The PPT contains lessons that I created for an entire study of the whole novel. It contains 168 slides and lessons are clearly separated by lesson title slides. The PPT was designed for other teachers to be able to follow as I was creating this for the other teachers of the Grade 10 to follow. The final assessment at the end of the unit is a writing assessment that requires students to retell a narrative event of their choice from a specific character’s point-of-view, and include content that shows an understanding of the cultural practices of the tribe. I have also included the overview of the scheme of work. The lessons are ‘IB MYP’ style lessons. The Statement of Inquiry: Stories are an effective way to communicate a society’s cultural beliefs, traditions and values. Global Concepts: Personal and Cultural Expression Key concept: Communication Related concepts: Character & Context

In this investigation, students use their knowledge of showing outcomes by listing and sample space diagrams to explore the chances of winning in different games. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP2.

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.

Full assessment: A six-part structured question to help students reach the aim set Authentic context to support meaningful reflection on answers Criteria C and D rubrics for MYP4/5 Strand-aligned task-specific clarifications Complete working and solution In this task, students are asked to find the ideal pricing strategy for an event based on research conducted on a sample of the target population. Students should be able to: find the equation of a line given two points understand function notation e.g. f(x) move between different forms of quadratic functions (standard form, factorised form and vertex form) sketch a quadratic function given its equation It is recommended to give students 1 hour for this task. Advised is non-calculator or at least a non-graphical calculator so student’s function sketching skills can be assessed. Also having students structure their own answers on a separate paper allows criterion C (communication) to be assessed more completely.

The Bayeux Tapestry, designed for Year 7 History, but could be used across other age groups in KS3 if adapted. This is a full lesson for 55 minutes, the slideshow comprehensively examines the Bayeux Tapestry as a Norman account of the 1066 Norman Conquest and Battle of Hastings at a KS3-level of ability. An animated video of the tapestry is linked with questions to accompany. The lesson also includes a colouring-in activity with provided annotations of the scene of Harold’s death at the Battle of Hastings. A critical reflection exercise follows where students are challenged to objectively scrutinise the validity and reliability of the tapestry as a historical source; a collation of evidence over two slides is provided for print or digital view for them to consider and then write an informed response to as a way to conclude the lesson. Crossword activity also included, can be printed out.

This topic, suitable for Year 8s and 9s, explores how each of the six major world religions express their belief through art. Lesson 1 - How is Christianity represented through art? + Unit Plan for students’ books Lesson 2 - How is Islam represented through art? Lesson 3 - How is dance incorporated into Hinduism? Lesson 4 - How did Jewish artists document the Holocaust? Lesson 5 - What is the martial art of Gatka? Lesson 6 - What is the symbolism used in a Tibetan Mandala? Please ensure you read the speaks notes at the bottom of the slides entitled for instructions/suggestions.

Bring kinetic art to life in your classroom with this engaging 4-period lesson plan for Year 9 / Grade 8 students. This resource invites students to step into the world of Alexander Calder, the pioneer of mobiles and kinetic sculptures. What’s Inside: Students begin with prior research, creating a short PowerPoint about Calder’s life and work. A hands-on, creative lesson plan exploring Calder’s process, focusing on balance, movement, and composition. A guided task to design and build a three-level mobile inspired by the theme of flight. Materials Needed: String, sticks, and a selection of collage or recycled materials. This resource is perfect for sculpture projects, 3D design units, or art lessons exploring movement and form. It’s ready to teach and guaranteed to inspire creativity.

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.

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.

Third lesson in scheme of work focusing on moral/ethcial dilemmas that are faced by people around the world every day. This scheme of work looks at reasons for and against these dilemmas and what religions may say about this. This lesson introduces students to the concept of euthanasia by allowing them to explore the law in the UK and reasons why a person may or may not agree with the euthanasia. This lesson follows closely from lesson 1 around the sanctity of life. 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.

First lesson of four focusing on introducing pupils to artificial intelligence and the ethics around it. This lesson focuses on examples of AI that students may not understand, key words to be used throughout the unit of work and gives the students a chance to debate how essential AI is to everyday life.

Complete overview for IB MYP Integrated Sciences. Includes; Key concepts Related concepts Global contexts Statements of inquiry Assessment criteria ATLs Science Content

First lesson is unit of work aiming to improve students communication skills in a variety of ways, The aim of this lesson is to help students become more confident in voicing their thoughts and opinions in group work settings. Students are asked to think about the value of speaking during group work, think about tips for group discussions and carry out a scripted role play.

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.

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 how and why wars start and moral guidance of how wars should be fought. 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.

This editable MYP Grade 10 Biology resource provides a set of in-class Criterion B: Inquiring and Designing assessment tasks for the unit Cell Biology. For an additional 10% savings, you can purchase the full 7-unit bundle: https://www.tes.com/teaching-resource/resource-13478374 The package includes three inquiry-based tasks designed to be completed during class time. Each task helps students practise the key skills required for Criterion B, including developing a research question, formulating a hypothesis, identifying variables, planning data collection, constructing results tables, and designing a valid method. The tasks are marked using the MYP Criterion B strands and are supported by full teacher mark schemes. What is included: 3 editable Criterion B student tasks 3 teacher mark schemes In-class assessment format Research question practice Hypothesis writing practice Variables tables Results table construction Method design questions Validity and reliability prompts Safety and limitation considerations where relevant Mark scheme guidance for each Criterion B strand The three tasks cover: Osmosis: effect of sucrose concentration on potato cell mass Diffusion: effect of concentration gradient on rate of diffusion Membrane permeability: effect of temperature on pigment leakage from beetroot cells The tasks include practical-style investigation planning, data collection design, repeated trials, graphing decisions, and interpretation of biological trends. Students work with key biology concepts, including osmosis, water potential, partially permeable membranes, diffusion, concentration gradients, passive transport, cell membrane structure, phospholipid bilayers, selective permeability, temperature effects on membranes, and absorbance measurement using a colorimeter. The resource is fully editable, allowing teachers to adjust the wording, level of support, investigation context, practical details, data tables, examples, or mark scheme expectations to match their own teaching sequence and the specific content delivered in class. The teacher mark schemes provide model answers, accepted alternatives, scientific explanations, validity notes, graphing guidance, and advice on what stronger responses should include. This supports consistent marking and helps teachers see how students can access each Criterion B strand. This resource is suitable for MYP Grade 10 Biology, in-class Criterion B assessments, end-of-unit inquiry practice, assessment preparation, classroom assessment, or revision of investigation design skills within the Cell Biology unit.

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.

8-16 lessons exploring and examining Dennis Kelly’s play DNA. Practical activities and group discussions, with evaluation and reflection tasks included. Created using Canva, so has been downloaded as a PDF. Suitable for MYP or GCSE Drama.

This is a straight forward table for students to practise their conjugation of *venir, être and aller in the present tense, as well asconsolidate their understanding of passé récent (je viens de + inf.), présent (je suis en train de + inf.) and futur proche (je vais + inf.) with two differentiated sheets and the colour- coordinated correction. I created this for a phase 1 MYP1 class (KS3) as we were finalising the Leisure and World of work units, but this could also be useful revision for GCSE, IGCSE, IB French Ab Initio and French B classes.

2 authentic resources on vacations with questions. Good for level 2 students

In this activity, students will practice answering questions in Spanish using the future tense about other students in the class! For quick and easy differentiation, you can print out the same copy and have students choose to use the simple future tense (ir + a + infinitive) or the more advanced future tense. The activity includes 14 questions (7 fill in the blank and 7 translation) and is personalized to the interests of the students in the class. An answer key is also included for the future tense. This is a print and go activity and can be used any time after teaching Spanish future tense and students will be very engaged as it is all centred on them and their fellow classmates! Optional extension: I tally their answers afterwards and create a quick PowerPoint of ‘Most Likely To’ and have students who were most chosen to send me in their photos.