These prompts help IB teachers create curriculum materials in minutes, not hours. Copy any prompt, fill in your subject details, and get a polished unit plan, assessment rubric, or learning sequence ready for your next class.
These prompts pair well with Jasper AI for Teachers-specific tone control, or Copy.ai for fast iteration.
Unit Planning and Learning Sequences
You are an experienced IB teacher creating a complete unit plan for the {subject} course.
Subject: {subject_name} Grade level: {dp1 / dp2 / myp_year} Unit title: {unit_title} Duration: {number_of_weeks} weeks Key concept: {key_concept} Related concepts: {two_related_concepts} Global context: {global_context} Prior learning: {what_students_already_know} Available resources: {textbooks_technology_materials}
Write a 500-600 word unit plan including: inquiry question, unit objectives aligned to IB criteria, 6-8 learning experiences with specific activities, formative assessment checkpoints, and one summative task. Structure as: Unit Overview, Learning Objectives, Weekly Breakdown, Assessment Strategy.
When to use it: When you’re starting a new unit next week and need a complete framework with learning activities mapped out day by day.
Pro tip: Include specific page numbers or chapter references in {available_resources} to get targeted activity suggestions that use your actual materials.
You are designing a 3-week inquiry sequence for IB students exploring a complex global issue.
Subject: {subject_name} Global issue: {specific_global_issue} Year level: {dp1 / dp2} Student background: {brief_description_of_class} Inquiry focus: {factual / conceptual / debatable} Key skills to develop: {two_to_three_ib_skills} Final product: {presentation / essay / project / exhibition} Time per week: {hours_per_week}
Create a detailed 3-week inquiry progression with specific questions students investigate each week, research methods they’ll use, sources they’ll need, and scaffolding activities. Include 4-5 formative checkpoints and clear success criteria. Format as Week 1, Week 2, Week 3 with daily activities under each.
When to use it: When planning an extended inquiry project that needs to build research skills while covering curriculum content.
Pro tip: Be specific about your students’ current inquiry skill level in {student_background} to get appropriately challenging research tasks.
You are creating a backward-designed learning sequence for an IB assessment task.
Assessment task: {specific_summative_task} Subject and level: {subject_dp1_or_dp2} IB criteria being assessed: {list_relevant_criteria} Skills students struggle with: {two_to_three_problem_areas} Time available for preparation: {number_of_lessons} Student ability range: {mixed / high / struggling} Previous similar tasks: {what_students_have_done_before}
Design a 8-10 lesson sequence that builds toward this assessment. Include specific skill-building activities, practice opportunities with feedback, exemplar analysis, and peer review sessions. Each lesson should have a clear objective, main activity, and formative check. Write as lesson-by-lesson breakdown with timing and materials needed.
When to use it: Three weeks before a major assessment when you need to ensure students are properly prepared with scaffolded practice.
Pro tip: Mention specific mistakes from {previous_similar_tasks} to get targeted activities that address those exact problems.
You are adapting a traditional curriculum topic for IB’s concept-driven approach.
Traditional topic: {specific_content_topic} Subject: {ib_subject} Key concept to highlight: {key_concept} Related concepts: {two_related_concepts} Student age: {age_range} Time allocation: {number_of_hours} Learning style preferences: {visual / kinesthetic / mixed} Technology available: {devices_and_apps_available}
Transform this topic into a concept-driven unit with 5-6 conceptual understandings students will develop. Include inquiry questions, hands-on activities that reveal the concepts, real-world connections, and assessment tasks that measure conceptual understanding not just content recall. Structure as: Conceptual Framework, Inquiry Questions, Learning Experiences, Assessment Strategy.
When to use it: When you have curriculum content to cover but need to make it more conceptual and inquiry-based for IB standards.
Pro tip: Choose a {key_concept} that genuinely connects to multiple aspects of your topic, not just the most obvious one, for richer learning experiences.
You are designing a interdisciplinary learning experience connecting two IB subjects.
Primary subject: {your_main_subject} Connected subject: {other_ib_subject} Shared concept: {concept_both_subjects_explore} Grade level: {dp1_dp2_or_myp_year} Available collaboration time: {time_with_other_teacher} Student project format: {individual / pair / group} Duration: {weeks_or_lessons} Real-world context: {current_event_or_local_issue} Assessment focus: {skills_or_content_to_assess}
Create a collaborative project where students apply knowledge from both subjects to analyze the real-world context. Include specific tasks for each subject area, clear role division between teachers, student work products, and a joint assessment rubric. Format as: Project Overview, Subject-Specific Contributions, Timeline, Assessment Criteria.
When to use it: When planning with another IB teacher for an interdisciplinary week or collaborative assessment opportunity.
Pro tip: Build in specific check-in points where both teachers review student work together to ensure equal weighting of both subjects.
Assessment Design and Rubric Creation
You are creating an authentic assessment task that mirrors real IB examination conditions.
IB Subject: {specific_ib_subject} Assessment type: {internal_assessment / paper_1 / paper_2 / oral} Skills being assessed: {list_ib_assessment_objectives} Topic/unit focus: {specific_content_area} Student level: {dp1 / dp2 / first_time / experienced} Time limit: {exact_duration} Resources allowed: {calculator / dictionary / notes / none} Common student weaknesses: {specific_problem_areas}
Design a complete assessment task with clear instructions, stimulus materials if needed, and detailed marking criteria aligned to IB standards. Include command terms, point allocations, and sample responses for different achievement levels. Format as: Task Instructions, Materials Provided, Marking Scheme with exemplars.
When to use it: Two weeks before mock exams when you need an authentic practice assessment that matches real IB conditions.
Pro tip: Include the specific IB command terms your students struggle with most in {common_student_weaknesses} to create targeted practice.
You are designing a formative assessment that reveals student misconceptions mid-unit.
Subject and topic: {subject_and_specific_topic} Concept students are learning: {key_concept_or_skill} Known misconceptions: {common_errors_students_make} Class size: {number_of_students} Lesson time available: {minutes_available} Technology access: {devices_apps_or_none} Student comfort with peer feedback: {high / developing / low} Next lesson focus: {what_youll_teach_next}
Create a 15-20 minute formative assessment activity that surfaces misconceptions quickly and provides immediate feedback. Include the task instructions, how students submit responses, how you’ll identify patterns in their thinking, and how to adjust your next lesson based on results. Format as: Activity Instructions, Data Collection Method, Response Analysis, Teaching Adjustments.
When to use it: Mid-way through a challenging concept when you need to check understanding before moving forward.
Pro tip: Design the activity so students’ reasoning process is visible, not just their final answers, to catch thinking errors early.
You are creating a peer assessment activity that builds student evaluation skills.
Assignment type: {essay / presentation / project / lab_report} Subject: {ib_subject} Assessment criteria: {specific_ib_criteria_being_used} Student experience with peer review: {first_time / some / experienced} Class dynamics: {supportive / competitive / mixed} Time for peer review: {class_periods_available} Focus area: {specific_skill_to_improve} Teacher involvement level: {high_support / moderate / independent}
Design a structured peer assessment process with clear protocols, evaluation sheets, and feedback training. Include how to pair students, specific questions they ask about each other’s work, how to ensure constructive feedback, and how peer scores connect to final grades. Write as: Pre-Activity Training, Review Protocol, Feedback Forms, Grade Integration.
When to use it: After students complete a draft assignment and before final submission, when you want them to improve their work and learn evaluation skills.
Pro tip: Train students on one specific aspect of feedback at a time rather than trying to teach general peer review skills all at once.
You are adapting a standard assessment for students with learning support needs.
Original assessment: {description_of_standard_task} Student needs: {specific_learning_differences} IB accommodations available: {extra_time / scribe / reader / other} Subject: {ib_subject} Assessment criteria: {which_criteria_apply} Student strengths: {areas_where_student_excels} Technology supports: {assistive_tech_available} Collaboration allowed: {individual / pair / group} Alternative format needed: {oral / visual / practical / written}
Modify the assessment to maintain academic rigor while accommodating learning needs. Preserve the same learning objectives and IB criteria but adjust format, timing, or response method. Include specific instructions for the student, any additional resources needed, and how to maintain assessment validity. Format as: Modified Task Description, Additional Supports, Assessment Criteria, Administration Notes.
When to use it: When designing inclusive assessments that give all students equal opportunity to demonstrate their learning.
Pro tip: Focus on removing barriers to demonstration of knowledge rather than reducing expectations for learning outcomes.
You are creating a self-assessment checklist that helps students monitor their progress toward IB criteria.
Subject: {ib_subject} Specific assignment: {type_of_work_students_are_doing} IB criteria: {relevant_assessment_criteria} Student level: {dp1 / dp2 / myp} Common gaps in student work: {specific_missing_elements} Time for self-reflection: {when_students_will_use_this} Student motivation level: {engaged / reluctant / mixed} Follow-up action: {what_happens_after_self_assessment}
Design a self-assessment tool with specific, observable criteria students can evaluate in their own work. Include yes/no checkpoints, evidence prompts, and action planning for improvement. Make it focused on 3-4 key areas rather than comprehensive. Format as student-friendly language with clear examples and next-step guidance.
When to use it: During work periods when students are drafting assignments and need to check their progress independently.
Pro tip: Include specific examples of what “good evidence” looks like for each checkpoint so students can accurately evaluate their work.
Learning Objective and Success Criteria Development
You are writing clear learning objectives for an IB lesson that builds specific skills.
Subject: {ib_subject} Lesson topic: {specific_content_focus} IB skill category: {thinking / communication / research / social / self_management} Specific skill: {detailed_skill_within_category} Student current ability: {what_students_can_already_do} Lesson duration: {time_available} Assessment method: {how_youll_check_learning} Connection to unit: {how_this_fits_bigger_picture} Success looks like: {what_students_will_produce}
Write 2-3 learning objectives using action verbs that describe observable behaviors. Make them specific enough that students know exactly what they’ll be able to do by lesson end. Include the skill, the context, and the level of performance expected. Follow each objective with 3-4 success criteria that break down exactly what achievement looks like.
When to use it: Sunday night when planning Monday’s lesson and you need crystal-clear objectives that guide your activities.
Pro tip: Test your objectives by asking “Could a student explain back to me exactly what they need to demonstrate?” If not, add more specificity.
You are creating measurable success criteria for a complex IB investigation task.
Investigation focus: {what_students_are_investigating} Subject: {ib_subject} Assessment criteria: {relevant_ib_criteria} Investigation length: {duration_of_project} Student research skills: {current_ability_level} Resources available: {databases_books_materials} Final product format: {report / presentation / portfolio} Audience: {who_will_see_final_work} Quality indicators: {what_distinguishes_excellent_work}
Develop specific success criteria that break down complex investigation skills into observable, measurable components. Include criteria for research process, source evaluation, data analysis, and communication of findings. Write in student-friendly language with clear examples of evidence for each level. Format as: Excellent / Proficient / Developing with specific descriptors.
When to use it: Before launching a major investigation when students need to understand exactly how their research process and final product will be evaluated.
Pro tip: Include criteria for both the investigation process and the final product to encourage good research habits, not just polished final work.
You are designing differentiated success criteria for the same learning objective across ability levels.
Core learning objective: {what_all_students_will_learn} Subject context: {ib_subject_and_topic} Student ability range: {description_of_class_spread} High achievers: {what_challenges_your_strongest_students} Struggling students: {specific_support_needs} Time frame: {lesson_or_unit_duration} Assessment format: {how_students_show_learning} Support available: {aide_time_resources_technology}
Create tiered success criteria that maintain the same learning goal but allow different pathways and evidence types. Include baseline expectations for all students, extension challenges for advanced learners, and scaffolded steps for those needing support. Format as three clear levels with specific examples of what student work looks like at each tier.
When to use it: When planning lessons for mixed-ability classes where you need everyone working toward the same goal but with appropriate challenge levels.
Pro tip: Make sure your “baseline” level is genuinely rigorous and your extensions add depth, not just more work.
You are connecting lesson objectives to long-term IB programme goals and student profiles.
Immediate lesson focus: {todays_lesson_content} Subject: {ib_subject} IB learner profile attributes: {which_attributes_this_develops} Unit essential question: {big_question_for_whole_unit} Course objectives: {relevant_course_aims} Student year: {dp1 / dp2 / myp} Real-world application: {how_this_connects_outside_school} Skills for next level: {what_this_prepares_students_for}
Write learning objectives that explicitly connect today’s lesson to bigger IB goals and student development. Include immediate skill/content goals, connections to learner profile development, and preparation for future learning. Frame objectives so students understand both what they’re learning and why it matters for their growth as IB learners.
When to use it: When planning lessons that feel disconnected from bigger IB goals and you want students to see the purpose behind daily learning.
Pro tip: Be specific about which aspects of the learner profile this lesson genuinely develops rather than trying to connect to all attributes.
You are writing objectives for inquiry-based learning that balance structure with student discovery.
Inquiry question: {big_question_students_explore} Subject area: {ib_subject} Content students will encounter: {key_facts_concepts_skills} Student inquiry experience: {novice / developing / experienced} Discovery method: {investigation / discussion / experimentation} Time available: {lesson_or_unit_duration} Guidance level needed: {high_structure / moderate / open} Final understanding goal: {what_students_should_conclude}
Create learning objectives that guide inquiry without giving away discoveries students should make themselves. Include process objectives (what students will do to investigate) and outcome objectives (understandings they’ll develop). Balance enough structure to keep students focused with enough openness to allow genuine discovery and multiple pathways to understanding.
When to use it: When designing inquiry lessons where you want students to discover key concepts themselves rather than being directly taught.
Pro tip: Write separate objectives for the inquiry process and the content discoveries to ensure both learning how to investigate and what they discover matter.
Concept-Based Learning Integration
You are designing a concept-based learning experience that moves beyond factual recall to deep understanding.
Factual content: {specific_topic_or_information} Key concept: {overarching_ib_concept} Related concepts: {two_supporting_concepts} Subject: {ib_subject} Student misconceptions: {common_surface_level_thinking} Real-world connections: {current_examples_of_concept} Time available: {lessons_or_weeks} Assessment focus: {conceptual_understanding / transfer / application} Student starting point: {what_students_already_understand}
Create a learning sequence that uses factual content as a vehicle for conceptual understanding. Include conceptual questions that push beyond “what” to “why” and “how,” activities that reveal the concept across multiple contexts, and transfer tasks where students apply conceptual understanding to new situations. Format as: Conceptual Framework, Learning Experiences, Transfer Applications.
When to use it: When you have content-heavy curriculum that needs to develop deeper conceptual thinking rather than just information coverage.
Pro tip: Choose examples from different contexts, time periods, or cultures to help students see the concept’s universality rather than connecting it to just one situation.
You are helping students make connections between concepts across different subjects and contexts.
Primary concept: {concept_from_your_subject} Student subject areas: {other_ib_subjects_they_take} Connecting concept: {concept_that_appears_across_subjects} Current world issue: {relevant_global_challenge} Student examples: {contexts_students_know_well} Thinking level: {analysis / synthesis / evaluation} Time for exploration: {available_class_time} Final product: {how_students_show_connections}
Design an interdisciplinary concept exploration where students identify how the same concept operates across different subjects and contexts. Include specific prompts that help students see patterns, activities that make abstract connections concrete, and reflection tasks that deepen conceptual understanding. Create connection matrices, concept maps, or case study comparisons that reveal conceptual relationships.
When to use it: During interdisciplinary weeks or when you want students to see how concepts from your subject connect to their other IB courses.
Pro tip: Start with concepts students have already mastered in one context before asking them to transfer to unfamiliar situations.
You are creating concept-driven assessment tasks that measure understanding, not just knowledge recall.
Concept being assessed: {specific_concept} Subject context: {ib_subject} Factual content available: {information_students_can_use} Conceptual understanding goal: {deep_insight_you_want} Student level: {dp1 / dp2} Assessment format: {written / oral / project / practical} Novel context: {unfamiliar_situation_for_transfer} Time limit: {duration_available} Support materials: {resources_students_can_access}
Design an assessment task that requires students to apply conceptual understanding to analyze, evaluate, or create something new. Include a novel context they haven’t studied, clear criteria for conceptual reasoning, and opportunities to demonstrate transfer of understanding. Avoid questions that can be answered through memorization alone. Format as: Task Setup, Assessment Questions, Evaluation Criteria.
When to use it: When designing summative assessments that truly measure whether students understand concepts rather than just remember facts about them.
Pro tip: Include unfamiliar contexts that still allow students to demonstrate their conceptual understanding without penalizing them for lacking specific background knowledge.
You are scaffolding concept development for students who think concretely and need support reaching abstract understanding.
Abstract concept: {concept_students_struggle_with} Subject: {ib_subject} Student thinking level: {concrete / transitional / abstract} Concrete examples: {specific_instances_students_know} Visual supports: {diagrams_models_images_available} Hands-on possibilities: {manipulatives_activities_experiments} Analogy potential: {familiar_comparisons_you_can_make} Scaffolding steps needed: {number_of_support_levels} Independence goal: {when_students_work_without_support}
Create a scaffolded sequence that moves students from concrete examples to abstract conceptual understanding. Include multiple concrete instances, visual representations, guided practice with feedback, and gradual release toward independent concept application. Build bridges between familiar concrete experiences and abstract concept features.
When to use it: When teaching abstract concepts to students who need concrete learning experiences before they can handle theoretical thinking.
Pro tip: Use analogies and concrete examples from students’ actual cultural and personal experiences rather than generic textbook examples.
You are designing concept transfer activities that help students apply learning to new situations.
Mastered concept: {concept_students_understand_well} Familiar context: {situation_where_theyve_applied_it} Transfer context: {new_unfamiliar_situation} Subject connection: {how_this_fits_your_curriculum} Challenge level: {difficulty_appropriate_for_students} Support needed: {scaffolding_for_transfer_process} Metacognitive focus: {thinking_about_thinking_goals} Success evidence: {how_youll_know_transfer_occurred}
Create activities that explicitly help students recognize how concepts they understand in familiar situations apply to new, unfamiliar contexts. Include guided reflection on similarities and differences between contexts, explicit connection-making exercises, and opportunities to test their transfer attempts with feedback. Format as: Bridge-Building Activities, Transfer Practice, Reflection Protocols.
When to use it: After students have solid understanding in one context and you want them to apply that learning more broadly.
Pro tip: Make the transfer process explicit by having students articulate what stays the same and what changes across different contexts.
Global Context and Real-World Connections
You are connecting curriculum content to current global issues that matter to students right now.
Curriculum topic: {specific_subject_content} Current global issue: {relevant_world_challenge} Subject: {ib_subject} Student background: {cultural_economic_geographic_context} Local connections: {how_global_issue_affects_students_community} Student concerns: {issues_students_already_care_about} Action possibilities: {realistic_ways_students_can_respond} Time frame: {lessons_available} Learning objectives: {what_students_should_understand}
Design learning experiences that authentically connect curriculum content to global issues students care about. Include current examples, local manifestations of global challenges, and opportunities for student voice and action. Avoid superficial connections that feel forced. Create genuine opportunities for students to use subject knowledge to understand and potentially address real-world problems.
When to use it: When curriculum feels abstract or disconnected from student interests and you want to show its real-world relevance.
Pro tip: Let students identify which aspects of the global issue connect most strongly to their personal concerns rather than assuming what will motivate them.
You are designing authentic learning experiences using real data,