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To ensure that the above traits are developed, learning in IB is:

1. Conceptual based learning, and
2. Inquiry-based learning

Concepts are again categorized into Key concepts and Related concepts. 

Key concepts are the broader ideas that we want our students to develop an understanding of. For example Communication.

Related concepts are more subject oriented and cater to develop students’ understanding of the  subject. For example, ‘structure’ and ‘purpose’ are a couple of related concepts of the discipline Language and Literature.

So, the conceptual understanding that can be developed about ‘communication’ could be “Communication must be structured in order to be purposeful”.

To develop the above concept in learners, it is important that they are given examples and references. These examples/references become the context of them developing a concept. To simplify this, another example would be that people develop the concept of a tree by looking at the different trees that they see around them.

IB promotes that students not only look at local context but also the global context. Additionally, IB also has categoried the global context to further simplify student’s understanding of a concept. There are six global contexts which are listed below:

1. Identities and relationships
2. Orientation in time and space
3. Personal and cultural expression
4. Scientific and technical innovation
5. Globalization and sustainability
6. Fairness and development

Going back to the example of developing the concept, “Communication must be structured in order to be purposeful”, when thought through the context identities and relationships will then be about why and how structured communication builds or develops one’s identity. For example, when a person speaks Deccani Urdu, he/she is easily identified as someone who is from Hyderabad. If we teach the same concept through the context of Orientation in Time and Space, then students will learn how geography, demography and time affected the structure of language.