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IB MTS: MYP Framework, Principles and Requirements

IB MTS · Work through your exam, one topic at a time.

All guide sections

MYP Framework, Principles and Requirements

What this domain tests

This domain tests the architecture of the MYP: the eight subject groups, the concepts and contexts that frame units, the required projects and the requirements schools must meet. You need to know what is mandatory and what is school-designed. The authoritative source is MYP: From principles into practice.

Core rules and concepts

  • Eight subject groups: language and literature, language acquisition, individuals and societies, sciences, mathematics, arts, physical and health education, design.
  • MYP years 1–5 cover ages 11–16. Schools may offer the full five years or a shorter authorized model.
  • Each unit is framed by a key concept (broad, disciplinary), related concepts (subject-specific), a global context (one of six) and a statement of inquiry.
  • The six global contexts: identities and relationships; orientation in space and time; personal and cultural expression; scientific and technical innovation; fairness and development; globalization and sustainability.
  • Inquiry questions are factual, conceptual and debatable.
  • Required elements include service as action, the community project (in year 3 or 4), the personal project (year 5), and at least one interdisciplinary unit each year.
  • Assessment uses four criteria per subject group, each marked out of 8.

Worked example

A Year 4 unit asks: 'How does food travel from farm to plate?' To make it MYP, the teacher names key concept systems, related concepts supply chain and sustainability, global context globalization and sustainability, and writes: 'Food systems connect local choices to global consequences.' Factual: Where is our food grown? Conceptual: How do supply chains create interdependence? Debatable: Should schools buy only local food? The unit is now concept-driven and inquiry-framed.

Traps that cost marks

  • Mixing key concepts with related concepts; key concepts are broad and shared, related concepts are subject-specific.
  • Treating a global context as a topic ('we are doing globalization') rather than a lens.
  • Forgetting that service as action is part of the programme, not an optional club.
  • Claiming the IB prescribes specific texts or topics; the MYP prescribes a framework, not content.