years Programme
Ages 3–12
MYP — Middle Years Programme
Ages 11–16
DP — Diploma Programme
Ages 16–19
CP — Career-related Programme
Ages 16–19
Four-programme continuum
Ages 3–12
Inquiry-Based Primary Programme Framework
The PYP is a student-centred, inquiry-based and transdisciplinary curriculum framework designed to develop conceptual understanding, agency and lifelong learning.
Official IB information →Inquiry-based learning
Transdisciplinary learning
Conceptual understanding
Student agency
Approaches to learning
Integrated assessment
Ages 11–16
Concept-Based Middle Years Programme Framework
The MYP provides a broad and balanced framework that helps students connect disciplinary learning with authentic local and global contexts while developing transferable approaches to learning.
Official IB information →Eight subject groups
Concept-based learning
Global contexts
Approaches to learning
Interdisciplinary learning
Personal project
Ages 16–19
Pre-University Academic Programme
The DP is a rigorous two-year programme organised through six subject groups and a three-part core, combining academic breadth, depth, independent research and international-mindedness.
Official IB information →Six subject groups
Standard Level
Higher Level
Theory of Knowledge
Extended Essay
Creativity, Activity, Service
Ages 16–19
Academic + Career-Related Programme Framework
The CP combines at least two Diploma Programme courses with a dedicated CP core and an approved career-related study to connect academic learning with professional and applied pathways.
Official IB information →Minimum two DP courses
Career-related study
Personal and professional skills
Community engagement
Language and cultural studies
Reflective project
IB Learner Profile
The learner profile describes capacities and responsibilities the IB seeks to develop beyond academic achievement alone.
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Approaches to learning
Approaches to learning provide a shared language for transferable skills that students can develop across subjects, programmes and real-world contexts.
Students develop critical, creative and transfer thinking so they can analyse ideas, solve problems and apply learning in unfamiliar situations.
Learners develop the ability to communicate effectively through different forms, audiences, languages and collaborative settings.
Students learn to locate, evaluate, interpret and use information responsibly while developing increasingly independent research habits.
Learners develop organisation, time management, goal setting, reflection and emotional regulation needed for independent learning.
Students develop collaboration, empathy, relationship-building, conflict resolution and productive participation in communities.
Approaches to teaching
IB education places students at the centre of learning and encourages increasing ownership, agency and independence.
Inquiry encourages students to investigate significant questions, construct understanding and develop curiosity.
Learning is organised around important concepts that help students transfer understanding beyond individual topics.
IB learning deliberately connects students with multiple cultures, languages, perspectives and real-world contexts.
Teachers and students work collaboratively within and across disciplines while developing shared understanding.
Reflection supports students and educators in evaluating learning, identifying next steps and strengthening future practice.
Primary Years Programme
The PYP is designed for children aged 3–12 and organises learning through inquiry, conceptual understanding and meaningful connections across disciplines.
Students are positioned as active participants in the learning process, with opportunities to exercise agency, reflect and take meaningful action.
Explore PYP Learning & TeachingLearning connects knowledge and concepts across and beyond traditional subject boundaries through meaningful units of inquiry.
Students are treated as active participants who make choices, take ownership and contribute meaningfully to their learning.
Broad concepts provide lenses through which learners explore significant ideas and construct transferable understanding.
Assessment is embedded within learning and supports teachers and students in understanding progress and planning next steps.
Middle Years Programme
The MYP serves students aged 11–16 and combines eight subject groups with conceptual learning, global contexts, approaches to learning and interdisciplinary connections.
Language and literature
Language acquisition
Individuals and societies
Sciences
Mathematics
Arts
Physical and health education
Design
Teachers create and assess learning tasks against prescribed MYP subject-group objectives and assessment criteria.
Students complete an independent personal project in the final year, with the IB externally validating the achievement.
Schools may register students for optional MYP eAssessment to obtain externally validated course results or the MYP certificate.
Selected MYP subjects can be assessed through externally marked digital examinations.
Some areas use coursework portfolios that are internally assessed and externally moderated by the IB.
Achievement is judged against defined criteria rather than by ranking students against one another.
Diploma Programme
DP students typically study six subjects across the programme's subject groups while completing the three elements of the DP core.
Studies in language and literature
Language acquisition
Individuals and societies
Sciences
Mathematics
The arts
Students reflect critically on the nature of knowledge and examine how knowledge is constructed and justified.
Students complete an independent research project culminating in an extended academic essay.
Students participate in experiences across creativity, physical activity and service as part of their broader educational development.
Written examinations form the basis of assessment in most Diploma Programme courses and are marked externally by IB examiners.
Many subjects include internally assessed work that is completed in school and moderated or quality assured through IB processes.
Student achievement is judged against defined standards rather than against the performance of the cohort.
Subjects can be studied at SL or HL, with HL requiring greater breadth, depth and teaching time.
Career-related Programme
The CP is designed for students aged 16–19 who want to combine IB academic courses with applied and career-related learning.
Every CP student studies at least two DP courses, providing academic rigour and theoretical foundations.
Schools select a career-related study suited to their context and students' professional interests and pathways.
The CP core connects academic and career-related study through personal, professional, community, cultural and reflective learning.
Develops intrapersonal, interpersonal, ethical, communication and professional competencies.
Students learn with and from communities and apply knowledge through meaningful engagement.
Students expand their linguistic and cultural repertoires and deepen intercultural understanding.
Students undertake an extended investigation into an ethical issue related to their career-related interests.
Assessment continuum
Schools should not apply a DP-style examination model across the entire IB continuum.
| Programme | Assessment Model | Professional Interpretation |
|---|---|---|
| PYP | Integrated school-based assessment | Assessment is embedded in inquiry and teaching and is used to understand progress and inform future learning. |
| MYP | Criteria-based school assessment + optional external eAssessment | Teachers assess subject criteria, while the personal project is externally validated and optional eAssessment can provide formal IB recognition. |
| DP | External + internal formal assessment | Most subjects use examinations alongside internally or externally assessed coursework and programme-core components. |
| CP | DP assessment + school/IB core assessment | DP courses follow DP assessment rules; CP core components combine school assessment with IB assessment of the reflective project. |
Programme comparison
| Programme | Age | Structure | Formal External Assessment |
|---|---|---|---|
| PYP | 3–12 | Inquiry-based transdisciplinary programme framework | No programme-wide external examination model |
| MYP | 11–16 | Eight subject groups, concepts, global contexts and personal project | Optional eAssessment; personal project externally validated |
| DP | 16–19 | Six subject groups + TOK + EE + CAS | External examinations and internal/external coursework assessment |
| CP | 16–19 | At least two DP courses + CP core + career-related study | DP assessment plus IB assessment of reflective project |
Programme Standards & Practices
Programme Standards and Practices provide criteria used by schools and the IB when planning, implementing, developing and evaluating IB programmes.
The school's mission, philosophy and educational direction should align meaningfully with IB principles and programme implementation.
Leadership, governance, resources, structures and policies should create conditions in which the programme can operate effectively.
The school community should promote inclusion, international-mindedness, collaboration, integrity and the learner profile.
Curriculum, teaching, assessment and professional practice should support high-quality IB learning experiences.
IB authorization
Authorization is a structured school-development and quality-assurance process rather than a simple programme registration.
The school explores IB philosophy, programme requirements, feasibility, resources and professional-development expectations.
The school submits programme and school information, supporting documents and its application for candidate status.
The school works with IB support, develops required policies and curriculum, completes required professional development and implements programme requirements.
The candidate school formally demonstrates readiness and submits its application for authorization.
An IB visiting team evaluates evidence and confirms whether the school is prepared to implement the programme with fidelity.
The IB reviews the evidence and decides whether the school will be authorized as an IB World School for the programme.
Ongoing programme evaluation
Authorized IB World Schools continue to review and develop programme implementation after authorization.
Authorized IB World Schools are evaluated regularly to confirm that programme standards and practices continue to be maintained.
The IB states that programme evaluation takes place at least once every five years.
The evaluation process includes a school self-study that supports reflection on implementation and continuing improvement.
Authorized schools must maintain ongoing professional-development requirements connected with programme evaluation.
Schools use feedback and evaluation evidence to strengthen programme-development planning and implementation.
Authorization is treated as a milestone rather than the end of the school's programme-development journey.
School implementation
Strong IB implementation depends on curriculum, leadership, professional development, policies, assessment, resources and a culture of continuous reflection working together.
Schools need a clear understanding of the IB mission, learner profile and educational philosophy rather than simply adopting programme terminology.
Programme frameworks must be translated into coherent curriculum maps, units, progression models and subject or interdisciplinary structures.
Schools should deliberately develop transferable ATL skills across subjects and year groups rather than leaving them implicit.
Assessment policy and classroom practice should reflect the expectations of the relevant programme and support valid evidence of learning.
Teachers, coordinators and leaders need sustained IB professional development and collaborative planning opportunities.
Programme implementation involves developing and maintaining school policies, systems, resources and practices aligned with IB requirements.
Leadership structures, staffing, facilities, time and budgets need to support successful and sustainable implementation.
Schools should continuously review evidence and implementation quality rather than preparing only when authorization or evaluation approaches.
Official IB resources
Programme requirements, curriculum documentation, assessment procedures, professional-development expectations and authorization requirements can change.
Official overview of the four IB programmes and the international education continuum for ages 3–19.
Explore IB ProgrammesOfficial IB information about the PYP curriculum framework, inquiry, transdisciplinary learning and student agency.
Explore PYPOfficial IB information about the MYP curriculum, subject groups, teaching, learning and assessment.
Explore MYPOfficial information about school-based MYP assessment, the personal project and optional eAssessment.
Explore MYP AssessmentOfficial IB Diploma Programme information covering curriculum, subjects, core requirements and assessment.
Explore DPOfficial information about the six DP subject groups, SL/HL structure and the Diploma Programme core.
Explore DP CurriculumOfficial information about the CP and its combination of DP courses, career-related study and the CP core.
Explore CPOfficial IB learning resources explaining the standards and practices used to support implementation, authorization and evaluation.
Explore Programme StandardsOfficial IB explanation of the stages schools follow when seeking authorization to offer an IB programme.
Explore AuthorizationOfficial explanation of the ten learner-profile attributes shared across IB programmes.
Explore Learner ProfileIB programme guides, assessment procedures, authorization requirements, professional-development expectations and Programme Standards and Practices can be updated. Schools should use current official IB documentation and programme resources when making formal decisions.
NT Education Solutions is an independent education provider. Inclusion of the International Baccalaureate or related programme information does not imply endorsement, authorization, approval, partnership or affiliation.
From programme philosophy to classroom implementation
Successful IB implementation requires more than programme authorization. Schools need coherent curriculum design, collaborative planning, assessment literacy, teacher development, strong leadership and evidence-informed programme evaluation.