IB MTS study plan
IB MTS · Give each week a clear focus.
8 weeks · About 6 hours per week
MYP framework, principles, and requirements
Map the eight MYP subject groups and the five areas of interaction history versus current MYP requirements from memory on a blank sheet
Define the MYP model elements: global contexts, key and related concepts, approaches to learning, and service as action, in your own words
Distinguish MYP years 1-5 requirements from the MYP certificate and eAssessment pathway
List the four MYP objectives per subject group and explain how they align to assessment criteria A-D
Your checkpoint
A one-page MYP framework map with all model elements and subject-group objectives, self-checked against official IB MYP documentation
MYP framework, principles, and requirements & Curriculum planning and interdisciplinary learning
Draft a unit planner for one subject group that states a key concept, related concepts, a global context, and a statement of inquiry
Write three inquiry questions (factual, conceptual, debatable) that align to the statement of inquiry
Sequence formative and summative tasks across a unit that build toward criteria A-D
Identify the MYP requirements for at least one interdisciplinary unit and where it fits in the school year
Your checkpoint
A complete draft MYP unit planner with statement of inquiry, inquiry questions, and task sequence, reviewed against a requirements checklist
Curriculum planning and interdisciplinary learning & Inquiry-based teaching and learning
Design an interdisciplinary unit that names two subject groups, a purpose, and a common product
Explain how interdisciplinary learning differs from multidisciplinary and transdisciplinary approaches in MYP terms
Build a planning timeline that shows vertical and horizontal articulation across the school year
Justify each planning decision using MYP principles rather than personal preference
Your checkpoint
An interdisciplinary unit outline with a rationale paragraph tied to MYP planning principles and a year-long articulation timeline
Inquiry-based teaching and learning
Compare inquiry-based, project-based, and direct instruction and state when each serves MYP aims
Write a lesson plan that opens with a provocation and moves students through structured, guided, and open inquiry
Draft questions that move students from factual recall to conceptual transfer and debate
Plan how you will hand ownership of inquiry to students while keeping assessment criteria visible
Your checkpoint
A 45-minute inquiry lesson plan with provocation, inquiry stages, and a questioning ladder, plus a one-page reflection on teacher versus student control
Assessment in the MYP
Write a task-specific clarification for one criterion that a student could apply without asking you questions
Build a four-level rubric (0-8 scale) for one criterion and annotate the descriptors
Design a formative assessment that gives feedback students can act on before the summative
Explain how MYP criterion-related assessment differs from norm-referenced and percentage-based grading
Your checkpoint
A complete assessment package: task, task-specific clarifications, rubric, and a sample of annotated student work at two levels
Assessment in the MYP & Approaches to learning and learner development
Map each MYP approaches to learning skill category to concrete classroom routines you will use
Design a self-assessment tool students use to track their own ATL skill development
Analyze how ATL skills are assessed and reported separately from subject criteria
Plan differentiation moves for one unit that respond to learner readiness, interest, and profile
Your checkpoint
An ATL integration plan for one unit: skill targets, routines, student self-assessment tool, and differentiation notes
IB philosophy, mission, and the IB continuum & Professional collaboration and the IB community
Summarize the IB mission statement and leaner profile attributes in your own words and connect them to MYP practice
Trace how the IB continuum (PYP, MYP, DP, CP) shares philosophy and where MYP sits within it
Describe the roles of the MYP coordinator, the pedagogical leadership team, and the IB regional office
Outline the authorization and evaluation cycle a school goes through, including programme standards and practices
Your checkpoint
A two-page synthesis linking IB mission and continuum to MYP requirements, with a diagram of school and IB support structures
IB philosophy, mission, and the IB continuum & MYP framework, principles, and requirements & Inquiry-based teaching and learning & Curriculum planning and interdisciplinary learning & Assessment in the MYP & Approaches to learning and learner development & Professional collaboration and the IB community
Take two full-length timed practice tests and log every wrong answer by domain
Re-teach your three weakest domain areas using your own notes and unit plans
Write a one-page summary of each domain from memory and check it against source materials
Review the MYP requirements and assessment criteria one final time for accuracy
Your checkpoint
A scored practice-test log with error analysis by domain and a final one-page memory summary per domain
Milestones
Week 2: Can explain the MYP model elements and produce a unit planner with a defensible statement of inquiry without notes
Week 4: Can design an interdisciplinary unit and an inquiry lesson that a colleague could teach from your plan alone
Week 6: Can write task-specific clarifications and a rubric, and explain ATL integration and differentiation in one unit
Week 8: Scoring above your target on two timed practice tests with error patterns documented and weakest domains re-taught