Criterion-based assessment
Sharper task design, more reliable marking, and clearer reporting across criteria A, B, C, and D.
IBMYP Mathematics
Schools often need more than generic MYP familiarity. They need subject-specific help that tightens curriculum design, criterion-based assessment, ATL integration, and the mathematical journey from the middle years into later DP pathways.
Criterion-based assessment
Sharper task design, more reliable marking, and clearer reporting across criteria A, B, C, and D.
ATL in mathematics
Planning that treats ATL as visible mathematical action rather than a disconnected checklist.
Vertical coherence
Units, concepts, and skill expectations aligned across year levels so progression is easier to teach and easier to see.
Department practice
Coaching, moderation, and review structures grounded in the realities of IBMYP Mathematics classrooms.
Why This Work Matters
Many departments have good intentions on paper but still struggle with inconsistent criteria use, vague ATL language, repeated content, or a weak transition into DP.
My work helps schools build a more coherent IBMYP Mathematics programme by tightening curriculum architecture, clarifying assessment expectations, and making moderation conversations more useful.
As an IBEN Programme Leader, school visitor, and experienced examiner, I bring an external perspective that is still close to classroom reality. The goal is practical improvement: clearer units, better assessment, stronger teacher judgment, and a more secure student experience.
Criteria A-D
Balanced task design across knowing, investigating, communicating, and applying mathematics in real contexts.
ATL made visible
Thinking, communication, self-management, and collaboration embedded in mathematical routines and evidence.
MYP to DP
Better continuity in algebraic fluency, reasoning, modelling, and academic independence.
Moderation culture
Stronger shared expectations so criteria interpretation is more consistent across classes and year groups.
What I Offer
Departments usually need a combination of curriculum work, assessment design, teacher development, and programme-level thinking.
Curriculum
Content, concepts, and skill progression mapped deliberately across the programme.
This includes identifying gaps, avoiding unnecessary repetition, and making sure year-level expectations build toward stronger mathematical independence and better later subject choice.
Assessment
Tasks that reflect IBMYP Mathematics expectations more accurately.
I help departments refine task design, improve evidence against the criteria, and make criterion-based marking more stable across teachers and classes.
Pedagogy
ATL planning connected to mathematical reasoning, communication, and problem solving.
Rather than naming ATL in isolation, I help teams plan where students genuinely develop skills through mathematical investigation, explanation, reflection, and collaborative thinking.
Leadership
A clearer picture of what is working and what needs tightening.
Coaching can focus on inquiry, explicit instruction, moderation, unit planning, intervention, or the broader direction of IBMYP Mathematics in the school.
Specific Areas
These are the issues that commonly sit underneath underperformance, inconsistent reporting, or weak programme coherence.
Teachers often name ATL well but need stronger planning for how those skills become visible through mathematical habits, discussion, and sustained problem solving.
Even well-intentioned departments can drift in how they read criteria A to D. Shared exemplification and moderation make teacher judgment more trustworthy.
Tasks should preserve conceptual challenge while still producing useful evidence for the criteria. That balance is often where departments need the most support.
The transition improves when MYP develops secure algebra, communication, resilience, and modelling habits rather than only covering topics at speed.
Related Pages
IBMYP work usually connects to later diploma preparation and department-wide professional learning.
IBDP
AA, AI, Internal Assessment systems, examiner-informed support, and curriculum planning for diploma pathways.
Explore IBDP supportWorkshops
Professional learning for departments and school teams on inquiry, assessment, intervention, and mathematics pedagogy.
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If your school needs support with IBMYP Mathematics curriculum, ATL integration, assessment criteria, moderation, or department development, I work with schools in Switzerland and internationally.
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