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

6 lessons on Reggae Music - analysing/listening and practical skills

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 !

**How can we give waste purpose and value? **In this project, students are given a brief from a TV manufacturer to design a household product out of cardboard waste. This design project is based on a real industry brief. A global contest that challenged contestants to design innovative new objects for the home that could be made by re-purposing cardboard TV packaging. Students evidence their design process in a 22 page digital portfolio (Powerpoint) in line with the four assessment criteria. Alternatively this can be printed or used as a template. Included are teacher and student examples. A unit plan is also included. Lessons cover: ♦ Introduction to cardboard waste and the circular economy - factors and innovative solutions to minimise waste). Why is cardboard waste a growing problem? ♦ Ideation using the SCAMPER technique. Initial sketches worksheet. ♦ Advanced sketching techniques: isometric drawing - Which advanced sketching techniques do designers use? Isometric resource sheets. ♦ Planning and constructing ideas- Would someone else be able to construct my idea? Shape nets resource sheets. ♦ Iterative Design and Prototyping - How and why do we prototype? 2D design and/or physical prototyping. Evaluating our designs. ♦ Creating a Guide - How would someone else construct my idea? This project does not require the use of specialist classrooms and cardboard could be substituted with paper and scissors if necessary. This project could also be set as remote learning. This unit/project is designed for a half-term (6-8 weeks) though can be extended or condensed by modifying the design process and portfolio accordingly. If you enjoyed this project/scheme of work please leave a review and visit my shop where there is a range of creative and engaging design and engineering projects. – ↠ Projects work in Powerpoint or Google slides. This file may be zipped. Once downloaded right-click the file and select ‘extract all’ to open. ↞ ✎Please note I am a UK seller and unless otherwise stated the product uses standard English. This should not affect the use of this product in other countries. ✎ ♥ After using this product please leave a rating and comment. ♦ If there are any issues with the product please contact me (via the Ask a Question tab) before leaving feedback.

In this investigation, students use their knowledge of linear and quadratic functions to explore the intersects as variables change. Including the assessment, rubric, task specific clarification, marking guidelines and sample answer. Recommended for MYP5. Use of Desmos or Geogebra to graph is required.

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.

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.

This scheme of work is intended to be a creative and enjoyable way to explore the novel and is suitable for an able Year 7 or a Year 8 class. I taught it over the course of a term to my Year 7 but it could be condensed into a half-term. It includes preparation for Reading and Writing assessment pieces, (a piece of descriptive writing and a reading response) as well as lots of speaking and listening activities. There are also a number of engaging research/homework activities to which this novel lends itself and some activities which can be done as drama/role-play activities but which don’t require moving desks or classrooms! All resources to accompany the scheme are included. I hope your class enjoy the novel.

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.

Investigate how a,b,c alter the y-intercept and vertex of a quadratic if a,b,c belong to a geometric sequence. With TSC

History scheme of work for a unit exploring medieval Africa designed for Year 7. Assessment concept/skill focusses on similairites and difference between medieval England and medieval Africa.

This is a Criterion B and C Assessment investigating the angles in a polygon. This includes the key skills and task specific clarification for each level. Of course this could also be used as an investigation for anyone not following the IB MYP scheme too.

A scheme of work for Michael Morpurgo’s ‘Kensuke’s Kingdom’. It follows the Middle Years Programme framework but should work across multiple curriculums for Key Stage 3. This particular unit was created for a Year 7 class. It includes slides and a Point Evidence Explain Assessment.

Atoms, Elements, Compounds, and mixtures

Analyzing a good Instagram post involves dissecting various elements that contribute to its effectiveness. Here’s a breakdown: Visual Appeal: The primary element of an Instagram post is its visual content. Analyze the quality of the photo or video, considering factors like composition, lighting, color palette, and clarity. Aesthetic coherence and visual storytelling are crucial. Engaging Caption: The caption complements the visual content by providing context, information, or a call to action. Evaluate the caption’s length, tone, relevance, and use of emojis, hashtags, and tagging. Hashtags and Tags: Examine the hashtags used to increase discoverability and engagement. Assess the relevance, diversity, and strategic placement of hashtags, as well as the tagging of other users or brands. Engagement Metrics: Analyze engagement metrics such as likes, comments, shares, and saves. Consider the quantity, quality, and sentiment of interactions to gauge audience engagement and resonance. Storytelling and Narrative: Assess how the post tells a story or conveys a message. Evaluate the coherence, clarity, and emotional impact of the narrative or theme presented. Call to Action (CTA): Evaluate whether the post includes a clear CTA prompting users to take a specific action, such as liking, commenting, sharing, or visiting a link. Branding and Consistency: Consider how the post aligns with the user’s brand identity and overall aesthetic. Analyze consistency in visual style, tone, messaging, and posting frequency. Audience Engagement: Examine the level of engagement generated by the post, including the quality of comments, interactions, and conversations sparked among users.

A self-assessment sheet for criteria C & D that I have used with my classes after a creative writing exercise. Written in student friendly language, students are encouraged to consider aspects such as characterisation, sentence structure, ‘show not tell’ description and writing with precision. This resource is easily editable for any writing task but fits particularly well with narratives. This was designed for a class studying the hero’s journey structure, but you could adapt it for any other focus. I have added two sentence stems encouraging students to state something they are proud of and something they would like to work on. You could easily add something to do with your statement of inquiry or any questions they may have too.

This is a resource I created as part of our investigation into advertising and influence, where students formulate questions as part of a survey in order to test their hypothesis of target groups and their advertising preferences. As this is an editable resource, it can be adapted to suit different subjects and investigations.

Designed primarily for the MYP Language B criterion Visual Interpretation, this is a worksheet or short test where students are encouraged to explore the use of colour and design on a book cover to grasp the underlying themes of the novella.

This lesson was developed using the STEM method of problem-oriented learning Lesson topic: Disappearing beauty Lesson objectives Students can: get acquainted with rare and endangered species of animals living on the territory of Kazakhstan -create the magazine “Disappearing Beauty”. Skills Skills: distinguishes and explains different types of animals; estimates the animal population; applies knowledge when creating a magazine Language goals development of subject-academic vocabulary through work with textual information in various formats of speech activity (reading, writing, oral speech skills); -verbally formulate your answers, give precise definitions. STEAM Components Connection with design: magazine design Communication with Computer science: using the resources of the Twig-Bilim website Usage skills Computer science The lesson uses the resources of the Twig-Bilim website at the research stage and at the knowledge verification stage Prior knowledge Types of animals. The Red Book