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    FPIP Extracts (GC and Possible Explorations)

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    Semwezi Enock
    This document discusses the six global contexts used in the International Baccalaureate's Middle Years Programme (MYP). The global contexts are identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability. For each unit, teachers should identify one of these global contexts to provide a meaningful focus for teaching and learning. Students should encounter all six contexts over the course of their MYP studies.

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    FPIP Extracts (GC and Possible Explorations)

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    Semwezi Enock
    109 views4 pages
    This document discusses the six global contexts used in the International Baccalaureate's Middle Years Programme (MYP). The global contexts are identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability. For each unit, teachers should identify one of these global contexts to provide a meaningful focus for teaching and learning. Students should encounter all six contexts over the course of their MYP studies.

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    This document discusses the six global contexts used in the International Baccalaureate's Middle Years Programme (MYP). The global contexts are identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability. For each unit, teachers should identify one of these global contexts to provide a meaningful focus for teaching and learning. Students should encounter all six contexts over the course of their MYP studies.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    109 views4 pages

    FPIP Extracts (GC and Possible Explorations)

    Uploaded by

    Semwezi Enock
    This document discusses the six global contexts used in the International Baccalaureate's Middle Years Programme (MYP). The global contexts are identities and relationships, orientation in space and time, personal and cultural expression, scientific and technical innovation, globalization and sustainability. For each unit, teachers should identify one of these global contexts to provide a meaningful focus for teaching and learning. Students should encounter all six contexts over the course of their MYP studies.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 4

    Inquiry: Establishing the purpose of the unit

    Identities and
    relationships

    Fairness and Orientation in


    development space and time

    Globalization Personal
    and and cultural
    sustainability expression

    Scientific and
    technical
    innovation

    Figure 9
    MYP global contexts

    These and other contexts for teaching and learning inspire explorations of our common humanity and
    shared guardianship of the planet. They invite reflection on local, national and global communities, as
    well as the real-life issues and concerns of 11- to 16-year-old students. For each MYP unit, teachers should
    identify one global context that establishes a focus for meaningful teaching and learning in a programme
    of international education. Over the course of their study, students should encounter all six global contexts.

    Table 3 contains explanations of the MYP global contexts and some of the many explorations that they can
    inspire.

    MYP: From principles into practice 59


    Inquiry: Establishing the purpose of the unit

    Global context Focus question(s) and description Example explorations

    Identities and Who am I? Who are we? Possible explorations to develop


    relationships
    Students will explore identity; beliefs • Competition and cooperation;
    and values; personal, physical, mental, teams, affiliation and leadership
    social and spiritual health; human • Identity formation; self-esteem;
    relationships including families, status; roles and role models
    friends, communities and cultures;
    • Personal efficacy and agency;
    what it means to be human.
    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; consciousness
    and mind

    Orientation in space What is the meaning of “where” and Possible explorations to develop
    and time “when”?
    • Civilizations and social histories,
    Students will explore personal heritage, pilgrimage, migration,
    histories; homes and journeys; turning displacement and exchange
    points in humankind; discoveries; • Epochs, eras, turning points and
    explorations and migrations of “big history”
    humankind; the relationships
    • Scale, duration, frequency and
    between, and the interconnectedness
    variability
    of, individuals and civilizations,
    from personal, local and global • Peoples, boundaries, exchange
    perspectives. and interaction
    • Natural and human landscapes
    and resources
    • Evolution, constraints and
    adaptation
    • Indigenous understanding

    60 MYP: From principles into practice


    Inquiry: Establishing the purpose of the unit

    Global context Focus question(s) and description Example explorations

    Personal and cultural What is the nature and purpose of Possible explorations to develop
    expression creative expression?
    • Artistry, craft, creation, beauty
    Students will explore the ways in • Products, systems and
    which we discover and express ideas, institutions
    feelings, nature, culture, beliefs and
    • Social constructions of reality;
    values; the ways in which we reflect
    philosophies and ways of life;
    on, extend and enjoy our creativity;
    belief systems; ritual and play
    our appreciation of the aesthetic.
    • 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 How do we understand the world in Possible explorations to develop


    technical innovation which we live?
    • Systems, models, methods;
    Students will explore the natural products, processes and
    world and its laws; the interaction solutions
    between people and the natural • Adaptation, ingenuity and
    world; how humans use their progress
    understanding of scientific
    • Opportunity, risk, consequences
    principles; the impact of scientific
    and responsibility
    and technological advances on
    communities and environments; • Modernization, industrialization
    the impact of environments on and engineering
    human activity; how humans adapt • Digital life, virtual environments
    environments to their needs. and the Information Age
    • The biological revolution
    • Mathematical puzzles,
    principles and discoveries

    Globalization and How is everything connected? Possible explorations to develop


    sustainability
    Students will explore the • Markets, commodities and
    interconnectedness of human-made commercialization
    systems and communities; the • Human impact on the
    relationship between local and global environment
    processes; how local experiences
    • Commonality, diversity and
    mediate the global; the opportunities
    interconnection
    and tensions provided by world-
    interconnectedness; the impact of • Consumption, conservation,
    decision-making on humankind and scarcity; natural resources and
    the environment. public goods
    • Population and demography
    • Urban planning, strategy and
    infrastructure
    • Data-driven decision-making

    MYP: From principles into practice 61


    Inquiry: Establishing the purpose of the unit

    Global context Focus question(s) and description Example explorations

    Fairness and What are the consequences of our Possible explorations to develop
    development common humanity?
    • Democracy, politics,
    Students will explore rights and government and civil society
    responsibilities; the relationship • Inequality, difference and
    between communities; sharing finite inclusion
    resources with other people and with
    • Human capability and
    other living things; access to equal
    development; social
    opportunities; peace and conflict
    entrepreneurs
    resolution.
    • Rights, law, civic responsibility
    and the public sphere
    • Justice, peace and conflict
    management
    • Ecology and disparate impact
    • Power and privilege
    • Authority, security and freedom
    • Imagining a hopeful future

    Table 3
    Global contexts and explorations

    The selected global context will inform the questions that teachers and students ask throughout the unit.
    However, many explorations of global contexts are closely related and, in the course of the unit, questions
    that relate to other global contexts may also be encouraged, developed and considered.

    Inquiring into subject content through a global context enables students to develop a deeper understanding
    of both the subject and its application in the real world. Repeated cycles of inquiry, action and reflection can
    lead students from academic knowledge towards practical understanding, developing positive attitudes
    towards learning as well as a sense of personal and social responsibility.

    62 MYP: From principles into practice

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