Introduction
The strength of an International Baccalaureate (IB) education lies in its continuum—from the Primary Years Programme (PYP) through the Middle Years Programme (MYP) to the Diploma Programme (DP). But achieving that seamless progression depends on vertical curriculum alignment—the deliberate coordination of skills, concepts, and values across all year levels.
When vertical alignment is intentional, students experience learning as a coherent journey, not a series of disconnected steps. Teachers build on one another’s work, ensuring that each stage of learning prepares students for the next. This article explores how IB schools can design, monitor, and sustain strong vertical alignment across programs.
Quick Start Checklist
For IB coordinators and curriculum leaders building vertical alignment:
- Map key concepts, ATL skills, and Learner Profile attributes across all programs.
- Facilitate cross-program planning sessions between PYP, MYP, and DP teachers.
- Identify skill progressions and shared assessment practices.
- Review and align global contexts, inquiry frameworks, and terminology.
- Embed reflection and collaboration into curriculum review cycles.
- Use digital tools to visualize curriculum continuity.
What Vertical Alignment Means in the IB
Vertical alignment ensures that each year’s learning builds upon the last, deepening complexity and sophistication. In the IB, it connects:
- Conceptual understanding: Expanding from simple to abstract ideas.
- Approaches to Learning (ATL) skills: From guided development to independence.
- Assessment expectations: From formative reflection to critical synthesis.
- Learner Profile attributes: From awareness to embodiment.
When well-aligned, students transition smoothly between programs—reducing gaps, confusion, and redundancy.
Step 1: Define Shared Language and Vision
Every IB school should begin with a shared definition of learning. Coordinators can facilitate discussions on:
- What inquiry looks like at different developmental levels.
- How conceptual understanding evolves across age groups.
- How the Learner Profile underpins every classroom experience.
Shared language allows teachers across programs to communicate consistently and build a cohesive educational identity.
Step 2: Map Key Concepts Across Programs
Concepts are the backbone of IB learning. Vertical mapping should trace how big ideas (e.g., change, systems, identity) are introduced in PYP, explored in MYP, and analyzed in DP.
For example:
- PYP: “How does change affect communities?”
- MYP: “How do systems adapt to change?”
- DP: “To what extent can individuals shape systems of change?”
This conceptual progression encourages deeper connections as students mature.
Step 3: Align ATL Skill Development
Approaches to Learning (ATL) skills develop progressively through practice. Schools can design vertical ATL progressions that show how skills evolve.
Step 4: Create Cross-Program Planning Opportunities
Vertical alignment thrives on collaboration. Schedule regular meetings where PYP, MYP, and DP teachers:
- Share unit planners and reflection notes.
- Discuss transitions—what skills students bring, and what’s expected next.
- Review student work to identify patterns or developmental gaps.
Cross-program communication transforms alignment from documentation into lived practice.
Step 5: Align Assessment Philosophy and Practices
Each IB program emphasizes formative and summative assessment—but how teachers interpret these principles must align. Schools can:
- Develop shared rubrics that use consistent language (e.g., “analysis,” “evaluation,” “reflection”).
- Calibrate grading expectations across programs.
- Introduce DP-style reflection and criteria earlier in MYP.
Assessment alignment reinforces a consistent culture of inquiry and feedback.
Step 6: Use the Learner Profile as a Continuity Thread
The Learner Profile is the glue connecting every IB program. Schools should map where and how each attribute is developed. For instance:
- Risk-taker might be explored through PYP exploration, MYP experimentation, and DP extended essays.
- Caring can progress from community service to ethical research and global citizenship.
This alignment ensures that the Learner Profile evolves naturally with student maturity.
Step 7: Reflect and Review Continuously
Vertical alignment isn’t a one-time achievement—it’s a process of reflection and renewal. Annual curriculum reviews should include:
- Evidence of student growth across programs.
- Teacher reflections on continuity and transition.
- Adjustments to units, ATL progressions, and assessments.
Regular reflection strengthens coherence and collective ownership.
Step 8: Visualize Alignment with Digital Tools
Use digital curriculum mapping tools to make vertical alignment transparent. Visual maps showing skills, concepts, and assessments across grade levels help identify overlaps or gaps quickly.
At RevisionDojo for Schools, for example, teachers can collaboratively plan, map, and reflect—ensuring that vertical alignment is dynamic, visible, and evidence-based.
Common Challenges and How to Overcome Them
Challenge 1: Limited communication between program coordinators.
Solution: Establish a shared leadership calendar with scheduled cross-program reflection meetings.
Challenge 2: Overlapping or repetitive content.
Solution: Use concept-based mapping to ensure progressive complexity rather than duplication.
Challenge 3: Staff turnover.
Solution: Maintain centralized documentation of vertical plans to preserve continuity.
The Impact of Vertical Alignment
Strong vertical alignment leads to:
- Clear learning pathways across programs.
- Greater student confidence in transitions.
- Consistent teaching language and assessment culture.
- A unified vision of what IB learning looks and feels like.
When students experience seamless progression, they develop both competence and confidence—key traits of lifelong learners.
Why RevisionDojo Supports Vertical Curriculum Alignment
At RevisionDojo for Schools, we specialize in helping IB schools design vertically aligned curriculum frameworks. Our collaborative planning tools, reflection systems, and alignment dashboards make it easy for departments to visualize and refine learning progressions. RevisionDojo supports schools in creating clear, connected learning journeys from PYP to DP.
Frequently Asked Questions
1. How often should vertical alignment be reviewed?
Ideally once per academic year. Reflection after each program’s evaluation cycle ensures updates are meaningful and evidence-based.
2. How can new teachers contribute to vertical alignment?
Include them in collaborative reflection sessions early. Their fresh perspectives can reveal hidden gaps or assumptions in established plans.
3. What’s the difference between vertical and horizontal alignment?
Vertical alignment connects learning across grade levels, while horizontal alignment ensures consistency within a grade or program. Both are essential for coherence.
Conclusion
Strengthening vertical curriculum alignment across IB programs ensures that every stage of learning builds on the last—creating students who grow conceptually, skillfully, and ethically.
When schools align inquiry, ATL skills, assessment, and the Learner Profile from PYP to DP, they deliver on the IB promise: a connected, reflective, and globally minded education that prepares students for lifelong learning and leadership.
