Global Contexts

What are the Global Contexts?

Teaching and learning in the MYP involves understanding concepts in context. Global contexts provide a common language for powerful contextual learning, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning. When teachers select a global context for learning, they are answering the following questions:

• Why are we engaged in this inquiry?

• Why are these concepts important?

• Why is it important for me to understand?

• Why do people care about this topic?

Personal and Cultural Expression

The Personal and Cultural Expression global context in the Middle Years Programme focuses on understanding and appreciating the ways in which individuals and communities express their identities, beliefs, values, and experiences. It encourages students to explore the diversity of human expression across various cultural contexts, as well as to reflect on their own personal identities and perspectives. This global context allows students to engage with cultural artifacts, traditions, and practices from around the world. Through the Personal and Cultural Expression global context, students develop critical thinking skills, empathy, and cultural awareness, while also nurturing their ability to express themselves creatively and authentically. It emphasises the importance of respecting and valuing cultural diversity and differences, while also recognising the universal aspects of human experience that connect us all.

In English lessons, students could explore how cultural and personal identities are reflected in literature from different regions. For instance, they might analyse how authors from diverse backgrounds use language, symbolism, and narrative techniques to express their experiences and perspectives.
In the Arts lessons, students could study the work of artists from various cultures and time periods, examining how they use different mediums and styles to express their personal and cultural identities. Students might create their own artwork inspired by these artists, exploring themes such as cultural heritage, identity, and social issues.

Orientation in Time & Space

The Orientation in Time and Space global context in the Middle Years Programme encourages students to explore the interconnectedness of historical events, geographical features, and human experiences. This global context emphasises understanding how societies and individuals navigate their existence within specific temporal and spatial contexts. It prompts students to investigate historical narratives, geographical landscapes, and the ways in which they influence and shape human behavior, culture, and identity. Through this global context, students develop a deeper appreciation for the relationships between time, space, and human societies, as well as critical thinking skills to analyze and interpret historical and geographical phenomena. Additionally, students are encouraged to reflect on their own cultural identities and connections to specific temporal and spatial contexts, promoting a sense of global citizenship and interconnectedness.

In I&S lessons, students may study a particular historical event, such as the Battle of Hastings. Instead of solely focusing on the chronological sequence of events, the lesson could delve deeper into the spatial aspects, exploring how geography influenced the strategies and outcomes of the war. Students might analyse maps to understand the significance of geographical features like mountains, rivers, and coastlines in shaping military campaigns and political alliances.
In Science lessons, students may explore the concept of climate change through a spatial lens. They could examine data sets and maps to analyse how temperature patterns, precipitation levels, and sea-level rise vary across different regions of the world.

Globalisation and Sustainability

The global context of globalisation and sustainability within the Middle Years Programme emphasises the interconnectedness of societies, economies, and environments worldwide, while also addressing the need for responsible stewardship of natural resources and ecosystems. Globalisation highlights the increasingly integrated nature of our world, encompassing factors such as trade, communication, and cultural exchange on a global scale. Sustainability, on the other hand, underscores the imperative to balance present-day needs with those of future generations, promoting practices that conserve resources, protect biodiversity, and mitigate environmental degradation. This context challenges students to critically examine the complex interplay between global interconnectedness and the imperative to safeguard the planet's ecological integrity for long-term well-being. Through exploring this context, students develop a deeper understanding of their roles as global citizens and agents of positive change in a rapidly evolving world.

In I&S lessons, students could investigate examples of sustainable development projects and evaluate their effectiveness in promoting environmental conservation and social equity.
In Maths lessons, students could get involved in problem-solving activities related to sustainability, such as calculating carbon footprints and analysing energy efficiency measures.

Identities and Relationships

The global context of identities and relationships delves into the complexities of individual and collective identities, as well as the dynamics of interpersonal and societal relationships. It encourages students to explore how personal identities are shaped by various factors, including culture, language, beliefs, and experiences, while also recognising the influence of broader social, cultural, and historical contexts. Additionally, this context invites students to examine the interconnectedness of individuals and communities, exploring themes such as empathy, diversity, power dynamics, and conflict resolution. By engaging with this global context, students gain insight into the multifaceted nature of human identity and relationships, fostering a deeper appreciation for diversity, empathy, and interconnectedness within increasingly globalised societies.

In PE lessons, students develop relationships with their peers through team-building exercises and cooperative games, learning to trust and support one another to achieve common goals. They also gain insight into how individual identities contribute to the collective identity of the team.
In English lessons, through peer feedback and revision processes, students refine their writing skills and develop empathy for others' perspectives. They also learn to appreciate the power of storytelling as a means of self-expression and connection with others.

Scientific and Technical Innovation

The global context of scientific and technological innovation serves as a lens through which students explore the dynamic intersections between science, technology, and society. This context encourages students to investigate the impact of scientific advancements and technological innovations on individuals, communities, and the environment. It prompts inquiry into the ethical implications, sustainability concerns, and potential consequences associated with the application of scientific knowledge and technological developments. Moreover, students are encouraged to critically analyse the role of innovation in addressing global challenges, promoting social progress, and fostering economic growth. By engaging with this global context, students develop a deeper appreciation for the interconnectedness of scientific inquiry, technological innovation, and human society, preparing them to navigate the complexities of our rapidly evolving world with curiosity, creativity, and critical thinking.

In technology classes, students engage in design projects that emphasise scientific and technological innovation. For example, they may be tasked with designing and prototyping a solution to a real-world problem using principles of design and innovation.
In Maths lessons, students learn to use statistical methods and graphical representations to interpret data, identify patterns, and make predictions.

Fairness and Development

The global context of fairness and development provides a framework for students to critically examine the distribution of resources, opportunities, and power within societies. This context prompts students to explore issues related to social justice, equity, and sustainable development on both local and global scales. Students are encouraged to investigate the root causes of inequality and injustice, considering factors such as socioeconomic status, gender, race, and access to education and healthcare. Additionally, the context of fairness and development challenges students to analyse strategies and initiatives aimed at promoting inclusive growth, reducing poverty, and advancing human rights. By engaging with this global context, students develop a deeper understanding of the complexities surrounding fairness and development, empowering them to advocate for positive change and contribute to creating more just and equitable societies.

In PE lessons, we prioritise fairness and inclusivity in sports activities and games. Teachers create a supportive environment where all students feel valued and encouraged to participate, regardless of their abilities or backgrounds.
In Communication lessons, the learning focuses on promoting inclusive communication practices that ensure equitable access to information and opportunities for all students. Therapists work with students to develop communication strategies that accommodate diverse needs and preferences.

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