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 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 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, 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 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,