This study critiqued the nature of understanding in the context of the International Baccalaureate Primary Years Programme (IBPYP) and evaluated the arrangement of understanding goals in written curricula and in the context of the IBPYP. The methodology was a literature review: a critique and analysis of the work of leading authors in the field of teaching for understanding and concept driven curricula. The key findings of the work were that understanding is poorly defined both in curricula generally and in the IBPYP. Understanding arises in learners as mental models and as actions resulting...