Subject group alignment
MYP subject groups map directly to DP subject groups, so content and skills developed in MYP Sciences, Mathematics, Language Acquisition and other groups form the foundation for DP study at both Higher and Standard Level.
The IB program syllabus spans four connected programmes that guide learners from early childhood through pre-university study. Each programme shares a common philosophy but has its own curriculum framework, subject requirements and assessment model.
The International Baccalaureate offers four programmes that build on one another while remaining distinct in structure and purpose. The Primary Years Programme serves students aged three to twelve and organises learning around six transdisciplinary themes that connect traditional subjects to real-world contexts. The Middle Years Programme covers ages eleven to sixteen and introduces eight subject groups with criterion-related assessment that prepares students for the rigour of later programmes. The Diploma Programme, for ages sixteen to nineteen, requires six subjects across defined groups plus a mandatory core of Theory of Knowledge, Extended Essay and Creativity Activity Service. The Career-related Programme combines DP courses with career-related studies and a unique core that includes Personal and Professional Skills, Service Learning, Language Development and a Reflective Project.
Each programme is authorised and evaluated by the IB organisation to ensure fidelity to standards and practices. Schools design their own written curriculum within the IB framework, which means subject content and sequencing can vary while the assessment objectives and criteria remain consistent worldwide. Understanding which programme a student is in, or moving toward, is the first step in navigating subject choices, workload expectations and university recognition.
Assessed through an exhibition and an essay reflecting on the nature of knowledge across disciplines.
Independent research project of up to four thousand words in a chosen DP subject, supervised by a teacher.
Sustained engagement in creative pursuits, physical activity and community service over eighteen months with documented reflections.
Develops transferable workplace competencies as part of the CP core.
Applies academic learning to community needs within the CP core.
Ensures proficiency in an additional language for CP students.
In-depth ethical investigation linked to the career-related study in the CP core.
Culminating independent inquiry building research, self-management and communication skills.
Demonstrates transdisciplinary learning as the culminating experience of the Primary Years Programme.
MYP subject groups map directly to DP subject groups, so content and skills developed in MYP Sciences, Mathematics, Language Acquisition and other groups form the foundation for DP study at both Higher and Standard Level.
The MYP Personal Project mirrors the research and reflection skills required for the Extended Essay, building independent inquiry capacity.
Thinking, communication, social, self-management and research skills are explicitly taught in MYP and assessed in DP through the core and subject internal assessments.
Students should review their criterion-level feedback to identify strengths and gaps before selecting HL and SL subjects.
MYP Service as Action experience provides a foundation for planning Creativity Activity Service engagements in the Diploma Programme.
Higher Level subjects require more teaching hours and deeper content; students typically select HL in areas they enjoy and where they have demonstrated strong MYP performance.
Many universities publish specific subject and level requirements for certain courses, so checking entry requirements early is essential.
The combination of three HL and three SL subjects should reflect a manageable workload across the two years.
The choice should support the Reflective Project and align with future pathways in the Career-related Programme.
Exploring DP subject guides, speaking with current DP students and consulting teachers can clarify expectations.
Consider how subject choices keep university options open if plans change, reducing the risk of later changes that disrupt the syllabus timeline.
Subject-specific tutoring can map directly to the objectives and assessment criteria outlined in each IB subject guide. A tutor familiar with the syllabus can help a student unpack criterion descriptors, structure internal assessments to meet the required strands, and practise the command terms that appear in examinations. For the core, tutoring can support the development of a focused TOK exhibition, a viable Extended Essay research question, and meaningful CAS reflections that satisfy the learning outcomes. The goal is to build the student's independent capacity to meet syllabus demands rather than to complete work on their behalf.
Tutoring also helps students manage the syllabus timeline by identifying gaps early, prioritising revision topics based on past paper analysis, and developing study schedules that reflect the two-year arc of the programme. For MYP students, tutoring can reinforce criterion-related thinking and Approaches to Learning skills that transfer to DP. For CP students, tutoring on DP courses ensures the academic component stays on track alongside career-related studies. Alignment with the syllabus means every session has a clear purpose tied to published IB expectations.
The Diploma Programme requires six subjects across six groups plus the core of TOK, EE and CAS. The Career-related Programme requires a minimum of two DP courses, a career-related study and a distinct core of Personal and Professional Skills, Service Learning, Language Development and a Reflective Project. Both are recognised by universities but serve different pathways.
MYP has eight subject groups that align with the six DP groups. Content, skills and criterion-related assessment in MYP Sciences, Mathematics, Language Acquisition, Individuals and Societies, Language and Literature, Arts, Design and Physical and Health Education build the foundation for corresponding DP subjects at Higher or Standard Level.
The DP core consists of Theory of Knowledge, the Extended Essay and Creativity Activity Service. TOK is assessed through an exhibition and an essay. The EE is a four thousand word independent research paper. CAS requires sustained engagement in creativity, activity and service with documented reflections over eighteen months.
IB uses criterion-related assessment where work is judged against published descriptors rather than ranked against other students. Each subject has internal assessments marked by teachers and externally moderated, plus external examinations. Grades are awarded on a one to seven scale per subject, with core components graded A to E or pass fail.
Planning typically begins during the final year of MYP, when students review their criterion feedback, explore DP subject guides, check university entry requirements and discuss options with teachers. Early planning helps ensure that HL and SL choices match strengths, interests and future pathways.
The Personal Project is a culminating independent inquiry in the final year of MYP. Students choose a topic, set a goal, document the process and reflect on learning. It develops research, self-management and communication skills that directly support the Extended Essay and other DP core components.
Understanding the curriculum structure is the first step toward making informed subject choices and managing the workload ahead. If you would like support aligning your study plan with the syllabus objectives and assessment criteria, get in