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Conceptual understanding

Conceptual understanding

This type of educational system also explores important content and offers students the opportunity to develop disciplinary and interdisciplinary understanding. It provides pedagogical frameworks and instruction that are broad and balanced, conceptual and related, and, finally, rigorously assessed.

Together, these characteristics define an education system that is research-based and conceptually organized, similar to the four age-appropriate IB programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, and the Career Oriented Programme (POP). All of these dimensions must be present and work together to create a strong educational system.

A curriculum organized around concepts

KNOWING AND DOING versus KNOWING, DOING and UNDERSTANDING. Too often we have assumed that students who know and do also understand. Unfortunately, this is not the case. Conceptual understanding adds depth to students’ educational experience.

Global contexts must be central to the operation of this type of educational system. Students enrich their understanding of language and culture (multilingualism and intercultural understanding) and foster global and local engagement, including developmentally appropriate challenges in the areas of environment, development, conflict, rights, cooperation, and governance.