The Problem

A gap that has been accepted for far too long

There is a problem that has quietly persisted across MYP science classrooms for years — and most people involved have simply accepted it as normal.

When teachers need learning materials for their MYP students, they reach for what is available: resources from the British curriculum, the American curriculum, general science textbooks built for entirely different frameworks. It is not a failure of teaching — it is a failure of the market. The right resources simply have not existed. So students piece together their knowledge from materials that were never designed with MYP in mind, never aligned to MYP command terms, and never structured around the specific skills and question styles that eAssessments actually demand.

The result is students who understand science — but arrive at their terminal assessment without the knowledge, skills, or confidence to demonstrate it in the way the IB requires. That is the gap. And it has been accepted for far too long.

My name is Liam Cronin and I have spent 13 years in science education. As a classroom teacher and Head of Science, I have watched this pattern play out repeatedly — with capable, intelligent students who worked hard, engaged with their lessons, and still found themselves underprepared when eAssessment arrived.

Not because their teachers let them down. But because the resources available to support them were never built for this purpose.

I began to look closely at why. I went back to the source — deep into past eAssessment papers, the MYP subject guides, and the Diploma Programme frameworks — and I reverse-engineered what students actually needed to succeed. Not what a generic science course would suggest. Not what a British or American textbook would cover. What the IB MYP eAssessment specifically rewards.

What I found confirmed what I had long suspected: the resources students needed did not exist. So I built them.

What Metis is

A course companion, not a revision tool

There is a problem that has quietly persisted across MYP science classrooms for years — and most people involved have simply accepted it as normal.

When teachers need learning materials for their MYP students, they reach for what is available: resources from the British curriculum, the American curriculum, general science textbooks built for entirely different frameworks. It is not a failure of teaching — it is a failure of the market. The right resources simply have not existed. So students piece together their knowledge from materials that were never designed with MYP in mind, never aligned to MYP command terms, and never structured around the specific skills and question styles that eAssessments actually demand.

The result is students who understand science — but arrive at their terminal assessment without the knowledge, skills, or confidence to demonstrate it in the way the IB requires. That is the gap. And it has been accepted for far too long.

The Philosophy

Knowledge and skills, built together

Knowledge matters. Skills matter equally. Together, they are where real confidence is built.

Every resource in Metis is designed around one question: will this actually help a student perform better in their eAssessment? If the answer is not clearly yes, it does not belong here.

The name Metis comes from Greek mythology — the goddess of wisdom, skill, and strategic thought. That is not an accident. Because what students need is not more content in front of them. They need wisdom: the kind that comes from understanding how to think, how to apply knowledge, and how to approach an assessment with genuine clarity and confidence.

Who This Is For

Built for every person in the room