International Mindedness at GCSD: PYP, MYP, and DP

At Greenburgh Central School District (GCSD), international mindedness is a guiding principle that shapes our mission, curriculum, and school culture across the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). Rooted in the IB philosophy, international mindedness encourages students to understand and appreciate their own cultural identities while exploring diverse perspectives and taking action as global citizens.

IB defines international mindedness through three core pillars:

1. Multilingualism

2. Intercultural Understanding

3. Global Engagement

In the PYP (Grades K–6)

International mindedness begins with developing empathy and curiosity about the world. For example:

• In a “Where We Are in Place and Time” unit, students explore family traditions around the world, comparing them to their own experiences.

• Multilingual learning is woven into daily routines, with students learning greetings, songs, and stories in different languages to celebrate linguistic diversity.

• Service projects, such as raising awareness about global water access, introduce the idea of collective responsibility for world issues.

In the MYP (Grades 7–10)

Students deepen their understanding by examining global contexts and engaging with complex world issues. For example:

• In humanities, students might analyze the causes and effects of global migration, drawing connections to local stories of immigration.

• The Language Acquisition program expands students’ abilities to communicate across cultures, fostering a mindset of respect and openness.

• Interdisciplinary units and service learning opportunities prompt students to identify local or global challenges, such as environmental sustainability, and take action, reinforcing their role as active participants in the global community. 

In the DP (Grades 11–12)

International mindedness is expressed through critical inquiry, ethical reflection, and meaningful action. For example:

• In Theory of Knowledge, students debate knowledge claims from diverse cultural and disciplinary perspectives, challenging assumptions and expanding worldviews.

• The Extended Essay encourages deep research into globally relevant topics, while CAS projects often focus on international service or advocacy efforts.

• Language and literature courses include global texts and authors, prompting students to grapple with universal themes of identity, conflict, and justice.

Across the continuum, GCSD’s commitment to international mindedness is visible in daily instruction, community events, and school partnerships. Students not only learn about the world, they develop the skills, empathy, and ethical grounding to engage with it meaningfully and responsibly, preparing them to navigate and contribute to an increasingly interconnected world.