Co-Designing Global Citizenship Across the IB Continuum: A PYP-MYP Collaboration

Almost every international school mission statement promises to cultivate "global citizens," yet global citizenship education is too often fragmented into one-off celebration days, charity drives, or isolated projects. True global citizenship cannot exist as a superficial add-on; it must be a continuous, transformative framework embedded into the very ethos of a school.

Bridging the gap between the Primary Years Programme (PYP) and the Middle Years Programme (MYP) is essential to breaking down divisional silos and establishing a seamless developmental journey from early childhood inquiry to adolescent moral agency.

The Process: Breaking Down Silos Through Dialogue

When we partnered as PYP and MYP coordinators to lead our school-wide Global Citizenship Community of Practice (CoP), our primary goal was to construct a unified learning continuum across programme boundaries, from PYP through MYP to DP. We systematically aligned foundational primary inquiry - where young learners explore personal identity, fairness, and local environmental stewardship - directly with MYP interdisciplinary design, global contexts, and real-world service learning.   

Rooted in IB philosophy and Oxfam’s global citizenship framework, we audited our curriculum to explicitly integrate four key elements across all year levels: Concepts, Knowledge, Skills, and Attitudes. Achieving this alignment required deliberate professional dialogue, vulnerability, and shared trust between elementary and secondary leadership teams.

Key Insights for School Leaders

For leadership teams striving to deepen curriculum coherence across IB programmes, our collaborative journey offers three actionable takeaways:

• Establish a Shared Conceptual Language: Unifying core global citizenship concepts - such as power, privilege, equity, and interdependence - across PYP, MYP and DP creates a common vocabulary for teachers and students, ensuring vertical alignment as learners transition between divisions.

• Embed Learning Progressions Directly into Planners: Rather than creating extra schemes of work, systematically audit unit planners and the PYP Programme of Inquiry to map clear learning progressions and core competencies directly alongside academic standards.   

• Track Dispositions to Nurture Student Agency: Move assessment beyond rote knowledge by tracking dispositional shifts along a continuum - guiding learners from surface-level awareness toward deep empathy, critical perspective-taking, and self-directed action.

  
  

Looking Ahead

Co-designing global citizenship across the IB continuum transforms an aspirational mission statement into a tangible, school-wide learning outcome. By aligning our pedagogy, curriculum mapping, and scenario-based assessment tools, we ensure our students develop the agency needed to navigate an interdependent world.

As we prepare to present our collaborative model and research at an upcoming IB conference, we invite school leaders to cross divisional divides, empower teacher-led communities of practice, and co-design a truly seamless framework for global citizens. 

Cultivating critical thinking for global citizenship

"To question assumptions is to think critically, and to think critically is to understand the world." Hannah Arendt

In my last post, I explored the core aspects of Critical Global Citizenship Education (CGCE), focusing on critical thinking, dialogue, reflection, and responsible action. Today, I want to look more closely at the first of these: critical thinking.

Photo by Meriç Dağlı on Unsplash

Critical thinking is essential for global citizenship. It's the tool that helps us question the systems, structures, and beliefs shaping our world. In education, it enables students to dig deeper than surface-level answers, uncovering the complexities and contradictions in global issues. As bell hooks explains, critical thinking aims to uncover "core, underlying truths" rather than settling for superficial answers.

What Does Critical Thinking Look Like in a PYP Context?

In the Primary Years Programme (PYP), critical thinking is closely tied to the inquiry process. It starts with asking questions—not just any questions, but those that challenge assumptions, invite multiple perspectives, and encourage deeper investigation. For example:

• Instead of asking, "Why is recycling important?" we might ask, "Does recycling work the same way for everyone? Who might have a harder time recycling, and why?"

• Instead of "What is climate change?" we might consider, "Why do some people talk about climate change a lot, while others don’t? Who decides what gets done about it?"

These kinds of questions guide students toward critical analysis. They prompt learners to examine the historical, social, and political contexts of global issues and to consider their own roles within these systems. The inquiry process in the PYP encourages students to think deeply, question assumptions, and expand their ideas through critical and creative thinking.

The Role of Teachers in Nurturing Critical Thinking

One key takeaway from educational research is the crucial role teachers play in fostering critical thinking. In the PYP, we already emphasize inquiry and conceptual learning, but the teacher's mindset and approach are just as crucial. As educators, we should model the kind of thinking we hope to nurture in our students:

• Embrace Complexity: Resist the urge to simplify. When students grapple with complex ideas, they're more likely to develop a nuanced understanding.

• Value Multiple Perspectives: Encourage students to explore diverse viewpoints, even when they challenge our own. Multiple perspectives help students see beyond their own experiences and ask deeper questions about the world around them.

• Create a Safe Space for Inquiry: Critical thinking requires courage—to question the status quo and to reflect on our own assumptions. A trusting, supportive environment is essential.

  
  

Connecting Critical Thinking to Global Issues

Critical thinking isn't an abstract skill; it's deeply connected to the real-world challenges our students will face as global citizens. Last semester, our Grade 4 students used the UN's International Day of Peace as an opportunity to practice critical thinking. After reflecting on the meaning of peace, we posed questions like:

• "What are some examples of peace that we see in our world? What strategies were used to solve conflict?"

• "What systems or structures might promote or prevent peace?"

• "How might the pursuit of peace look different for people with different lived experiences?"

These discussions were challenging but incredibly enriching. They helped students recognize that peace isn't a static concept—it's a process, shaped by power, privilege, and context.

Looking Ahead

As we deepen our commitment to nurturing critical global citizens, critical thinking will remain a central focus. It's a skill that not only supports academic success but also empowers students to engage with the world in meaningful ways.

Works Cited

Andreotti, V. (2006). Soft versus critical global citizenship education. ​Policy & Practice

(Centre for Global Education),​ ​3​, 40-51.

Blackmore, C. (2016). Towards a pedagogical framework for global citizenship education. International Journal of Development Education and Global Learning​, 8(1), 39-56.

hooks, b. (2009). ​Teaching critical thinking: Practical wisdom​. Retrieved from http://ebookcentral. proquest.com

International Baccalaureate Organization (IBO). (2018). PYP: From Principles into Practice. International Baccalaureate.

Rizvi, F. (2008). Epistemic virtues and cosmopolitan learning. ​The Australian Educational

Researcher,​​35(​1),17-35.

Celebrating Peace: Connecting Observances to Global Citizenship

Like many international schools around the world, we celebrated the UN’s International Day of Peace last week. This event provided our PYP students an opportunity to reflect on what peace means to them and to consider its significance in our global community. We read “Peace is an Offering” by Annette LeBox, and students created peace pledges to cultivate a culture of peace in our community, connecting to this year’s theme.

It was a lovely celebration; students were engaged, and the heartfelt conversations about peace were important. However, as I reflected on the experience, a tension emerged. I worry that these types of celebrations can be viewed as one-off events, disconnected from larger conversations about being part of a global community. How can we intentionally connect these events to our curriculum in ways that enrich learning experiences and deepen our students' conceptual understanding?

Foundational Concepts of Critical Global Citizenship Education

To strengthen these connections, we need to identify the foundational concepts of Critical Global Citizenship Education (CGCE). While several frameworks exist for defining and exploring these ideas, many align with Chloe Blackmore's model, which identifies four interrelated dimensions that reflect the PYP's approaches to learning and its definition of international-mindedness.

1. Critical Thinking: At the heart of CGCE lies critical thinking. It involves questioning assumptions, analyzing information, and considering diverse perspectives. This concept emphasizes understanding the historical and social contexts of issues and challenging dominant narratives.

2. Dialogue: Meaningful and respectful dialogue is crucial for fostering critical global citizens. Engaging with diverse perspectives, challenging assumptions, and actively listening helps us find common ground despite our differences.

3. Reflection: Critical reflection is integral to CGCE, prompting individuals to examine their own assumptions, biases, and perspectives. It encourages a recognition of the interconnectedness of global issues and one's role and responsibilities in the world.

4. Responsible Action: CGCE emphasizes the importance of individuals taking responsible actions to address global issues and challenge oppressive structures. This requires a consideration of the complexities of power, privilege, and agency, alongside an awareness of the broader impact of our actions.

In addition to these skills and knowledge, we must consider attitudes toward difference and engagement with others. Nicholas Palmer refers to this as "mindful dispositions." Nurturing empathy, for example, helps students develop the capacity to understand and relate to others’ perspectives and experiences. Exploring concepts like interrelation encourages students to recognize connections between individuals and the world, promoting self-awareness, perspective-taking, and consideration of how our actions may affect others.

The IB’s documentation encapsulates these ideas well: “...schools demonstrate international-mindedness based on two interrelated concepts: ‘reaching out’ to consider how we interact with others, and ‘reaching in’ to understand ourselves in relation to others.”

When we consider the conceptual understandings, knowledge, skills, and dispositions tied to CGCE and international-mindedness, numerous opportunities arise to connect celebrations and observances to our programme of inquiry. As educators, we must be aware of these connections and be explicit about them.

From Events to Ongoing Learning

Creating a concept bank for global citizenship may be a productive step for our school, supporting teachers in planning for special events. If we develop a set of conceptual understandings linked to global citizenship, we could apply these across various units of inquiry and during special events, like International Day of Peace. This approach could facilitate transfer and help students draw connections between their experiences and their development as global citizens.

For instance, what if we connected our celebration of Peace Day to ideas such as: Advocating for equity, fairness, and human rights disrupts injustice and contributes to a more peaceful world, or Cultivating compassion and understanding for diverse lived experiences strengthens human connections and promotes peaceful coexistence? These concepts are already embedded within several of our units, providing opportunities for ongoing inquiry.

I believe one Grade 4 Sharing the Planet unit in particular has clear connections to themes of peace and global citizenship, as it investigates how finding peaceful solutions to conflict can lead to a better quality of life. This could be an excellent starting point. Looking ahead, next week the UN observes the International Day of Non-Violence. I wonder how our students might connect this observance to the International Day of Peace and their ongoing investigations into peace and conflict.

My hope is that by being intentional about the ways we integrate global citizenship into our curriculum, we can transform these observances from fleeting moments that may soon be forgotten into opportunities to develop enduring understanding and inspire responsible action.

Works Cited

Blackmore, C. (2016). Towards a pedagogical framework for global citizenship education.

International Journal of Development Education and Global Learning, 8(1), 39-56.

International Baccalaureate Organization (IBO). (2018c). International-mindedness. From Principles into Practice: The Learning Community. Cardiff, Wales: International Baccalaureate Organization.

Palmer, N. (2018). Emergent constellations: Global citizenship education and

outrospective fluency. Journal of Research in International Education, 17(2),

134-147.