Caribbean Schools Catalogue 2021

Page 1

Caribbean Schools CATALOGUE 2022

collins.co.uk/caribbean


Caribbean Schools CATALOGUE 2022 Welcome to our new Caribbean Schools Catalogue for 2022. In the catalogue you will find a wealth of resources, including textbooks, workbooks, dictionaries, atlases, readers and revision guides. We are particularly pleased to announce the new publications of the CSEC® Human & Social Biology textbook (see page 35) and the CSEC® Physics textbook (see page 36). These two courses, written by authors Anne Tindale and Peter DeFreitas respectively, bring a new approach to help students develop the skills they need for successful exam results, with differentiated practice exercises to help students hone and consolidate key skills. I am also pleased to announce the continuation of our Big Cat titles for the Caribbean. We now have 7 readers in the series including stories by well-known and award-winning authors such as Joanne Hillhouse, Imam Baksh, Barbara Arrindell, Carol Mitchell and Summer Edward, which we know children will love. All the stories are set in the Caribbean and capture the culture and warmth of the people and their communities. 2020 and 2021 have been difficult times for all. The learning environment has never been harder for this generation. Teachers, parents and pupils have all had to adapt and change the ways they teach and learn. I would like to give a massive thank you for everyone’s continued efforts. Our dedication to continue to publish titles, working with local Ministries of Education, schools and teachers has not stopped. We are working on many exciting up and coming titles which will be made available both digitally and as physical resources. We hope that these titles will inspire and help the next generation succeed. Best wishes.

Tom Cane Caribbean Sales Manager

CONTENTS PRIMARY

3

Reading

4–11

Spanish

12

Social Studies

13

Music

14–16

Revision and Practice

16–19

SECONDARY

20

English

21–23

Modern Foreign Languages

24–27

Social Studies

28–29

Geography

30–31

Science

32–36

Mathematics

37

CSEC® Revision and Practice

38–40

Workbooks

41–42

CAPE® Revision and Practice

43–44

16+ Economics, Sociology, Mathematics & Sciences

45–46

REFERENCE

47

Atlases and Maps

48–53

Dictionaries and Thesauruses

54–62

EBOOKS

62

NEW RESOURCES

Spine 27.5 mm

Monochromatic version

CSEC

CSEC PHYSICS ®

to the study of the CSEC® Physics Collins CSEC® Physics provides a new approach and to get a top grade. It provides full syllabus that focuses on the skills needed to pass coverage of the CXC® syllabus.

PHYSICS

Embark on a Minecraft adventure using your Year 1 English skills and knowledge to complete the tasks and earn rewards.

-

Accomplish English activities to help Minecraft characters on their missions

Explore different biomes in each topic

Earn emeralds as you work through the book and choose how you spend them Go hardcore with challenging questions

=

Discover the Maths Official Workbook Ages 5–6 9780008462741

Peter Defreitas Reviewers: Lenore Dunnah, Raphael Johnson 27/7/21 11:11 am

Pages from CSEC Physics teal.indd 1

2

collins.co.uk/caribbean

7

special version

We only use this version when the available space for the logotype is less than 26 mm wide and other variations can't be used.

Official WorkBook Ages 5–6

£3.99 AGES 5–6

Find us at collins.co.uk/caribbean facebook.com/collinsint @Collins_Int

Monochromatic version

ENGLISH

We only use this version when the available space for the logotype is less than 26 mm wide and other variations can't be used.

Peter Defreitas

highly respected teacher and tutor of Peter Defreitas has been an experienced and over 40 years. Recently retired from the Physics at both CSEC®and CAPE® levels for Barbados, he now focuses his time on post of Head of Physics at St Winifred’s School, reputation as a writer for physics his ever-expanding tutorial classes and his growing of students through their CSEC®and in the Caribbean. He has supported thousands CAPE® examinations.

special version

ENGLISH ENGLISH OFFICIAL WORKBOOK

About the author

CSEC® PHYSICS

worked examples and annotated • Written in clear, accessible language, with concepts diagrams and illustrations to help explain difficult the key skills needed for the exam: • Practice and exam-style questions focus on demonstrate what they have learned Recalling facts questions allow students to link what they have learned to Applying facts questions allow students to real-life examples and contexts the SBA lab work in physics and Analysing data questions – invaluable for demonstrate that they can think essential for a top grade – allow students to it gives, and reach sensible and critically about data, analyse the information logical conclusions based on that data

®

Official WorkBook Ages 5–6

R P H

S

CSEC® and CAPE® are registered trademarks of the Caribbean Examination Council (CXC).


Resources for Primary AGES 3–11 special version Monochromatic

special version Monochromatic

Social Studies Music

Book Official Work Ages 5–6

Book Official Work Ages 5–6

Minecraft Embark on a g your Year 1 adventure usin knowledge and maths skills the tasks to complete ards. and earn rew

-

maths Accomplish t help Minecraf activities to their missions characters on in rent biomes Explore diffe each topic s as you work se Earn emerald book and choo through the d them how you spen ing with challeng Go hardcore questions

12

-

13

?

14–16

=

English Discover the ook Official Workb Ages 5–6 9780008462802

7

£3.99

AGES 5–6

Revision and Practice

when this version We only use space for the the available than 26 mm logotype is less variations wide and other can't be used.

L WORKBOOK MATHS OFFICIA

Spanish

when this version We only use space for the the available than 26 mm logotype is less variations wide and other can't be used.

S MATH4–11

Reading

version

MATHS

version

16 –19

tom.cane@harpercollins.co.uk

3


PRIMARY

Reading

FOR THE CARIBBEAN

Travel across the islands with the Caribbean-specific range of Collins Big Cat! Inspiring stories by expert local authors and brilliant illustrators with a unique understanding of the region.

Purple

Diana McCau lay Stacey Bye r

Band 8

Finny the Fair y Fish

Finny the

Fair yin •S uitable for a wide range of readership Fish the Caribbean and beyond [Art brief, back

cover: vignette from page xxx]

•M apped to the Big Cat reading scheme to help build fluency in Primary reading Xxxx

•C omplete with reading notes, comprehensive teaching and assessment support and newly available eBooks Browse the complete

Collins

catalogue at www.collins.co.u k

www.collins.co.u

A story

k/collinsbigcat

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Gold Band 10

Beach

bette ead. “Now I really feel Grannie kisses my foreh Wygenia.” she says. “Thank you,

“I got enia!” Mr Bailey says. “Three cheers for Wyg me garden after she told the idea to grow this the World plant.” about the Wonder of d. and claps. I feel prou me at s Everyone smile it’s s to drizzle although Suddenly, the rain begin

Turtle Beach

still sunny.

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my hand e!” I exclaim, lifting “Well, l never see mor laughs. in wonder. Everybody hing yes!” Grannie says, laug “I eh able with you hardest of all.

A story

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nie laugh in a long time

n the wrong direction, they ay to the sea.

I haven’t heard Gran

Barbara A Arrindell

Zavian Archibald 27/07/2020 12:18

27 26 10/02/2021 11:07 10/02/2021 11:07 13880_P0

Turtle facts These three types of turtle

s have lots in common.

Sea turtles are the gentl e giants of the ocean.

They spend most of

their time in the ocea n’s deepest waters, so you

aren’t likely to see one while

you are swimming. How ever, they come asho re to lay their eggs on the beac hes where they were born. Sea turtles are close relat ives to two other types of turtles: tortoises and freshwater turtles.

Like a shiel d, a turtle’s sh ell protects it from being eaten by pr edators.

limbs

head

Xxxxx

Whether they live on

water, turtles breathe

land or in

Browse the complete

Collins catalogue

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.uk

www.collins.co

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Xxxxxxxxxxxx

air.

They hatch from eggs.

at

ded.

They can’t control their body temperature, so they warm themselves in the sun when it is cold, and cool down under rocks or in wate r when it is hot.

baby tortoise hatching

3

collins.co.uk/caribbean

CHELL CAROL MIT

.uk/collinsbigc

www.collins.co

Turtles are cold-bloo

2-3

Sample pages from Sea Turtles by Carol Mitchell

4

SEA TURTLES

e from page

Turtles are reptiles.

2

8355_Sea_Turtles_Book.indd

Band 10

[insert vignett xxx]

soft underbelly

Sample pages from The Wonder of the World Leaf by Summer Edward

White

SEA S TURTLE

shell

nia.indd 27

13880_P001_032_Book_Wyge

26 01_032_Book_Wygenia.indd

17/07/2020 09:18

Finny the Fairy Fish

978-0-00-841385-9

£6.00

The Lost Sketchbook

978-0-00-841384-2

£6.00

Turtle Beach

978-0-00-841387-3

£6.25

How to Become a Calypsonian

978-0-00-841389-7

£6.75

The Jungle Outside

978-0-00-841390-3

£6.75

Sea Turtles

978-0-00-843220-1

£6.75

The Wonder of the World Leaf

978-0-00-841388-0

£6.75


PRIMARY

Reading

Available as ebooks

NEW TITLES

COMPLETE SUPPORT FOR PRIMARY READING Discover brilliant fiction and non-fiction created by the biggest authors and illustrators – with over 1000 books across a wide variety of genres, illustrative styles and engaging formats, there is something for every reader. •D evelop key reading skills including inference and deduction through comprehensive teaching and assessment support •S upport teaching across the curriculum with high quality fiction and non-fiction in a range of genres •E nsure readers of all needs and abilities are supported, with targeted Big Cat strands • Enhance pupils’ reading experience with newly available eBooks •P rovide a continuous programme of teaching and assessment with Guided Reading Handbooks containing in-depth resources to accompany every book in the series

WHITE PLUS / BAND 11+ AND LIME PLUS / BAND 12+ • Challenge your high-attaining pupils with books you can trust •E ngage pupils with age-appropriate fiction for those ready for higher reading levels •B uild reading stamina through longer text and more complex plot structures • Broaden vocabulary and expand inference and deduction skills

tom.cane@harpercollins.co.uk

5


PRIMARY

Science Reading

SUPPORT EVERY READER OF EVERY ABILITY Develop fluency and comprehension whilst building confidence with 71 Collins Big Cat Progress books. These dual-banded books offer lower primary reading levels with themes and illustrations at upper primary interest levels, to bring every struggling reader up to speed with systematic progression. •G uided Reading Handbooks provide a continuous programme of teaching and assessment with in-depth teaching resources to accompany every book in the series •C ompelling books for a wide range of interests, from manga and graphic novels to attentiongrabbing non-linear non-fiction • Whole-class upper primary curriculum-based work to involve every child •T itle-specific activities and discussion ideas in each book, plus a Progress Teacher’s Handbook to help consolidate learning and ensure progression

A SECURE START TO EVERY CHILD'S READING JOURNEY

NEW TITLES

Available as ebooks

Provide complete support for early reading development through 300 fully decodable books and two comprehensive Phonics Teacher Handbooks. •F iction and non-fiction books, from lilac to turquoise, fully aligned to Letters and Sounds for complete practice of all the required phonemes •C lear and simple reading notes provided inside every book allowing for consolidation of words and phonemes •T eacher Handbooks available for integrating Collins Big Cat Letters and Sounds into your phonics teaching •1 2 Big Books (Lilac, Pink and Red banded readers) – large readers designed for use in group reading sessions and include shared reading activities

Look at Them Go

Look at Them Go: Resource sheet 1 Book band: Red B

how these devices mechanics and physics to explain This non-fiction book uses simple blaster, a bike and a hot air balloon. back car, a catapult, a clock, a water

Practising phonics Phase 3 Warm up: Alien words

know by reading • Practise the graphemes children on a card and alien words. Write each of these words shart, thairk. decorate it with an alien: zear, foip, the names of aliens. • Tell children these words are a word: They are not real words. Show children zear. or trigraphs: ear. digraphs any out call to • Ask them and dot the Underline the digraphs or trigraphs sound buttons. blend the word. • Ask children to sound out and to read the word • Tip: Do not encourage children words. without blending. Do not spell alien /oo/ /ow/ /ear/ New: Practise the sounds /ar/ /oi/ /er/ /oo/ /ee/ /ur/ /ai/ /air/ Review: /sh/ /th/ /ch/ /z/ practise • Introduce the new sounds to sounds in this book.

the Phase 3

work: a pull

Phonic focus: /air/ and /oi/

Name: Mark the sound buttons. Find the digraphs and trigraphs in the words and underline them.

reading these sounds. • Make sure children are confident sheet 1 • Use Look at Them Go: Resource and /oi/. to introduce the focus sounds: /air/ aloud to help Encourage children to read the phrase makes them remember the sound each grapheme the letters. and then say the sound as they trace

Decoding practice

the front page of • Practise reading the words on the book. on Look at Them • Children complete the final activity each word, dot and Go: Resource sheet 1. They read correct picture. dash it, and finally match it to the

Children read

Encourage them • Tell children to read the book aloud. the pictures. to sound out the words and explore • Listen to children as they read. ask them to • When children have finished reading, the activity on talk with their partner to complete pages 14–15.

After reading

something works. • Each page tells us about how to use the Choose an object and ask children children to follow in how it • Read the book aloud and ask words and pictures to help you explain their books. works. Write additional labels together. as you read. to help them label the – Tell children to join in with you • Ask children to use the book can take over sheet 2. – Hesitate as you read so children picture on Look at Them Go: Resource reading the next word. Extending vocabulary as you read so • Tell children what you are thinking the between Sequencing they can see how you make links and model On pages 6 and • Look through the book with children words and the story, for example: to each understand the adding sequencing words and phrases 7, I look at the labels to help me the lever the cogs and explanation. For example: First push sentences. These labels show me and another page down, then the ball pops off! gears. Children read the labels on after that and finally giving. • Work together to use first, next, work out what information they are extra description and ask children to to sequence the explanations. Add • Read the book with expression to a partner. or more technical words to the explanations. have a go at reading with expression to retell the • Children add sequencing words Resource Comprehension instructions on Look at Them Go: about their • Ask children to talk to their partner sheet 2. favourite explanation. Take feedback.

Developing fluency

/air/ a pair of chairs

/oi/ a coin in soil

Match the words to the pictures.

oil lair coil boil join stairs hair foil

Reading for pleasure from a The Marvellous Thing That Came Spring Gilbert Ford How Do Toys Work? Joanna Brundle

National Geographic Little Kids First Things That Go Karen de Seve

Big Book of

© HarperCollinsPublishers 2018 144

6

collins.co.uk/caribbean

© HarperCollinsPublishers 2018

Red: Look at Them Go

145


PRIMARY

Reading

Explore STEM careers with Tara Binns!

NEW TITLES

•F eature female protagonist who is transported to different worlds, depending on the uniforms in her dressing up box. • Filled with fast paced adventures and explores a different STEM career through the eyes of Tara and her two friends •P resent a positive female role model, broaden horizons and promote a view of gender parity in the working world

T N A T C U L D E E R K T O E O G H S R E READOOKS! ON B

NEW

Graphic novels

•T he world of Shinoy and the Chaos Crew reflects comics, gaming and fantasy, perfect for fostering a love of reading •T his action-packed series offers dynamic illustrations, thrilling adventures and great storytelling

Fiction

Non-fiction

•D ifferent book types encourage reading for pleasure with humorous fiction, non-fiction and graphic novels

For more information about Collins Big Cat and its range of readers go to collins.co.uk/CollinsBigCat tom.cane@harpercollins.co.uk

7


PRIMARY

Science Reading

INSPIRING FICTION AND NON-FICTION TO ENRICH CURRICULUM TEACHING CLASSICS Discover important stories with retellings of much-loved classics

SHAKESPEARE Bring the Bard's work to life in the classroom with abridged versions of famous Shakespearean stories

SCIENCE Vitalize a range of science topics, with fascinating facts and detailed images

GEOGRAPHY Discover people and places around the world

SPORT Uncover different sports and real life stories about the world's most inspriational sporting figures

8

collins.co.uk/caribbean

TALES Dive into magic with beautifully illustrated myths and tales from around the world POETRY AND PLAYS Experience exciting poems and play scripts from writers including Michael Rosen and John Agard

HISTORY Explore history through the ages and learn about key historical moments and figures

INFORM Provide complete support for crosscurricular teaching

ANIMALS Learn about creatures from around the world with amazing photo images and fascinating facts


OVERVIEW CHART OVERVIEW CHART OVERVIEW CHART

PHONICS

readers, aligned to the 2007 Letters and Sounds progression, including 12 Big Books and 28 readers for pupils aged 7+.

0 Lilac

1A

1A Pink A

1B Pink B

1B Pink B

2A Red A

2A Red A

2B Red B

2B Red B

3 Yellow

3 Yellow

4 Blue

4 Blue

5 Green

6 7 Orange Turquoise

Full support for integrating Collins Big Cat Phonics for Letters and Sounds readers into your phonics teaching.

2 Phonics Teacher Handbooks

OVERVIEW CHART

CHART OVERVIEW CHART OVERVIEW OVERVIEW CHART OVERVIEW CHART

1B Pink B

2A Red A

2B Red B

3 Yellow

4 Blue

0 Lilac

Foundations for Phonics

0 Lilac

1A

Pink A

1A 1A Pink A

1A Pink A

Pink B

1B 1B Pink B

1B Pink B Pink B

1B

1B Pink B

11 AA 11 BB Pink Pink AAPhasePink Pink 2 BB

1A Pink A

2B

Red B

2A

3

4

33 44 Yellow Yellow Blue Phase 4Blue

3 Yellow

4 Blue

1 1BB Pink PinkBB

1B Pink 1 BB

1A Pink 1 AA

1B Pink B

1B 1 BB Pink Pink B Pink B 11 BB Pink B

1A Pink A

1A Pink A

0 Lilac

0 Lilac

1A 1 AA Pink Pink A Pink A 11 AA Pink A

0 0 Lilac Lilac Lilac 0 Lilac

Cover the Curriculum with Collins Big Cat: readers aligned to who are 2/P3 struggling with 24 phonic-based readers for Year children Non-Fiction includes information texts, available) Letters and Sounds for a Non-Fiction includes texts, decoding. More than 1000 high-quality banded readers at aninformation introductory level who are struggling with biographies and reports covering science, biographies reports covering science, secure start tochildren reading. for the wholeand school covering a wealth of for Year 2/P3 decoding. 71 Reception/P1 and geography and history. geography and history. genres and topics. who are struggling with KS1/P2–P3 levelled includes classics, Shakespeare FictionFiction includes classics, Shakespeare 71 Reception/P1 and decoding. Cover the Curriculum withtailor-made Collins readers for retellings, poetry and traditional talesBig toCat: KS1/P2–P3 levelled retellings, poetry and traditional tales to support English. KS2/P4–P7+ children Non-Fiction information texts, 71 Reception/P1 andfor readers tailor-made support English. includes 72 phonic-based readers

and topics. added throughout the 256 fully decodable Cover genres the Curriculum with Collins Big Cat: for Year 2/P3 children at an year asintroductory they becomelevel

2A Red A Red A

2B 2 BB Red Red B Red B 22 BB Red B

3 3 Yellow Yellow Yellow 33 Yellow

4 4 Blue Blue Blue 44 Blue

2B Red B 3 Yellow 4 Red B Yellow Blue 3 4 Yellow Blue

Blue

2 A2 A

2 B2 B

2B Red B

3 3

3 Yellow

4

4 Blue

4

tom.cane@harpercollins.co.uk 1A

0 Lilac 00 Lilac Lilac

0 Lilac

0 Lilac

11 AA 1AA Pink Pink A

00 Lilac Lilac

1A Pink A 1A 1A A Pink Pink A

Pink A Pink A

Pink 11 AA A 1 AA Pink

Pink A

1A Pink 11AAA 111AAA AA Pink Pink 1A Pink 1 AAA Pink Pink A

9 Gold

10 White

10+ White Plus

11 Lime

11+ Lime Plus

12 Copper

5

6

6 7 Orange Turquoise

7

8 Purple

8 6 7 6 7 8 Orange Turquoise Purple Orange Turquoise Orange Turquoise Purple 6 7 8 Orange Turquoise Purple

Red B

Red 22 BB B Red 2 B BB Red

2B Red 2 BB

Yellow

Yellow 33 Yellow 3 Yellow

3 Yellow 3

Blue

Blue 44 Blue 4 Blue

4 Blue 4 55 Green Green

3 4 Green Red2AA Red B2 B Yellow Yellow Blue Blue Green 2A B 4 Red A 2Red B 3Yellow Blue AND LEVEL: READING 3 RECEPTION 4 5 Red A Red B Yellow Blue 2A 2B 3 4 5 Yellow Blue Green 44 Red Red Blue Green 22 AA A 22 BB B Yellow 33 5 Red A Red B Yellow Blue Red A Red B Yellow Blue Green

8 Orange Orange Turquoise Turquoise Purple Purple KS1/P1–P3 6 7 8 6 7 Orange Turquoise Purple Orange Turquoise 6 7 Orange Turquoise

8 Purple 8

66 77 8 Orange Turquoise Turquoise Purple Orange

4 5AND KS1/P1–P3 6 7 READING LEVEL:3 RECEPTION Yellow Blue Green Orange Turquoise 2A 2 BLEVEL: 33 RECEPTION 44 55 66 77 KS1/P1–P3 AND READING

Red A

Red 22 AAA Red 2 AAA Red

2A Red 2 AA

9 Gold Gold 9 Gold

9 Gold 9

9 Gold

8 Purple

9 Gold

Gold 9 Gold

9 9 Gold

9 Gold

10 White White 10 White

10 White 10

10 White

9 Gold

10 White

White 10 White

10 10 White

10 White

11 White Lime Plus 11 Lime

11 Lime 10+

10+ White Plus

10 White

11 Lime

Plus 10+ White Plus

10+ 10+ White Plus White

11 Lime

11 Lime

11 Lime

10+ White Plus

Lime 11 Lime

11 11 Lime

11+ Lime Plus

11+ Lime Plus

11 Lime

Plus 11+ Lime Plus

11+ 11+ Lime Plus Lime

12 Copper

12 Copper

11+ Lime Plus

Copper 12 Copper

12 12 Copper

15 Emerald

16 17 Sapphire Diamond

12

Ruby 14 Ruby

14 14 Ruby

Ruby

Emerald Sapphire Diamond

16 17 Sapphire Diamond

READING LEVEL: KS2/P4–P7+

Topaz

15 Emerald

READING LEVEL: KS2/P4–P7+ 13 14 LEVEL: 15 KS2/P4–P7+ 16 17 READING

14 Ruby

13

Pearl 18 Pearl

18 18 Pearl

and assessment

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18 Pearl

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15 16 17 15 16 17 Emerald Sapphire Diamond

LEVEL: READING Copper Topaz

Topaz 13 Topaz

13 13 Topaz

READING LEVEL: KS2/P4–P7+

13 Topaz

18 Pearl

READING LEVEL: KS2/P4–P7+

14 Ruby

READING LEVEL: KS2/P4–P7+

13 Topaz

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1B 1B B Pink Pink B

2A 2AA Red Red A

2B 2B B Red Red B

3 3 Yellow 3 Yellow Yellow

4 4 Blue 4 Blue Blue

5 5 Green Green

6 7 8 6 7 8 Orange Turquoise Purple Orange Turquoise Purple

9 9 Gold Gold

10 10 White White

10+ 11 White Lime

11 Lime

11+ Lime

12 Copper

13 Topaz

14 Ruby

15 16 17 Emerald Sapphire Diamond

18 Pearl

reading miscue analysis. Practicalusing planning teaching whole-class readingand lesson guidance to boost struggling

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Teacher support and assessment

Teacher support and assessment

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LETTERS AND SOUNDS

OVERVIEW CHART

PRIMARY

Reading

9


PRIMARY

Science Reading

Age 5–11

Enliven your cross-curricular lessons and inspire all readers with exciting non-fiction books •A mazing National Geographic photography and lively text •A variety of natural topics covered from pandas to meteors, plus selection of biographies on key figures such as Amelia Earhart and Nelson Mandela •C hildren will have an enjoyable read through fun facts, quizzes and games • Adapted by Collins for readers of British English

See online order form for full list of titles available at collins.co.uk/intcatalogues

Sample pages from Deadly Predators, level 3

10 collins.co.uk/caribbean


PRIMARY

LEVEL 1

Early Readers

Reading

Great for readers of Collins Big Cat Yellow and Blue banded books

10 engaging books for early readers who are beginning to read fluently with support. Simple sentences and text allow children to use their phonic knowledge to read new words. Readers will discover a variety of animals including otters, snakes and butterflies.

LEVEL 2

Becoming Fluent

Ideal for readers of Collins Big Cat Orange and Turquoise banded books

18 accessible books for children who are developing reading stamina and starting to read independently. The books are longer and give opportunities for phonics and practice. They are ideal for readers of Green, Orange and Turquoise book bands for guided reading.

LEVEL 3

Becoming Independent

Use with readers of Collins Big Cat Purple and Gold banded books

18 books for readers who are ready to tackle more challenging texts with some support. Texts contain more advanced sentence structures and vocabulary and topics cover a wide variety of topics, including creatures and habitats through amazing images and facts.

LEVEL 4

Independent Readers

Perfect for confident readers of Collins Big Cat White and Lime banded books

18 exciting books for more independent readers who are ready for complex sentence structures and vocabulary. Texts contain sophisticated non-fiction features such as maps and diagrams to help readers explore topics such as space and water in more detail.

LEVEL 5

Confident Readers 8 stunning books for children who are confident in reading independently and ready for the challenge of varied sentence lengths, some technical vocabulary and increasing inference.

LEVEL 6

Skilled Readers 9 books for children who are very confident reading independently and ready to challenge themselves with a wide variety of sentence structures and writing styles, a range of new technical vocabulary and the need for more complex inference. Free downloadable reading notes for every book available at collins.co.uk/NatGeoReaders

tom.cane@harpercollins.co.uk

11


PRIMARY

Spanish

¡A volar!

Age 5–11

Available as ebooks

Primary Spanish for the Caribbean ¡A volar! is a 5-Level primary Spanish course designed specifically for the Caribbean. This engaging and child-centred programme makes learning Spanish fun while meeting the demands of Caribbean teaching and curriculums. • All pupil books include an audio CD, featuring specially commissioned songs and audio for listening and speaking exercises and pronunciation of vocabulary • Workbooks provide additional material for practice and reinforcement •C arefully graded exercises allow students to revisit and revise the core vocabulary and language points of each unit • T eacher’s Guides with step-by-step lesson plans, detailed notes and extension activities to provide teachers the preparation needed for each lesson •P hotocopiable resources for pupils to use in class or at home included in Foundation Level Teacher’s Guide PUPIL BOOKS

TEACHER’S GUIDES

WORKBOOKS

Foundation Level

978-0-00-814245-2

£6.99

Level 1

978-0-00-813628-4

£7.99

Level 2

978-0-00-813631-4

£7.99

Level 3

978-0-00-813634-5

£8.99

Level 4

978-0-00-813637-6

£8.99

Level 1

978-0-00-813629-1

£5.99

Level 2

978-0-00-813632-1

£5.99

Level 3

978-0-00-813635-2

£5.99

Level 4

978-0-00-813638-3

£5.99

Foundation Level

978-0-00-814246-9

£16.00

Level 1

978-0-00-813630-7

£16.00

Level 2

978-0-00-813633-8

£16.00

Level 3

978-0-00-813636-9

£16.00

Level 4

978-0-00-813639-0

£16.00

igo/a. 8 Habla con tu am letra. 5 Escucha y escribe la c b

35

a

d

e

. Ir en autobús es lento

Ir en carro es rápido.

Ejemplo: 1 e 36

En mi barco o En mi barco, en mi barc Lento… lento… bicicleta En mi bicicleta, en mi ¡Rápido! ¡Rápido!

¡Recuerda!

ish. about travel in Span ke. Look at how you talk He goes by motorbi Va en moto. car is boring. by g Goin rido. abur es o carr en Ir

35

En mi carro, en mi carro Lento… lento… mi En mi helicóptero, en helicóptero ¡Rápido! ¡Rápido!

escribe el adjetivo. 6 Escucha otra vez y

Completa transporte te gusta? 9 ¿Qué medio de es. las fras

lento

rápido Ejemplo: 1 lento

to? pleta: ¿rápido o len 7 Lee, empareja y com c

b

a

c

rápido ! 1 ¡Es verde y do y 2 Es grande, anaranja ! 3 ¡Es rojo y súper 4 Es pequeño y

.

.

¡Mira!

In Spanish, to say ‘Hang on a minute!’, you can use ¡Para el carro! (‘Stop the car!’)

d

me gusta ir Si voy de vacaciones, . porque favorito es porte trans de o Mi medi . porque No me gusta ir

el autobús el avión el barco el camión el carro el ferry

bus plane boat lorry car ferry

porque

el helicóptero el tren la bicicleta la moto lento/a rápido/a

.

helicopter train bicycle motorbike slow fast treinta y tres 33

32 treinta y dos

Sample pages from Pupil Book 3

12

collins.co.uk/caribbean

Visit collins.co.uk/caribbean to view sample pages


PRIMARY

Social Studies

Collins Primary Social Studies for Antigua and Barbuda

Age 5–11

Available as ebooks

Author: Anthea S Thomas

Provide full coverage of the primary social studies syllabus for Antigua and Barbuda. Collins Antigua Primary Social Studies has been specially developed by an experienced local teacher to meet the needs of schools, teachers and students. It follows a skills-based approach to learning, fully set in local contexts to allow students to develop tools and skills for learning and a wider knowledge of their own island and the Caribbean. •F ull-colour student’s books for grades 1 to 6 provide bright illustrations and fun activities to interest students •S kills based approach, with a wide range of varied activities to promote learning, discussion, critical thinking and crosscurricular learning • All topics are set within local and wider Caribbean contexts •A ccompanying workbooks provide plenty of activities and puzzles to consolidate learning

Earliest inhabitants of Antigua

2 Our cultural heritage

and live in Antigua were the The earliest known people to come from South America looking for food. Amerindians. They came by canoe they settled include: where a Barbud and Areas of Antigua • Twenty Hill in Parham

We are learning to: ns’, ‘customs’, ‘culture’, • dene the terms: ‘ancestors’, ‘traditio ‘family’, ‘ethnic’ : the Arawaks, the Caribs • name the earliest inhabitants of Antigua : Europeans, Africans, • name later settlers who came to Antigua Indians, Chinese and nationalities who settled in • know about some different groups Antigua s and festivals • describe some local traditions, custom • know about the local dialect culture. our e know why it is important to preserv

• • • • •

Jolly Beach Indian Creek Mill Reef Mamora Bay Green Castle Hill dians, the Arawaks and the Caribs. There were two main groups of Amerin

The Arawaks

who , were gentle and peaceful people The Arawaks, also called Tainos their belongings and food with lived in groups of families. They shared each other. sticks and grass. The houses were They built houses made of mud, round with thatched roofs.

What is culture?

talking about the way we live. Culture When we talk about culture, we are . Our culture includes the way we is the way of life of a group of people we food, the music we play, the stories speak, dance, dress and cook our tell and our religion. from our ancestors who came The culture we have today was learned t groups of people came to settle to live on our island before us. Differen group brought with them their own in Antigua at different times. Each ed in their new life. For example, cultural traditions, which they continu pot, was brought to Antigua by our national dish, fungee and pepper the speak and our dance came from we dialect The dians. Amerin the s, speak, as well as our major religion Africans, while the language we came from the Europeans.

Here, you can see an Arawak family

today, and what typical houses would

have looked like

21 20 22/05/19 10:40 pm 22/05/19 10:40 pm APSS_SB_G3_p00i-072.indd 20

Sample pages from Student’s Book Grade 3

APSS_SB_G3_p00i-072.indd 21

STUDENT’S BOOKS

WORKBOOKS

Student’s Book Grade 1

978-0-00-840284-6

£12.99

Workbook Grade 1

978-0-00-840286-0

£6.99

Student’s Book Grade 2

978-0-00-840282-2

£12.99

Workbook Grade 2

978-0-00-840283-9

£6.99

Student’s Book Grade 3

978-0-00-832491-9

£12.99

Workbook Grade 3

978-0-00-832495-7

£6.99

Student’s Book Grade 4

978-0-00-832492-6

£12.99

Workbook Grade 4

978-0-00-832496-4

£6.99

Student’s Book Grade 5

978-0-00-832493-3

£12.99

Workbook Grade 5

978-0-00-832497-1

£6.99

Student’s Book Grade 6

978-0-00-832494-0

£12.99

Workbook Grade 6

978-0-00-832498-8

£8.99

tom.cane@harpercollins.co.uk 13


PRIMARY

Science Music

Age 4–11

ed Fully resourc c si u m primary e schem

Authors: Helen MacGregor, Maureen Hanke,

Stephen Chadwick, Ian Lawrence, Sue Nicholls and Matthew Holmes

No music reading required

Includes SEND support notes and technology ideas

Music Express incorporates popular themes within the areas of learning and development; from songs, stories and rhymes to dances and games for indoor and outdoor learning. Packed full of topic-based, cross-curricular activities, these comprehensive books contain everything you need to deliver the music curriculum. Diversify music activities to be inclusive of every child’s needs with updated SEND support notes. Enhance music-making and remove physical and mental barriers with suggestions for using technology.

Music Express Online is the whole-school solution to delivering the music curriculum at primary level, available on our digital learning platform – Collins Connect.

•D iversify music activities to be inclusive of every child’s needs with updated SEND support notes •E nhance music-making and remove physical and mental barriers to learning with suggestions for using technology •B acking tracks and performance tracks with synchronised lyric display •E asy-to-use materials to support teachers with little or no musical experience •A Song Bank with hundreds of songs suitable for all ages and abilities •A wealth of activities specially designed for Early Years practitioners •A scheme of work and resources for whole-class ukulele teaching

School Subscription Digital

978-1-47-292998-3

£210.00 + VAT

Email collins.international@harpercollins.co.uk to request a free, no-obligation trial

14 collins.co.uk/caribbean


PRIMARY

Music

Sing! Play! Learn! With Go Kid Music

Age 5–11

Each book contains 12 excellent topic-based songs in contemporary styles that teachers and children will love. As well as audio performance and backing tracks, each song comes with an easy-to-follow teaching video with on-screen lyrics, including demonstrations of Makaton signs. Many songs also feature optional instrumental parts. Sing! Play! Learn! With Go Kid Music – Key Stage 1

978-0-00-831822-2

£29.99

Sing! Play! Learn! With Go Kid Music – Key Stage 2

978-0-00-831823-9

£29.99

Age 5–11 The critically acclaimed Get Set! Tutor Books cover the key elements of musical learning and are packed with tunes and ideas to support and inspire young musicians. The Get Set! Pieces Books follow and supplement the tutor books and include beautiful illustrations, activities and engaging pieces of music. Get Set! Piano Christmas Crackers contains over 30 carols for the beginner pianist, featuring a range of techniques and quizzes to support musical development from the very first lessons to Grade 2. My First Piano introduces young children to the piano through fun activities, rhymes, songs and pieces followed by My First Piano Pieces, Puzzles and Activities.

Find out more at collins.co.uk/GetSetPiano

Abracadabra

Age 5+

The trusted instrumental range Our established and popular series offers a thorough grounding in basic technique for woodwind, brass, recorder and strings. With carefully graded songs and clear technical guidance, these books are perfect for beginners.

See online order form for a full list of music titles available

tom.cane@harpercollins.co.uk 15


PRIMARY

Science Music / Revision and Practice

Ages 3–5

NEW

Collins Primary Music Early Years Foundation Stage Authors: Sue Nicholls and Sally Hickman

Child-centric, holistic and flexible resource which supports Early Years practitioners to deliver the 2021 reformed statutory framework – through music! Collins Primary Music Early Years Foundation Stage presents 12 ‘starting points’ stemming from children’s interests with songs, chants, listening music, images, videos and stories to engage and inspire exploration. Each starting point can be used in any order and provides ideas and activities for Enhancing Continuous Provision, Musical Learning, Home Learning and all Areas of Learning and Development. There are traditional tunes with new lyrics relating to the themes covered as well as brand new songs, chants and music from around the world and across a range of traditions. A wealth of additional support includes planning and assessment guidance, templates, imagery, vocabulary, background information, notation for music specialists and reading and songs.

related

Collins Primary Music – Early Years Foundation Stage Paperback, 56pp, CD & downloads

Minecraft English and Maths Official Workbooks

978-0-00-844765-6

ENGLISH when this version We only use space for the the available than 26 mm logotype is less variations wide and other can't be used.

ENGLISH

Book Official Work Ages 5–6

AND PUNCTUATION VOCABULARY, GRAMMAR ook

GOOD FOR WOOD! aft You can’t have a Minecr – adventure without a forest wood? where will you get all your lakes, you and trees of With plenty es resourc of out will never run forest. a near when you are

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COMMAS

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Monochrom

atic version

£3.99

special version

M7ATHS

Ages 5–6 ns, creepers and spiders? to avoid zombies, skeleto 9780008462741

, wolves, wood and food c) Eva is looking for Shelter

AGES 5–6

= -

Maths Discover the ook Official Workb

Monochrom

atic version

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MATHS

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We only use this version when the available space for the logotype is less than 26 mm wide and other variations can't be used.

to help

Embark on a Minecraft adventure usin maths skills g your Year 2 and knowled ge to complete the tasks 2 and earn rewa ly. correct s rds. comma use Rewrite it and Read the sentence below. Accomplish

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places Forests are one of the few wolves, where you can find wild them but don’t be scared. Tame you defend to and they will help against angry enemy mobs!

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their missions

characters on a shelter. build toent biomes in in the forest Explore differ Eva is collecting wood

eva b) It was important for

TAME A WILD WOLF

L WORKBOOK ENGLISH OFFICIA

These write-in practice workbooks use the Minecraft game as a mechanism for practising the key English and maths skills at primary level.

atic version

Monochrom

special version atic version

Monochrom

when this version We only use space for the the available than 26 mm logotype is less variations wide and other can't be used.

R VOCABULARY, GRAMMA ION AT TU NC AND PU

Age 5–11

NEW

special version

Embark on a Minecraft learning adventure! Children can use their maths and English skills to complete missions and earn rewards.

maths plains. activ andMine ities toins mounta help craft res to caves forests characters on their missions Eva had been on many adventu

Official Work Book Ages 6–7

Explore differ ent biomes in each topic

A FRIEND IN THE FOREST enter the As Tom prepares to not know forest biome, he does already that his friend Eva is … there exploring by herself

For full list of titles available, please see order form at collins.co.uk/intcatalogues

Earn emeralds as you work through the book and choo how you spen se d them Go hardcore with challengin questions g

COLOUR IN How many emeralds you earnED

=

Discover the English Official Workb ook Ages 6–7 9780008462819

25

7

Pages not final

£3.99 AGES 6–7

24

£34.99

=

? 7

Covers not final

16 collins.co.uk/caribbean


PRIMARY

Revision and Practice

Collins Children’s Posters Highly illustrated, colourful posters ideal for taking young learners on a journey of discovery These attractive rolled posters are clearly laid out to aid early language, arithmetic, science and geography skills. They are suitable for home or school use and can be used for independent learning or school projects. Collins Children’s Poster —Alphabet

978-0-00-830469-0

£4.99

Collins Children’s Poster — First Words

978-0-00-830470-6

£4.99

Collins Children’s Poster — First Phonics

978-0-00-830472-0

£4.99

Collins Children’s Poster — Numbers 1 – 20

978-0-00-830473-7

£4.99

Collins Children’s Poster — Numbers 1 – 100

978-0-00-830474-4

£4.99

Collins Children’s Poster — Telling the Time

978-0-00-830476-8

£4.99

Collins Children’s Poster — Adding Up

978-0-00-830477-5

£4.99

Collins Children’s Poster — Times Tables

978-0-00-830478-2

£4.99

Collins Children’s Poster — Flags

978-0-00-830479-9

£4.99

Collins Children’s Poster — Solar System

978-0-00-830480-5

£4.99

Collins Children’s Poster — Human Body

978-0-00-830481-2

£4.99

Age 8–14

Spell Like a Champion The essential guide to spelling! Encourage learning at home and build confidence at school with this comprehensive guide to English spelling. Ideal preparation for spelling competitions and exams, this guide and workbook includes the key spelling rules and strategies for revision and exams. It helps students understand and learn the roots of English words, and shows them how to use this knowledge to improve spelling.

•P uzzles and worksheets to make revision fun •R ules, strategies, and tips compiled in association with teachers • Lists of commonly misspelled words

Written in a light-hearted and accessible style, with word games throughout, this is a fun way to improve spelling and to prepare for spelling bees, tests and exams. Spell Like A Champion

978-0-00-824197-1

£6.99

tom.cane@harpercollins.co.uk 17


PRIMARY

Science Revision and Practice

Age 5–11

Collins Mental Maths Support the development of key mathematical skills with six one-a week mental maths test books •A ctivity books that provide a fun way to test mathematical understanding and improve various maths skills • ‘ How well did I do?’ charts help children track their progress • Parental notes to support learning at home • Weekly tests to improve understanding and retention •E ssential practice for mental maths skills to help support the development of skills for the SEA, 11+ and the PEP

Mental Maths Ages 5-6

978-0-00-745789-2

£3.99

Mental Maths Ages 6-7

978-0-00-745790-8

£3.99

Mental Maths Ages 7-8

978-0-00-745791-5

£3.99

Mental Maths Ages 8-9

978-0-00-745792-2

£3.99

Mental Maths Ages 9-10

978-0-00-745793-9

£3.99

Mental Maths Ages 10-11

978-0-00-745794-6

£3.99

Collins Assessment

Age 5+

Assess and track pupils’ progress in key English and Maths skills These tests allow teachers to identify strengths and weaknesses and support judgments in key areas. All titles include free downloadable editable files and easily adaptable tests according to your classroom’s needs. Time Tables Tests Up To 12x12

Spelling Half Termly Tests

Build understanding, as well as encourage recollection with regular tests

Assess spelling consistently and systematically

Assessing Receptive Vocabulary

Familiarise upper primary pupils with examinations and pinpoint problem areas

Close the word gap with visual tests and word lists for ages 4 to 7 Weekly Reasoning Tests

Test and assess pupils’ reasoning skills to build resilience and maximise end of year results

Weekly Arithmetic Tests

Reading Comprehension Progress Tests

Identify learning gaps with carefully selected extracts providing a range of vocabulary, styles and content

See online order form for a full list of titles available for Primary and Secondary

18

collins.co.uk/caribbean

Find out more at collins.co.uk/assessment


PRIMARY

Collins Easy Learning Ideal for home learning

Revision and Practice Age 3–11

NEW TITLES

•G ive 3–11 year-olds a head start with practice skills books that help develop key literacy skills through lots of fun activities •B oost children’s confidence and enjoyment with games, clear explanations and tips, as well as answers to check understanding •B uild good learning habits with advice on how to support learning for parents, including ‘What you need to know’ and ‘Taking it further’ notes

See online order form for a full list of Collins Easy Learning titles at collins.co.uk/intcatalogues

tom.cane@harpercollins.co.uk 19


Resources for Secondary AGES 11–18 English

21–23

Modern Foreign Languages

24–27

Social Studies

28–29

Geography

30–31

Science

32–36

Mathematics

37

CSEC® Revision and Practice

38–40

Workbooks

41–42

CAPE® Revision and Practice

43–44

16+ Economics, Sociology, Mathematics & Sciences

45–46

Spine 27.5 mm

CSEC ® PHYSICS

Peter Defreitas has been an experi

enced and highly Physics at both CSEC®and CAPE® respected teache r and tutor of levels for over post of Head 40 years. Recen of Physics at St Winifred’s Schoo tly retired from his ever-expand the l, Barbados, he ing tutorial classe now focuses his s and his growi in the Caribb time on ng reputation ean. He has suppo as a writer for rted thousands CAPE® exami physics of students throug nations. h their CSEC® and

Pages from CSEC

Physics teal.indd

1

PHYSICS

Peter Defre itas

Find us at collins.co.uk/car ibbean facebook.com/col linsint @Collins_Int

CSEC ®

CSEC® PHYSIC S

Collins CSEC® Physics provid es a new appro syllabus that focuse ach to the study s on the skills of the CSEC® needed to pass coverage of the Physics and to get a top CXC® syllabus. grade. It provid es full • Written in clear, accessible language, with diagrams and worked examp illustrations to les and annota help explain difficu ted • Practice and lt concepts exam-style questi ons focus on the key skills neede Recalling facts d for the exam: questions allow students to demon Applying facts strate what they questions allow have learned students to link real-life examp what they have les and contex ts learned to Analysing data questions – invalu essential for a able for the SBA top grade – allow lab work in physic studen critically about s and ts to demonstrate data, analyse that they can the information think logical conclu it gives, and reach sions based on sensible and that data About the author

Peter Defreit as Reviewers: Leno re Dunnah, Rap hael Johnson

27/7/21 11:11 am

20 collins.co.uk/caribbean


SECONDARY

English

CSEC® Concise English A

NEW

Collins CSEC® Concise English A provides full coverage of the syllabus in an accessible format. It adopts a practical and supportive approach to help students build the skills and understanding needed for exam success and provides comprehensive guidance on the School Based Assessment • O rganised by question paper to help students build the skills needed effectively, moving from skills-building activities to examination-style tasks • I ncludes guidance on where students might go wrong when answering multiple-choice questions • P ractice questions and annotated sample responses help students understand how to achieve higher marks • Exam practice sections included for Paper 1 and Paper 2 • D edicated chapter on the School Based Assessment, including how to choose a suitable topic, how to carry out the work required, and how to write up the report annotated sample responses to show students how to improve their work

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g tha now thinkin storm. I am ature. er after the ut temper mer weath specific abo cribes cal too des is r’ (b) lde it. k that ‘mi onym for Step 5: I thin (c) would be an ant or option (a)

to: rd. Learn how a given wo onyms for • find ant

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ten plete sen en in com portant? t about and words giv e though tonyms im rect antonym to go withws that you hav Why are an the cor a word sho for ce. to choose t antonym of a senten be asked g the correc d impact You may m. Choosin meaning and desire in your exa cise od the pre understo

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origin ps. ing of the the five ste you follow . When you ughts, as synonym n your tho to find the word that means Write dow as you did ton and find a an antonym p an an ste fy g ra nti ide an ext tence. Findin process to word, add t of the sen the same r of the res aning of the Remember the registe You can use out the literal me to match d also need have worke . You may site the oppo by g t. sin extrac to be pas following g supposed Read the dly movin . a storm is ds are har ir antonyms tip n though rk out the and the win rs and down to the Revision today eve day and wo ite as harsh er is milder shutte 2 Sequence these four dom every The weath sun isn’t qu window past the before any ile The elements from the story so that wh n. rds at ran a soo my for they fit the order above. You already t of Pick ten wo know the first complication. Remembe sometime I look ou out and fish as s get nd to r that the introduction will come e fro first. the palm k I’ll be abl (A) Leroy’s brother turns up at the th any luc restaurant. He has Leroy’s wallet still sea. Wi ills and phone, which Leroy sk dropped . e m: while ins rushing fro out of the house. Leroy calls the ply th trouble beg girl, but gets a voicemail, so he Ap ve. Choose abo leaves t a message rac asking for another chance. r’ in the ext would lde you ‘mi rd how w wo (B) Leroy is on the bus with his new Then sho k girlfriend nervously chatting about onym of the sentence. the meal. The bus is really crowded. Practice tas Find an ant rd in this r erlined wo (a) harshe (C) Leroy’s girlfriend storms off when for the und riate. . he admits he can’t pay. The restaurant rop r antonyms an breeze r owner calls his stant oce parents. 2 Find fou ich one is most app uld con wo a (b) hotte to you rk r, due w how decide wh t as you wo ate, howeve Then sho tex (D) der der Leroy ce. searches the wil mo ten d desperately for his wallet, and even (c) sen ts aroun ather stays tries to sweet-talk the manager, rd in this r makes things thisrio just but Learn how to: your though Aruba’s we severe erlined wo the inte worse. (d) more down down rainfall in for the und riate. e jot ms rag ht ony ave mig ant rop est; • structure a story in an interestin 3 What other plot reversals Find four itated for most app ‘milder’. of how you g and 3engaging might Leroy face as part of this story? way ich one is example vily precip onym for : In the pical, hea d the •gap decide wh Here is an steps to find an ant tro un h, begin aro the and lus s d end a a story effectively. has Step 2: Rea t follow it mention kes through the t, Dominica per year. Generating ideas ma tha In contras nk a d, which sentences in r 300 inches then I thi ing change es a ned word er this word can be ove In the exam, you will need to quickly weather hav t the word describ ide which the weath the underli I obscure generate ideas for your story based tha Step 1: If quality of would dec onyms for on the stimulus you are given (a choice of a picture or some me think cribe the l? d. A short story should have d four ant w how you des kin coo Fin sho e to 4 or words that begin, end or are to n t rd som a single, clear storyline. It should wo be ho ce. The end in be included in your piece of writing). You should take about change of . Could it always happyn. this senten also 45 minutes to write your story, so satisfying orThe straightforward. , if not ropriate. a way that isisla is needed nd in the allow at least five minutes to generate ideas and a plan. etime soo dow to is most app nd som one ean isla by ibb m g fro sin Car win Most tstories on the main character facing a problem to be pas terns var y ent about ou of my depend k pat sed sist er loo po I con ath is or ile as sup challenge t . This problem often brings the fish 4 Look at the photo opposite. ile we character into conflict with someone or for a wh Wh m fronds thing tha a storm is Bearing in somethin , the g. Asone n though the storybea ving the pal e to get out and uty. 17 usually faces further plot reversals. the main character mind the Caribbean today eve und develops, hardly mo abl The issues Paper 1story structure you have need not its year-ro er is milder and the winds are luck I’ll be reader want to find out how the just examined, jot down notes or weather is be life-threatening, but they must make the The weath With any character overcome ite as harsh wn to the still sea. s them. create a spider diagram to help do sun isn’t qu and you rs tte generate ideas for a story based Key term past the shu uble begins. on 8:53 pm tro 12/12/16 this picture. Think before any about the plot reversals: events that block or create problems for the main following questions: character a) Who is the person? 1 Read the following summary b) Where and/or when is this .indd 17 of a story, then per1_Ch01the questions answer h_Pa below. EC_Englis happening? 08134_CS yms 8:53 pm fying anton 12/12/16 Leroy is on a first date with c) What might have happened a girl he really likes. He has borrowed 1.6 Identi or be 16 money from his brother to take the girl for a meal about to happen? at a posh restaurant. When paying, he realises his wallet and phone were stolen while he was on the bus. d) What is the overall mood?

ills

Building sk

you are ym when

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the mean

Chapter 3 Writing a narrative

3.1 Structuring and resolving stories effectively

What are the key elements of a

d 16

_Ch01.ind

h_Paper1

EC_Englis

08134_CS

good short story?

a) What is/are the problem/s Leroy has to face or overcome? b) What possible conflicts might result from this situation? The typical structure of a short story is as follows:

Looks sad and alone

Introduction or exposition

The writer establishes the main

Complication or problem

The reader learns that the main character faces a challenge or obstacle. This creates difficulties or conflict with others. The character tries to resolve or tackle the issue, but tension or suspense increases as they struggle.

Rising action Climax

character and his/her situation.

I think this is the end of the story – he has had a bad experience... Older man in bus stop

Ray – come back from overseas for daughter's wedding

The writer describes a key moment or crisis – the highest level of tension – when the problem is faced or the conflict comes to a boiling point. For better or worse, the reader finds out what the outcome was (was the main character successful in overcomi ng the problem, or were they damaged by it?)

Resolution

176

You might begin like this:

3.1 Structuring and resolving stories

effectively Paper 2

177

08134_CSEC_English_Paper2_C

h03.indd 176

Collins CSEC® Concise English A

978-0-00-845857-7

£12.99

12/12/16 9:09 pm

08134_CSEC_English_Paper2_C

h03.indd 177 12/12/16 9:09 pm

tom.cane@harpercollins.co.uk 21


SECONDARY

English

Age 14+

Twelfth Night and The Tempest CSEC® Edition •A id students in getting to grips with characters, themes and dramatic techniques with a detailed guide to each scene

These editions contain the full texts of ‘The Tempest’ and ‘Twelfth Night’, with clear and supportive notes. A detailed introduction and a guide to each act and scene give students everything they need to study the plays for CSEC English B.

•T race the development of themes across the play with succinct summaries and links to the key scene

• H elp your students understand the language of the play with clear notes on each page

•P repare for final examinations with practice exam questions and annotated sample responses to show students how to improve their work

•E ncourage learning about Shakepeare’s world and the context with lively introductions Twelfth Night CSEC® Edition

978-0-00-839962-7

£8.00

The Tempest CSEC® Edition

978-0-00-826830-5

£8.00

Collins Starting Shakespeare A best-selling introduction to Shakespeare, his world and his plays. •P rovide stimulating ideas and resources to enable students to get to grips with the plays in an enjoyable way •U tilise a range of activities, covering Key Assessment Objectives, including topics such as the study of historical context, plot, genre, character, language

and staging •P rovide advice on how to prepare for and approach the exam •G ive students opportunity to practise exam style questions Collins Starting Shakespeare

978-0-00-322297-5

£13.99

The Lion, the Witch and the Wardrobe This timeless novel provides many wonderful passages for the study of narrative, as well as complex characters and motivations ideal for class discussion.

The Lion, the Witch and the Wardrobe

978-0-00-330009-3

22 collins.co.uk/caribbean

Available as ebooks

£8.99

Age 11+

Age 11+


SECONDARY

English

Collins Classroom Classics

Age 11+

Available as ebooks

NEW TITLES

Timeless editions accompanied by supportive introductions and glossaries • I ntroductions situate the novel in its period in time, providing useful information on themes, structure and literary techniques • Glossary familiarises students with terms and references to get the most out of the text • Stylistic features help get students thinking about different ways of interpreting the text • Further reading lists included, with key articles and theoretical texts • The Shakespeare editions offer text notes side-by-side to the main text as well as a theme and character index

See online order form for a full list of Collins Classroom Classics titles at collins.co.uk/intcatalogues

tom.cane@harpercollins.co.uk 23


SECONDARY

Modern Foreign Languages Age 11+

Vocab Express Grammar and vocabulary for language learning Support your students in learning foreign languages independently with our unique online platform that makes homework setting and progress monitoring simple. Through integrating text, images and audio, Vocab Express provides an engaging environment in which students can build their vocabulary whilst their progress is being monitored and tracked by their teachers. For the teacher:

For the student:

•M inimise teacher workload with pre-loaded resources and no manual marking

•E ngaging and easy-to-use web-based interface

•S et as homework, in-class activity or to cover lessons •D ifferentiate activities to cater for all abilities •M onitor student progress and generate reports based on students’ progress

•M otivational points based system •A ccessible at home and at school via individual logins Languages and levels available:

• French & Spanish for lower secondary •F rench, Spanish & Mandarin for GCSE provide coverage of these languages for CSEC® •C ambridge IGCSETM for French, Spanish, German, Italian and Arabic

Mission: français A fresh approach to teaching French Mission: français delivers engaging course content via Pupil Books (3 book format), Teacher Guides, and Grammar Workbooks. Pupil Books – have support material

embedded throughout and motivate pupils with an engaging comic book story that runs throughout the course.

Grammar Workbooks – encourage

pupils to develop their grammar skills with attractive full-colour workbooks with full explanation of all grammar points covered and plenty of practice questions.

Teacher Pack – comprehensive support

for teachers with ready-to-use lesson plans. All audio and video files and transcripts are available to download online on www.collins.co.uk Offer a suite of digital resources to engage students and make testing and reporting easy. Teacher access only includes an Interactive Book, Audio, Video and Assessment Packs for front-of-class teaching.

See online order form for full list of titles at collins.co.uk/intcatalogues

24 collins.co.uk/caribbean

There is an annual configuration charge to get set up and running on the platform.

Contact us for more information and to find out about a free trial

Pupil Books available as ebooks

Age 11–14


SECONDARY

Modern Foreign Languages

Collins CSEC® French Secondary French for the Caribbean Collins CSEC® French provides comprehensive coverage of the CSEC®

French syllabus. With a clear structure and engaging content, the course has been carefully planned around topic-based units so that language and skills are taught in context. • Full syllabus coverage with clear learning objectives •S kills-based communicative approach with equal coverage given to all four skills: reading, writing, listening and speaking • Clear, colourful layout with consistent structure •C arefully graded exercises ensure progression and reinforcement throughout the course • Plenty of opportunities for recap and revision •A ccompanying workbook provides extra activities for language development skills to reinforce knowledge

COLLINS CSEC® FRENCH Collins CSEC® French Student’s Book

978-0-00-841124-4

£19.99

Collins CSEC® French Workbook

978-0-00-841126-8

£7.99

4 On se retrouve où ?

ba café Touba est bu Le café Tou villes du pays, le nt au dans beaucoup de

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is et un repas, les França déjeuner et après en boivent nt le café ; au petit buveurs réguliers Les Français adore 20 pour cent des caines boivent beaucoup. nt les chaînes améri les Françaises en ne voit pas souve leur majorité, les par jour. Mais on dans tasses que cinq parce moins C’est au uoi ? peuten France. Pourq de lait ou du sucre comme Starbucks et nature. Un peu le café noir, fort Français apprécient rien. rter, ent ils n’ajoutent « Un café à empo être, mais autrem « sociaux » de café. rs réguliers de café des consommateurs Les Français sont pour cent des buveu pas français ! 98 pause détente, soit s’il vous plaît !» n’est t sur place, soit pour prendre une mmen entre amis. français le conso ialité conviv de agréable -ville font partie de pour un moment petits cafés en centre me-Uni ts de quartier et les Unis ou au Royau En France, les bistro s, comme aux Étatss. Les Français, pays anglo-saxon la culture. Dans les toutes les deux heure ter grigno t nts comme aimen par exemple, les gens repas plus copieux que les établisseme t parlen is frança t des emen pourtant, préfèrent les serveurs typiqu sent pas. De plus, rise bien connue Starbucks ne propo de Starbucks – entrep ce que les baristas pas. avec leurs clients, ires élevé – ne font les d'affa dans et chiffre pour son comme Paris ou Lyon is, pour qui le les grandes villes, Trouvés surtout dans ses clients fidèles. Mais pour les França ien, la mousse cks a quotid aéroports, Starbu et joyeux dans leur très moment agréable es et les fauteuils café symbolise un des tasses énorm , les amateurs du ns chaudes dans France boisso En les pays. lait, au e du inadaptés à la cultur résistance. confortables sont de la continuent à faire café traditionnel

1

language wolof – Wolof, a al, Gambia spoken in Seneg and Mauritania

rentra À Dakar, comme t la journée et en moins quatre à leur réveil, duran l. « J’en prends au par les Sénégalais, es heures de travai é Grandfoyer après de longu ur de tissus au march e vide confesse un vende jetabl dans la journée », une tasse à café rant mont en ), Dakar connais rien de plus Yoff (quar tier de poubelle. « Je ne une dans siècle on e lancer qu’il s’apprête à début du dix-neuvièm café Touba. » Au éveillé afin de on pouvait rester énergisant que le buvant du café local Touba continue d’occuper une remarquait qu’en De nos jours, le café ller. travai oup alais. beauc Sénég l’alimentation des arabica local place de choix dans rée à base du café une boisson prépa ’’ en wolof ) et, Le café Touba est e de poivre (‘’djar exquis », selon ajoute une espèc aromatisé. On y lui donne son « goût de girofle, ce qui oup de sucre. Beauc sucre. parfois des clous du alais. Il se boit avec les amateurs sénég partout, peu un et Dakar À urs. On on voit des vende rue sans n’imagine pas une de café vendeur ambulant manque pas Touba mais il ne urs se de clients. Ces vende s du matin lèvent à six heure le tour font et chaque jour ils Ils villes. des des quartiers ite de café portent une marm ent sur uellem contin fée chauf ont souvent Ils eau. fourn un litres de café un seau de vingt Comme Touba prêt à boire. être pas emploi ce n’est peutbeaucoup idéal, mais pour i ça de jeunes sans emplo assez r leur permet de gagne d’argent pour vivre.

le texte. alents français dans Trouvez les équiv 5 flavoured 3 dustbin 1 work 6 fans 4 awake 2 day

2

3

? vrai (V) ou faux (F) Lisez le texte. C’est ns de France. dans toutes les régio sont très populaires rter. 1 Les Starbucks pas leur café à empo ais ne choisissent par jour. Franç des rt plupa 2 La s cinq tasses de café boivent au moin . cent de Français train de disparaître 3 Plus de 50 pour nt français sont en ueme typiq les petits cafés ement. rapid s 4 Les bistrots et client de servir plus icaines préfèrent amér es chaîn 5 Les dans un Starbucks. acheter à manger 6 On ne peut rien régulièrement. ais vont à Starbucks ls. 7 Certains franç de cafés traditionne uils dans beaucoup faute des e 8 On trouv

girofle – clove stove un fourneau – a t un seau – a bucke

7 neighbourhoods 8 saucepan

9 job 10 earn

ions. Répondez aux quest nt le café Touba ? le » ? les Sénégalais boive tasse à café « jetab 1 Quand est-ce que le café Touba d’une café ? est-ce qu’on boit quand ils ont bu ce 2 Pour quelle raison ans ont remarqué d’il y a deux cents lleurs travai les 3 Qu’est-ce que al ? Connexions ent du café norm Touba est-il différ la provenance du Touba ? 4 Pourquoi le café vous, café leur Selon ent achèt tance ? beaucoup de gens café a-t-elle son impor 5 D’où est-ce que ur ambulant ? l’emploi de vende 6 Que dit-on de

Pareil…

et pour les pour les Français café est-il différent En quoi le rôle du rités ? es sont les simila mais différent Sénégalais ? Quell

Recherche

Quelle est l’origi « café Touba » ?

ne du nom

quat re-vingt-quinze

95

06/02/2019 11:38

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quat re-vingt-quator

ze 06/02/2019 11:38

ch_SB_BOOK.indb

7097_IGCSE_Fren

ch_SB_BOOK.indb

7097_IGCSE_Fren

95

94

Sample pages from Student’s Book

tom.cane@harpercollins.co.uk 25


SECONDARY

Modern Foreign Languages

¡A explorar!

Age 11+

Available as ebooks

Secondary Spanish for the Caribbean Designed to meet the requirements of secondary school curriculums throughout the Caribbean, ¡A explorar! is a carefully structured three-level course with clear progression and comprehensive coverage of key vocabulary, grammar and functional language. The course is planned around topicbased units so that language learning and skills development can be taught in real-world contexts. •A highly-illustrated lively design, clear layout and accessible features •W ritten and developed in association with teachers and consultants in the Caribbean •C ontinuous reinforcement of language learned throughout the course, with revision sections at regular intervals •L atin American Spanish vocabulary used throughout, with informative notes in the Teacher’s Guide about variants found within Latin America and the Caribbean •A strong cultural focus, offering stimulating and thoughtprovoking insights into Hispanic societies, with Español en acción spreads included in every unit •A udio files to support listening activities are available online through the Collins website

STUDENT BOOKS Student’s Book 1

978-00-0-830147-7

£14.99

Student’s Book 2

978-00-0-830150-7

£14.99

Student’s Book 3

978-00-0-830153-8

£14.99

978-00-0-830148-4

£6.99

WORKBOOKS Workbook 1 Workbook 2

978-00-0-830151-4

£6.99

Workbook 3

978-00-0-830154-5

£6.99

978-00-0-830149-1

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TEACHER GUIDES Teacher’s Guide 1

Sample pages from Student Book 1

26 collins.co.uk/caribbean

Teacher’s Guide 2

978-00-0-830152-1

£19.99

Teacher’s Guide 3

978-00-0-830155-2

£19.99


SECONDARY

Modern Foreign Languages

Collins CSEC® Spanish Secondary Spanish for the Caribbean Collins CSEC® Spanish provides comprehensive coverage of the CSEC® Spanish syllabus. With a clear structure and engaging content, the course has been carefully planned around topic-based units so that language and skills are taught in context. • Full syllabus coverage with clear learning objectives •S kills-based communicative approach with equal coverage given to all four skills: reading, writing, listening and speaking • Clear, colourful layout •C arefully graded exercises that ensure progression throughout the course • Grammar and vocabulary boxes to enable quick reference • Plenty of opportunities for recap and revision •A ccompanying workbook provides extra activities to encourage skills development and language practice • The perfect follow-on from the Collins ¡A explorar! series

4

4.1 ¿Quieres ir al ¿Por qué es impo

cine?

rtante tener tiemp

o libre?

con reja los mensajes ¿Adónde van? Empa 16:57 2

1

4

Oye, Carlos. Tengo dos entradas para un o concierto en el teatr e. mañana por la noch ¿Quieres ir conmigo?

6

Hola, Lucía. Voy a la na. fiesta este fin de sema Nos ¿Quieres ir conmigo? seis las vemos el sábado a do? y media. ¿De acuer

Hola, Diego. ¿Nos vemos mañana para salir en bici? Te invito a desayunar después en la cafetería al lado de la playa. ¿Te parece bien? Hasta mañana.

i a + el = al a + la = a la

Voy al cine. Voy a la playa.

s. correcta de los verbo la mañana? Escribe la forma igo el domingo por rer) ir a la playa conm entradas. 1 Hola, Lara. ¿(Que r) porque no hay (pode no pero erto 2 Quiero ir al conci ros. nosot con er) venir a la fiesta 3 Mía y Julián (quer o (preferir) el té? noche. 4 ¿Te gusta el café er) ir al cine esta rme pero no (quer . 5 Gracias por invita rir) la comida china a india pero (prefe a? 6 Nos gusta la comid el sábado, Camil ir al polideportivo r) (pode hora 7 ¿A qué Gramática

persons of the verb. e in some of the have a spelling chang o ➝ ue Stem- changing verbs ➝ ie e poder preferir querer puedo ro prefie quiero puedes (yo) prefieres quieres puede (tú) prefiere quiere podemos (él/ella/usted) preferimos mos quere pueden (nosotros/as) prefieren p. 229 s) quieren ¿Más? ➜ Grammar (ellos/ellas/ustede

Escucha las conve

4

¿Adónde?

c

b

a

3

13:31

5

res Hola, Gabriela. ¿Quie la salir el viernes por noche para celebrar Voy s? leaño cump mi o al restaurante italian s de con mis compañero clase. ¿Quieres ir con nosotros?

las fotos.

Hola, Ana. ¿Cómo estás? Voy al cine con Nuria y Rosa esta tarde. ¿Quieres ir con nosotras?

res Hola, Sergio. ¿Quie ir al polidepor tivo esta Me tarde sobre las siete? al o tenis al gustaría jugar parece? básquetbol. ¿Qué te

1

3

Objetivos

out with friends • Arrange to go invitations • Accept and decline g verbs • Use stem-changin 11:23

la piscina

1

rsaciones. Copia

¿Cuándo?

y completa el cuadr

¿A qué hora quedamos?

o. (1–3)

Vamos a salir

Para mejorar Writing words down helps you to learn them, particularly if you r. are a visual learne Write out the verbs and read through them to learn them by heart. Then try to write them out again without looking at your original list.

42

Nos encontramo en …

s

el sábado por la tarde

2 3

Vocabulario añero/a. Invíta Túrnate con tu comp sta. Pregunta y conte ir a …? res ¿Quie • res ir? • ¿Cuándo prefie amos? • ¿A qué hora qued tramos? • ¿Dónde nos encon

5

ajes de la Actividad

2

Empareja los mens

a

Gracias por invitarme.go. Me encantaría ir conti Hasta el sábado.

d

82

f

e

d

b

la Lo siento. Hoy por tarde no puedo, estoy o muy ocupada. Esper que la pasen bien.

e

1 con las respuestas

. c

na por la ¡Qué lástima! Maña Tengo mañana es imposible. el es ir que trabajar. ¿Pued na? domingo por la maña do, Perfecto, pero ¡cuida vemos a estoy en forma! Nos . las siete. Hasta luego

f

¡Claro que sí! ¿A qué hora van? Nos vemos el viernes.

Sí, sí, con mucho gusto. Ya sabes que a. me encanta la músic

6

Recibes este mens

le a salir.

aje. Escribe tu respu

Para decir que sí: buena idea claro que sí de acuerdo está bien perfecto

Para decir que no: qué lástima lo siento no puedo es imposible no me va bien

esta. 08:45

a. para el festival de músic a ? Tengo dos entradas eza a las siete y medi ¡Hola! ¿Cómo estás e de mi barrio. Empi venir conmigo? Es el sábado en el parqu ¿Quieres te gusta la música. de la tarde. Sé que ochenta y tres

83

ochenta y dos

Sample pages from Student’s Book

COLLINS CSEC® SPANISH Collins CSEC® Spanish Student’s Book

978-0-00-830156-9

£19.99

Collins CSEC® Spanish Workbook

978-0-00-830157-6

£7.99

tom.cane@harpercollins.co.uk 27


SECONDARY

Social Studies

Age 11–14

Caribbean Social Studies

Available as ebooks

A content and activity-led course set in contexts relevant to the Caribbean Suitable for lower secondary students in all parts of the Caribbean, this course has been specially written to help students develop the skills they need for success in Social Studies. • Developed and written specifically for the Caribbean •H elps students gain a strong foundation in social studies to prepare to study the individual subjects at CSEC® level • Student’s books for each form (Form 1, Form 2 and Form 3) •A ccompanying workbooks for each level provide opportunities for written activities and help students consolidate learning STUDENT BOOKS

WORKBOOKS

Student’s book 1

978-0-00-825646-3

£15.99

Workbook 1

978-0-00-825649-4

£6.99

Student’s book 2

978-0-00-825647-0

£15.99

Workbook 2

978-0-00-825650-0

£6.99

Student’s book 3

978-0-00-825648-7

£15.99

Workbook 3

978-0-00-825651-7

£6.99

Unit 10: The world around us

Reasons for Caribbean integration

We are learning to:

Common history and culture

• examine reasons for the existence of the Caribbean as a region • suggest ways of strengthening Caribbean integration.

Because of these similarities, the countries of the Caribbean benefit from joining together as a single region.

Reasons for Caribbean integration

For example, the most popular sport in the West Indies is cricket. The British originally brought the game to the West Indies under colonial rule. The earliest cricket matches took place in the early 1800s, among officers of the British military.

Sometimes countries from an area join together to cooperate as a group. This is known as regional integration. Each territory in the Caribbean is very small, with limited resources and a tiny population in comparison to its more powerful neighbours in North and South America. There are several reasons that the territories of this region have agreed to cooperate as a unified region: • • •

Cricket became a symbol of the Caribbean people’s struggle to be free of colonisation. In the early days cricket clubs were white-only, and slaves were not allowed to take part. Black players were forced to found their own clubs. This changed as inter-island competitions became more frequently organised. The competitions brought together people of all backgrounds from each island as they shared the desire to see their home island win.

geography of the region common history integration movements including sporting and economic agreements.

Geography of the region Compared with their larger neighbours, the territories of the Caribbean need to join together in order to represent a larger collection of people. They share the same geographic location and many of the same geographical features: • •

island geography – large areas of coastline as a result of being surrounded on all sides by the sea tropical rainforests – most of the territories have tropical climates with tropical rainforest vegetation and diverse species of plants and animals hazards such as storms, hurricanes and earthquakes.

1. Which of the following types of habitat are most commonly found in the Caribbean region? a) desert b) mountains c) beach 2. In your own words define ‘regional integration’ and explain how it works in the Caribbean.

272

The West Indies cricket team from 1933.

As Caribbean society became more democratic and integrated, the West Indian cricket team became a reflection of that integration. The West Indies produces many highly talented cricket players, which helps improve national pride.

Exercise Activity Write a reflective journal entry titled ‘I love living in the Caribbean’. Highlight at least three aspects of the Caribbean region that you love.

3. The Caribbean region is situated near the Tropic of Cancer. Suggest four ways that this affects the geography of the region. 4. Why do you think cricket is so popular in the Caribbean? 5. At first, cricket was a game for the colonial ‘masters’ and the slaves were not allowed to play. What changed this? 6. Explain what you understand by regional integration in sport.

Lower Secondary Social Studies: Reasons for Caribbean integration

Sample pages from Caribbean Social Studies 1 Social Studies SB1_Unit_10.indd 272

28 collins.co.uk/caribbean

Brian Lara, known as The Prince of Port of Spain, seen here breaking the world test batting record when he scored 400 runs for West Indies against England at the Recreation Ground, Antigua, 12 April 2004.

This picture was taken at Pigeon Point, Tobago. Most islands in the Caribbean have similar coastal vegetation because of the location of the Caribbean region.

The many small islands each face the challenge of limited resources, as well as vulnerability to natural disasters. By working together as a region, the territories of the Caribbean are better able to manage the challenges of their geographical resources.

Exercise

10.5

The countries of the Caribbean share many similarities such as history, language and culture. The effects of globalisation have affected the islands of the Caribbean in similar ways, and many of the islands share similar social problems.

Discussion Discuss why the sizes of the Caribbean territories make it important for them to cooperate as a single region.

Key vocabulary regional integration military integrated

273

26/09/17 9:33 am

Social Studies SB1_Unit_10.indd 273

26/09/17 9:33 am


SECONDARY

Social Studies

Collins Social Studies for Jamaica

Age 11–14

NEW

Developed and written specifically for Jamaica and fully covers the requirements of the National Standard Curriculum for grades 7 to 9 in Social Studies •S ocial Studies topics are brought to life with real-life case studies, activities and discussion points all specially developed for Jamaican contexts •A ctivities and discussion points encourage students to develop criticalthinking skills and to apply what they have learned •W ide range of content – including real-life photographs, charts, diagrams and case studies – and exceptionally clear layout help make the subject engaging for all students •S tudent’s Books include exercises and activities suitable for all students, to support or challenge students as needed •A ccompanying Workbooks for each level provide opportunities for extra written activities and help students consolidate learning, STUDENT BOOKS

WORKBOOKS

Student’s Book 7

978-0-00-841396-5

£15.99

Workbook 7

978-0-00-841399-6

£5.99

Student’s Book 8

978-0-00-841397-2

£15.99

Workbook 8

978-0-00-841400-9

£5.99

Student’s Book 9

978-0-00-841398-9

£15.99

Workbook 9

978-0-00-841401-6

£5.99

Secondary Social Sciences for Trinidad and Tobago

Age 11–14

Available as ebooks

A content and activity-led course set in contexts relevant to Trinidad and Tobago This course has been developed to help lower secondary students acquire the skills they need to succeed in Social Sciences in Trindad and Tobago. • Provides full coverage of the Trinidad and Tobago syllabus •B rings Social Science topics to life with photographs and case studies featuring local and global contexts • Student books available for each form (form 1, form 2 and form 3) •A ccompanying workbooks for each level provide opportunities for written activities and help students consolidate learning STUDENT BOOKS

WORKBOOKS

Student’s Book 1

978-0-00-811588-3

£15.99

Workbook 1

978-0-00-811592-0

£6.99

Student’s Book 2

978-0-00-811590-6

£15.99

Workbook 2

978-0-00-811593-7

£6.99

Student’s Book 3

978-0-00-811591-3

£15.99

Workbook 3

978-0-00-811594-4

£6.99

tom.cane@harpercollins.co.uk 29


SECONDARY

Geography

Age 11–14

Geography for the Caribbean Help students develop the essential analytical and problem-solving skills needed to prepare for the study of geography at CSEC® Collins Geography for the Caribbean is suitable for all students in the Caribbean who are studying geography at lower secondary level, with topics for Forms 1 to 3, Grades 7 to 9. The wide range of activities includes ideas for projects and discussion points to help develop the skills needed for the SBA, as well as field and mapwork skills. •D eveloped and written specially for the Caribbean, with Caribbean teachers •C overs topics from human geography and physical geography relevant to and all fully contextualised for the Caribbean •W ide range of practice activities and case studies help students develop the analytical and problem-solving skills that are essential for CSEC® • Includes fieldwork and map-work skills

Student’s Book

•P rojects and discussion points to help students develop skills for the School Based Assessment

978-0-00-842017-8

£14.99

The Caribbean Region

Caribbean area and territories

• name and locate Caribbean territories, their capitals, seas and oceans on maps of the Caribbean • compare sizes of Caribbean territories.

Territories of the Caribbean the The Caribbean is made up of many islands, islets, reefs and cays, as well as some of you can mainland countries that border on the Caribbean Sea. In the table on the next page, territories. see the land areas and population sizes of the countries that make up the Caribbean On As you can see, there are larger and smaller territories that make up the Caribbean region. a region. the next two pages we will look at reasons that we group the territories together as Caribbean the of countries only the not are Community Caribbean the of The countries Greater region. Geographers divide the islands of the Caribbean Sea into two clusters: the and Lesser Antilles.

440

Antigua and Barbuda The Bahamas

St Lucia St Vincent and the Grenadines Suriname Trinidad and Tobago

91,295

214,970 27,750 10,991 261 616 389

321,834 289,680 340,844 73,449 110,152 735,554 9,996,731 2,930,050 51,538 163,362 102,918

163,821 5,131

573,311 1,223,916

13,878 431 22,966 754 344

Barbados Belize Dominica Grenada Guyana Haiti Jamaica St Kitts and Nevis

The Antilles

2.2.4 1

Area (km2) Population size

Territory

We are learning to:

Activity Create a map of the Caribbean for your classroom wall on a large sheet of poster card. On each territory, label it with its name, size and population.

Did you know...? The Puerto Rico Trench to the north of Puerto Rico is the deepest point in the Atlantic Ocean.

s

The Greater Antilles is made up of five islands – Cuba, the Cayman Islands, Hispaniola (Dominican Republic and Haiti), Puerto Rico and Jamaica. The Greater Antilles makes up more than 90% of the land area of the West Indies. These islands are also home to more than 90% of the population of the West Indies. The Lesser Antilles is made up of eight independent countries – Antigua and Barbuda; Barbados; Dominica; Grenada; Saint Kitts and Nevis; Saint Lucia; Saint Vincent and the Grenadines; Trinidad and Tobago – as well as 16 other non-sovereign states and territories. The islands of the Lesser Antilles are divided into: • • •

Windward Islands in the south Leeward Islands in the north Leeward Antilles in the west.

Exercise Exercise 1. Identify the three largest islands in the Caribbean. 2. a) Which has a greater number of islands – the Greater or Lesser Antilles? b) Which has a greater landmass – the Greater or Lesser Antilles?

260

Research

3. Identify five countries in the Lesser Antilles and name their capital cities. 4. Which cluster of islands has the greater number of small islands – the Greater or Lesser Antilles?

Research the sizes and capitals of the nonsovereign states of the Caribbean (states that are governed by other countries).

5. Name three of the Leeward Islands and three of the Windward Islands.

Geography for Caribbean_Sample.indd 260

30 collins.co.uk/caribbean

islet reef cay mainland windward leeward

261

Geography for the Caribbean: Caribbean area and territories

Sample pages from Student’s Book

Key vocabulary

17/07/20 3:52 PM

Geography for Caribbean_Sample.indd 261

17/07/20 3:52 PM


SECONDARY

Geography

Secondary Geography 1, 2 & 3 for Trinidad

Age 11–14

Provide full coverage of the Trinidad and Tobago syllabus for Lower Secondary Geography for forms 1, 2 & 3 This skills-based and activity-led course helps students to develop the analytical and problem-solving skills they need to gain a strong foundation in geography to prepare them to study geography at CSEC®. Included are a wide range of activities, such as project ideas and discussion points to help develop the skills needed for the SBA, as well as field and map-work skills, with additional activities provided in the accompanying Workbook. •C overs topics from human geography and physical geography relevant to Trinidad and Tobago and the wider Caribbean, and all fully contextualised for students in Trinidad and Tobago •W ide range of practice activities and case studies help students develop the analytical and problem-solving skills • Includes fieldwork and map-work skills • I ncludes projects and discussion points to help students start to develop skills for the school-based assessment •A ccompanying Workbook provides additional opportunities for written activities to help students consolidate learning Unit 2: World geography: Boundaries and Borders

Reasons for boundaries

We are learning to:

Population: 41,829

• discuss reasons for the boundaries of Trinidad and Tobago • compare internal and external boundaries

Population: 215,119 Area: 527 Population: 102,957

Reasons for boundaries Boundaries may be set up for different reasons. As you have learned, sometimes a natural feature such as a coastline or river suggests where a boundary lies. However, there are many other reasons boundaries may lie in a particular place. You will look at some of these reasons on this page.

Treaties A treaty is an agreement between two or more regions or countries. There can be treaties which agree land borders or maritime agreements, which establish a specific ocean or sea boundary between two countries (see 9.7).

Area:

128

Capital:

Petit Valley

Population: 157,258 Area:

220

Capital:

Laventille

Capital:

88 Scarborough

Population: 37,074 Area:

Discussion Examine the county and regional corporation lines on the maps. Compare these to a physical map of Trinidad and Tobago. Talk about the reasons for these boundaries.

2.4

Tunapuna

Population: 19,045

13

Population: 75,766

Population: 83,516 Area: 60

Area:

215

Capital:

Roxborough

Area:

899

Capital:

Sangre Grande

Population: 33,606 Area:

11

Population: 48,838

Population: 178,410

Area:

Area:

720

Capital:

Couva

19

Population: 20,235 Area:

24

Key vocabulary

Demarcating boundaries Sometimes a government will demarcate a particular boundary. Part of demarcating a boundary is signage, which shows where a boundary begins. This may be changed if the government changes. For example, when the British took over rule of Trinidad in 1797, they tried to change the structure of the Spanish Cabildo to reflect the British style of local government by setting up a town council. Eventually, by 1927, the Division of Trinidad Act divided the island into eight counties. Each county was sub-divided into wards for election purposes.

Area: Capital:

Population: 35,360

treaty

Population: 86,949 Area: 510

signage

Capital:

Spanish Cabildo town council

Siparia

Population: 89,392 Area: 247 Capital:

Penal

ward

853 Rio Claro

Population: 102,375 Area: Capital:

Today, Trinidad and Tobago is divided into 11 regions, three boroughs

county

Area: Capital:

621 Princes Town and two cities.

Exercise

borough

1. What natural feature creates Trinidad and Tobago’s international border? 2. Which other countries had a part in deciding how Trinidad and Tobago was divided into areas within the country? 3. Use the data in the table above. Identify: a) the three boroughs b) the two cities c) the smallest region and the largest region in km2 d) the smallest and the largest region by population e) the regional corporations. 4. Draw a bar graph comparing the populations of your region, borough or city with those of four others nearby.

244

Geography for Trinidad and Tobago: Reasons for boundaries

Geography for TT_Sample.indd 244

245 17/07/20 3:52 PM

Student’s Book

978-0-00-842015-4

£14.99

Workbook

978-0-00-842016-1

£5.99

Geography for TT_Sample.indd 245

Sample pages from Student’s Book 17/07/20 3:52 PM

tom.cane@harpercollins.co.uk 31


SECONDARY

Science Social Studies

Exploring Science Grades 7–9 for Jamaica Age 11–14

Available as ebooks

Author: Derek McMonagle Consultant: Marlene Grey-Tomlinson

An activity-led course set in relevant contexts that develops the key skills necessary for success in Integrated Science for Jamaica •D eveloped and written specifically for Jamaica and covers the syllabus requirements of the National Standard Curriculum for Grades 7 to 9 Integrated Science •S cience in practice projects provide opportunities to carry out Science, Technology, Engineering, Art and Mathematics (STEAM) activities in every unit • ‘ Check Your Understanding’ sections at the end of each topic allow teachers and students to assess their progress • End-of-unit questions check students have understood the ideas in each unit •A ccompanying workbooks for each level provide opportunities for homework and supports students with revision

Sample pages from Exploring Science Grade 7 Student Book

STUDENT BOOKS Exploring Science Grade 7

978-0-00-826327-0

£15.99

Exploring Science Grade 8

978-0-00-826328-7

£15.99

Exploring Science Grade 9

978-0-00-826329-4

£15.99

Exploring Science Grade 7

978-0-00-826330-0

£6.99

Exploring Science Grade 8

978-0-00-826331-7

£6.99

Exploring Science Grade 9

978-0-00-826332-4

£6.99

WORKBOOKS

32 collins.co.uk/caribbean


SECONDARY

Reading Science

Exploring Biology, Chemistry & Physics Grade 9 for Jamaica

Age 14

Available as ebooks

Author: Derek McMonagle Consultant: Marlene Grey-Tomlinson

An activity-led science course that develops the skills students need for success in Biology, Chemistry and Physics for grade 9 in Jamaica •D eveloped and written specifically for the Jamaican National Standards Curriculum •F eatures specific Science, Technology, Engineering, Art and Mathematics (STEAM) activities for each topic • Provides clear and accessible explanations of each topic • I ncludes ‘Check your understanding’ sections at the end of each topic to allow teachers and students to assess their progress •C ontains end-of-unit questions to check students have understood the ideas in each Unit •A ccompanying workbooks provide opportunities for written activities, for homework and to help students with revision

Section B: Exploring Biology

1 Development of biology I

microscopes they Despite the early problems with compound more skilled at prevailed and, as instrument makers became s increased. producing lenses, the power of these microscope methods devised In 1882 the German physician Robert Koch to identify the of staining specimens, which allowed him s and for bacilli bacteria that are responsible for tuberculosi cholera. s had th By the start of the 20 century optical microscope in terms of reached the limit of what could be achieved magnification. generation The year 1931 witnessed the first of a new s use beams of electron microscopes. These instrument of of electrons rather than light, and are capable size. Electron magnifications up to 1 000 000 times actual structure of microscopes allowed biologists to see the detail. objects like cells, bacteria and viruses in great

We are learning how to: • understand some important contributions to the development of biology

nts and There have been many important developme increase their discoveries that have helped scientists to three spreads, knowledge of biology. In this and the next we are going to look at four examples. i eyepiece

Invention of the microscope Today we take it for granted that the world is full of organisms so small that we cannot see them with the unaided eye, but this wasn’t always the case. Prior to the invention of the microscope scientists had no notion of a world of tiny

FIG B 0.1.3 Cross section of a cell viewed using an electron microscope at magnification x4040

Activity B 0.1.1 barrel

creatures.

The microscope was invented in Holland around 1590, but we don’t know for certain by whom. Some historians believe it was Hans Lippershey, who is credited with making the first telescope, and others believe that it was Hans and Zacharias Janssen, who were spectacle

B 0.1

Here is what you need:

focusing screw

specimen

objective

microscope

microscope slide

parts. 1. Look at the microscope and identify the observe 2. Turn the knob that adjusts the focus, and how this moves the tube up and down.

FIG B 0.1.1 Microscope from around 1670

the microscope 3. Put a small specimen in the middle of at a hair. FIG B 0.1.4 A human hair as seen under a slide. For example, you might want to look microscope at magnification x400 into focus. 4. Adjust the microscope until the object comes at the object through low look lens, objective 5. If your microscope has more than one power first and then through high power.

makers.

microscopes Early Janssen microscopes were compound eyepiece, just because they had an objective lens and an today. These like the microscopes used in laboratories 3 times between microscopes were capable of magnifying and 9 times the true size. by the provided ies opportunit the see to People were quick like Galileo microscope and a number of famous scientists their development. Galilei and Robert Hooke contributed to cation than Compound microscopes gave greater magnifi a distorted single lenses but the early versions produced ek designed image. The Dutch scientist van Leeuwenho that 1670 around a high-power single lens microscope size. He used it could magnify up to 270 times the actual red blood cells, to examine many things, including yeast, bacteria and protozoa.

Here is what you should do:

6. Practise drawing what you can see.

Check your understanding

FIG B 0.1.2 A modern laboratory microscope with three different objective lenses

made? 1. When and where was the first microscope in a compound microscope? 2. What names are given to the two lenses initially more effective than a microscope lens 3. Why was van Leeuwenhoek’s single compound microscope? for understanding the causes important microscope the of nt developme 4. Why was the of many diseases? have over an optical microscope? 5. What advantage does an electron microscope

33 32

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SECONDARY

Science

Integrated Science for the Caribbean

Age 11–14

Available as ebooks

An activity-led course set in contexts relevant to the Caribbean Suitable for lower secondary students in all parts of the Caribbean, this course has been specially developed to help students develop the skills they need for success in science. • Developed and written specifically for the Caribbean • Student’s books for each form (Form 1, Form 2 and Form 3) •A ccompanying workbooks for each level provide opportunities for written activities and help students consolidate learning •U pdated editions now include projects and ideas for STEM (science, technology engineering and mathematics) STUDENT BOOKS Student’s book 1

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WORKBOOKS

Form 1

Unicellular organisms

New cells grow Yeast reproduce by a process called budding. Fig 5.5 you will from existing cells. If you look carefully at be growing tiny see that some of the yeast cells appear to from its separates then buds. Each new small cell grows and parent cell.

We are learning how to: • recognise the relationships between specialised cells, tissues, organs and organ systems • identify unicellular organisms.

Activity 5.1 Observing yeast cells

Multicellular and unicellular organisms as Living organisms like human beings are described millions of cells. multicellular because they consist of many one cell and are Some very simple organisms consist of only carries out all of called unicellular. A unicellular organism the activities of a living thing. Euglena, on You have already seen one unicellular organism, examples. page 47. We are going to look at some more

Here is what you need: • microscope

Key terms multicellular describes an organism that consists of many cells unicellular describes an organism that consists of a single cell

that lives in An amoeba is a microscopic unicellular organism ponds and streams. (see It has all of the characteristics of a living organism Section 3.1). An amoeba can: •

carry out respiration to obtain energy absorb nutrients through its cell membrane

excrete waste products through its cell membrane

grow bigger

tissue paper

7. Draw some budding yeast cells.

Paramecium

FIG 5.4 A Paramecium is a unicellular organism

Yeast

Sample pages from Student’s Book 1

cover slip

pipette

bottle of solution containing yeast cells.

draw

cation. 6. Observe the yeast cells using a low magnifi Look for yeast cells pipette that appear to be budding, then microscope slide examine these cells using a higher magnification. water containing

FIG 5.3 An amoeba is a unicellular organism

reproduce by dividing into two new organisms • move by allowing its cytoplasm to flow in water. • respond to stimuli, such as chemicals dissolved

by people Yeast is a unicellular fungus. It has been used to make since ancient times to make bread and also ion. alcoholic drinks by a process called fermentat

gently 4. Place a tissue next to the cover slip and off the excess water. e. microscop the 5. Place the slide on the stage of

organism A Paramecium is another microscopic unicellular that lives in water. of a living It also exhibits all of the seven characteristics than an amoeba organism. It is able to move more quickly that can beat because it is covered in tiny hair-like cilia together and propel it through the water.

microscope slide

Here is what you should do: a small 1. Shake the solution of yeast cells and remove amount in a pipette. a onto solution 2. Place two drops of the yeast microscope slide. 3. Carefully lower a cover slip onto the specimen.

Amoeba

yeast cells

FIG 5.6

Check your understanding 1. Fig 5.7 shows an organism called Nassula. a) Is Nassula better described as a unicellular organism or a multicellular organism? b) What characteristics of living organisms would you expect Nassula to have? FIG 5.7 Nassula

FIG 5.5 Every cell of yeast is a unicellular organism

5.2 Fun fact At one time, the living world was classified by scientists into two kingdoms: plants and animals. Unicellular organisms were classified as either animals or plants, depending on which they most closely resembled. The amoeba was considered to be an animal while Euglena was considered to be a plant. Eventually, scientists realised that unicellular organisms did not really fit either of these kingdoms. The classification of the living world was revised to give the five kingdoms we have today. Unicellular organisms now have their own kingdom, called Protista. Key terms An amoeba a tiny single-celled (unicellular) organism Paramecium a tiny single-celled organism with small hairs on its surface yeast a single-celled fungus which brings about fermentation budding a system of reproduction where young cells bud off from the parent cell

77 76

and organs Student’s Book 1: Unit 5: Cells, tissues Integrated Science for the Caribbean 02/07/17 11:23 am 02/07/17 11:23 am

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34 collins.co.uk/caribbean

Unit 05.indd 77


SECONDARY

Science

Collins CSEC® Human and Social Biology

NEW

Spine 27.5 mm

Author: Anne Tindale

CSEC® HUMAN AND SOCIAL BIOLO GY

Provides a new approach to the study of the CSEC® HSB syllabus which focuses on the skills of applying facts and analysing data as needed for the examination and the school. • Written in clear, accessible language with worked examples and annotated diagrams and illustrations to help explain difficult concepts • Practice and exam-style questions focus on the key skills needed for the exam: Recalling facts questions allow students to demonstrate what they have learned Applying facts questions allow students to link what they have learned to real-life examples and contexts

Analysing data questions – essential for the SBA and for a top grade – allow students to demonstrate that they can think critically about data, analyse the information it gives, and reach sensible and logical conclusions based on that data • Clear guidance for the new School Based Assessment • Advice on how SARS-CoV-2 (COVID) links to learning objectives in the syllabus and could provide material for the SBA

About the author

Anne Tindale taught Biology and Chemistry with great success in the Caribbean – in particular at CSEC®level – for many years and was, until recently, Head of the Science Department at St Winifred’s School, Barbados. She is also a best-selling author of concise revision courses, workbooks and multiple-choice practice titles for the CSEC®sciences. As a teacher and author, she has supported thousands of students through their CXC examinations.

Practice and exam-style questions allow students to practise key skills needed for the exam, such as: Find us at collins.co.uk/caribbean facebook.com/collinsint @Collins_Int

• ‘Applying facts’ questions give students the opportunity to link what they’ve learned with real-life contexts CSEC Human and Social Biology.indd

HUMAN AND SOCIAL BIOLOGY

Anne Tindale

• ‘Recalling facts’ questions allow students to demonstrate what they have learned

CS EC ®

CSEC® HUMAN AND SOCIAL BIOLO GY

Collins CSEC® Human and Social Biology provides a new approach to the study of the CSEC® HSB syllabus that focuses on the skills needed to pass and to get a top grade. It provides full coverage of the CXC® syllabus.

Anne Tindale Reviewer: Shaun deSouza

1

• ‘Analysing data’ questions encourage students to think critically about data, analyse the information and reach logical conclusions 4 The respiratory system

27/7/21 11:12 am

Life processes

All living organisms need energy to carry out life processes in order to survive. They obtain this energy food when the food is respired. from Humans respire aerobically and their respiratory system is responsible in the oxygen they need to sustain for taking this respiration and to constantly get rid of the carbon dioxide they Breathing movements draw air containing produce. the oxygen into the respiratory system and remove air containing carbon dioxide. the

The lungs are situated inside the chest cavity or thorax and are surrounded by the ribs, which form the rib cage. The ribs have two sets of muscles running between them, the internal intercostal muscles and the external intercostal muscles. The ribs and intercostal muscles form the walls of the thorax, and a dome-shape muscle, called the diaphragm, stretches d sheet of across the floor of the thorax. Each lung is surrounded by two pleural membranes which have pleural fluid between them. The inner pleural membrane surrounds the outside of the lung tissue and the outer membrane lines the rib cage and diaphragm. The structure of the respiratory system is illustrated in Figures 4.1 to 4.4, and the functions of the main the respiratory tract are summarised parts of in Table 4.1.

Breathing nasal cavity

Learning objectives

• Explain the importance of breathing

in humans. • Relate the structures of the respiratory system to their functions. • Describe the mechanism of breathing. • Outline the factors that affect the rate of breathing. • Explain the concept of vital capacity.

epiglottis

upper lip teeth

larynx or voice box

tongue

Breathing and its importance

Breathing refers to the movements that cause air to be moved into and out of the lungs. Humans have two lungs which form part of the respiratory system. The process by which air is drawn into lungs is known as inhalation or inspiration, the and the process by which air is expelled exhalation or expiration. from the lungs is known as Breathing must not be confused with respiration, which is the process by which energy is released from all living cells. Respiration is covered food by in detail on pages XX to XX. Humans respire aerobically, which means that they release energy from food using oxygen. The air into the lungs contains the oxygen that is inhaled required for aerobic respiration. This oxygen diffuses from the inhaled the blood in the lungs. Aerobic air into respiration produces carbon dioxide as a waste product, and this carbon diffuses from the blood in the lungs dioxide into the air that is exhaled. This diffusion of gases between the air blood is known as gaseous exchange and the (see page XX). Breathing is essential to humans because:

The structure of the human respirat

trachea oesophagus

Figure 4.1 Structure of the upper part of the human respiratory tract

external intercostal muscles between the ribs

larynx trachea

internal intercostal muscles

• it ensures that humans have a continual supply of oxygen to meet the demands of aerobic respiration, provides them with the energy they which need to carry out all other life processes • it ensures that the carbon dioxide produced in aerobic respiration is continually removed from the it does not build up and poison body so that cells.

left lung

bronchioles

left bronchus

heart

pleural cavity

ribs

ory system

The respiratory tract forms the main part of the respiratory system. The tract begins in the nasal cavities which join together in the pharynx and mouth or throat. The pharynx leads into the larynx or voice box, which is the top of a tube known as the trachea. situated at The trachea leads downwards and branches into two tubes, known bronchi, which lead into the two as lungs. On entering the lungs, the bronchi divide repeatedly into smaller and smaller tubes called bronchioles branch throughout each lung. Each which tiny bronchiole ends in a cluster of pocket-shaped air sacs called lung is composed of millions of alveoli. Each bronchioles and alveoli. Each lung receives blood from the heart via a blood vessel known as the pulmonary artery, and blood back to the heart via another blood is carried vessel called the pulmonary vein. As the pulmonary artery enters branches repeatedly, finally branching a lung it into capillaries. A network of these capillaries surrounds the outside each alveolus. of

70

pharynx or throat

nose

pleural membrane magnified cluster of alveoli at the end of a bronchiole

cut end of a rib

Life processes

diaphragm

Figure 4.2 Structure of the human thorax

4 The respiratory system Breathing

CSEC Biology.indb 70 05/07/21 9:34 PM

71

CSEC Biology.indb 71 05/07/21 9:34 PM

tract of the respiratory of the main parts re and functions ary of the structu Table 4.1 Summ Functions Structure d air. Part • Warm the inhale nose the Hollow spaces behind ciliated ns the inhaled air. and • Mucus moiste Nasal cavities with trapping any dust in the skull, lined the inhaled air by cells secrete • Mucus cleans mucus to the throat epithelial cells. The t. Cilia move the cilia projecting pathogens presen mucus and have Figure 4.5). to be swallowed. from them (see a when trache the of larynx at the top ng the trachea. • Closes over the t food from enteri ge behind the Thin flap of cartila swallowing, to preven s of speech. Epiglottis of the larynx. tongue at the top to produce the sound • Vocal cords vibrate or vocal Contains vocal cords Larynx or voice lungs. the folds. into and out of box • Allow air to flow open. and tubes cilia the with keep ge in their walls Hollow tubes lined Trachea and have C-shaped • Rings of cartila inhaled air and mucus. The tubes and pathogens in bronchi in their walls. . • Mucus traps dust rings of cartilage upwards to the throat cilia move the mucus alveoli. to and from the • Allow air to flow tubes lined Thin-walled, hollow . The tubes Bronchioles with cilia and mucus through each lung. s exchange surface branch throughout walls form the gaseou The • Oxygen diffuses . walls occurs ge sacs with Pocket shaped air which gaseous exchan blood in the capillaries and are lined Alveoli into the into the air to one cell thick. They from inhaled air nded s from the blood surrou diffuse and e re dioxid with moistu carbon capillaries. by a network of be exhaled. s

cast of the Figure 4.3 A resin

dust and pathogen trapped by mucus

direction of movement of mucus

bronchial tree

cilia beat and move mucus along

capillary to the – pulmonary vein carries oxygenated

capillary from the – pulmonary artery carries deoxygenated blood

mucus produced by a goblet cell

blood ciliated epithelial bronchiole

e

es – network of capillari surrounds the alveoli

d. alveoli – thin-walle Provide a large surface area for e gaseous exchang

cell

basement membran

Figure 4.5

lining the nasal Ciliated epithelium

a and bronchi

cavities, trache

and the diaphragm of breathing s between the ribs diaphragm, the intercostal muscle of the rib-cage and sets of muscles, an airtight about movements ht about by two pleural fluid form Breathing is broug relax and this brings l membranes and es contract and of the chest to change. The pleura es in the volume muscles. These muscl cavity chang chest any Friction the ore volume of agm, theref out of the lungs. which cause the rib-cage and diaphr to move into or air the and causes is summarised lungs this ing of breath to change and cavity between the nt. The mechanism e inside the lungs lubrica a volum as the acting cavity causes pleural fluid breathing by the is reduced during

The mechanism

e view of a cluster Figure 4.4 Surfac

g the blood supply

of alveoli showin

in Table 4.2.

73

Breathing

05/07/21 9:34 PM

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SECONDARY

Science

Collins CSEC® Physics Spine 27.5 mm

Author: Peter Defreitas CSEC® PHYSICS

Provides a new approach to the study of the CSEC® Physics syllabus with focuses on the skills of recollection, applying facts and analysing data as needed for the examination and labs

CSEC ®

Collins CSEC® Physics provides a new approac h to the study of the CSEC® syllabus that focuses on Physics the skills needed to pass and to get a top grade. coverage of the CXC® It provides full syllabus.

Analysing data question s – invaluable for the SBA lab work in physics and essential for a top grade – allow students to demons trate that they can think critically about data, analyse the information it gives, and reach sensible and logical conclusions based on that data

About the author

Practice and exam-style questions allow students to practise key skills needed for the exam, such as: • ‘Recalling facts’ questions allow students to demonstrate what they have learned Find us at collins.co.uk/caribbean facebook.com/collinsint @Collins_Int

• ‘Applying facts’ questions give students the opportunity to link what they’ve learned with real-life contexts

Peter Defreitas

Peter Defreitas has been an experienced and highly respected teacher and Physics at both CSEC® tutor of and CAPE® levels for over 40 years. Recently retired post of Head of Physics from the at St Winifred’s School, Barbados, he now focuses his ever-expanding tutorial his time on classes and his growing reputation as a writer in the Caribbean. He has for physics supported thousands of students through their CSEC®and CAPE® examinations.

Peter Defreitas Reviewers: Lenore Dunn ah, Raphael Johnson

• ‘Analysing data’ questions, which are invaluable for the SBA lab work, allow students to analyse information critically and reach logical conclusions Pages from CSEC Physics

teal.indd 1

• Railway lines are laid in short lengths with their ends bevelled and overlapping (Figure 9.3b). This prevents warping since they can then freely slide over each other as they expand and contract. • Oil pipelines in desserts, or those which carry steam, are laid in zig-zag formation with flexible joints (Figure 9.3c). On expansion and contraction, they flex without being subjected to strong forces. • Large structures such as bridges can be built with rollers and suitably placed expansion joints (Figure 9.3d) so that they can expand and contract freely, without creating destructive forces. Details of an expansion joint are shown in Figure 9.4. • Baking dishes which undergo large temperature differences are made of materials which expand and contract very little with temperature change. This prevents them from cracking as they contract when removed from the oven into the much cooler environment. A common brand name of such a material is pyrex. • Power lines strung between poles must be laid slack in summer so that strong forces of tension are not produced when they contract during the cooler winter. • A tight metal lid on a glass jar is easily removed by running hot water onto it. Since the lid has a higher expansivity than the glass, it expands more, and is then not bound as tightly to it. The metal lid also has a higher conductivity than glass and Figure 9.4 Expansion joint so responds more rapidly to temperature changes.

27/7/21 11:11 am

The bimetallic strip A bimetallic strip consists of two metal strips rivetted together. The strips bend on heating so that the expands more is on the outer side metal which of the curve. Brass expands more than invar when heated and this forms a good bimetallic strip. A combination material which expands more than another when heated will also contract on cooling. Figure 9.7 shows what more happens to a bimetallic strip which is initially straight at 50 °C, if it is 20 °C, and if it is warmed to 80 °C. cooled to brass

brass

invar

invar

20 °C

50 °C

brass invar 80 °C

Figure 9.7 The bimetallic strip

Applications of the bimetallic strip

battery

Simple fire alarm

A simple fire alarm is shown in Figure 9.8 (see circuit symbols, Chapter 26). Heat from the fire causes the brass to expand more than the invar, and so the right end of the bimetallic strip bends upward and closes the contacts. This completes the circuit and sounds the bell.

The irregular expansion of wate

r

fixed end

• A can of carbonated drink (beverag e such as coke in which carbon dioxide is dissolved) will burst when frozen. As the water in the can freezes, it expands, increasi ng the pressure of the carbon dioxide present above the liquid to such an extent, that it breaks the can. • Pipes which carry water can burst in temperatures below 0 °C as the water they contain expands on freezing. • Figure 9.5 shows that as water freezes to an iceberg, the reduced density causes it to float. • A glass of water cools rapidly when Figure 9.5 Icebergs float due to reduced ice floats in it. Water in contact with the ice cools, contract density on freezing s and sinks, forming a convection current with warmer water rising and taking its place to be cooled. air less than 0 °C • In cold regions, the air above a pond can be below 0 °C and this causes the tempera ice cap 0 °C ture of the pond to decrease as heat leaves it. When 0 °C the temperature decreases to below 4 °C, water become 1 °C s less dense and rises as shown in Figure 9.6. As the water freezes at the 2 °C surface, the ice formed is even less dense than the cold 3 °C water, and so forms a floating cap. 4 °C Since ice is a poor thermal conduct or, it significantly reduces further heat loss, preventi ng the water below from freezing, and therefore sustainin g aquatic life in Figure 9.6 Aquatic life preserved the pond. due to irregular expansion of water

graphite contacts

invar

insulating mount

An electric thermostat connected to the heater of an oven is shown in Figure 9.9. With the switch on, the heater warms the oven. The bimetallic strip then bends, causing the graphite sliding contacts to separate and the circuit to break. With the heater disconnected, the oven cools, the bimetallic strip straightens, the contacts reconnect, and the process repeats. The tempera ture control knob is an adjusting screw that can be advance d so that it forces the sliding contacts further over each other. The bimetallic strip must then bend more in order to break the circuit. By connecting the thermostat to the electrical pump of a refrigerator with the positions of the brass and invar switched, the thermostat can be used to prevent it from becoming too cold. As the refrigera tor reduces the temperature, the bimetallic strip will bend outwards. At a certain set temperature, the contacts will separate, breaking the circuit and switchin g off the refrigerator.

Figure 9.8 Simple fire alarm power supply

heater

fixed end

insulating mount

invar brass flexible metal strip adjusting screw

graphite contacts slide over each other

Figure 9.9 Electric thermostat connect ed to

Recalling facts 1

Describe an experiment to demons

2

Use the kinetic theory to explain

3

a Why are concrete slabs laid with small spaces between them? b Name a suitable material which can be placed between the spaces.

trate that a metal sphere expands

heater

when heated.

why a liquid expands when heated.

4

Explain why ‘pyrex’ dishes are used

5

How can Adrianna remove a tight

Theory

electric bell

brass

Electric thermostat

Most substances contract when they change from solid to liquid. Water, however, is an exception. As water cools, it contracts as does other liquids, but only until its temperature is 4 °C. It then expands as it cools to 0 °C, and further expands, by about 9%, as it freezes!

Section B: Thermal Physics and Kinetic

PHYSICS

CSEC® PHYSICS

• Written in clear, accessib le language, with worked examples and annotate diagrams and illustrati d ons to help explain difficult concepts • Practice and exam-st yle questions focus on the key skills needed for the exam: Recalling facts question s allow students to demons trate what they have learned Applying facts question s allow students to link what they have learned real-life examples and to contexts

92

NEW

as baking ware.

metal cover from a glass bottle of

jam using thermal expansion?

Thermal expansion and its related

applications

93

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SECONDARY PRIMARY

Mathematics Reading

Collins CSEC® Mathematics

Available as ebooks

Author: Raphael Johnson

Provide a fresh approach to the study of CSEC® Mathematics Collins CSEC® Mathematics provides full coverage of the CSEC®

mathematics syllabus, featuring clear explanations, worked examples, differentiated practice exercises and guidance on the School Based Assessment. It has been written by a highly experienced teacher based in the Caribbean. •F ull coverage of the CXC® syllabus for first examination from May–June 2018 •F ollows a spiral curriculum approach which helps students build confidence and reach their potential •A ll topics are fully contextualised to everyday life, so students understand the practical application of maths •G raded exercises help teachers and students understand where they are tracking in terms of passing the CSEC® exam

Student’s Book

978-0-00-830446-1

£20.99

•E nd-of-chapter summaries consolidate learning and provide additional practice questions •F eatures calculator usage guidance and teaching notes, as well as an entire chapter dedicated to the SBA

5A

5

CHAPTER

NOT FINAL PAGES

NOT FINAL PAGES

Introduction

Measurement

In your life, you often have to measure things. In the workplace, masons, carpenters, engineers, doctors and technicians use different measuring equipment. At home too, you have to take measurements. For example, a carpenter measures the length of wood to make shelves, a parent measures the temperature of a sick baby, an athlete measures how long it took her to run a

This chapter consists of three sections:

race.

Length of a child’s foot

In this section, you will learn about different types of measurement. This will help you to calculate with measures and to solve problems involving measurements.

• 5A Quantities and units • 5B Perimeter and area • 5C Volume and surface area

5A Quantities and units

Time taken for a race

Objectives

Examples of measurement in real life The pictures show everyday examples of measuring. Which of them have you seen in

to: By the end of this section, you should be able and a unit • recognise the difference between a quantity time and speed capacity, area, mass, • convert units of length, of measurement • convert between SI units and Imperial units length, mass, temperature and • use the appropriate SI unit of measure for as speed time (24-hour clock) and other quantities such and speed • solve problems involving time, distance • solve problems involving measurement.

Height of a house on a plan

real life?

You should already know:

Weighing on scales

10 000, etc. • how to multiply and divide by 10, 100, 1000, powers of 10 • how to use indices when multiplying by • how to write numbers in standard form

Timing an activity

• how to solve simple equations.

Blood pressure

Temperature outside

239 238

5/9/19 4:14 PM 5/9/19 4:14 PM

Market Sample.indb 239

Market Sample.indb 238

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SECONDARY

CSEC® Revision and Practice Available as ebooks

Concise Revision Courses for CSEC® Biology, Chemistry and Physics Authors: Biology: Anne Tindale Chemistry: Anne Tindale Physics: Peter DeFreitas Help your students succeed in their CSEC® Biology, Chemistry and Physics courses with these full-colour revision courses by experienced teachers and authors. The books offer complete course coverage and are packed with illustrations, revision questions and exam practice to ensure that they are fully prepared for the exam. •C omprehensive coverage of the CSEC® course, presented in an engaging, full-colour format

•A dvice for students on organising their revision which includes tips on exam technique, explanations of exam command words, and guidance on drawing graphs, tables and diagrams •R evision questions at the end of each topic help to secure knowledge and understanding •E xam-style questions at the end of each section to provide effective practice for the actual exam

Microbe cells

cell wall – a freely permeable wall made of cellulose. Supports and protects the cell, and gives it shape

Microbes or micro-organisms are extremely small organisms that include all members of the Prokaryotae kingdom, e.g. bacteria, many members of the Protoctist a kingdom, e.g. amoeba, and some members of the Fungi kingdom, e.g. yeast. The cells of prokaryotes lack a true nucleus and other membrane-bound organelles. Their DNA exists in a region called the nucleoid, which lacks a nuclear membran e, and also in smaller regions called plasmids.

cell membrane chloroplast – a disc-shaped organelle surrounded by a double membrane. Contains many internal membranes, the green pigment called chlorophyll and photosynthetic enzymes. May contain starch grains. Where photosynthes is occurs starch grains – a food store mitochondrion

capsule – slimy outer covering found in some bacteria. Protects the cell

vacuole – a large membrane-bound compartment containing cell sap, a solution of sugars, mineral salts, amino acids and waste products. Supports the cell when turgid. May store food or cell waste

cell wall cell membrane

vacuole membrane

nucleoid – a single, long, coiled loop of DNA. Controls all cellular activities

nucleus

cytoplasm

cytoplasm

Figure 5.2 Structure and function of the parts

plasmid – small, circular piece of

of a generalised plant cell

DNA

flagellum – long, whip-like projection.

Aids in movement

Figure 5.3 A generalised bacterial cell The cells of protoctists and fungi all have true nuclei surrounded by nuclear membranes, and other membrane-bound organelles. pseudopodium (false foot) – an extension of the membrane and cytoplasm. Used to engulf food and for movement

cell membrane cytoplasm

food vacuole – contains ingested microscopic organisms. Where digestion occurs

An electron micrograph of a chloropla

st

An electron micrograph of a mitochon

drion

Table 5.1 Plant and animal cells compared Animal cells Do not have a cell wall. Do not have chloroplasts or chloroph yll. When present, the vacuoles are small and scattered throughout the cytoplasm and their contents vary. May contain glycogen granules as a food store. Can have a great variety of different

34

shapes.

5 Concise Revision Course: CSEC®

nucleus

contractile vacuole – contains water. Collects and removes excess water from the cytoplasm

nuclear membrane

Plant cells Have a cell wall which is made of cellulose. Usually have chloroplasts which contain chlorophyll. Usually have one large, central vacuole which contains cell sap. May contain starch grains as a food

Figure 5.4 An amoeba

Cell specialisation The body of a unicellular organism consists of one unspecialised cell. This cell can carry out all essential life processes. The body of a multicellular organism is composed of many cells. To enable multicellular organisms to carry out all essential life processe s efficiently, cells in their bodies become specialised (differentiated) carry out specific functions, e.g. to muscle cells in animals contract to bring about movement, mesophy cells in leaves carry out photosyn ll thesis. By becoming specialised, cells are better able to carry out their specific functions. Cells specialise d to carry out a particular function then work together in groups called tissues. Tissues may contain one or, in some cases, more than one type of cell.

store.

Have a regular shape, usually round, square or rectangular.

Biology

5 Cells 57876_CSEC_Bio_RG_P033_P072.indd

35

34 27/01/16 10:32 AM

57876_CSEC_Bio_RG_P033_P072.indd

Collins Concise Revision Course: CSEC® Biology

978-0-00-815787-6

£10.99

Collins Concise Revision Course: CSEC® Chemistry

978-0-00-815788-3

£10.99

Collins Concise Revision Course: CSEC® Physics

978-0-00-815789-0

£10.99

38 collins.co.uk/caribbean

Sample pages from Biology Student’s Book

35 27/01/16 10:32 AM

Answers are available online at collins.co.uk/caribbean


SECONDARY

CSEC Revision and Practice ®

Concise Revision Course for CSEC® Integrated Science

Available as ebooks

Authors: Anne Tindale and Peter DeFreitas This book provides full coverage of the CSEC® Integrated Science syllabus and offers comprehensive and authoritative guidance for the course. It adopts a practical, supportive approach to help students with their learning. The course provides revision exam and assessment questions, as well as the facts required in a way that makes them easy for students to learn, with annotated diagrams, tables and bulleted lists throughout.

Collins Concise Revision Course: CSEC® Integrated Science

978-0-00-830010-4

£12.99

Concise Revision Course for CSEC® Human and Social Biology

Available as ebooks

Authors: Anne Tindale and Shaun de Souza This book provides comprehensive and authoritative guidance for the course. It adopts a practical, supportive approach to help students with their learning, while revision, exam and assessment guidance questions consolidate this learning. Full support for the CSEC® Human and Social Biology course includes:

•F ull coverage of the CSEC® HSB syllabus •A dvice on organising your revision – tips on exam technique, explanations of exam command words, and guidance on drawing graphs, tables and diagrams

Collins Concise Revision Course: CSEC® Human and Social Biology

•R evision questions at the end of each topic help to secure knowledge and understanding •E xam-style questions at the end of each section provide effective practice for the actual exam

978-0-00-827340-8

£12.99

tom.cane@harpercollins.co.uk 39


SECONDARY

CSEC® Revision and Practice

Multiple Choice Questions Practice Books for CSEC® Authors: Biology: Anne Tindale Chemistry: Anne Tindale Physics: Peter DeFreitas Maths: Terry David Human and and Social Biology: Shaun deSouza Principles of Business: Sheree Bandoo, Carl Herrera, Tevon La Rose, Sherma Noriega Principles of Accounts: Dyann Barras, Carl Herrera, Kirk Philip, Lystra Stephens-James Integrated Science: Anne Tindale, Peter DeFreitas

Collins Multiple Choice Questions Practice books are a valuable exam preparation aid for students preparing for CSEC® examinations. They provide excellent practice for the multiple choice questions from Paper 1 of the CSEC® examinations, and have been specially written to help CSEC® students improve their Paper 1 exam score. •A uthentic CSEC-style multiple choice questions •Q uestions organised by topics according to the syllabus, providing comprehensive practice of all topics • I ntroduction with strategies for answering multiple choice questions effectively

Collins CSEC© Biology MCQ Practice

978-0-00-819471-0

£7.99

Collins CSEC Chemistry MCQ Practice

978-0-00-819472-7

£7.99

Collins CSEC Physics MCQ Practice

978-0-00-820087-9

£7.99

Collins CSEC© Human and Social Biology MCQ Practice

978-0-00-827115-2

£7.99

Collins CSEC Maths MCQ Practice

978-0-00-819473-4

£7.99

CSEC® Principles of Business MCQ Practice

978-0-00-826895-4

£7.99

CSEC® Principles of Accounts MCQ Practice

978-0-00-826040-8

£7.99

Collins CSEC® Integrated Science MCQ Practice

978-0-00-835977-5

£7.99

©

©

®

Answers available for free at collins.co.uk/caribbean, including worked explanations for the more challenging questions

40 collins.co.uk/caribbean


SECONDARY

Workbooks

CSEC® Science Workbooks

Available as ebooks

Authors: Biology: Anne Tindale Chemistry: Anne Tindale Physics: Terry David

Valuable activity books for CSEC® Biology, Chemistry and Physics students Collins CSEC® Science Workbooks cover all aspects of the Caribbean Examinations Council’s Certificate of Secondary Education Biology, Chemistry and Physics syllabuses. The workbooks provide excellent practice for the structured questions from Paper 2 of the CSEC® Examinations and are a great aid to revision and examination practice. They have been specially written to help CSEC® students maximise their exam scores. •Q uestions and activities on all aspects of the Biology, Chemistry and Physics syllabuses • Clear diagrams, charts and graphs for data analysis activities • Clear mark allocations to indicate the value of each question part

Collins CSEC® Biology Workbook

978-0-00-811601-9

£7.99

Collins CSEC® Chemistry Workbook

978-0-00-811602-6

£7.99

Collins CSEC® Physics Workbook

978-0-00-811603-3

£7.99

CSEC® Maths Workbook Author: Terry David Collins CSEC® Maths Workbook is a valuable activity book that covers all aspects of the Caribbean Examinations Council’s Certificate of Secondary Education Mathematics syllabus. The book provides excellent practice for CSEC® Examination and has been specially written to help CSEC® students maximise their exam scores. Collins CSEC® Maths Workbook

978-0-00-814739-6

£7.99

Answers are available online at collins.co.uk/caribbean

tom.cane@harpercollins.co.uk 41


SECONDARY

Workbooks

Collins Maths Skills Builder

Age 11+

Author: Chris Pearce

Help your students build the essential skills needed to succeed in secondary maths •F ocus on two key areas – mathematical reasoning and problem solving – with additional practice and explanation • Develop skills with longer questions from the start of secondary at all levels • Dip in and out for flexible use in the classroom or for homework • Help pupils to make connections across maths topics with plenty of mixed questions •T ackle problems within and outside mathematics to improve literacy, thinking skills and investigative strategies Collins Maths Skills Builder

978-0-00-753780-8

£5.99

Collins Science Skills Builder

Age 14+

Start to build the skills needed to succeed in science: How Science Works, Quality of Written Communication and Maths in Science. These skills are essential to succeed in science. Give your students a head start with this book that: • Clearly explains the skills with examples and illustrations • Gives practice with engaging activities • Explains the answers and how they can improve Collins Science Skills Builder

978-0-00-745725-0

£5.99

Technical Drawing Step-by-step practical guide to the basics of technical drawing This resource covers all of the basic drawing techniques, rules and styles, and builds up the level of difficulty gradually through simple practice drawings. Contents include standard symbols, isometric, oblique, orthographic, thick and thin lines, dimensioning and the creation of objects using geometry. The skills developed will introduce students to the majority of technical drawing areas for engineering, construction, architectural and other design fields. Technical Drawing

978-0-00-322298-2

£25.99

42 collins.co.uk/caribbean

Age 14+


SECONDARY

CAPE® Revision and Practice

CAPE Revision Guides ®

Available as ebooks

Available for the following CAPE® syllabuses: Economics, Accounting, Management of Business, Caribbean Studies, Communication Studies Authors: Caribbean Studies: Marjorie Downer, Andrea St John and Kevin Thompson Communication Studies: Brenda Lee Browne and Natalee Cole Economics: Dave Ramsingh Accounting: Lystra James and Carl Herrera Management of Business: Kathleen Singh Collins CAPE Revision Guides provide crucial content and skills students need to master for success in CAPE® examinations. • Full coverage of the exam syllabus • Clear succinct explanations of core concepts •P ractical advice and guidance to help students do well in the exam Collins CAPE® Revision Guide – Caribbean Studies

978-0-00-815728-9

£15.99

Collins CAPE® Revision Guide – Communication Studies

978-0-00-815729-6

£15.99

Collins CAPE® Revision Guide – Economics

978-0-00-811604-0

£15.99

Collins CAPE® Revision Guide – Accounting

978-0-00-811605-7

£15.99

Collins CAPE® Revision Guide – Management of Business

978-0-00-811606-4

£15.99

Sample pages from CAPE® Revision Guide Caribbean Studies

tom.cane@harpercollins.co.uk 43


SECONDARY

CAPE® Revision and Practice

Multiple Choice Questions Practice Books for CAPE® Authors: Biology: Bernadette Ranglin Chemistry: Jacquelyn Marshall

Accounting: Lystra Stephens-James and Carl Herrera Economics: Dave Ramsingh

Physics: Peter DeFreitas

Invaluable exam preparation aids for students preparing for CAPE® examinations in the following subjects: Biology, Chemistry, Physics, Accounting and Economics The MCQ Practice Books for Cape® provide excellent practice for the multiple choice questions from Paper 1 of the CAPE® examination, and have been specially written to help CAPE® students improve their Paper 1 exam score. • Authentic CAPE-style multiple choice questions • Comprehensive practice of all the CAPE® Paper 1 topics • Introduction with strategies for answering multiple choice questions effectively

Module 3: Growth, Sustainable Development and Global Relations

nt of choices, sustainability and To which of the following concepts do ‘enlargeme equity’ BEST apply?

3

2.3.1 Growth and Sustainable Development

Item 1 refers to the production possibility frontier

(A) Economic growth

of country X in the diagram below.

Capital goods

Y

for a country if Sustainable development can be BEST achieved distributed equitably (A) All available resources are employed and production

4 V

exceeding 8% (B) A country can achieve sustainable growth rates in the country (C) There is an equitable distribution of income depleting the existing stock of (D) Human development can be sustained without resources

T

1

Consumer goods

An outward shift of the PPF to point D can MOST producing at which of the following points?

likely be achieved by country X A

(A) T (B) V (C) W (D) Y

2

D

(D) Trade liberalisation D

0

C

(C) Globalisation

W

5

All of the following are structural characteristics

B

(A) Small sized open economies

C

(B) Low dependence on foreign investment

D

(C) Poorly diversified economies

(B) An increase in real per capita output over time inward (C) A shift of the production possibility frontier (D) An increase in life expectancy and literacy levels

A

6

B

The characteristics of Caribbean economies place with respect to

(IV) Preferential trade agreements

A B C

B C

(C) I, II and III only (D) All of the above 86

CAPE Economics MCQ Practice Book.indd

978-0-00-820508-9

£9.99

Collins CAPE MCQ Practice Book – Chemistry

978-0-00-820510-2

£9.99

Collins CAPE MCQ Practice Book – Physics

978-0-00-820509-6

£9.99

Collins CAPE MCQ Practice Book – Accounting

978-0-00-822203-1

£9.99

Collins CAPE® MCQ Practice Book – Economics

978-0-00-822204-8

£9.99

®

87

D

87

29/11/16 9:47 AM

Sample pages from MCQ Practice book for CAPE® Economics

Collins CAPE® MCQ Practice Book – Biology

®

them at a disadvantage

A

(B) II and III only

®

D

(II) Change in world prices for primary products (III) Internal and external shocks

D

29/11/16 9:47 AM

C

(I) Dependence on aid

C

86

B

D

(A) I and IV only

CAPE Economics MCQ Practice Book.indd

A

of Caribbean economies EXCEPT

(D) Low productivity levels

growth? Which of the following BEST defines economic over time (A) An increase in quantity of new resources discovered

A B

(B) Economic development

44 collins.co.uk/caribbean

Answers available for free at collins.co.uk/caribbean, including worked explanations for the more challenging questions


SECONDARY

16+ Economics & Sociology

Economics for CAPE® A comprehensive text for students studying for the Caribbean Examination Council’s Advanced Proficiency Examination in Economics

Available as ebooks

Author: Dave Ramsingh Economics for CAPE® covers all aspects of the current syllabus in Economics and features examples and contexts with specific relevance to the Caribbean.

•D iagrams, bulleted lists and tables to summarise information

This book has been carefully written with an easy and accessible style, to make difficult Economics concepts accessible to all students. Based on the author’s awareness – from extensive teaching experience – of where students struggle and how to help them.

•H elpful hints and step by step guidelines wherever possible

•C lear concise text describing key economic concepts in straightforward English

•E xamples of common student errors and misconceptions

•S ection summaries and End of Unit summaries to aid revision •P ractice questions at the end of each unit, to enable students to assess their progress Economics for CAPE®

978-0-00-811589-0

£23 .99

Sociology Themes and Perspectives

Age 16+

Eighth edition of the bestselling Sociology textbook written by Michael Haralambos and Martin Holborn Sociology Themes and Perspectives is your essential A-level and undergraduate sociology guide. It’s fully updated to match the latest sociology teaching, research and developments to support learning. The 8th edition features up-to-date sociological teaching, research, empirical studies and theoretical developments, as well as an all new section on Development and Globalisation. •A comprehensive introduction to sociology suitable for an international audience •M arket-leading text with a recognised heritage, written by an established and trusted team of subject experts

•C lear and comprehensive explanation with contextualised examples and research integrated throughout •U p-to-date research, empirical studies and theories •N ow in full-colour and in a smaller, more portable format •T he new edition features coverage of these critical new topics: globalisation, the Arab Spring, the possible decline of US power, UK Coalition policies, environmental sociology, new media, the financial crash and recession, network society, victimology – and many more! Sociology Themes and Perspectives 8th Edition

978-0-00-749882-6

£39.99

Sociology Themes and Perspectives Handbook

978-0-00-731072-2

£12.99

tom.cane@harpercollins.co.uk 45


SECONDARY

16+ Mathematics & Sciences Age 16+

Cambridge International AS & A Level Mathematics This five-book series inspires and guides your students to pursue STEM (Science, Technology, Engineering and Mathematics) careers with a Mathematics in Life and Work theme for each chapter, showing how mathematics are used in a range of careers and further study routes. The course covers the complete content of the syllabus in five books: Pure Mathematics 1, Pure Mathematics 2 & 3, Statistics 1 & 2 and Mechanics, and includes carefully selected Cambridge past paper questions for exam practice.

Available as ebooks

These resources are endorsed by Cambridge Assessment International Education to support the syllabus for examination from 2020.

Statistics 1 Student’s Book

978-0-00-825776-7

£19.99

Pure Mathematics 2 & 3 Student’s Book

978-0-00-825774-3

£19.99

Statistics 2 Student’s Book

978-0-00-827187-9

£19.99

Mechanics Student’s Book

978-0-00-825775-0

£19.99

Pure Mathematics 1 Student’s Book

978-0-00-825773-6

£19.99

Cambridge International AS & A Level Sciences

Age 16+

Available as ebooks

Collins Cambridge International AS & A Level Biology, Chemistry and Physics provide in depth coverage of each respective syllabus. The texts were written by experts in their fields and allow students to develop practical skills in a range of contexts and deepen understanding of key concepts, with regular opportunities to practise and evaluate their learning throughout the course. The Teacher’s Guides are also available to buy as a digital download, which include syllabus mapping, notes on common misconceptions and a wealth of activities. Biology Student’s Book

978-0-00-832257-1

£42.99

Biology Teacher’s Guide eBook

978-0-00-832260-1

£54.00

Chemistry Student’s Book

978-0-00-832258-8

£42.99

Chemistry Teacher’s Guide eBook

978-0-00-832261-8

£54.00

Physics Student’s Book

978-0-00-832259-5

£42.99

Physics Teacher’s Guide eBook

978-0-00-832262-5

£54.00

These resources are endorsed by Cambridge Assessment International Education to support the syllabuses for examination from 2022.

Human Form and Function This textbook provides coverage of physiological structure and systems and the maintenance of health. It emphasises the social aspect of human biology including alcohol and drug abuse, ageing and stress. Human Form and Function

978-0-00-322303-3

46 collins.co.uk/caribbean

£26.99

Age 16+


Reference

Atlases & Dictionaries AGES 5–18 Atlases and Maps

43 – 53

Dictionaries and Thesauruses

54 – 62

tom.cane@harpercollins.co.uk 47


REFERENCE

Atlases and Maps

Atlas Skills for CSEC® Geography Provide skills practice for the CSEC® Geography exam and SBA This workbook focuses on map-work skills, field-studies skills and the interpretation of geographical data, and will help students develop the problem-solving and analytical skills they need for exam success. •P ractical workbook that can be used to supplement any CSEC® Geography textbook •A ll activities based on the CSEC® Geography syllabus and fully contextualised for the Caribbean •C overs map-work skills including the use and interpretation of large-scale map skills Atlas Skills for CSEC® Geography

978-0-00-842013-0

• I ncludes activities and practice questions that help students develop the problem-solving and analytical skills needed for CSEC® •E ncourages practice of skills needed for fields studies and the School Based Assessment

£8.99

Sketch maps

Longitude and latitude of the Earth; make sure you (g) Mark the following places on the diagram include the relevant degrees of latitude:

1

(a)

Tropic of Cancer North Pole Arctic Circle

Equator Tropic of Capricorn South Pole Greenwich Meridian

atlas. Draw a sketch map of grid square Study the Grenada map on page 56 of your following the instructions below: map the of corner nd right-ha top B3 at the Insert: (i) St Patrick river (ii) Lavera Pond (iii) Lake Antoine (iv) the parish boundary (v) Sauters (important town) La (vi) the main road connecting R. Sallee and

Poterie along the coast.

(b) Shade: (i) the Atlantic Ocean (ii) the land with height of 200 m and above.

3 2 7/13/20 2:44 PM 7/13/20 2:44 PM SACW_Workbook sample.indd 2

Sample pages from Student’s Book

48 collins.co.uk/caribbean

SACW_Workbook sample.indd 3


REFERENCE

Atlases and Maps

Collins Social Studies Atlas for the Caribbean

Age 9+

Collins Social Studies Atlas for the Caribbean is presented in an engaging fullcolour format with clear, easy-to-use maps prepared specifically to support Social Studies and Geography courses at upper primary and lower secondary levels throughout the Caribbean region. •U p-to-date reference mapping of individual Caribbean countries •S upporting facts and statistics allow country-by-country comparisons

Collins Social Studies Atlas for the Caribbean

•T hematic maps of the Caribbean region cover topics specific to the syllabus •P hotographs, data tables and graphs are used throughout to enhance each topic

978-0-00-815226-0

£7.50

Collins Social Studies Atlas for the Caribbean Workbook

Age 9+

This workbook supports the use of the Social Studies Atlas for the Caribbean as a practical tool in the social studies classroom. Collins Social Studies Atlas for the Caribbean Workbook

978-0-00-836172-3

£6.99

Collins Student Atlas for the Caribbean

Age 14+

This Student Atlas provides comprehensive coverage of the Caribbean islands, gulfs and bays and focuses on accurate mapping of all the Caribbean countries. Thematic maps of individual countries and the Caribbean region address topics specific to the CSEC® Geography syllabus. •U p-to-date reference and thematic mapping, useful statistics and an extensive index • Topics include population, climate,

economy, industry, trade, tourism, history and the environment

•H igh quality satellite imagery, which has been selectively used within the special topic or study areas, supports

data on the maps and is used to illustrate key environmental issues • I deal combination of reference maps, special topic maps and satellite images •R elevant data aids students wishing to create their own graphics to support individual projects Collins Student Atlas for the Caribbean

978-0-00-821432-6

£13.99

tom.cane@harpercollins.co.uk 49


REFERENCE

Atlases and Maps

Collins Social Studies Atlas for Jamaica This brightly illustrated atlas is designed to support social studies – including map skills, early geography skills, plus history and heritage topics – at upper primary and lower secondary in Jamaica. Content has been developed to support the learning objectives for social studies in the National Standards Curriculum for grades 4 to 9. •U p-to-date and easy-to-use mapping and statistics for key Jamaican topics, with content developed in association with the MONA Geoinformatics Institute

Collins Social Studies Atlas for the Caribbean

•R eference and thematic mapping of the countries within CARICOM as well as the broader Caribbean region, covering key regional topics and challenges •M aps are fully supported with illustrations, photographs and data 978-0-00-829867-8

£9.99

Age 9+

Collins Social Studies Atlas for Jamaica Workbook (for Primary and Secondary)

These workbooks support the use of the Social Studies Atlas for Jamaica. They contain a wide range of activities to help students

make the most of the atlas, including critical thinking skills. They are written in line with the National Standards Curriculum to support the learning objectives for grades 4 to 9 in two workbooks, one for Primary and one for Secondary. Collins Social Studies Atlas for Jamaica PrimaryWorkbook (Grades 4-6)

978-0-00-830024-1

£6.99

Collins Social Studies Atlas for Jamaica Secondary Workbook (Grades 7-9)

978-0-00-836173-0

£6.99

50 collins.co.uk/caribbean

Age 9+


REFERENCE

Atlases and Maps

School Atlas for Trinidad and Tobago

Age 9+

This atlas is prepared specifically to support Social Studies, map skills, early geography skills plus history and heritage topics in Trinidad and Tobago. Maps are fully supported with illustrations, photographs and data. World maps cover international issues which have a bearing on Caribbean development. •U p-to-date and easy-to-use mapping and statistics for key topics in the Trinidad and Tobago Social Studies syllabus for standards 4 and 5, and the Social Sciences syllabus for Forms 1, 2 and 3 •R eference and thematic mapping of the countries within CARICOM as well as the broader Caribbean region

•T hematic maps of the Caribbean region cover key regional topics and challenges •M aps fully supported with illustrations, photographs and data School Atlas for Trinidad and Tobago

978-0-00-836190-7

School Atlas for Trinidad & Tobago Workbook

£8.99

Age 11–14

The workbook supports the use of the School Atlas for Trinidad and Tobago as a practical tool in the primary and secondary social studies and geography classrooms. •C overs a wide range of social studies and geography topics • I ncludes activities and worksheets which follow the atlas

School Atlas for Trinidad and Tobago Workbook

978-0-00-8403560

•C ontains a wide range of practice activities including map drawing, extended learning and researchbased projects • I ncludes STEAM activities including model-making and group games £6.99

Collins Social Studies Atlas for The Bahamas

Age 9+

Prepared specifically to support Social Studies – including mapping and early geography, plus history and heritage topics of The Bahamas Social Studies curricula for upper primary and lower secondary, grades 4 to 9. The atlas is fully illustrated and includes the most up-to-date reference and thematic mapping of the Bahamas, countries within the Caribbean Community and the broader Caribbean region. Maps are fully supported with illustrations, photographs and data. World maps cover international issues which have a bearing on Caribbean development. Collins Social Studies Atlas for The Bahamas

978-0-00-834266-1

£12.99

tom.cane@harpercollins.co.uk 51


REFERENCE

Atlases and Maps NEW

Age 4+

NEW

Age 7+

NEW

Age 11+

Collins First Atlas • Collins First Atlas introduces

maps with geographical features to help children understand concepts such as shapes and symbols

•S imple, colourful maps with clear labelling gently introduce children to geographical vocabulary

•P op-ups included on each map in the interactive edition provide additional facts and information •T eacher notes are included for each map

Collins First Atlas

978-0-00-848593-1

£5.99

Collins Primary Atlas •P rovide an engaging introduction to mapping of the UK, Europe and the world •D evelop map-reading skills and build understanding of the meaning of scale and measuring distances Collins Primary Atlas

978-0-00-848594-8

• I ntroduce pupils to facts and diagrams about the longest rivers, largest cities, highest mountains and more

£7.99

Collins School Atlas and World Wall Map Learn with maps Journey across the globe with Collins World Atlases and Maps. Fully up-to-date mapping and key statistics designed to support and motivate lower secondary students in geographic and mapping skills.

52 collins.co.uk/caribbean

Collins School Atlas

978-0-00-848595-5

£9.99

Collins World Wall Map (Paper)

978-0-00-821158-5

£9.99

Collins World Wall Map (Laminated)

978-0-00-821156-1

£12.99


REFERENCE

Atlases and Maps

Collins Caribbean Wall Map Fully updated colour wall map of the Caribbean showing information about each country including capital cities, towns, roads, major rivers and mountains. Collins Caribbean Wall Map

978-0-00-830040-1

£7.99

Collins Children’s World Map

Age 4+

This colourfully illustrated pictorial map takes children on a journey of discovery around the countries of the world. Collins Children’s World Map

978-0-00-831979-3

£4.99

The Times Map of the World The Times Atlas has been regarded as the world’s most prestigious and authoritative atlas for over 120 years, now available in a handy map format.

The Times Map of the World

978-0-00-832030-0

£8.99

tom.cane@harpercollins.co.uk 53


REFERENCE

Dictionaries and Thesauruses Age 9–14

Collins Caribbean School Dictionary eveloped with teachers in the Caribbean to D ensure it meets the needs of students following Caribbean syllabuses • Up-to-date and with coverage of words from all curriculum subjects •W riting skills supplement covers planning and writing essays and creative writing • Essential guide to spelling and help with grammar and punctuation

Collins Caribbean School Dictionary

978-0-00-821904-8

Collins Caribbean Student’s Dictionary

£7.99

Age 11+

Plus unique survival guide! •D esigned especially for Caribbean students, offering up-to-date coverage of today’s language and ensuring an accurate reflection of English as it is used in a way that is most helpful to the user •F eatures a full-length unique Survival Guide paying particular attention to the CXC syllabus, helping students write clearly and effectively •H elpful advice on English grammar and usage, writing and presenting your work, CVs, letter-writing and more

Collins Caribbean Student’s Dictionary

978-0-00-827642-3

£10.99

Collins Gem Caribbean Dictionary The world’s favourite mini dictionary specially adapted for the Caribbean The ideal portable companion for all. This handy little dictionary gives students practical, applied help with language in their pocket. It contains clear definitions for all the words you need daily and provides tips on spelling and help with difficult pronunciations. Look-up words are highlighted in blue for easy use. Also includes: Caribbean words; key US spelling variants and US vocabulary; a handy map and flags of the Caribbean. The up-to-date supplement provides advice on tackling problems of style and etiquette in everything from letters to emails to social media sites. Collins Gem Caribbean Dictionary

54 collins.co.uk/caribbean

978-0-00-827374-3

£4.99


REFERENCE

Dictionaries and Thesauruses

Collins Jamaican School Dictionary

Age 9–14

Specially developed in association with teachers in Jamaica to ensure it meets the needs of students in Jamaican schools This fully up to date dictionary provides coverage of vocabulary from all curriculum subjects to ensure students have the language they need at their fingertips. The Jamaican School Dictionary provides guidance on grammar and punctuation, and covers key spelling rules, including help with commonly confused and misspelled words as well as support for learning how to spell. • Coverage of essential words for upper primary exams •W riting skills supplement covers planning and writing essays and creative writing •F ull-colour social studies supplement provides maps and essential facts for exams •E asy to use, with colour headwords, clear definitions, alphabetical tab on each page, and guidance on looking words up Collins Jamaican School Dictionary

978-0-00-821905-5

£7.99

Collins Jamaican Student’s Dictionary

Age 11+

Specially developed for students in Jamaica The Collins Jamaican Student’s Dictionary includes a unique survival guide, providing essential guidance on key aspects on the CXC syllabus, including errors commonly made in exams. It features tips on essay-writing, exams, grammar, letter and CV-writing and guidance on punctuation and common spelling mistakes, helping students write effectively with confidence. Additional features include entry words in colour for ease of use, detailed word histories and ‘Word Tip’ usage notes. The social studies section provides essential information on the Caribbean and Jamaica with key facts and maps. Collins Jamaican Student’s Dictionary

978-0-00-839938-2

£10.99

tom.cane@harpercollins.co.uk 55


REFERENCE

Dictionaries and Thesauruses

Collins First School Dictionary

Age 5+

An ideal introduction to the world of words The careful choice of vocabulary, clear definitions and simple examples, together with the beautifully designed illustrations help make learning easy, memorable, and fun. The illustrations engage children and help them to understand what words mean, while example sentences show how the words can be used. • The perfect dictionary for starting school •E xamples and illustrations given to clarify meaning • Alphabet shown on every page •S upport for spelling, grammar and punctuation

Collins Primary Dictionary Up-to-date coverage of a wide range of everyday primary level vocabulary It offers additional language tips and carefully selected and annotated illustrations to help pupils with more complex language. Includes the latest vocabulary from a range of curricular areas with example sentences and tips on grammar and spelling to help children understand the meaning of words and use them confidently. Synonyms (similar words) and antonyms (opposite words) are given to build vocabulary. • Beautiful colour illustrations and photographs • Full sentence definitions and child-friendly examples •W ord Wizard supplement offers in-depth support with grammar, punctuation and spelling •E arth and Space supplement offering information on the Solar System, the Earth, the Moon, and the world’s continents, mountains, rivers, oceans and flags Collins First School Dictionary

978-0-00-820676-5

£9.99

Collins Primary Dictionary (Paperback)

978-0-00-820678-9

£10.99

Collins Children’s Dictionary (Hardback)

978-0-00-827117-6

£12.99

56 collins.co.uk/caribbean

Age 7+


REFERENCE

Dictionaries and Thesauruses

Collins Primary Thesaurus

Age 7+

Clear and accessible, this is an indispensable tool for young creative writers! This thesaurus helps to build vocabulary with full definitions for every synonym and sample sentences for each word. A simple, step-by-step introduction shows children how to get the best out of their thesaurus, while the colour headwords and A-Z bar on every page make it easy to find the right word. Additional Word Power features on frequently used words encourage children to be more creative in their word choice. •F ull definitions for every entry and sample sentences for each synonym to help improve vocabulary •W ords to use in all types of writing, from fiction to non-fiction, plus advice on particular writing styles

Collins Primary Thesaurus (Paperback)

978-0-00-822205-5

£10.99

Collins Children’s Thesaurus (Hardback)

978-0-00-827118-3

£12.99

Collins Maths Dictionary

978-0-00-821237-7

£9.99

Collins Maths Dictionary

Age 7+

Provides simple definitions of key maths terms and concepts in an attractive layout •G ives clear explanations of the key maths terms that pupils need •M akes clear links to show how maths is used in real-life contexts • I ncorporates appealing illustrations and colourful diagrams to help with understanding •U ses alphabetical presentation for easy access • I ncludes extensive supplements which illustrate related mathematical concepts and vocabulary

tom.cane@harpercollins.co.uk 57


REFERENCE

Dictionaries and Thesauruses

Collins Visual Dictionaries A photographic guide to thousands of key words and phrases in new language. This attractive pocket-sized book is a perfect travel companion and practical guide. •E veryday words are arranged in themes with carefully selected up-to-date colour images to illustrate key words and phrases. •T housands of essential words and phrases for modern life at your fingertips with topics covering food and drink, home life, work and school, shopping, sport and leisure, transport, technology, and the environment. •A udio allows you to hear native speakers pronounce the word for each image and get your pronunciation pitch perfect. •A vailable in French, Spanish, English, German, Italian, Mandarin Chinese, Arabic and Japanese.

Sample pages from Collins Spanish Visual Dictionary

Collins English Visual Dictionary

978-0-00-837227-9

£6.99

Collins French Visual Dictionary

978-0-00-829031-3

£6.99

Collins Spanish Visual Dictionary

978-0-00-829032-0

£6.99

Collins German Visual Dictionary

978-0-00-829033-7

£6.99

Collins Italian Visual Dictionary

978-0-00-829034-4

£6.99

Collins Mandarin Chinese Visual Dictionary

978-0-00-829036-8

£6.99

Collins Arabic Visual Dictionary

978-0-00-829035-1

£6.99

Collins Japanese Visual Dictionary

978-0-00-829037-5

£6.99

Free downloadable audio available from collinsdictionary.com/resources

58 collins.co.uk/caribbean

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REFERENCE

Dictionaries and Thesauruses

Collins English Dictionary

Age 11–18

•S pecially tailored to meet the needs of students at home and in school with comprehensive definitions and word tips to help improve English usage •L anguage notes help students to choose the right word and the easy-to-use allows for the quick location of words

Collins English Thesaurus

Age 11–18

•U p-to-date and comprehensive coverage of today’s language with multiple synonyms per entry and antonyms also included •C lear, accessible layout makes the thesaurus easy to use and ensures students can find the language they need

Collins English Dictionary Essential PB

978-0-00-830943-5

£7.99

Collins English Thesaurus Essential PB

978-0-00-830945-9

£7.99

Collins School Thesaurus

Age 9–14

•D eveloped in association with teachers to ensure that students have all the vocabulary they need •F lexible, accessible and durable, this is the ideal resource for children starting secondary school •A spelling supplement outlines key spelling rules and lists commonly confused and misspelled words

Collins School Thesaurus

978-0-00-825794-1

£7.99

Visit collins.co.uk/dictionaries for more information on all our dictionaries

tom.cane@harpercollins.co.uk 59


REFERENCE

Dictionaries and Thesauruses Age 5+

Collins French Dictionaries Collins is the bestselling bilingual dictionary publisher and is recognised as the trusted dictionary when learning a language. Our range of Collins French dictionaries are the perfect way to learn a new language and refresh old skills.

Sample from Collins French School Dictionary

Collins French School Dictionary

978-0-00-825796-5

£6.99

Collins Gem French School Dictionary

978-0-00-756931-1

£4.99

Collins Easy Learning French Dictionary

978-0-00-830025-8

£9.99

Collins Easy Learning French Conversation

978-0-00-811198-4

£7.99

Collins Easy Learning French Verbs

978-0-00-815841-5

£7.99

Collins Easy Learning French Verbs and Practice

978-0-00-814208-7

£10.99

Collins Easy Learning French Grammar

978-0-00-814199-8

£7.99

Collins Easy Learning French Grammar and Practice

978-0-00-814163-9

£10.99

Collins Easy Learning Complete French Grammar, Verbs and Vocabulary

978-0-00-814172-1

£14.99

Collins Pocket French Dictionary

978-0-00-818362-2

£8.99

Collins Gem French Dictionary

978-0-00-814187-5

£4.99

Collins French Dictionary and Grammar

978-0-00-824138-4

£12.99

Collins Complete and Unabridged Robert French Dictionary

978-0-00-836669-8

£40.00

Collins Primary French Dictionary

978-0-00-831270-1

£9.99

Collins First French Dictionary

978-0-00-831271-8

£6.99

Visit collins.co.uk/dictionaries for more information on all our dictionaries

60 collins.co.uk/caribbean


REFERENCE

Dictionaries and Thesauruses

Collins Spanish Dictionaries

Age 5+

Collins Spanish dictionaries are the perfect way to learn a new language and refresh old skills. The Easy Learning series offers easily accessible information in a clear and practical layout along with hundreds of examples to show how Spanish is used. The School dictionaries build students’ confidence to help them progress quickly in their study of Spanish.

Sample from Collins Primary Spanish Dictionary Collins Spanish School Dictionary

978-0-00-825797-2

£6.99

Collins Gem Spanish School Dictionary

978-0-00-756930-4

£4.99

Collins Easy Learning Spanish Dictionary

978-0-00-830029-6

£9.99

Collins Easy Learning Spanish Conversation

978-0-00-811197-7

£7.99

Collins Easy Learning Spanish Verbs

978-0-00-815843-9

£7.99

Collins Easy Learning Spanish Verbs and Practice

978-0-00-814209-4

£10.99

Collins Easy Learning Spanish Grammar

978-0-00-814201-8

£7.99

Collins Easy Learning Spanish Grammar and Practice

978-0-00-814164-6

£10.99

Collins Easy Learning Complete Spanish Grammar, Verbs and Vocabulary

978-0-00-814173-8

£14.99

Collins Pocket Spanish Dictionary

978-0-00-818365-3

£8.99

Collins Gem Spanish Dictionary

978-0-00-814184-4

£4.99

Collins Spanish Dictionary and Grammar

978-0-00-824139-1

£12.99

Collins Concise Spanish Dictionary

978-0-00-824134-6

£25.00

Collins Complete and Unabridged Spanish Dictionary

978-0-00-815838-5

£40.00

Collins Primary Spanish Dictionary

978-0-00-831269-5

£9.99

Collins First Spanish Dictionary

978-0-00-831272-5

£6.99

Visit collins.co.uk/dictionaries for more information on all our dictionaries

tom.cane@harpercollins.co.uk 61


REFERENCE

Dictionaries and Thesauruses Age 11+

Collins Mandarin Dictionaries The most up-to-date and comprehensive Mandarin Chinese dictionaries and language learning books on the market. The range includes radical index, Pinyin transcriptions, traditional character variants as well as practical tips and cultural insights.

EBOOKS Collins and Bookfusion together provide a seamless and secure digital solution for Caribbean schools to access Collins eBook resources Students and teachers can: •R ead eBooks both online and offline (no internet connection necessary) • Use on any device. iOS, Android or Desktop (Web) • Make bookmarks, notes and comments • Synchronise reading progress and notes across all devices

For more information on which titles are available and to request a free, no obligation trial please contact your local representative or email tom.cane@harpercollins.co.uk

62 collins.co.uk/caribbean

Collins Mandarin Chinese Dictionary

978-0-00-812048-1

£14.99

Collins Gem Mandarin Dictionary

978-0-00-814183-7

£6.99

Collins Easy Learning Mandarin Chinese Dictionary

978-0-00-830028-9

£10.99

Collins Easy Learning Mandarin Chinese Characters

978-0-00-819604-2

£10.99

Collins Pocket Mandarin Chinese Dictionary

978-0-00-819603-5

£10.99

Collins FLTRP English – Mandarin Chinese Dictionary

978-0-00-825124-6

£25.00

Collins Mandarin Chinese Essential Dictionary

978-0-00-835985-0

£7.99


What next? For more information or to place an order If you have any questions, want to find out more or would like to place an order please contact your local representative – details on back cover.

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