Global contexts
Presentation objectives
• be acquainted with the new global contexts
• be able to reflect on the difference between
contextual learning and traditional learning
• understand the rationale for the shift from the
areas of interaction to the global contexts
• Examine how the global contexts can be used
in the unit planner
Background: Behind the change –
putting the philosophy into practice
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Education for international-mindedness relies on the development of learning environments that
value the world as the broadest context for learning. Teaching and learning in global contexts
supports the IB’s mission “to develop inquiring, knowledgeable and caring young people who help
to create a better and more peaceful world through intercultural understanding and respect”(What
is an IB education?, August 2012, p. 6).
All effective learning takes place in a context. For learners to develop international mindedness,
that context needs to be a global one.
Until recently, a lot of the connections between the philosophy of the IB mission statement and the
IB principles and practices were implicit. Conceptual learning within global contexts makes these
links explicit.
For example, we now recognise that in order to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right, students need to “have
learned intercultural skills, understand multiple contexts and traditions, and have had multiple
opportunities to reflect on their own worldviews in light of others’, and then they are less likely to
experience difference as a threat requiring violent defense. Rather they are more likely to
experience the cultural encounter as an opportunity for exchange and collaboration” (Suárez,
quoted in Boix Mansilla and Jackson, 2008, p. 4).
Such students will also hopefully be inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.
Six global contexts, developed from the PYP transdisciplinary themes,
assist in providing the answer to;
Why is this relevant to me? & What is the purpose of this inquiry?
MYP global
context
identities and
relationships
Explorations of. . .
by studying
affiliation and
leadership
orientation in
space and time
epochs, eras and ‘big
history’
 20th century dictators and nationalistic
movements
 world religious leaders, communities and beliefs
 the Enlightenment as a dividing point in history
 cultural and family dynasties in the Middle Ages
personal and
systems and institutions  development of ‘the rule of law’ in antiquity
cultural expression
 regional and international economic cooperation
in the Americas
scientific and
digital life, virtual
 global positioning technologies (costs and
technical
environments and the benefits)
innovation
information age
 women, social media and revolutionary
movements in the Arab Spring
globalization and
population and
 urban land use patterns in South Asia
sustainability
demographics
 ethnic migration and displacement in modern
warfare
fairness and
authority, security and  international and domestic security policies from
development
freedom
1945-1989
 voting rights
Look at the image that most catches your attention and discuss what global
context would be good for exploring this picture and how changing the
context would modify your approach.
Global contexts
Identify a context for the unit.
The CONTEXT must be a natural fit with
the key and related concepts…
MYP global contexts
identities and relationships
orientation of space and time
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development
Putting it together
– current unit planner format
Key Concept
Global Context
Related Concept(s)
Statement of Inquiry
Inquiry Questions
new unit planner format
Key
Concept
Related
Concept(s)
Statement of
inquiry
Global
Context