Real-World Learning: Malvern College Tokyo’s Christmas Market Challenge

This article was made in collaboration with Jason Bentley and Aidan Leach.

Malvern College Tokyo’s International Baccalaureate (IB) programme empowers pupils to foster independence, creativity and collaboration in the Middle Years Programme (MYP). It’s evidenced by Malvern’s annual real-world projects which are designed to help learners make meaningful connections between different subject areas to tackle real-world challenges. 

Fostering Student Potential Through Real-World Problem Solving

The MYP includes pupils participating in at least one Interdisciplinary Unit (IDU) where teachers—assuming the role of mentor and facilitator—guide a mixed-age team of students with the ultimate goal of creating a community-wide learning experience that builds leadership, critical thinking and creativity. 

One such example was showcased in a real-world project during Malvern’s Christmas Market Event where pupils were immersed in a powerful lesson of entrepreneurship, teamwork and purposeful learning.

Students Take the Lead in Business Innovation

At Malvern’s first IDU in June 2024 pupils were challenged to create and brand their own chocolate bars, pitching their ideas to primary pupils, parents and a panel of businesspeople and real-life entrepreneurs including the CEO of Malvern College International. Funds were allocated based on the pitch’s strength and the team receiving the highest investment was crowned the winner at a celebratory assembly. 

However, the IDU evolved this project into a two-week, real-world learning experience. Building from their pitches, pupils were formed into mixed-year teams and tasked to design and operate a real Christmas Market stall in December 2024 with generated profits donated to the school’s parent association, the Friends of Malvern (FOM).

After commencing the project with trust-building activities, pupils met with the FOM chair, who shared the vision and purpose behind the fundraising effort and selected specific roles and business functions:

• Leadership – team coordination, deadline management and formal pitch preparation
• Marketing – creators of slogans, posters and promotional materials 
• Social media – developed and managed Instagram campaigns using clear and engaging English 
• Finance – produced full budgets and cashflow plan, and tracked sales 
• Product Design – crafted physical items and experiences for the market 

Through the support of targeted masterclasses—such as The Role of a CFO, Marketing to Teenagers, and Creating a Brand Identity—led by teachers, parents and members of the admissions and marketing teams, the Christmas Market Event helped students gain:

• Real-world context 
• Practical insights
• Discovery of interests they hadn’t considered

Transformational Learning Experience

Throughout the course of the product production process, pupils worked closely with their mentors and regularly met in sub-teams to refine their ideas. As a way to measure their progress, pupils pitched early versions of their product to parents, teachers and staff for informal feedback. An array of different languages were used such as English, Japanese and Chinese, allowing pupils to confidently communicate and share their ideas while implementing feedback to further enhance their product.

Pupils were later tasked to present a formal business pitch to the FOM Committee, outlining their business vision, production strategy, pricing structure and expected profit. It was a new experience for many students, especially since this was the first time presenting to adults outside their own classrooms, but through their team’s support, guidance from their mentors and past IB presentations, all the pupils delivered a confident and successful pitch!

Festival of Innovation and Enterprise

Laughter and excited chatter filled the Senior School corridors as the halls were decorated with colorful posters, streamers and signs, signaling the commencement of the Festival Market. Upon opening the doors, a steady stream of visitors, including Prep School pupils, kitchen and office staff, security personnel and parents occupied the corridors. 

Each stall illustrated each team’s uniqueness and creativity on how to bring an unforgettable experience and a quality product to their audience. One group offered musical performances on request from a talented pupil-singer and pianist. Another sold handmade gingerbread people shaped ornaments. Other popular products included:

• Handmade Christmas decorations 
• Festive snacks 
• Sleigh rides

For three hours, pupils confidently interacted with customers, promoted their brands, explained their products and managed many transactions. There were games, snacks, crafts and last-minute discounts as the clock approached 4:30pm. 

Collectively, pupils raised an outstanding ¥210,000 for the FOM while individual teams earned between ¥15,000 and ¥40,000. These were figures that exceeded expectations and gave pupils a real sense of accomplishment.

Reflection of the IDU’s Impact

On the final day of the IDU, pupils—with mentors giving feedback—reflected on their projects analyzing the challenges they faced, what they learned from overcoming hardships and tight deadlines and what they would do differently. They also reflected on the importance of collaborating with and developing ideas from pupils of different age groups and backgrounds, the excitement of turning an idea into a product and the pride in making something successful through teamwork.

To conclude the IDU project, a special assembly was held where pupils presented the cheque to the FOM, and awards and recognition were granted to several individuals and teams for exceptional teamwork, leadership and innovation.

Lasting Effects of IB Education

Malven’s MYP Christmas Market made a lasting impression on the teachers, attendees and, most importantly, the pupils, making this more than just a festive event. It was an opportunity to showcase the values of IB’s education process through a practical, real-world project. It illustrated that through the IB learning system, pupils engaged in real-world learning that integrated multiple disciplines, supported community service and encouraged creative problem-solving. Pupils learned how to lead, collaborate, reflect and adapt, all while experiencing the joy of creating something together for a shared purpose. It was a vivid reminder that education doesn’t just prepare pupils for life … It is life.