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Choose Global Context and Explorations

Global Contexts and Explorations provides guidance on exploring the six MYP Global Contexts through Language and Literature courses. The contexts direct learning towards understanding our shared humanity and planet. Teachers should select one context, like Identities and Relationships, and possible related explorations like identity formation. Statements of Inquiry then frame classroom inquiry by linking conceptual understanding to a global context, such as how decision-making can be improved by representing relationships.

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Alaric Iskandar
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89 views3 pages

Choose Global Context and Explorations

Global Contexts and Explorations provides guidance on exploring the six MYP Global Contexts through Language and Literature courses. The contexts direct learning towards understanding our shared humanity and planet. Teachers should select one context, like Identities and Relationships, and possible related explorations like identity formation. Statements of Inquiry then frame classroom inquiry by linking conceptual understanding to a global context, such as how decision-making can be improved by representing relationships.

Uploaded by

Alaric Iskandar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Global Contexts and Explorations

Global contexts direct learning towards independent and shared inquiry into our common
humanity and shared guardianship of the planet. Using the world as the broadest context for
learning, MYP Language and Literature can develop meaningful explorations. Many inquiries
into Language and Literature concepts naturally focus on personal and cultural expression.
However, courses in this subject group should, over time, offer students multiple opportunities
to explore all MYP global contexts in relationship to the aims and objectives of the subject group.

Teachers should select one of the six MYP Global Contexts and at least one of its possible
explorations.

MYP Global Contexts


Students will explore Possible explorations to develop:
identity; beliefs and values; ● competition and cooperation; teams,
personal, physical, mental, af iliation and leadership
social and spiritual health; ● identity formation, self-esteem, status, roles
identities and human relationships and role models
relationships including families, friends, ● personal ef icacy and agency; attitudes,
communities and cultures; motivations, independence; happiness and
what it means to be human. the good life
Who am I? Who are ● physical, psychological and social
we? development, transitions, health and
wellbeing, lifestyle choices
● human nature and human dignity, moral
reasoning and ethical judgment,
consciousness and mind

Students will explore Possible explorations to develop:


personal histories; homes ● civilizations and social histories, heritage;
and journeys; turning pilgrimage, migration, displacement and
orientation in points in humankind;
discoveries; explorations
exchange
● epochs, eras, turning points and ‘big history’
time and space and migrations of ● scale, duration, frequency and variability
humankind; the ● peoples, boundaries, exchange and
relationships between, and interaction
What is the meaning the interconnectedness of, ● natural and human landscapes and resources
of ‘where’ and ‘when’? individuals and civilizations, evolution, constraints and adaptation
from personal, local and
global perspectives.

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MYP Global Contexts
Students will explore the Possible explorations to develop:
ways in which we discover ● artistry, craft, creation, beauty
personal and and express ideas, feelings, ● products, systems and institutions
cultural nature, culture, beliefs and ● social constructions of reality; philosophies
values; the ways in which and ways of life; belief systems; ritual and
expression we re lect on, extend and play
enjoy our creativity; our ● critical literacy, languages and linguistic
appreciation of the systems; histories of ideas, ields and
What is the nature aesthetic. disciplines; analysis and argument
and purpose of ● metacognition and abstract thinking
creative expression? ● entrepreneurship, practice and competency

Students will explore the Possible explorations to develop:


natural world and its laws; ● systems, models, methods; products,
the interaction between processes and solutions
people and the natural ● adaptation, ingenuity and progress
scientific and world; how humans use ● opportunity, risk, consequences and
their understanding of responsibility
technical scienti ic principles; the ● modernization, industrialization and
innovation impact of scienti ic and engineering
technological advances on ● digital life, virtual environments and the
How do we communities and information age
understand the environments; the impact ● the biological revolution
worlds in which we of environments on human ● mathematical puzzles, principles and
live? activity; how humans adapt discoveries
environments to their
needs.

Students will explore the Possible explorations to develop:


interconnectedness of ● markets, commodities and commercialization
human-made systems and ● human impact on the environment
communities; the ● commonality, diversity and interconnection
relationship between local ● consumption, conservation, natural
globalization and global processes; how resources and public goods
and local experiences mediate ● population and demography
the global; re lect on the ● urban planning, strategy and infrastructure
sustainability opportunities and tensions
provided by world
How is everything interconnectedness; the
connected? impact of decision-making
on humankind and the
environment.

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MYP Global Contexts
Students will explore rights Possible explorations to develop:
and responsibilities; the ● democracy, politics, government and civil
relationship between society
fairness and communities; sharing inite ● inequality, difference and inclusion
development resources with other ● human capability and development ; social
people and with other entrepreneurs
living things; access to ● rights, law, civic responsibility and the public
What are the equal opportunities; peace sphere
consequences of our and con lict resolution. ● justice, peace and con lict management
common humanity? ● power and privilege
● authority , security and freedom
● imagining a hopeful future

Statements of Inquiry

A statement of inquiry sets conceptual understanding in a global context in order to frame


classroom inquiry and direct purposeful learning.

Examples of Statements of Inquiry:


- Nations form alliances to protect their military, cultural and economic interests.
- Decision-making can be improved by using a model to represent relationships.
- Understanding form and shape enhances creativity.
- Energy is distributed within a system, and can be transferred between a system and its environment.
- Pioneering discoveries can challenge conventional wisdom and open pathways toward deeper
understanding.
- Persuasive texts, speci ically in marketing and politics, use language intended to in luence our behaviour
and decisions.
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