Introduction
The IB Middle Years Programme (MYP) doesn’t just teach content — it teaches students how to think. Two essential components of this approach are Global Contexts and concept-driven teaching. Together, they turn lessons into opportunities for inquiry, connection, and real-world understanding.
While Global Contexts provide the “why” behind learning, concepts provide the “what” — the key ideas that transcend subjects and guide students toward deeper understanding. This article explores how the combination of these two elements makes MYP learning unique, relevant, and transformative.
What Is Concept-Driven Teaching?
In traditional education, students often memorize facts to answer questions on tests. The MYP replaces this with concept-driven teaching, which focuses on understanding big ideas rather than isolated details.
Concept-driven learning is built around:
- Key Concepts: Broad, powerful ideas that apply across disciplines (e.g., Change, Systems, Relationships, Communication).
- Related Concepts: Subject-specific ideas that refine the focus (e.g., in Science: Energy, in Individuals and Societies: Culture).
- Conceptual Understanding: The ability to apply these ideas in new and unfamiliar contexts.
Example:
In a Design unit, students might explore the key concept of Communication and the related concept of Function, asking: How can design communicate messages effectively to different audiences?
This approach encourages critical thinking and creativity — skills that students use far beyond the classroom.
The Role of Global Contexts in Learning
While concepts provide depth, Global Contexts provide relevance. They connect learning to real-world issues and global themes. The six Global Contexts in the MYP are:
- Identities and Relationships
- Personal and Cultural Expression
- Orientation in Space and Time
- Scientific and Technical Innovation
- Fairness and Development
- Globalization and Sustainability
For every MYP unit, teachers select one Global Context to frame the learning experience. It helps students see why the concepts matter and how they apply to the world around them.
Example:
In a Language and Literature unit on dystopian novels, a teacher might use the Global Context of Fairness and Development to explore how societies respond to inequality and control.
How Concepts and Global Contexts Work Together
The magic of MYP teaching lies in the intersection between concepts and Global Contexts. When combined, they create a Statement of Inquiry (SOI) — the heart of every MYP unit.
Formula:
Key Concept + Related Concept + Global Context = Statement of Inquiry
Example (Individuals and Societies):
- Key Concept: Change
- Related Concept: Innovation
- Global Context: Scientific and Technical Innovation
- Statement of Inquiry: Technological innovation drives social and economic change across communities.
The SOI helps students connect abstract ideas to real-world issues and encourages them to ask deeper questions.
Benefits of Concept-Driven, Contextual Learning
1. Promotes Deep Understanding
Students move beyond memorization and begin to apply knowledge to new situations.
2. Builds Global Awareness
By engaging with Global Contexts, students understand cultural diversity, ethics, and sustainability.
3. Encourages Interdisciplinary Learning
Concepts like Change, Systems, and Identity appear across subjects, helping students make connections between disciplines.
4. Strengthens Critical Thinking
Students learn to analyze, compare, and evaluate ideas — essential skills for the IB Diploma Programme (DP).
5. Develops Agency and Curiosity
By seeing how learning connects to the real world, students become more motivated and independent thinkers.
Example: Concept and Context Integration Across Subjects
Language and Literature:
- Key Concept: Communication
- Global Context: Identities and Relationships
- Statement of Inquiry: The way we use language shapes how others perceive our identity.
Sciences:
- Key Concept: Systems
- Global Context: Globalization and Sustainability
- Statement of Inquiry: Ecosystems depend on the balance of interconnected systems.
Arts:
- Key Concept: Expression
- Global Context: Personal and Cultural Expression
- Statement of Inquiry: Artists express cultural identity through creative techniques and symbolism.
Individuals and Societies:
- Key Concept: Global Interactions
- Global Context: Fairness and Development
- Statement of Inquiry: Economic growth and fairness influence development outcomes in different societies.
Each of these examples shows how concepts and contexts work together to make learning meaningful and interconnected.
Strategies for Teachers
1. Begin with the “Big Idea.”
Start by identifying the key concept and ask: What global issue or question could this connect to?
2. Use Inquiry Questions.
Develop factual, conceptual, and debatable questions that relate to the SOI.
3. Encourage Reflection.
Have students reflect regularly on how their understanding of the concept evolves within the chosen context.
4. Collaborate Across Subjects.
Work with other teachers to create interdisciplinary units that share conceptual links.
5. Assess Conceptual Understanding.
Design assessments that measure how well students can transfer concepts, not just recall facts.
Conclusion
Global Contexts and concept-driven teaching are the foundation of meaningful learning in the IB MYP. Together, they transform traditional lessons into powerful inquiries about the human experience and the world’s complexity.
By connecting what we learn (concepts) with why it matters (contexts), teachers cultivate students who think critically, act ethically, and engage globally.
In the MYP classroom, the goal isn’t just to teach knowledge — it’s to inspire understanding, empathy, and lifelong curiosity.
