Introduction
One of the core principles of the IB Middle Years Programme (MYP) is that learning should never happen in isolation. Instead, every lesson should connect to a bigger idea — something that helps students understand themselves and the world around them. This is achieved through the integration of the six IB Global Contexts.
When teachers design lessons with Global Contexts in mind, learning becomes authentic and relevant. Students begin to see how classroom concepts link to global challenges, human experiences, and innovation. This article explains how teachers effectively weave Global Contexts into lesson planning, unit design, and assessment, transforming everyday learning into inquiry-driven exploration.
What Are Global Contexts in the MYP?
The six IB Global Contexts are lenses that connect subject content to the wider world:
- Identities and Relationships – Who am I? Who are we?
- Personal and Cultural Expression – How do we express ideas and emotions?
- Orientation in Space and Time – What is the meaning of “where” and “when”?
- Scientific and Technical Innovation – How do science and technology shape our lives?
- Fairness and Development – What are the consequences of our common humanity?
- Globalization and Sustainability – How is everything connected?
Each context offers opportunities for interdisciplinary connections and helps students apply knowledge beyond academic boundaries.
Step 1: Start with the Statement of Inquiry
Every MYP unit begins with a Statement of Inquiry (SOI) — a sentence that connects a key concept, a related concept, and a Global Context.
Example (Individuals and Societies):
