You will also need to write an Extended Essay (EE), participate in the Theory of Knowledge (ToK), and indulge in Creativity, Activity, and Service ( CAS). To get an IB diploma, you must do more than choose HLs and SLs. HL subjects are very similar to first-year college courses. The main difference between a subject's Standard Level and Higher Level is that students are expected to study additional topics in HL in detail. The subjects you undertake in IB are Standard Level (SL). It would help if you opted for a Higher Level (HL) in those subjects. The student needs to specialize in any three or four of the chosen six subjects. However, most importantly, when teachers select a global context statement (from MYP: From principles into practice), or create their own, they are answering the question “why?”.The essential requirement to graduate with an IB diploma is that a student has to take at least six subjects. The MYP global contexts that will be presented to schools represent a development of the PYP transdisciplinary themes. The global contexts developed through MYP: The next chapter provide possible directions for contextual learning in MYP schools through issues and ideas of personal, local and global significance. Students will explore the natural world and its laws the interaction between people and the natural world how humans use their understanding of scientific principles the impact of scientific and technological advances on communities and environments the impact of environments on human activity how humans adapt environments to their needs. How do we understand the worlds in which we live? Students will explore rights and responsibilities the relationship between communities sharing finite resources with other people and with other living things access to equal opportunities peace and conflict resolution. What are the consequences of our common humanity? Students will explore the interconnectedness of human-made systems and communities the relationship between local and global processes how local experiences mediate the global reflect on the opportunities and tensions provided by world interconnectedness the impact of decision-making on humankind and the environment. Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values the ways in which we reflect on, extend and enjoy our creativity our appreciation of the aesthetic. What is the nature and purpose of creative expression? Students will explore personal histories homes and journeys turning points in humankind discoveries explorations and migrations of humankind the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives. What is the meaning of “when” and “where”? Students will explore identity beliefs and values personal, physical, mental, social and spiritual health human relationships including families, friends, communities and cultures what it means to be human. In the MYP, learning contexts should be (or should model) authentic world settings, events and circumstances. Learning that occurs out of context (that has no relationship to the learner, the learner’s interests and identity, or the learner’s future) is often shallow and short-term in character. A learning context is a specific setting, event or set of circumstances, designed or chosen, to stimulate learning. Teaching and learning in the MYP involves understanding concepts in context.
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