I have been teaching for 10 years both as a Biology/Chemistry/Pychology teacher and as a Head of department. I have experience teaching in both international schools and state comprehensives.
I have been teaching for 10 years both as a Biology/Chemistry/Pychology teacher and as a Head of department. I have experience teaching in both international schools and state comprehensives.
This PowerPoint contains everything you need to teach Thinking and decision making in the cognitive approach unit IB Psychology specification.
This Powerpoint contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Student workbook which accompanies the lessons
The following content is included:
Economics of irrational decisions
Bounded rationality
Rational thinking and intuitive thinking: (Sanfey and Chang, 2008)
Characteristics of System 1 and System 2 thinking
Wason (1968)
Interacting systems: (Kahneman, 2003): Dual processing
Atler & Oppenheimer, 2007
Summary of unit with student workbook
This PowerPoint contains everything you need to teach the Introduction to memory in the cognitive approach unit IB Psychology specification.
This Powerpoint consists of 40 slides and contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
The following content is included:
Stages of memory (sensory, short-term and long-term)
Short-term memory
Memory processing (encoding, storage and retrieval)
Introduction to schemas
Types of long-term memory (implicit and explicit)
Why we forget?
Anterograde and retrograde amnesia
Construction and reconstruction of memory
This PowerPoint contains everything you need to teach the Multi-model of memory in the cognitive approach unit IB Psychology specification.
This Powerpoint contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Student worksheet which accompanies the lesson
The following content is included:
What makes a good model?
Multi-store model of memory explained
Student experiment explaining serial positioning effect
Evidence for and against the multi-store model
Summary of topic
This PowerPoint contains everything you need to teach the Working memory model in the cognitive approach unit IB Psychology specification.
This Powerpoint contains the followings:
All the information ( HL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Student worksheet which accompanies the lesson
The following content is included:
Difference between Multi-store model and the working memory model
Explanation of all key aspects of the working memory model (WMM)
Explanation of the episodic buffer
A number of practical tasks which provide evidence for the WMM
Evaluation of the WMM
Student workbook which accomanies lessons
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the A4.2 Ecosystems in the new IB Biology specification
This Powerpoint consists of 51 slides and contains the followings:
All the information ( HL and SL) the IB have included in the new spec.
Exam tips
Clear diagrams
Videos
Student research tasks
Clearly identified HL and SL content
Student checklist
The following content is included:
A4.2.1: Identify the levels of biodiversity – ecosystem diversity, species diversity and genetic diversity.
A4.2.2: Compare the current number of species and past levels of biodiversity.
A4.2.3: Describe the causes of anthropogenic species extinction.
A4.2.4: Analyse case studies to understand the range of causes of extinction.
A4.2.5: Describe the causes of ecosystem loss.
A4.2.6: Analyse case studies to understand the range of causes of ecosystem loss.
A4.2.7: Analyse evidence for a biodiversity crisis from different sources.
A4.2.8: Describe the causes of the current biodiversity crisis.
A4.2.9: Describe different ways to conserve biodiversity.
A4.2.10: Know the mechanism of conservation prioritisation.
This fantastic bundle consists of 6 lessons (over 70 slides). Each lesson contains a starter slide with answers, all key information, clear diagrams for students, case studies and clear experimental procedures. The following content is covered:
Species and speciation
Autotrophs and Heterotrophs
Consumers, detritivores and saprotrophs
Communities
Ecosystems and nutrient cycling (mesocoms)
Chi-squared test (step by step instructions)
Full resources bundle which you can use to teach B1 and B2 (iGCSE Cambridge). Contains the following lesson:
Characteristics of living organisms
Introduction to cells
Specialised cells
Magnification
Microscope practical
Diffusion
Osmosis practical (2 lessons)
Active transport
Checklist (B1 and B2)
Full resources bundle which you can use to teach C1 and C2 (iGCSE Cambridge). Contains the following lesson:
States of matter and changes
Atomic structure, molecules, elements and mixtures
Diffusion
Purity
Paper Chromatography
Separating techniques
Checklist
This resources comprises of 4 lessons (can take up to 6 if all activities are completed):
The Heart
Blood vessels
Coronary heart disease
Blood
Past paper questions (could be used as an assessment/homework)
All resources follow the specification of the exam boards and contain past paper questions, real world context, independent tasks and clear learning objectives.
Full resources bundle which you can use to teach topic 18 (iGCSE Cambridge). Contains:
Contains 7 lessons (DNA, Variation, mutations, plant and animal adaptations, natural selection and evolution, antibiotic resistance and selective breeding.
Contains starter tasks and regular assessment questions with answers
Student check list
Revision questions
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D3.1: Reproduction in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 85 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D3.1.1: Differentiate between sexual and asexual reproduction.
D3.1.2: Describe the role of meiosis in creating variation in sexually reproducing organisms.
D3.1.3: Compare the differences between the male and female sexes.
D3.1.4: Draw diagrams of the male (typical) and female (typical) reproductive systems.
D3.1.5: Annotate the names of the parts and their functions on the diagrams.
D3.1.6: Describe the hormonal regulation of the menstrual cycle.
D3.1.7: Elucidate the sequence of events leading to fertilisation.
D3.1.8: Explain the role of hormones in IVF.
D3.1.9: Describe the mechanism of sexual reproduction in plants.
D3.1.10: Explain the features of insect-pollinated flowers.
D3.1.11: Draw annotated diagrams of insect pollinated flowers.
D3.1.12: Describe strategies that facilitate cross-pollination in plants.
D3.1.13: Determine the role of self-incompatibility mechanisms in increasing genetic variation in a plant species.
D3.1.14: Explain the mechanism of seed dispersal and germination.
D3.1.15: Outline the role of GnRH, LH, FSH and the sex hormones in the changes associated with puberty.
D3.1.16: Describe oogenesis and spermatogenesis in humans.
D3.1.17: Identify the mechanisms that prevent polyspermy.
D3.1.18: Outline the development of the blastocyst and subsequent implantation in the endometrium.
D3.1.19: State the role of hCG in pregnancy and pregnancy testing.
D3.1.20: Describe the role of the placenta during foetal development.
D3.1.21: Discuss the role of hormones in maintaining pregnancy and initiating childbirth.
D3.1.22: Correlate between HRT and risk of coronary heart disease
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D3.2: Inheritance in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 100 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D3.2.1: Outline that haploid cells (with a single copy of a gene) produced by each parent can fuse to form a diploid zygote with two copies of a gene.
D3.2.2: Explain methods for how flowering plants are genetically crossed.
D3.2.3: Distinguish between genotype (combination of inherited alleles) and phenotype (observable traits resulting from genotype plus environmental factors).
D3.2.4: Explain the ways that members of the same species can have variety in the gene pool.
D3.2.5: Describe the inheritance of different blood types.
D3.2.6: Compare and contrast the differences between incomplete dominance and codominance.
D3.2.7: Describe that the sperm determines sex in humans.
D3.2.8: Describe haemophilia as an example of a sex-linked genetic disorder.
D3.2.9: Illustrate how pedigree charts are used to determine inheritance in family members.
D3.2.10: Distinguish between continuous variation such as skin colour and discrete variation such as ABO blood group.
D3.2.11: Illustrate continuous variables using box-and-whisker plots.
D3.2.12: Explain how unlinked genes segregate and assort independently in meiosis.
D3.2.13: Predict the inheritance of pairs of unlinked genes in dihybrid crosses.
D3.2.14: Predict genotypic and phenotypic ratios in dihybrid crosses of unlinked autosomal genes using Punnett grids.
D3.2.15: Explain why linked genes fail to assort independently.
D3.2.16: Deduce genotypic and phenotypic possibilities of crosses of individuals heterozygous for two traits with those homozygous recessive for both traits in both linked and unlinked genes.
D3.2.17: Calculate statistical significance of observed vs calculated data using chi-squared tests.
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D4.1: Natural selection in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 80 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D4.1.1: Recognise that natural selection is the mechanism that drives evolutionary change.
D4.1.2: Explain the roles of mutation and sexual reproduction in generating variation.
D4.1.3: Identify and explain the biotic and abiotic factors that promote natural selection.
D4.1.4: Explain that differences in adaptation, survival and reproduction form the basis of natural selection.
D4.1.5: Recall that heritable changes lead to evolutionary change.
D4.1.6: Define sexual selection as a special case of natural selection.
D4.1.7: Describe the effects of sexual and natural selection through simulation of selection pressure.
D4.1.8: Define the concept of a gene pool.
D4.1.9: Describe the changes that occur in allele frequencies in geographically isolated populations.
D4.1.10: State the causes for the changes in allele frequency in the gene pool.
D4.1.11: Differentiate among directional, disruptive and stabilising selection.
D4.1.12: Define Hardy-Weinberg equilibrium.
D4.1.13: Identify the Hardy-Weinberg conditions that need to be maintained for genetic equilibrium in a population
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit D2.1: Cell and nuclear division in the new IB Biology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint consists of over 90 slides and contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Student friendly content
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
Summary
The following content is included:
D2.1.1:Outline how new cells can be generated by cell division.
D2.1.2: Outline the process of cytokinesis in plant and animal cells.
D2.1.3: Explain that not all cells undergo equal cytoplasmic division.
D2.1.4: Outline the roles of mitosis and meiosis in eukaryotic cells.
D2.1.5: Describe the shared features of mitosis and meiosis.
D2.1.6: Describe the phases of mitosis.
D2.1.7: Identify the stages of mitosis from photomicrographs.
D2.1.8: Explain why meiosis is a reduction division.
D2.1.9: Describe the stages of meiosis.
D2.1.10: Describe the causes and consequences of non-disjunction.
D2.1.11: Explain how meiosis generates genetic diversity.
D2.1.12: Outline the need for cell proliferation.
D2.1.13: Outline the phases of the cell cycle.
D2.1.14: Describe the changes that occur in a cell during interphase.
D2.1.15: Describe how cyclins control the cell cycle.
D2.1.16: Explain the possible consequences of mutations in genes that control the cell cycle.
D2.1.17: Calculate mitotic index and explain the difference in mitotic index between cancerous and non-cancerous tissue.
This PowerPoint contains everything you need to teach the Acculturation in the sociocultural approach unit of IB Psychology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Extended writing question
Student research tasks
*** Student workbook which accompanies the lessons
**
Content included:
Key definitions
Theories/models acculturation
Bi-directionality of acculturation
Psychological effects of acculturation
Berry’s Acculturation strategies
Acculturation stress (culture shock)
Research into acculturation & behaviour
Assessment questions
This PowerPoint contains everything you need to teach the hormones and behavior in the biological approach unit of IB Psychology specification.
YouTube video is a preview of the full resource (does not include all slides)
This Powerpoint contains the followings:
All the information the IB have included in the new spec.
Clear diagrams
Extended writing question
Student research tasks
Student workbook which accompanies the lessons
Content included:
What are hormones? And the role of hormones in the body.
Key studies in the role of oxytocin and pro-social behaviors.
Role of testosterone on behavior including aggression, non-prosocial behaviors and social status.
Exam practice task with model answer.
This PowerPoint contains everything you need to teach theories of emotion in the emotions and cognition unit (cognitive approach)
YouTube video is a preview of the full resource (does not include all slides)
**This Powerpoint and student workbooks contains the followings:
All the information ( HL) the IB have included in the new spec.
Clear diagrams
Videos
Extended writing question
Student research tasks
Student workbook which accompanies the lessons
*** Topics covered include:
Primary and secondary emotions
Theories of emotion: James-Lange, Cannon-Bard, Schachter-Singer, Lazarus, LeDoux 1998
LeDoux 2012: Rethinkng of the emotional brain (this can be difficult for students for grasp, so has been broken down to be extremely clear)
Evaluation tasks
Summary
This PowerPoint contains everything you need to teach Social identity theory and minimal group paradigm in sociocultural approach unit of IB Psychology specification (the individual and the group).
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint contains the followings:
All the information ( HL) the IB have included in the new spec.
Clear diagrams
Videos
Extended writing question
Student research tasks
**Student workbook which accompanies the lessons
**
Content covered includes:
obedience to authority and Milgram´s experiment
Identity and group identity
Elements of social identity theory
Minimum group paradigm
Tajfel´s 1970 experiments on the minimum group paradigm
Evaluation of social identity theory e.g. reluctant members, co-operation between groups and realistic group conflict theory
This lesson can be purchased as part of the IB Complete course bundle (first exams 2025) at a heavily discounted price, formed of 40 fully resourced lessons, end of topic exams and student checklists. It can be found here
This PowerPoint contains everything you need to teach the Theme/Unit C3.1 Integration of body systems in the new IB Biology specification.
**YouTube video is a preview of the full resource (does not include all slides)
**
This Powerpoint consists of over 100 slides and contains the followings:
All the information the IB have included in the new spec.
Exam tips
Clear diagrams
Summary videos
Student research tasks
Clearly identified HL and SL content
Student checklist
**Exam style questions
Summary
The following content is included:
C3.1.1: Describe the importance of integration of body systems.
C3.1.2: Explain the hierarchy of biological organisation.
C3.1.3: Compare the roles of the nervous system and endocrine system in signalling.
C3.1.4: Describe the roles of the brain and spinal cord in processing information.
C3.1.5: Compare the roles of sensory and motor neurons.
C3.1.6: Examine a transverse section of a myelinated nerve.
C3.1.7: Describe the structure of a pain reflex arc.
C3.1.8: Explain the role of the cerebellum in coordination and balance.
C3.1.9: Explain the impact of melatonin on circadian rhythms.
C3.1.10: Analyse the effects of epinephrine on the body.
C3.1.11: Describe the feedback mechanisms that regulate the functioning of the endocrine system.
C3.1.12: State the role of baroreceptors and chemoreceptors in the feedback control of the heart rate.
C3.1.13: Describe the role of chemoreceptors in controlling the rate of ventilation.
C3.1.14: Outline the mechanism for peristaltic control by the CNS and ENS.
C3.1.15: Observe tropic responses in seedlings.
C3.1.16: Describe positive phototropism.
C3.1.17: Outline the functions of the different types of phytohormones.
C3.1.18: Explain the movement and concentration of auxins within plant cells.
C3.1.19: Describe the role of auxins in cell growth.
C3.1.20: Study the regulation of root and shoot growth by the interaction between cytokinins and auxins.
C3.1.21: Explain the positive feedback mechanism in the production of ethylene by ripening fruit.