In this investigation, students use their knowledge of perimeter and linear sequences to explore properties of a uniquely defined shape. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP4.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Inequalities (2 marks) Scientific notation/standard form (4 marks) Linear functions (6 marks) Representing data (8 marks) Real life - circles in a personal and cultural expression context (20 marks) Investigation - exponential functions leading to geometric patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

Overview This booklet is ideal for students preparing for the eAssessment or at the end of MYP5/beginning of DP to review prior learning. Comes with mark scheme and cover sheet for reflection. Each booklet has three sections (communication is assessed throughout) which should take 20 - 25 minutes each: Section 1: 4 short/medium questions assessing knowing and understanding (criteria A and C) Section 2: a real life application question (criteria D and C) Section 3: an investigation (criterion B and C) Note: there is space to answer section 1 questions in the booklet but, due to the nature of an application problem and investigation, it is advised that students do this on a separate paper. Specific Topics in this booklet: Set notation (2 marks) Travel timetables and lowest common multiple (4 marks) Direct and inverse proportion (6 marks) Circle theorems (8 marks) Real life - functions in a globalisation and sustainability context (20 marks) Investigation - transformations leading to arithmetic patterns (20 marks) How to use Homework - it is expected that students will need 72 minutes for the whole booklet so it could be given over a longer period of time or each section could be given as a shorter task. If students were self-assessing against the markscheme, this could very nicely fit into three 30 minute homework tasks. Developed into a unit assessment - the real life problem and investigation can both easily be developed into criteria based assessments purely by removing the subparts and giving students the flexibility to choose their own methods to solve the problem posed. All strands of criterion B and D are assessed in each booklet. Note: you would need to create your own rubric/task specific clarifications for this but the solutions on the markscheme would still be applicable. In class assessment - for those preparing for the eAssessment this is a great resource to test on demand recall of mixed concepts. Again, if a lesson or double lesson time does not allow for 72 minutes of assessment, different sections of the booklet can be given over a series of lessons. Class activity - end of MYP review, start of DP prior knowledge check, revision activity. Questions could be given as a quiz, a relay, a team challenge etc. Self study - some students will want a resource to prepare for the eAssessment, or for general review of their learning at the end of MYP. Coupled with the markscheme, students can work through this independently. Basis for a study plan - the reflection and next steps section can be used once the marks are filled into the given table. Students should note their strengths and areas for improvement (either mathematical concept e.g. trigonometry, or criterion specific e.g. verifying a general rule). This will make it easier to set goals and plan next steps for progress.

This unit of work teaches the skills required for MYP INS OPVL analysis. (origin, purpose, values and limitations). It can be used for any of the MYP 1-5 grades. The unit covers 4 Weeks of content. It includes a PowerPoint with 3 lessons per week for 4 Weeks and corresponding worksheets. It does not include a summative OPVL assessment.

This is a task sheet which is specially designed for IB MYP-5 students. It’s a comprehension task based on social relationships. You can use it for a summative assessment or a preparatory worksheet to prepare your students before the assessment.

Great lesson to introduce student to RS/RE. Lesson objectives will review: To identify the differences between fact and belief. To describe why people hold communal beliefs. To look at the reasons why people worship. Includes a Homework activity !

Introduction lesson to a unit of work focusing on what ethics is and some ethical theories. Students will learn what ethics is, be introduced to new vocabulary and have the chance to apply their ethics to a situation. Features - On screen task management board for SEN students. Differentiated questioning for HAT/MAT/LAT students by Gold, Silver, Bronze task. Worksheets included in powerpoint ready to print.

Fifth lesson in unit of work exploring what ethics is. Students will be exposed to the philosophies of Joseph Fletcher and his beliefs in Jesus’ teaching of “Love your neighbor”. Features - On screen task management board for SEN students. Differentiated questioning for HAT/MAT/LAT students by Gold, Silver, Bronze task. Worksheets included in powerpoint ready to print.

First lesson in scheme of work focusing on religion, peace and conflict. These lessons look at a number of different aspects of war including the causes, the moral aspect of going to war, pacifism, weapons of mass destruction and the just war theory. This lesson introduces students to the concept of pacifism and the influencial role in can play in warfare. The lessons take a specific look at the example of Desmond Doss and shows clips from Hacksaw ridge. This is a complete lesson that has been designed with non subject specialists in mind so that it is fairly easy to pick up and teach. Lesson includes differentiated tasks, work sheets, on screen task management board and relevant information.

Third lesson in SOW looking at the main beliefs of Hinduism. This lesson looks a the festivals of Diwali and Holi. Students look at the stories behind each festival and how Hindus celebrate them today. Lessons are designed with non subject specialists in mind to be able to pick up and teach. Relevant information is on screen and task information is one screen also. Lesson includes all relevant resources ready to print. Lessons designed for KS3 but can be adapted up or down to suit ability of students.

Final lesson of four focusing on introducing pupils to artificial intelligence and the ethics around it. Students will consider how far AI can go, the coffee test, real life examples of AI in use today and then consider the fictional future of AI seen in the Terminator film series.

Part of a citizenship unit planned for KS3 covering a range of relational and lifestyle topics. Student think about some problems that can occur during relationships and are challenged to think of solutions to these problems. They then learn about the skills of active listening and the benefits of deep conversation.

Part of a citizenship unit planned for KS3 covering a range of relational and lifestyle topics. In this lesson, students are taught about equality through the belief in human rights. This is balanced by getting students to think about some of the responsibilities that they have. For example: Everyone has the right to a free education but students have the responsibility to ensure they are are in school on time, in uniform and with the correct equipment.

First lesson is unit of work aiming to improve students communication skills in a variety of ways, This lesson aims to help students identify reasons why effective communication is an important life skill. Students consider what communication is, the different communication styles and how these could be used in certain scenarios.

Third lesson of four focusing on introducing pupils to artificial intelligence and the ethics around it. This lessons introduces students to the ethical debate that AI throws up focusing on how AI has changed jobs in this country and how driverless cars are programmed and where computers get their ethics from.

This unit plan is an excellent teaching resource to teach grade 8 and 9 set design. It stretches the students to create 3D set designs as well as box models.

15 Sample Questions: This resource is designed for IB MYP Language and Literature educators seeking to help students prepare for their e-assessments. It provides a variety of practice questions that closely align with the demands of the MYP e-assessment format, specifically for Task 3: writing functional text. The aim is to offer students valuable opportunities to hone their skills in crafting responses to real-world scenarios, enhancing their understanding of purpose, audience, and format. The sample questions in this resource are carefully crafted to reflect the different types of functional writing students may encounter in the final assessment. These include letters, reports, articles, and speeches, allowing students to explore various registers, tones, and styles. Each question is accompanied by helpful prompts that guide students to focus on critical aspects of functional writing, such as clarity, conciseness, and appropriate use of language for the intended audience. Additionally, this resource offers suggested rubrics and marking criteria that follow MYP assessment standards, making it easy for teachers to provide constructive feedback and for students to understand how they can improve. Whether used for class exercises, homework assignments, or mock assessments, the questions are designed to progressively build students’ confidence and competence. Incorporating these questions into the classroom will help develop key skills required for successful completion of the MYP e-assessment. This resource is ideal for teachers looking for ready-made, high-quality practice materials that can supplement their current teaching approach while providing students with a solid foundation in functional writing tasks.

This resource is a comprehensive listening comprehension activity designed for MYP 3 French students, focusing on the topic of technology, specifically the use of smartphones and the potential for dependency. The activity encourages students to reflect on their own usage of mobile phones while developing their French language skills through vocabulary building, comprehension questions, and critical thinking exercises. Key Features: Brainstorming and Discussion: The activity begins with group discussions to engage students in thinking about their own smartphone usage, including whether they could go a day without their phone and the pros and cons of smartphones in daily life. Listening Comprehension: Students listen to an audio recording and identify key words and expressions they hear, helping to improve their listening skills. Multiple-Choice Questions (QCM): A set of multiple-choice questions tests students’ understanding of the audio content, covering topics such as the challenges of going without a phone, the concept of being “elsewhere” due to phone use, and the multifunctional nature of smartphones. Vocabulary and Sentence Completion: Students complete sentences using a provided list of key vocabulary words, reinforcing their understanding of terms related to technology and dependency. Matching Definitions: A matching exercise helps students connect key terms (e.g., “portable,” “dépendance,” “addictif”) with their correct definitions, enhancing their vocabulary and comprehension. True or False with Justification: Students evaluate statements based on the text and justify their answers with evidence from the content, promoting critical thinking and deeper engagement with the material. Focus on Digital Education: The resource emphasizes the importance of digital education and awareness of the mental and physical health impacts of excessive smartphone use, making it relevant to modern-day issues. Learning Objectives: Develop listening and reading comprehension skills in French. Expand vocabulary related to technology and smartphone usage. Encourage critical thinking and self-reflection on technology dependency. Promote discussion and awareness of the impact of smartphones on daily life and mental health. How to Use: This resource can be used in a French language class to complement a unit on technology or modern lifestyles. It is suitable for both in-class activities and homework assignments. Teachers can adapt the discussion questions and activities to suit the proficiency level of their students.

This a good introductory ppt cum task sheet for MYP year 1. The slides explain what is a design brief. You can try this ppt for free. To be more effective you could download the full ppt which includes how to develop design specification as well

General lesson PPT Answers included. Any feedback welcome.

This is a resource that involves students independently navigating a virtual Machu Picchu and responding to key questions. It could lend itself nicely to a persuasive writing series of lessons (tourism leaflet, persuasive speech etc.).