The development of a programme of inquiry is a collaborative process that uses the knowledge and skills of the entire school faculty. The nuances of the process, the cross checking with local curricular requirements, and determining the fidelity with the aspirations of the PYP can be learned with experienced mentoring. The goal is to enable the school to develop expertise in assessing and evaluating their Programme of Inquiry so it can continually reflect on it and determine possible adaptations and refinements.

The report card is the most important document a school produces. Therefore it should robustly reflect the philosophy and goals of that school. Realizing this can be difficult when a school system has a set of requirements that might run contrary to inquiry based learning. These obstacles can be overcome through aligning practices and procedures for assessment and evaluation. Grading and reporting systems can describe and support inquiry based learning with prudent planning.

The knowledge, processes and skills that a school promises to teach the students it serves must be carefully thought out and described. This work should be done in collaboration with administrators, faculty, and the community to ensure that the curriculum, the courses to be run, represent a body of work that will equip the young people to be productive and well informed citizens of the world.

Equipping a school to deliver their Programme of Inquiry can be a daunting task. The materials, resources, and equipment that a school needs to teach the units can be developed over time and from a variety of sources. Using the knowledge and experiences of schools that have done similar units from the world over can expand and enrich the international-mindedness of any Programme of Inquiry.