Enhancing the MYP BETA Trial

Current preliminary review expectations

Preliminary review expectations using the MYP BETA Trial guidance

The approaches to learning chart shows vertical articulation of approaches to learning-related skills and appropriately developed approaches to learning skill categories.

Schools may submit the approaches to learning chart per current preliminary review expectations, as detailed in the Guide to programme evaluation, Appendix 1.

OR

For programmes where some or all year levels and/or subjects are participating in the trial, the approaches to learning chart does not need to be submitted, but all approaches to learning skills chosen for units must be documented in the subject group overview or any curriculum document and must cover all five approaches to learning skill categories across the years of the programme being implemented.

Current preliminary review expectations

Preliminary review expectations using the MYP BETA Trial guidance

The subject group overview:

• provides evidence of vertical and horizontal planning

• documents the written curriculum in each subject group across all years of the programme

• shows that over the years of the programme, the school has:

  • included all required key concepts

  • addressed related concepts

  • explored the complete range of MYP global contexts

  • offered students opportunities to meet all MYP subject group objectives in a balanced way

  • engaged students in physical education activities for at least 50% of the total teaching time allocated to this subject.

Schools may submit subject group overviews per current preliminary review expectations, as detailed in the Guide to programme evaluation, Appendix 1.

OR

For programmes with some or all year levels and/or subject groups participating in the trial, a subject group overview or any curriculum document must be developed which identifies at least the following:

• Concepts explored in units

• Inquiry statement(s) or question (s) of a unit

• Global context(s) selected for a unit

• Approaches to learning skills chosen to be developed in units

• If the unit has a CE focus (yes/no)

• Subject group objectives assessed in the unit

Other information, such as taught content, may be included at the schools’ discretion.

For programmes with year levels and/or subject groups not participating in the trial, the subject group overview has been submitted in accordance with preliminary review expectations as detailed in the Guide to programme evaluation, Appendix 1, for subjects not included in the trial.

Current preliminary review expectations

Preliminary review expectations using the MYP BETA Trial guidance

The school has submitted: (a) two unit planners or equivalent evidence of use of the MYP planning process for each subject group from different year levels, and (b) one interdisciplinary unit from each year level.

OR

The school provides the following from the “Building quality curriculum”  (BQC) submission:

• two unit plans

• completed self-evaluations

• feedback reports

Note: BQC reports may be submitted until 5 February 2026.

For (submitted unit planners) all of these include the following elements:

Inquiry

• Key and related concepts

• Global contexts

• Statement of inquiry

• Inquiry questions

• Subject group objectives

• Summative assessment

• Approaches to learning

Action

• Content (selected or required)

• Description of the learning process

  • Learning experiences and teaching strategies

  • Formative assessment

  • Differentiation

• Resources

Reflection

Teacher reflection

• Prior to teaching the unit

• During teaching

• After teaching the unit

There is no change in expectations. Schools may submit unit planners per current preliminary review expectations, as detailed in the Guide to programme evaluation, Appendix 1 and supported by the unit planner templates provided on the Programme Resource Centre.

OR

Submitted unit planning documentation may be developed in line with the beta guidance. It may be in any form the school determines.

All current preliminary review expectations continue to be relevant parts of the unit planning process and unit planning documentation. Expectations are different only for beta components which are highlighted bold in the inquiry phase of the unit planning process. For all other elements, current expectations outlined in MYP: From principles into practice and Evaluating MYP unit plans remain the same.

Inquiry

Concepts and teaching for conceptual understanding

Unit planning documentation must include:

• chosen concept(s): These may be taken from the subject’s “specified” concepts (currently “key” and “related”), available in the subject guide, or may be others chosen by the school

• a description of how conceptual learning and teaching will happen in the unit: This could include descriptions of pedagogical or classroom strategies designed to support concept-based learning engagements

• inquiry statement(s) or question(s).

Global contexts

Unit planning documentation must include:

• global context(s)

• a description of contextual learning and teaching will happen in the unit: This could include descriptions of pedagogical or classroom strategies, learning engagements, assessments, resources or reflections designed to support contextual learning and teaching.

Approaches to learning

Unit planning documentation must include:

• approaches to learning skills  

• a description of the process used to teach each approaches to learning skill or outline the learning experience(s) through which students will practise each approaches to learning skill.

Community engagement: For units identified as having a community engagement focus

Unit planning documentation must include:

• a description of the learning experiences that allow students to explore a community opportunity or challenge.

Action

Unit planning documentation must include:

• content (selected or required)

• description of the learning process

• learning experiences and teaching strategies

• formative assessment

• differentiation

• resources.

Reflection

Unit planning documentation must include teacher reflection:

• prior to teaching the unit

• during teaching

• after teaching the unit.

For year levels and/or subject groups not participating in the trial: Unit planners must be submitted in accordance with preliminary review expectations as detailed in the Guide to programme evaluation, Appendix 1.