Continuing the Debate: Igniting the Spark in learners

Introduction

As part of my ongoing debate about how we can truly innovate in teaching, I want to continue exploring what it takes to ignite genuine curiosity and creativity in every learner.

In this piece, I reflect on the power of the IB Middle Years Programme (MYP)—not just as a curriculum, but as a living, humanistic approach that connects students and teachers to the real world, to each other, and to the deeper purposes of learning.

By rethinking how and why we teach, and by challenging some common assumptions about concepts and contexts,

I hope to spark new conversations about what education can—and should—be.

Learning that Feels Real

Every teacher longs for that moment when a student’s eyes light up with curiosity—a spark that can grow into a lifelong love of learning. In our fast-changing world, the International Baccalaureate Middle Years Programme (MYP) helps make those moments possible, not just by teaching facts, but by connecting learning to real life and nurturing the whole person.

Agency and Ownership: Learning that Belongs to Students

One of the most powerful things about the MYP is how it gives students a sense of agency.

Instead of just following instructions, students are encouraged to ask questions, make choices, and explore their own interests.

When students feel that their learning belongs to them, they become more engaged, more resilient, and more willing to take risks.

As a teacher, it’s incredibly rewarding to watch a student chase an idea that excites them, or see them bounce back from a setback with new determination.

Building Skills for Life, Not Just for School

Of course, this freedom needs a foundation which is what teachers worry about.

The MYP helps students build the skills they’ll use for the rest of their lives—reading, writing, math, digital skills, and especially, thinking critically.

These aren’t just boxes to tick; they’re the tools students need to understand the world and make their own mark on it.

When students learn how to learn, they become confident enough to try new things and creative enough to solve problems in their own ways.

Context and Concepts: Rethinking the Why and the How

Here’s something I’ve learned from years in the classroom: the “why” matters just as much as the “how.” Thanks to everyone who is providing feedback and engaging in this debate.

The MYP’s global contexts are all about the why—they connect what we’re learning to the world outside school, to different cultures, industries, and communities. Why are we learning this stuff?

When students see why something matters, they care more, and their learning becomes more meaningful.

On the other hand, key concepts are about the how—they’re the ways we approach problems and make sense of new ideas.

Concepts like “change,” “relationships,” or “systems” help students begin to link the subjects to their bigger picture.

I also used to think it was the other way around—that contexts were about methods and concepts were about purpose.

But flipping this perspective can changed - as a result of this debate.

When we start with the why (context), students are more motivated as there is meaning in what they are learning.

When we focus on the how (concepts), they become better thinkers.

It’s a subtle shift, but this could make inquiry deeper and learning more connected.

Teachers and Students: Learning Together

The MYP isn’t just about students; it’s about teachers, too.

In my classroom, I see myself as an inspirer and a fellow learner.

We reflect together, celebrate mistakes as opportunities, and keep asking,

“What can we try next?”

This creates a safe space where everyone can grow.

Students learn that it’s okay not to have all the answers, and teachers rediscover the joy of learning alongside their students.

Why MYP Lights the Way for IGCSE

When students use the MYP for the IGCSE, they’re stepping into a more exam-focused world.

But MYP students arrive with something special: they know how to think for themselves, connect ideas, and tackle challenges with confidence.

They don’t just memorise—they analyse, reflect, and apply what they know in new ways.

That’s what the IGCSE—and life—really demand.

Even more important, MYP students understand why their learning matters.

They see how what they study connects to the world, and they bring that curiosity and purpose into every subject.

This makes them more motivated, more independent, and better prepared to succeed—not just in exams, but in whatever comes next.

A Human Journey

At its heart, education, I believe is a human journey. Inspiring learners to learn and innovate, empowering them to lead.....after all, they need to use their knowledge and understanding the lead their own well being and personal aspirations.

The MYP helps both students and teachers bring more of themselves to that journey: curiosity, courage, creativity, and compassion.

When we focus on the why and the how, when we make learning real and personal, we don’t just ignite a spark—we help it grow into a lasting flame.

What is affecting my thinking?

It is watching students light up when they see the real-world impact of their learning, and realising that when we start with context—or indeed, with concept—everything else falls into place.

This is where the heart of teaching truly beats.

There’s a unique energy in the classroom when a student suddenly connects a lesson for example - about statistics to the way data shapes public health decisions, or when a discussion on “systems” in science leads to questions about how ecosystems respond to climate change.

In those moments, learning becomes something living, meaningful, and urgent.

What’s fascinating—and at the core of this ongoing debate about innovating teaching—is the question of what should come first: context or concept?

Some days, starting with a global context—like migration, sustainability, or digital citizenship—draws students in, making them hungry to understand the concepts that help explain those real-world issues.

Other times, beginning with a powerful concept—such as “change” or “identity”—gives students a lens through which to interpret the world, and the context naturally emerges as they apply that lens to current events, personal experiences, or global challenges.

I’ve found that both approaches can be transformative.

The magic happens when students recognise that what they’re learning isn’t just for a test or a grade, but is a toolkit for understanding and shaping the world around them.

Their questions become deeper, their engagement more authentic.

You can see it in the way they lean forward during a debate, or the pride they take in a project that addresses a real need in their community.

This is why the debate about where to begin—context or concept—is so interesting and, ultimately, so productive. It pushes us as educators to be more intentional, to listen to our students, and to adapt our teaching so that every learner can find their own spark. Whether the journey starts with a big idea or with a pressing real-world issue, what matters most is that students see themselves as part of the story, and that their learning has purpose and power beyond the classroom.

In the end, perhaps the real innovation is in recognising that there’s no single path to meaningful learning.

When we stay open to both context and concept—sometimes leading with one, sometimes the other—we create the conditions for those unforgettable moments when everything clicks, and the spark of understanding truly ignites.

It was seeing how key concepts gave them the tools to navigate complexity and make their own connections.

What’s the impact?

Learning feels more alive.

Students are more engaged, teachers feel more inspired, and the classroom becomes a place where everyone’s spark can catch fire.

That’s the magic of the MYP—and why it’s the perfect foundation for IGCSE and beyond.

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