Liam Core

This is a fully planned Unit 3: Development and Sustainability for IBDP Global Politics designed for the 2026 syllabus. It is structured to develop clear analytical thinking and strong written responses in line with IB assessment requirements. The unit moves students from defining and measuring development to explaining patterns of inequality and evaluating different approaches to development. Students build the ability to apply theory, use evidence effectively and construct balanced arguments i

This is a fully planned unit 4 Peace and Conflict for IBDP Global Politics designed for the 2026 syllabus. It is designed to develop clear analytical thinking and strong written responses in line with IB assessment requirements. The unit moves students from foundational understanding to explanation, application, and evaluation, ensuring they can construct well-supported arguments in extended responses. Students engage with contemporary case studies, including Ukraine, Syria, and Gaza, applying k

This fully resourced unit on Knowledge and Language is designed for the IB Diploma Programme Theory of Knowledge course under the current specification. It provides a coherent and carefully structured sequence of lessons that move students beyond discussion-based TOK and into precise, analytical, assessment-ready thinking. The unit explores how language shapes, limits, organises and legitimises knowledge. Students examine whether language is necessary for knowledge, how ambiguity and classificat

This inquiry-based, fully scaffolded unit introduces History as an Area of Knowledge — designed as the first AOK in the TOK course and a structured foundation for the TOK Essay. Aligned with the current IB Theory of Knowledge syllabus, it develops a clear understanding of how historical knowledge is constructed through interpretation, methods, perspectives, ethics, and the influence of the knower. Each lesson builds conceptual clarity through structured tasks, targeted questioning, and real-worl

This inquiry-based, fully scaffolded unit introduces the Core Theme Knowledge and the Knower — the foundation for the entire TOK course and all subsequent units. Aligned with the current IB Theory of Knowledge syllabus, it develops the conceptual and analytical understanding required to explore how personal, cultural, and ethical factors shape the creation and evaluation of knowledge. Each lesson builds confidence through structured discussion, short readings, and reflective analysis, while pre

This inquiry-based, fully scaffolded unit explores how technology shapes what counts as knowledge, how it is created, and who controls it. Aligned with the current IB Theory of Knowledge syllabus, it forms a complete sequence for the Knowledge and Technology Optional Theme. Each lesson builds conceptual depth through guided discussion, short readings, and reflective analysis, while developing the analytical and evaluative skills required for both the TOK Exhibition and Essay. The sequence begins

This is an entire unit of work for IB History Paper 2 Authoritarian States Cuba. 15 topics are covered: US Control over Cuba Cuba before Castro Ideology of Fidel Castro Assault on Moncada Barracks The Cuban Revolution Castro’s Consolidation of Power US Response and the Bay of Pigs The Cuban Missile Crisis Political Opposition in Cuba The Role of Women in Cuba The Role of Education in Cuba Religion in Castro’s Cuba Castro’s Economic Policy Was Castro an Authoritarian Leader? End of Topic Essay Pl

This is an inquiry-based, structured and fully scaffolded lesson on Approaches to Development, designed as a capstone for the IBDP Global Politics Development unit. It brings together key content on free-market, state-led and hybrid models, while revisiting core theories and global actors in a clear, assessment-focused way. There is no excessive heavy reading for students. Content is broken down into accessible chunks, with a strong emphasis on real-world examples, including China, Russia, Qatar

This is an inquiry-based, structured and fully scaffolded lesson on answering HL Paper 3 Question 1, 2a and 2b for IB Diploma Programme Global Politics from 2026 onwards. The lesson is designed to move students away from description and towards precise, exam-ready analytical writing. It focuses explicitly on what examiners reward, breaking down each command term into clear, repeatable structures. Students learn how to identify and explain causes of political issues, analyse the role of actors wi

This is not a generic EE introduction. It is a structured, criteria-driven masterclass designed specifically for the new 2026–2027 Extended Essay framework in Global Politics. Students are guided step-by-step through the process of designing a high-scoring research question before a single paragraph is written. The sequence moves deliberately from broad interest to precise, concept-driven question construction, before stress-testing scope, timeframe, and evaluative potential against the assessme

This is an inquiry-based, fully scaffolded unit aligned with the new 2026 Global Politics syllabus. It offers a complete and rigorous exploration of Transnational Corporations as global political actors — one of the most contemporary and rapidly evolving areas of the course. Designed to make a complex topic clear, teachable, and analytically strong, this sequence provides everything needed for high-quality delivery across 5–6 lessons. The resource integrates the four Core Concepts of Power, Sove

This is an inquiry-based, fully scaffolded lesson sequence, fully aligned with the new 2026 Global Politics syllabus. It explores how economic factors shape development outcomes and interact with political and social systems, drawing on detailed case studies of Zimbabwe and Venezuela. Students analyse how policies, resource dependency, and mismanagement affect legitimacy, sovereignty, and inequality, while developing the analytical and evaluative skills required for Paper 2. The lesson begins by

This inquiry-based, structured, and fully scaffolded lesson introduces students to Dependency Theory and World Systems Theory, with a clear focus on how global economic structures shape inequality and development. Fully updated for 2025 and aligned with the new IBDP Global Politics syllabus, the lesson breaks down complex theoretical debates into accessible, step-by-step activities, making it suitable for all learners, including those for whom English is an additional language. Through a sequenc

This is an inquiry-based, fully scaffolded lesson sequence, fully aligned with the new 2026 Global Politics syllabus. It examines the meaning and implications of interdependence in global politics, exploring how states and other actors rely on one another across economic, political, environmental, and security dimensions. Students evaluate whether interdependence strengthens or limits sovereignty through contemporary and accessible examples. The lesson begins by asking students to identify how t

This is an inquiry-based, fully scaffolded lesson sequence, fully aligned with the new 2026 Global Politics syllabus. It examines how political systems, legitimacy, and governance shape patterns of development, with Rwanda as the central case study. The lesson explores how power is exercised, how stability and control affect progress, and how legitimacy and participation determine the long-term sustainability of growth. The sequence begins by analysing the political features of developing and de

This inquiry-based, structured, and fully scaffolded lesson introduces students to Modernisation Theory, with a clear focus on Rostow’s five stages of growth and the contested meanings of development. Fully updated for 2025 and aligned with the new IBDP Global Politics syllabus, the lesson breaks down complex theoretical material into accessible parts, making it suitable for all learners, including those for whom English is an additional language. Through a sequence of tasks, students identify f

This is a series of four lessons designed to prepare students for writing the TOK Essay. They focus on: Introducing The TOK Essay Reasoning Developing Claims and Counterclaims Incorporating Evidence Each lesson consists of multiple activities for students to engage in, as well as several opportunities to develop essay planning and writing skills. Each lesson has a word document to work through and a PPT to guide the lesson. It is fully scaffolded anddifferentiated with extension activities em

This fully scaffolded 3–4 lesson sequence prepares students to write the May 2026 TOK Essay Title 6: “To what extent is interpretation a reliable tool in the production of knowledge?” The unit breaks the essay down into accessible steps, guiding students from unpacking key concepts through to applying real-life situations and building evaluative essay arguments. Students engage with interactive tasks including colour-coding, sorting, and table-based analysis to distinguish knowledge from action,

This inquiry-based, structured, and fully scaffolded series of lessons explores how states and other actors use hard and soft power to influence global politics. Fully updated for 2025 and aligned with the new IBDP Global Politics syllabus, this unit breaks down challenging concepts into accessible parts, making it ideal for all learners, including those for whom English is an additional language. Across four lessons, students critically engage with contemporary case studies, including the impac

This is an inquiry-based, fully scaffolded lesson sequence, fully aligned with the new 2026 Global Politics syllabus. It explores the purpose, structure, and legitimacy of the United Nations, examining how the organisation operates through its main institutions and agencies while critically assessing whether it continues to serve a genuine role in global politics. The lesson begins by asking why certain global problems cannot be solved by individual states, before introducing the key UN bodies a