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IB MTS practice questions

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Question 1IB philosophy, mission, and the IB continuum

The IB's stated mission centres on which aim?

  1. Building a more peaceful world through intercultural understanding and respect Correct answer.
  2. Standardising national curricula across member states
  3. Promoting a single working language across all IB schools
  4. Preparing students exclusively for elite university admission

Explanation

The IB mission statement frames education as a means of building a better and more peaceful world through intercultural understanding and respect. It is a values-based statement, not a curriculum-standardisation or admissions project, and it explicitly supports multilingualism rather than a single language.

Question 2IB philosophy, mission, and the IB continuum

Which four programmes make up the current IB continuum?

  1. PYP, MYP, DP and CP Correct answer.
  2. PYP, MYP, DP and IBCP Certificate
  3. IGCSE, MYP, DP and CP
  4. PYP, MYP, A-Levels and DP

Explanation

The IB continuum comprises the Primary Years Programme, Middle Years Programme, Diploma Programme and Career-related Programme. Together they span ages roughly 3 to 19, forming a coherent pathway rather than a set of unrelated qualifications.

Question 3IB philosophy, mission, and the IB continuum

The IB Learner Profile attribute 'principled' most directly refers to which disposition?

  1. Mastering subject content to a high examination standard
  2. Adapting quickly to unfamiliar technologies
  3. Acting with integrity, honesty and a strong sense of fairness and justice Correct answer.
  4. Completing assignments promptly and meeting deadlines

Explanation

The principled attribute concerns integrity, honesty, fairness and justice, together with respect for the dignity of others. It is a moral disposition, not an organisational or academic-achievement descriptor, so deadline compliance and content mastery belong elsewhere.

Question 4IB philosophy, mission, and the IB continuum

How many learner profile attributes does the IB currently publish?

  1. 10 Correct answer.
  2. 8
  3. 6
  4. 12

Explanation

The IB learner profile sets out ten attributes, from inquirers through to reflective, and these are used across all four programmes. The number is deliberately fixed so that the attributes can serve as a shared reference point for the whole continuum.

Question 5IB philosophy, mission, and the IB continuum

In IB terminology, what does 'international-mindedness' primarily involve?

  1. Frequent travel between IB World Schools
  2. Fluency in at least three foreign languages
  3. Adoption of a globally uniform set of cultural values
  4. Recognising interdependence and acting responsibly within local and global communities Correct answer.

Explanation

International-mindedness centres on awareness of shared humanity and interdependence, expressed through multilingualism, intercultural understanding and responsible action. It is not a language-count target nor an expectation of cultural uniformity, which would contradict the value placed on diversity.

Question 6IB philosophy, mission, and the IB continuum

Which statement best captures the role of the IB Learner Profile in programme design?

  1. It functions only as an advertising document for schools
  2. It provides shared outcomes that programmes develop through their own curriculum frameworks Correct answer.
  3. It replaces each programme's subject-specific objectives
  4. It prescribes the exact number of teaching hours per subject group

Explanation

The learner profile supplies a common set of aspirational outcomes that each programme realises through its own structure and pedagogy. It does not dictate timetables or replace subject objectives, which remain programme-specific and assessed within each framework.

Question 7IB philosophy, mission, and the IB continuum

The IB's 'Standards and Practices' are best described as which of the following?

  1. Examination regulations governing candidate conduct in the DP
  2. Optional teaching tips recommended to new coordinators
  3. Requirements that authorised IB World Schools must meet and continue to develop against Correct answer.
  4. A ranking system that orders schools by diploma pass rate

Explanation

Standards and practices define what authorised IB World Schools must do and provide a basis for continuous school development and evaluation. They are mandatory requirements for authorisation and evaluation, not optional advice, and they do not rank schools by results.

Question 8IB philosophy, mission, and the IB continuum

A school is seeking authorisation for its first IB programme. Which sequence reflects the IB's usual process?

  1. Immediate authorisation, followed by an optional verification visit
  2. Verification visit, immediate authorisation, then feasibility study
  3. Feasibility study, candidate phase with verification visit, then authorisation decision Correct answer.
  4. Authorisation, then a feasibility study, then a verification visit

Explanation

Schools normally begin with a feasibility study, then enter the candidate phase during which they complete required documentation and host a verification visit before an authorisation decision. The visit is a prerequisite to authorisation, so it cannot follow the decision.

Question 9IB philosophy, mission, and the IB continuum

Which statement accurately distinguishes the DP from the CP?

  1. The DP requires a career-related study alongside six subjects
  2. The CP combines DP courses with a career-related study and its own CP core Correct answer.
  3. The CP replaces all academic study with workplace training only
  4. The CP is designed for primary-aged students

Explanation

The Career-related Programme pairs at least two DP courses with a career-related study and a distinct CP core comprising personal and professional skills, service learning, language development and a reflective project. The DP, by contrast, is an academically focused programme built around six subject groups and its own core.

Question 10IB philosophy, mission, and the IB continuum

What are the three core components of the Diploma Programme?

  1. The Reflective Project, Language Development and the Extended Essay
  2. Theory of Knowledge, the Reflective Project and Service Learning
  3. The Extended Essay, Personal and Professional Skills and CAS
  4. Theory of Knowledge, the Extended Essay and Creativity, Activity, Service Correct answer.

Explanation

The DP core consists of Theory of Knowledge, the Extended Essay and Creativity, Activity, Service. The Reflective Project, Personal and Professional Skills and Language Development belong to the CP core, which is separate and differently structured.

Question 11IB philosophy, mission, and the IB continuum

The IB's philosophy of education is often summarised as education for which purpose?

  1. Transmission of a fixed national canon of knowledge
  2. Efficient preparation of a workforce for national economic targets
  3. Lifelong learning that develops the whole person for active, responsible citizenship Correct answer.
  4. Selection of the academically strongest students for university

Explanation

IB philosophy emphasises holistic, lifelong learning that prepares students for active and responsible citizenship in a shared world. It is not reducible to workforce targets, elite selection or a single national canon, which would conflict with its international and inclusive orientation.

Question 12IB philosophy, mission, and the IB continuum

Which learner profile attribute is most closely associated with collaboration and empathy towards others' feelings and ideas?

  1. Inquirers
  2. Knowledgeable
  3. Caring Correct answer.
  4. Principled

Explanation

The caring attribute describes empathy, compassion and respect, together with a commitment to service and to the wellbeing of others and the environment. Principled concerns integrity and fairness, while inquirers and knowledgeable address curiosity and breadth of understanding.

Question 13IB philosophy, mission, and the IB continuum

In the MYP, what is the role of the 'global contexts'?

  1. They list the mandatory languages a school must offer
  2. They determine the final grade awarded for the personal project
  3. They set the number of service hours students must complete
  4. They frame units of inquiry so learning connects to real-world and international issues Correct answer.

Explanation

Global contexts in the MYP provide lenses such as identities and relationships or fairness and development that frame units and connect learning to authentic, internationally minded issues. They are planning tools for conceptual understanding, not grading scales, language lists or service-hour requirements.

Question 14IB philosophy, mission, and the IB continuum

A PYP teacher plans a unit around a central idea. What function does the central idea serve?

  1. It names the textbook chapters to be covered
  2. It states a significant, transferable understanding that the unit explores Correct answer.
  3. It lists the summative assessment tasks for the unit
  4. It specifies the exact number of inquiry hours required

Explanation

A PYP central idea is a broad, enduring and transferable statement of understanding that drives inquiry within a transdisciplinary theme. It is not an assessment list, a content-coverage plan or a time allocation, though it shapes the lines of inquiry and assessment that follow.

Question 15IB philosophy, mission, and the IB continuum

Which of the following best describes the concept of 'approaches to learning' across the IB continuum?

  1. The administrative procedures for school authorisation
  2. Deliberately taught skills and dispositions that support learning across subjects Correct answer.
  3. The examination techniques used only in the DP
  4. A list of preferred teaching styles mandated for all lessons

Explanation

Approaches to learning are transdisciplinary skills, such as thinking, research, communication, social and self-management skills, that are explicitly developed across programmes. They are learnable and teachable, not a mandated teaching style, exam technique or administrative process.

Question 16IB philosophy, mission, and the IB continuum

The IB's commitment to multilingualism in its programme requirements is best illustrated by which expectation?

  1. Students learn an additional language and schools support development of the mother tongue Correct answer.
  2. All students must be taught entirely in English
  3. Schools must offer at least five languages simultaneously
  4. Students may study only one language throughout the continuum

Explanation

IB programmes require language learning and encourage schools to support mother-tongue development alongside additional-language acquisition. This reflects international-mindedness through multilingualism rather than imposing a single language of instruction or an unrealistic number of offerings.

Question 17IB philosophy, mission, and the IB continuum

What distinguishes the IB's conception of 'concepts' from 'topics' in curriculum design?

  1. Concepts are the specific content facts assessed in examinations
  2. Concepts are transferable big ideas that organise inquiry beyond a single subject Correct answer.
  3. Concepts are the administrative units used for timetabling
  4. Concepts are optional enrichment activities for able students

Explanation

In IB design, concepts are broad, transferable ideas such as systems or perspective that organise inquiry and support interdisciplinary links. Topics are narrower content areas, so treating concepts as examinable facts, enrichment or timetable units misreads their organising function.

Question 18IB philosophy, mission, and the IB continuum

A school claims to be an 'IB World School'. What does authorisation to use this title signify?

  1. The school offers every IB programme including the CP
  2. The school has been authorised by the IB to deliver one or more specified programmes Correct answer.
  3. The school has been ranked among the top IB schools globally
  4. The school has applied for candidacy and is awaiting a decision

Explanation

The title IB World School is used by schools authorised to offer one or more IB programmes, and authorisation is programme-specific. Candidacy does not confer the title, offering every programme is not required, and the IB does not rank schools.

Question 19IB philosophy, mission, and the IB continuum

How does the IB describe the relationship between its mission and the learner profile?

  1. The mission is derived from the learner profile's assessment criteria
  2. The learner profile translates the mission's values into attributes to be developed Correct answer.
  3. The learner profile applies only to DP students
  4. The learner profile is a separate marketing tool unrelated to the mission

Explanation

The learner profile operationalises the mission by expressing its values as ten attributes that programmes and schools develop in students. It is integral to the continuum and applies across all programmes, so it is neither separate from the mission nor limited to the DP.

Question 20IB philosophy, mission, and the IB continuum

Which pairing of programme and age range is correct?

  1. CP for ages 5 to 11
  2. PYP for ages 3 to 12 Correct answer.
  3. DP for ages 12 to 16
  4. MYP for ages 3 to 11

Explanation

The PYP is designed for students aged approximately 3 to 12, the MYP for roughly 11 to 16, and the DP and CP for roughly 16 to 19. The other pairings shift programmes onto age bands that belong to different parts of the continuum.

Question 21IB philosophy, mission, and the IB continuum

In the CP core, what is the purpose of the reflective project?

  1. A written examination testing recall of career-related theory
  2. An in-depth inquiry into an ethical dilemma connected to the student's career-related study Correct answer.
  3. A portfolio of CAS experiences identical to the DP requirement
  4. A group presentation on the school's mission statement

Explanation

The CP reflective project requires an extended inquiry into an ethical dilemma arising from the student's career-related study, developing research and reflection skills. It is an individual inquiry, not a written recall examination, a group presentation or a duplicate of DP CAS.

Question 22IB philosophy, mission, and the IB continuum

Which statement reflects the IB's position on academic honesty?

  1. It is solely the responsibility of external invigilators
  2. It is enforced only through penalties applied after final examinations
  3. It applies only to DP candidates submitting extended essays
  4. It is a shared responsibility of the whole school community, taught as part of the learner profile Correct answer.

Explanation

The IB frames academic honesty as a community-wide responsibility that is taught and modelled, connecting to attributes such as principled and to approaches to learning. It is proactive and applies across programmes, so it is not confined to post-hoc penalties, one component or external invigilators.

Question 23IB philosophy, mission, and the IB continuum

A coordinator argues that because the IB is 'international', schools should abandon local content. How does IB philosophy respond?

  1. International-mindedness requires a single global curriculum with no local content
  2. Local content is permitted only in national systems, not in IB programmes
  3. Schools must remove local content once they are authorised
  4. International education builds on local contexts and cultures rather than replacing them Correct answer.

Explanation

IB philosophy treats international education as grounded in students' own contexts and cultures while extending outward to global perspectives. Replacing local content would undermine the intercultural understanding the mission seeks, so the coordinator's claim misreads international-mindedness.

Question 24IB philosophy, mission, and the IB continuum

Which element belongs to the DP core rather than to a subject group?

  1. Theory of Knowledge Correct answer.
  2. Mathematics: analysis and approaches
  3. Language B
  4. Biology

Explanation

Theory of Knowledge is one of the three DP core components, alongside the Extended Essay and CAS. Mathematics, Biology and Language B are subjects located within the six subject groups and assessed through their own courses.

Question 25IB philosophy, mission, and the IB continuum

How does the MYP's personal project differ in purpose from the DP's extended essay?

  1. The personal project replaces the MYP's eight subject groups; the extended essay replaces a DP subject
  2. The personal project is a student-initiated inquiry growing from a global context; the extended essay is an independent research paper in a DP subject Correct answer.
  3. The personal project is compulsory only for CP students; the extended essay is compulsory for PYP students
  4. The personal project is an externally marked examination; the extended essay is internally graded coursework

Explanation

The MYP personal project is a student-driven inquiry shaped by a global context and the student's own interests, whereas the DP extended essay is an independent research paper in a chosen DP subject area. Neither replaces a programme's subject structure, and both are internally supervised with IB moderation or external assessment arrangements.

Question 26IB philosophy, mission, and the IB continuum

A school advertises that it is an 'IB World School' offering the MYP. Which statement best describes what this status represents?

  1. The school has registered interest in the IB and is awaiting its first verification visit
  2. The school has been accredited by a national ministry using IB curriculum documents
  3. The school is a commercial tutoring centre licensed to advertise IB-style courses
  4. The school has been authorised by the IB to deliver that programme after meeting its standards and practices Correct answer.

Explanation

The title 'IB World School' is reserved for schools that have completed the IB's authorisation process for a specific programme. Authorisation confirms that the school meets the IB's programme standards and practices and may present candidates for that programme's assessments. It is granted by the IB itself, not by a national authority or a commercial arrangement.

Question 27IB philosophy, mission, and the IB continuum

A DP coordinator explains to parents why the IB requires schools to develop a language policy. Which rationale is most consistent with the IB's philosophy of multilingualism?

  1. Language learning is treated as an entitlement that supports intercultural understanding and cognitive development for all students Correct answer.
  2. Language policy exists mainly to ensure students can access examination papers in their mother tongue
  3. Language requirements are intended to protect the status of the school's national language against English dominance
  4. Language policy is a compliance document needed only when a school enrols non-native speakers

Explanation

The IB frames multilingualism as a whole-school commitment, not a remedial provision for particular students. A language policy is expected to describe how all students develop language, including mother-tongue support, and how that development connects to intercultural understanding. It is therefore an entitlement embedded in the programme rather than a translation service or a defensive measure.

Question 28IB philosophy, mission, and the IB continuum

In an MYP unit, a teacher writes the statement 'Systems function through interdependent components that adapt to change' and builds inquiry around it. How does this statement function within MYP planning?

  1. It replaces the need for a statement of inquiry because it already names a key concept
  2. It acts as a conceptual statement that organises inquiry and connects factual content to broader understanding Correct answer.
  3. It records the sequence of learning experiences the teacher will deliver each week
  4. It specifies the assessment criteria students must meet by the end of the unit

Explanation

MYP planning is organised around a statement of inquiry that links key and related concepts, a global context and factual, conceptual and debatable questions. Such a statement expresses a transferable understanding rather than a topic heading, so it directs inquiry toward conceptual depth. Assessment criteria and weekly sequencing are documented separately and are not what this statement provides.

Question 29IB philosophy, mission, and the IB continuum

A DP teacher argues that because the IB is international, local examples should be removed from a course to keep it neutral. How does IB philosophy respond to this reasoning?

  1. Local content should be excluded because IB assessments are written and moderated centrally
  2. Local content is acceptable in the MYP but has no place in the DP's academic rigour
  3. Local content is permitted only in theory of knowledge, where personal examples are assessed
  4. International-mindedness is developed by engaging local and global contexts together, so local content is a resource rather than an obstacle Correct answer.

Explanation

The IB treats international education as rooted in the student's own context, with local and global perspectives examined in relation to each other. Removing local examples would weaken the intercultural inquiry the programmes are designed to promote. Rigour comes from the quality of analysis, not from stripping courses of situated knowledge.

Question 30IB philosophy, mission, and the IB continuum

A PYP coordinator claims that because the programme is transdisciplinary, subject knowledge no longer needs to be planned. Which analysis best reflects the PYP's design?

  1. Disciplines are taught separately and transdisciplinary units are optional enrichment
  2. Transdisciplinary units are built on identified subject knowledge and skills, so disciplinary learning is planned and then connected through the units Correct answer.
  3. Subject knowledge is planned only in the final year to prepare students for the MYP
  4. Transdisciplinary learning replaces subjects entirely, so only central ideas and learner profile attributes are planned

Explanation

The PYP requires schools to identify the knowledge, concepts and skills drawn from subject areas and to plan how transdisciplinary units connect them. Disciplinarity and transdisciplinarity are complementary: the unit of inquiry provides the connective purpose, not a substitute for content. Planning subject knowledge is therefore a requirement, not an optional extra.

Question 31MYP framework, principles, and requirements

In the IB Middle Years Programme, which term describes the set of eight subject groups that all students must study across the programme?

  1. The Diploma Programme hexagon
  2. The programme's prescribed subject groups Correct answer.
  3. The Career-related study strands
  4. The national curriculum electives

Explanation

The MYP requires schools to organise learning across eight subject groups, and every student must engage with all of them each year of the programme. The hexagon belongs to the Diploma Programme, not the MYP.

Question 32MYP framework, principles, and requirements

Which component sits at the centre of the MYP model and is intended to motivate and give meaning to learning across all subject groups?

  1. The action cycle
  2. Interdisciplinary learning Correct answer.
  3. The personal project
  4. Approaches to Learning

Explanation

The MYP model places interdisciplinary learning and real-world contexts at its centre, signalling that connections across subjects are the programme's organising purpose. Approaches to Learning are the skills framework surrounding that centre, not the centre itself.

Question 33MYP framework, principles, and requirements

A school wants to describe the MYP's required number of years of study. What is the defined duration of the programme?

  1. Five years, always spanning ages 11 to 16
  2. Either three or five years, with schools choosing the configuration Correct answer.
  3. Three years, always spanning ages 12 to 14
  4. A flexible period of two to four years set by the school

Explanation

The MYP is designed as a five-year programme for students aged 11 to 16, but schools may offer it as a three-year programme. Schools therefore select between these two configurations rather than an arbitrary duration.

Question 34MYP framework, principles, and requirements

Which document do MYP teachers use to plan units that specify the statement of inquiry, inquiry questions, and summative assessment tasks?

  1. The IB learner profile poster
  2. The assessment criteria booklet
  3. The school's language policy
  4. The unit planner Correct answer.

Explanation

The MYP unit planner is the required planning tool in which teachers record the statement of inquiry, key and related concepts, global context, and summative tasks. It is the central instrument for documenting inquiry-based unit design.

Question 35MYP framework, principles, and requirements

In a unit planner, what is the function of the statement of inquiry?

  1. It summarises the conceptual understanding students should reach through the unit Correct answer.
  2. It lists the summative task instructions for students
  3. It records the school's attendance and reporting requirements
  4. It names the global context chosen for the unit

Explanation

The statement of inquiry expresses the conceptual understanding the unit is designed to develop, combining a key concept, related concepts, and a global context. It is a conceptual claim, not a task description or administrative record.

Question 36MYP framework, principles, and requirements

A teacher writes a unit around the key concept of 'systems' and the related concept of 'adaptation'. Which subject group is this pairing most characteristic of?

  1. The arts
  2. Sciences Correct answer.
  3. Mathematics
  4. Language and literature

Explanation

Key concepts are prescribed per subject group, and 'systems' is the MYP sciences key concept. Related concepts such as adaptation and interaction support inquiry within that discipline.

Question 37MYP framework, principles, and requirements

What distinguishes a key concept from a related concept in MYP unit planning?

  1. Key concepts are assessed summatively; related concepts are assessed formatively
  2. Key concepts are chosen by students; related concepts are chosen by teachers
  3. Key concepts are prescribed for each subject group; related concepts are selected by teachers to sharpen disciplinary focus Correct answer.
  4. Key concepts apply only to interdisciplinary units; related concepts apply only to single-subject units

Explanation

Each subject group has a prescribed set of key concepts that structure broad inquiry. Related concepts are drawn by teachers from within the discipline to give specificity to the unit's conceptual focus.

Question 38MYP framework, principles, and requirements

How many global contexts does the MYP identify for framing units of inquiry?

  1. Four
  2. Six Correct answer.
  3. Ten
  4. Eight

Explanation

The MYP identifies six global contexts, including identities and relationships, orientation in space and time, and fairness and development. They provide shared starting points for exploring real-world issues.

Question 39MYP framework, principles, and requirements

A unit asks students to explore how scientific discoveries have reshaped societies over time. Which global context best fits this framing?

  1. Personal and cultural expression
  2. Globalisation and sustainability
  3. Scientific and technical innovation Correct answer.
  4. Fairness and development

Explanation

Scientific and technical innovation addresses how advances in science and technology shape environments, societies, and ways of knowing. The focus on discovery reshaping society aligns directly with that context.

Question 40MYP framework, principles, and requirements

What is the primary purpose of the approaches to learning skills in the MYP?

  1. To define the grade boundaries used in MYP reporting
  2. To replace subject-specific content with generic study lessons
  3. To determine which students are eligible for the IB Diploma
  4. To develop transferable skills that support learning within and beyond subjects Correct answer.

Explanation

Approaches to learning skills are organised into communication, research, thinking, social, and self-management clusters. They are developed through subject content so that students can transfer them to new contexts.

Question 41MYP framework, principles, and requirements

Which pair of clusters belongs to the MYP approaches to learning skills?

  1. Communication and research Correct answer.
  2. Inquiry and reflection
  3. Knowledge and understanding
  4. Action and service

Explanation

The ATL framework groups skills into communication, research, thinking, social, and self-management clusters. Communication and research are therefore both recognised ATL clusters.

Question 42MYP framework, principles, and requirements

How many assessment criteria does each MYP subject group use to judge student achievement?

  1. Two
  2. Four Correct answer.
  3. Six
  4. Three

Explanation

Each MYP subject group publishes four assessment criteria, each marked out of eight. The four criterion totals are summed to give the subject-group achievement level out of 32.

Question 43MYP framework, principles, and requirements

What is the maximum total achievement level a student can reach in one MYP subject group?

  1. 24
  2. 32 Correct answer.
  3. 16
  4. 8

Explanation

Each of the four assessment criteria is marked out of eight, so the maximum subject-group total is 32. Schools then convert this total into an MYP grade from 1 to 7.

Question 44MYP framework, principles, and requirements

A student earns criterion levels of 6, 5, 7, and 4 in a subject group. What is the total achievement level?

  1. 18
  2. 26
  3. 24
  4. 22 Correct answer.

Explanation

The four criterion levels are added together to give the subject-group total. Adding 6, 5, 7, and 4 gives 22, which is then converted to a final MYP grade.

Question 45MYP framework, principles, and requirements

What is the role of the on-screen examinations in the MYP?

  1. They are optional eAssessments available to schools that register for them Correct answer.
  2. They are used only to award the IB Diploma
  3. They replace all school-based summative assessment
  4. They are compulsory for every student in year 5

Explanation

MYP eAssessments are optional on-screen examinations and coursework that schools may choose to register students for. They offer external validation but are not a compulsory graduation requirement of the programme.

Question 46MYP framework, principles, and requirements

Which requirement must a student meet to be eligible for the MYP certificate through eAssessment?

  1. Achieving a grade of 7 in every subject group
  2. Passing only the interdisciplinary on-screen examination
  3. Completing the DP creativity, activity, service programme
  4. Completing prescribed eAssessments plus the personal project and meeting the service requirement Correct answer.

Explanation

MYP certificate eligibility requires a specified combination of eAssessments, including interdisciplinary learning, together with the personal project and fulfilment of the school's service expectations. A single examination or perfect grades are not the requirement.

Question 47MYP framework, principles, and requirements

What is the personal project in the MYP?

  1. A group service activity organised by the school community
  2. A student-directed project completed in the final year, focused on a self-chosen topic Correct answer.
  3. A portfolio of subject-specific laboratory reports
  4. A compulsory examination set and marked externally by the IB

Explanation

The personal project is a sustained, student-initiated inquiry completed in the final year of the MYP. Students set their own goal, apply ATL skills, and report on the process and product.

Question 48MYP framework, principles, and requirements

Which assessment criterion applies specifically to the MYP personal project?

  1. Investigating
  2. Thinking critically
  3. Knowing and understanding
  4. Reflecting on the process and product Correct answer.

Explanation

The personal project is assessed against its own set of criteria, one of which focuses on reflecting on the process and the resulting product. Subject-group criteria such as knowing and understanding do not apply to it.

Question 49MYP framework, principles, and requirements

What does the MYP community project require of students?

  1. It replaces the personal project for all students
  2. It is completed by students in years 3 or 4 of the programme Correct answer.
  3. It is completed only by students in the final year
  4. It is an externally marked written examination

Explanation

The community project is designed for students in the third or fourth year of the MYP, giving them an early sustained service-learning experience. The personal project remains the culminating requirement in the final year.

Question 50MYP framework, principles, and requirements

In MYP terminology, what does 'service as action' emphasise?

  1. Meeting a fixed number of recorded service hours
  2. Completing physical activity requirements for graduation
  3. Raising funds exclusively for international organisations
  4. Connecting learning to responsible action that benefits the community Correct answer.

Explanation

Service as action frames service as a learning process in which students connect inquiry to meaningful, responsible action. The emphasis is on outcomes and reflection rather than on counting hours.