Global Contexts

In the Middle Years Programme, teaching and learning is based upon understanding the concepts in a context. These global contexts provide a meaningful and relevant background which supports learning by providing concrete perspectives. The global contexts developed encourage international mindedness and global engagement that contribute to the development of the IB learner profile attributes.

Global context	Focus question(s) and description	Example explorations
Identities and relationships	Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.	Possible explorations to develop: Competition and cooperation; teams, affiliation and leadership Identity formation; self-esteem; status; roles and role models Personal efficacy and agency; attitudes, motivation, independence; happiness and the good life Physical, psychological and social development; transitions; health and well-being; lifestyle choices Human nature and human dignity; moral reasoning and ethical judgment
Orientation in space and time	What is the meaning of “where” and “when”? Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local	Possible explorations to develop: Civilizations and social histories, heritage, pilgrimage, migration, displacement and exchange Epochs, eras, turning points and “big history” Scale, duration, frequency and variability Peoples, boundaries, exchange and interaction Natural and human landscapes and resources Evolution, constraints and adaptation
Personal and cultural expression	What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity	Possible explorations to develop: Artistry, craft, creation, beauty Products, systems and institutions Social constructions of reality; philosophies and ways of life; belief systems; ritual and play Critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument Metacognition and abstract thinking Entrepreneurship, practice and competency
Scientific and technical innovation	How do we understand the world in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.	Possible explorations to develop: Systems, models, methods; products, processes and solutions Adaptation, ingenuity and progress Opportunity, risk, consequences and responsibility Modernization, industrialization and engineering Digital life, virtual environments and the Information Age The biological revolution Mathematical puzzles, principles and discoveries
Globalization and sustainability	How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment.	Possible explorations to develop: Markets, commodities and commercialization Human impact on the environment Commonality, diversity and interconnection Consumption, conservation, natural resources and public goods Population and demography Urban planning
Fairness and development	What are the consequences of our common humanity? Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.	Possible explorations to develop: Democracy, politics, government and civil society Inequality, difference and inclusion Human capability and development; social entrepreneurs Rights, law, civic responsibility and the public sphere Justice, peace and conflict management Power and privilege Authority, security and freedom Imagining a hopeful future

(Source: MYP: From Principles into Practice (2014))

Global context

Focus question(s) and description

Example explorations