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

This is a summative assessment that may also be used as a formative assessment, specifically based on Criterion A - Knowing and understanding. It consists of all task-specific clarifications and carries 15 maximum points/marks which can be easily converted to the MYP Levels 1 - 7/8 using the rubric given in the assessment. It mimics the eAssessment format by highlighting command terms in bold and bringing in the global context of “Scientific technical and innovation”.

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 !

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: Trigonometry (2 marks) Averages (4 marks) Simultaneous equations (6 marks) Formulae (rearranging and substitution) (8 marks) Real life - proportion in a scientific context (20 marks) Investigation - probability 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.

Engage your students and connect with the core of the IB with this easy start of year activity. It allows you to get to know your class AND create a display showing off their unique learner profile. Alternatively, a fun activity at any time of the year to lead into learning about or reflecting on the learner profile attributes. Suitable for older primary or secondary students (could be adapted for younger students by making the wording more accessible or including pictures.) How to use: Each student gets a copy of the Google sheet (or print a physical version). There are 5 questions. Each one has 10 answers (corresponding to the 10 learner profile traits). Students need to rank the answers from 10 (most likely) to 1 (least likely). On the last tab, the total points for each trait is shown alongside two graphs (pie/donut chart and a horizontal bar chart). For a display, the graphs can be printed as is with the student’s name added. Or using the scores, students could design their own “profile” using the result table (e.g. a pyramid or a drawing of their profile with a word cloud inside showing higher ranking traits larger.) If printed and completed as a physical quiz, totals need to be manually calculated. Questions: It’s a hot day, what are you cooling down with? Over the next 20 years, what job could you imagine yourself in? You are assigned to a group for a project, what are you doing? You are given some gifts, which are you most happy about? Your school plans an afternoon off timetable, which activity would you sign up to? Also included is a supporting document that explains how each answer links to the assigned learner profile trait.

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 is a lesson designed to help students engage with historical skills to solve a mystery about the ‘Tolland man’. There is a package of evidence provided for pupils to consider.

Take your students on an enriching journey through composite functions with our challenging Composite Functions Worksheet. Specifically designed for a deeper understanding, this worksheet features a progression in difficulty, allowing students to develop their practice with composite functions involving two functions. Worksheet Highlights: Gradual Difficulty Increase: This increasingly difficult worksheet is crafted to help students navigate through composite functions, offering a structured approach to mastering this complex topic. Comprehensive Solutions: Access a document of fully worked solutions that serves as an invaluable resource for both students and educators. The solutions not only provide clarity but also foster improved communication skills through problem-solving. Challenge and Communication: These thought-provoking questions are a great set to keep students engaged and busy, promoting critical thinking and effective communication skills. Editable Word Documents and PDF Versions: Upon downloading, you’ll receive both Word documents and PDF versions for both the questions and solutions. This flexibility allows for easy editing and customization to meet the specific needs of your classroom. Educational Benefits: Deeper Understanding: The worksheet is structured to encourage students to delve into the intricacies of composite functions with two functions. Challenge and Engagement: Thoughtfully designed questions offer students a challenge, keeping them engaged and fostering perseverance in problem-solving. Communication Skills: The fully worked solutions facilitate effective communication of mathematical reasoning and problem-solving approaches. Why Choose This Worksheet: Structured Progression: Gradually increases difficulty for optimal learning. Comprehensive Solutions: Enhances student understanding and streamlines grading. Challenge and Engagement: Keeps students motivated and actively involved. Editable Documents: Customize questions to suit your teaching style and classroom needs. Download our Composite Functions Worksheet now to provide your students with a challenging yet rewarding experience in mastering composite functions. Foster problem-solving skills, promote communication, and make learning an engaging journey!

Detailed Task Sheet for the Animal Farm - newspaper activity, meant for middle school students.

An incredibly succesful and accesible lesson with presentation and questions on Seamus Heaney poem ‘Scaffolding’. Suitable for students aged 11-14. Encourages discussion, problem solving, independent analysis and extended writing.

A lesson reading and understanding Edgar Allen Poe’s ‘The Raven’ Learning objectives: to read and understand the events of the poem and to explain how Poe presents the Raven as a symbol Has Learning Objectives, a Do Now, Activation, Demonstration and Consolidation activity. Also has a fun exit ticket challenge question. Some slides have an extension or challenge activity. Comes fully resourced and supported with key vocabulary. 6 slides Designed for G8 / KS3 students Engaging, fun, and interesting!

Sixth lesson in SOW looking at main beliefs of Hinduism. This lesson looks at one of the worlds most well known Hindus, Gandhi and his belief and practice of Ahimsa. Students are familiarized with the biography of Gandhi, his salt march and some of his quotes. 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.

Fourth lesson in SOW looking at the main beliefs of Hinduism. This lesson looks at Hindu temples (Mandirs) and their importance to Hindus. 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.

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.

Third lesson in unit of work exploring what ethics is. Students will explore the trolley problem and a number of variation of this problem including from a vegan perspective. 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.

Visual Arts or Design Technology mini project: Self-quarantine time is boring, the virus is frightening, now it is a time to have fun and create amusing homemade mask. This mini project was successfully run in China during Corona virus outbreak, as a part of online learning. You can adapt this simple instructions for your needs. Your task and aims: Produce an amusing homemade mask by using any materials and media, and by creating a realistic reflection of 2019-nCoV current outbreak through any form of illustration, 2D and 3D effects, covering most details within the pastime. Go, WuHan, we will fight through this together! You can show in your work doctors in protection suits, the hospital equipment and reflection on the effort people have put into the combat with the coronavirus, while the other side can include the virus itself and origins of the virus, the patients’ desires to live. Present your work: take a photograph and write a description of what it represents and why.

A scheme of work which introduces students to the work of Bertolt Brecht and examines and explores the connections with the world of Silent Film and how Brecht was influenced by Charlie Chaplin. The unit culminates in students creating their own silent films which combine traditional techniques and those of Epic Theatre.

A possible approach to teaching the MYP across 2 years in science.

This checklist is designed to help ensure the thoroughness and quality of Criterion B investigations in MYP Science. It is divided into four sections addressing each strand of the assessment criterion.