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Caribbean Schools Catalogue 2023
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In the catalogue you will find a wealth of resources, including textbooks, workbooks, dictionaries, atlases, readers and revision guides.
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Best wishes,
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Finally, our publishing for social studies continues to grow with the publication of Collins History for Trinidad and Tobago for forms 1, 2 and 3, and the kindergarten level of our Primary Social Studies for Antigua and Barbuda course.
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Elaine Higgleton Collins International Publisher
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New Resources
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Contents Primary Primary Social Studies 3 Literacy - Collins Big Cat 4 – 5 Primary Languages 6 Revision & Practice 7 – 9 Secondary Secondary Social Studies 10 – 11 History 12 Geography 13 – 15 English 16 – 19 Science 20 – 25 Maths 26 Workbooks 27 Languages 28 – 31 Other Resources 31 – 36
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CSEC® and CAPE® are registered trademarks of the Caribbean Examination Council (CXC).
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If you would like to view any Collins titles that do not appear in this catalogue, see online order form at www.collins.co.uk/intcatalogues or contact Tom Cane at tom.cane@harpercollins.co.ukB F 2
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COLLINS PRIMARY SOCIAL STUDIES FOR ANTIGUA AND BARBUDA
Author: Anthea S Thomas
8 Primary social studies
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.• Full-colour student’s books for kindergarten level up to grade 6 provide bright illustrations and fun activities to interest students
• Skills-based approach, with a wide range of varied activities to promote learning, discussion, critical thinking and cross-curricular learning
• All topics are set within local and wider Caribbean contexts
• Accompanying workbooks provide plenty of activities and puzzles to consolidate learning
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Head, shoulders, knees and toes
knees and toes
Head, shoulders, knees and toes
knees and toes
And eyes and ears and mouth and nose
Head, shoulders, knees and toes knees and toes. Sing with us!
Laurisa has curly hair. Kayla has long hair.
Jaden is tall. Omar has a wheelchair.
We are all different, but we are all the same.
7 02884_P01-21.indd 7 Student’s Books Student’s Book Kindergarten 978-0-00-840288-4 £12.99 Student’s Book Grade 1 978-0-00-840284-6 £12.99 Student’s Book Grade 2 978-0-00-840282-2 £12.99 Student’s Book Grade 3 978-0-00-832491-9 £12.99 Student’s Book Grade 4 978-0-00-832492-6 £12.99 Student’s Book Grade 5 978-0-00-832493-3 £12.99 Student’s Book Grade 6 978-0-00-832494-0 £12.99 WORKBOOKs Workbook Kindergarten 978-0-00-840289-1 £16.99 Workbook Grade 1 978-0-00-840286-0 £7.99 Workbook Grade 2 978-0-00-840283-9 £7.99 Workbook Grade 3 978-0-00-832495-7 £7.99 Workbook Grade 4 978-0-00-832496-4 £7.99 Workbook Grade 5 978-0-00-832497-1 £7.99 Workbook Grade 6 978-0-00-832498-8 £8.99 Sample pages from Kindergarten Student’s Book
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tom.cane@harpercollins.co.uk
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Foster a lifelong love of reading with over 1000 book-banded readers featuring beautiful illustrations and stunning photography for every step of a child’s reading journey.
• Develops key reading skills including inference and deduction through comprehensive teaching and assessment support
• High-quality fiction and non-fiction in a range of genres to support teaching across the curriculum and ensure reading is enjoyable for all learners
• Caters for readers of all needs and abilities
• Provide complete support for early reading development with fully decodable phonics readers
• Create your own virtual reading corner with over 1000 levelled ebooks in the Big Cat ebook library
• Includes characters from a range of backgrounds, tells stories about people with differing abilities and profiles positive female role models
For a full list of Big Cat titles available please contact Tom Cane at tom.cane@harpercollins.co.uk
Inspiring stories by expert local authors and brilliant illustrators with a unique understanding of the region.
• Suitable for a wide range of readership in the Caribbean and beyond
• Mapped to the Big Cat reading scheme to help build fluency in Primary reading
• Complete with reading notes, comprehensive teaching and assessment support and newly available eBooks
An engaging and child centered 5-Level
Primary Spanish course, designed specifically for the Caribbean
• 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
• Carefully graded exercises allow students to revisit and revise the core vocabulary and language points of each unit
• Teacher’s Guides with step-by-step lesson plans, detailed notes and extension activities to provide teachers the preparation needed for each lesson
• Photocopiable resources for pupils to use in class or at home included in Foundation Level Teacher’s Guide
5
Escucha y escribe la letra.
b a c d e
Ejemplo: 1 e
¡Recuerda!
Look at how you talk about travel in Spanish. Va en moto He goes by motorbike Ir en carro es aburrido. Going by car is boring.
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Escucha otra vez y escribe el adjetivo.
Ejemplo: 1 lento
Lee, empareja y completa: ¿rápido o lento?
a b c d
1 ¡Es verde y !
2 Es grande, anaranjado y
3 ¡Es rojo y súper !
4 Es pequeño y
32 treinta y dos
¡Mira!
In Spanish, to say ‘Hang on a minute!’, you can use ¡Para el carro! (‘Stop the car!’)
En mi barco,
9 ¿Qué medio de transporte te gusta? Completa las frases.
Si voy de vacaciones, me gusta ir porque Mi medio de transporte favorito es porque No me gusta ir porque
el autobús bus el avión plane el barco boat el camión lorry el carro car el ferry ferry
el helicóptero helicopter el tren train la bicicleta bicycle la moto motorbike lento/a slow rápido/a fast
treinta y tres 33
Age 5-11
Children can use their maths and English skills to complete missions and earn rewards. These writein practice workbooks use the Minecraft game as a mechanism for practising the key English and maths skills at primary level.
For full list of titles available, please see order form at collins.co.uk/intcatalogues
Age 5-11
Support the development of key mathematical skills with six one-a week mental maths test books
• Activity 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
• Essential practice for mental maths skills to help support the development of skills for the SEA, 11+ and the PEP
Mental Maths Ages 5-6
Mental Maths Ages 6-7
Mental Maths Ages 7-8
Mental Maths Ages 8-9
Mental Maths Ages 9-10
Mental Maths Ages 10-11
978-0-00-745789-2 £3.99
978-0-00-745790-8 £3.99
978-0-00-745791-5 £3.99
978-0-00-745792-2 £3.99
978-0-00-745793-9 £3.99
978-0-00-745794-6 £3.99
Provide parents with reassurance whilst supporting their child’s learning at home
• Help boost confidence and develop good learning habits for life
• Colourful, motivating activities make learning fun
• Helpful tips and answers are included so that parents can support their child’s learning
Packed with colourful pictures and words, these educational flashcards are a fun and easy way to learn! They help children recognise letters, numbers and first words and build their confidence at home.
Fun and engaging quizzes test children’s English and maths skills with motivating colour charts on every page to encourage children to complete the questions.
Children are introduced to writing letters and numbers using these fun and engaging wipeclean activity books. They will learn to hold a pen correctly and build up letter and number skills with activities they can do over and over again.
Engaging activity books help boost children’s confidence at every stage of their learning.
Combining practice with engaging, colourful illustrations, these bumper books help to boost children’s confidence and support learning at home.
Activity books to really help children practise important skills learned at school and boost progress at every stage of their learning.
See online order form at collins.co.uk/intcatalogues for the full list of titles available
Age 11-14
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.
• Helps students gain a strong foundation in social studies to prepare to study the individual subjects at CSEC® level
• Student’s books for Form 1, 2 and 3
• Accompanying workbooks for each level provide opportunities for written activities and help students consolidate learning
around us
Reasons for Caribbean integration
Reasons for Caribbean integration
• suggest ways of strengthening Caribbean integration.
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:
• 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:
Common history and culture
10.5
• 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.
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.
Unit 10: The world Activity
Exercise
1. Which of the following types of habitat are most commonly found in the Caribbean region?
a) desert b) mountains c) beach
Sample pages from Caribbean Social Studies 1
STUDENT’S BOOKS
Student’s book 1 978-0-00-825646-3 £15.99
Student’s book 2 978-0-00-825647-0 £15.99
Student’s book 3 978-0-00-825648-7 £15.99
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
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.
WORKBOOKS
why the sizes of the Caribbean territories make it important for
cooperate
to
picture was taken at Pigeon Point, Tobago. Most islands in the Caribbean have similar coastal vegetation because of the location of the Caribbean region. Soc a S ud es SB1 Un 10 ndd 272 Social Studies SB1_Unit_10.indd 26 09 9 33 am 26/09/17 9:33 273
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. Soc a S ud es SB1 Un 10 dd 273 Social Studies SB1_Unit_10.indd 26 09 17 9 33 am 26/09/17 9:33
Key vocabulary regional integration
Workbook 1 978-0-00-825649-4 £7.99
Workbook 2 978-0-00-825650-0 £7.99
Workbook 3 978-0-00-825651-7 £7.99
Age 11-14
Developed and written specifically for Jamaica and fully covers the requirements of the National Standard Curriculum for grades 7 to 9 in Social Studies
• Activities and discussion points encourage students to develop criticalthinking skills and to apply what they have learned
• Wide range of content – including real-life photographs, charts, diagrams and case studies – and exceptionally clear layout help make the subject engaging for all students
• Student’s Books include exercises and activities suitable for all pupils, to support or challenge as needed
• Accompanying Workbooks for each level provide opportunities for extra written activities and help students consolidate learning
STUDENT’S BOOKS
Student’s Book 7 978-0-00-841396-5 £15.99
Student’s Book 8 978-0-00-841397-2 £15.99
Student’s Book 9 978-0-00-841398-9 £15.99
Age 11-14
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
• Brings Social Science topics to life with photographs and case studies featuring local and global contexts
• Student’s books available for Forms 1, 2 and 3
• Accompanying workbooks for each level provide opportunities for written activities and help students consolidate learning
STUDENT’S BOOKS
Student’s Book 1 978-0-00-811588-3 £15.99
Student’s Book 2 978-0-00-811590-6 £15.99
Student’s Book 3 978-0-00-811591-3 £15.99
WORKBOOKS
Workbook 1 978-0-00-811592-0 £7.99
Workbook 2 978-0-00-811593-7 £7.99
Workbook 3 978-0-00-811594-4 £7.99
Collins History for Trinidad and Tobago Forms 1, 2 and 3 is suitable for all students studying History at lower secondary. With full coverage of the syllabus, this skills-based course helps students develop the analytical and problem-solving skills needed for success.
• Full coverage of the Trinidad and Tobago syllabus
• Wide range of practice activities and case studies help students develop analytical and problem-solving skills
• Helps students gain a strong foundation in history to prepare them to study history at CSEC® level
• Projects and discussion points help students start to develop skills for the School Based Assessment
ISBN: 978-0-00-852812-6
RRP: £12.99
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 or 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.
• Developed and written specially for the Caribbean, with Caribbean teachers
• Covers topics from human geography and physical geography relevant to and all fully contextualised for the Caribbean
• Wide 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
• Projects and discussion points to help students develop skills for the School Based Assessment
The Caribbean Region
Territories of the Caribbean
We are learning to:
• name and locate Caribbean territories, their capitals, seas and oceans on maps of the Caribbean
• compare sizes of Caribbean territories.
The Caribbean is made up of many islands, islets, reefs and cays, as well as some of the mainland countries that border on the Caribbean Sea. In the table on the next page, you can see the land areas and population sizes of the countries that make up the Caribbean territories. As you can see, there are larger and smaller territories that make up the Caribbean region. On the next two pages we will look at reasons that we group the territories together as a region. The countries of the Caribbean Community are not the only countries of the Caribbean region. Geographers divide the islands of the Caribbean Sea into two clusters: the Greater and Lesser Antilles.
ISBN: 978-0-00-842017-8
RRP: £14.99
1.4
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.
The Antilles 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
Key
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 Geography for the Caribbean: Caribbean area and territories
Research
Research the sizes and capitals of the nonsovereign states of the Caribbean (states that are governed by other countries).
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?
5. Name three of the Leeward Islands and three of the Windward Islands.
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®. A wide range of activities are included, 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.
• Covers 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
• Wide range of practice activities and case studies help students develop the analytical and problem-solving skills
• Includes fieldwork and map-work skills
• Includes projects and discussion points to help students start to develop skills for the school-based assessment
• Accompanying Workbook provides additional opportunities for written activities to help students consolidate learning
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).
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.
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.
Key vocabulary treaty signage Spanish Cabildo town council county ward borough
3.
Student’s Book 978-0-00-842015-4 £15.99
Workbook 978-0-00-842016-1 £6.99
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
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.
Geography
• Practical workbook that can be used to supplement any CSEC® Geography textbook
• Practical workbook that can be used to supplement any CSEC® Geography textbook
• All activities based on the CSEC® Geography syllabus and fully contextualised for the Caribbean
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.
• Practical workbook that can be used to supplement any CSEC® Geography textbook
• Includes activities and practice questions that help students develop the problem-solving and analytical skills needed for CSEC®
• All activities based on the CSEC® Geography syllabus and fully contextualised for the Caribbean
• Covers map-work skills including the use and interpretation of large-scale map skills
• Covers map-work skills including the use and interpretation of large-scale map skills
• All activities based on the CSEC® Geography syllabus and fully contextualised for the Caribbean
• Encourages practice of skills needed for fields studies and the School Based Assessment
• Includes activities and practice questions that help students develop the problem-solving and analytical skills needed for CSEC®
• Includes activities and practice questions that help students develop the problem-solving and analytical skills needed for CSEC®
ISBN: RRP:
• Covers map-work skills including the use and interpretation of large-scale map skills
Atlas Skills for CSEC® Geography 978-0-00-842013-0 £8.99
• Encourages practice of skills needed for fields studies and the School Based Assessment
• Encourages practice of skills needed for fields studies and the School Based Assessment
(g) Mark the following places on the diagram of the Earth; make sure you include the relevant degrees of latitude:
1 Study the Grenada map on page 56 of your atlas. Draw a sketch map of grid square B3 at the top right-hand corner of the map following the instructions below:
(a) Insert:
(i) St Patrick river
(ii) Lavera Pond
(iii) Lake Antoine
(iv) the parish boundary
(v) Sauters (important town)
(vi) the main road connecting R. Sallee and La Poterie along the coast.
(b) Shade:
(i) the Atlantic Ocean
(ii) the land with height of 200 m and above.
PRovide a practical and supportive approach to help students build the skills and understanding needed for exam success
• Provides comprehensive guidance on the School Based Assessment
• Organised by question paper to help students build the skills needed effectively, moving from skills-building activities to examination-style tasks
• Includes guidance on where students might go wrong when answering multiple-choice questions
• Practice questions and annotated sample responses help students understand how to achieve higher marks
• Exam practice sections included for Paper 1 and Paper 2
• Dedicated 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
ISBN: 978-0-00-845857-7
RRP: £12.99
• Contains the full text of the Twelfth Night with clear and supportive notes.
• A detailed introduction and guide to each act and scene.
• Understand the language of the play with clear notes on each page.
• Learn about Shakespeare’s world and the context of the play in the lively introduction.
• Get to grips with characters, themes and dramatic techniques with a guide to each scene.
• Trace the development of themes across the play with succinct summaries and links to the key scenes.
• Prepare for final examinations with practice exam questions and annotated sample responses to show how to improve.
WHO’S WHO? A GUIDE TO THE MAIN CHARACTERS IN TWELFTH NIGHT WHO’S WHO? A GUIDE TO THE MAIN CHARACTERS IN TWELFTH NIGHT
Orsino is the Duke of Illyria, who has fallen in love with Countess Olivia. When she rejects him, he is sorrowful and wallows in his rejection. He forms a strong friendship with the character he knows as Cesario, and sends him to win Olivia for him.
Viola is shipwrecked on the coast of Illyria and decides to dress as a young man in order to serve in the court of Duke Orsino. There, she is known as Cesario and is employed as Orsino’s messenger to Olivia. However, she falls in love with Orsino herself.
Sebastian is Viola’s twin brother, shipwrecked in the same storm, but separated from her. He is helped by a sailor, Antonio. He makes his way into Illyria where he is mistaken for Cesario, his twin sister’s male personality. Olivia, initially believing that he is Cesario, marries him.
Olivia is a countess, a woman of high society, who is in grieving for her dead brother and has sworn never to marry. She therefore refuses to see Orsino, but when his messenger Cesario arrives, she falls in love with him, not realising that Cesario is in fact a woman in disguise.
Malvolio is Olivia’s chief servant; he is pompous and self-important, which leads to conflict with other members of Olivia’s household. He is also secretly in love with Olivia himself, which makes him the object of other characters’ jokes and mockery.
ISBN: 978-0-00-839962-7
RRP: £8.99
TWELFTH NIGHT Feste is a clown, or jester, who entertains at both Orsino’s court and Olivia’s household. He is always keen to earn money by his singing and jokes, but often also seems to know more about what is going on than he admits. He takes a central role in the mocking of Malvolio. Sir Toby Belch, Olivia’s uncle, enjoys drinking alcohol and making jokes. While he is the life and soul of the party, he also takes advantage of Sir Andrew Aguecheek and behaves cruelly towards Malvolio. He is happy to make other people uncomfortable for his own amusement. Sir Andrew Aguecheek has fallen in love with Olivia and hopes to marry her. He is, however, a bumbling fool who has no chance of success. His foolishness provides a great deal of humour, but at the end he gains sympathy because he is so badly treated by Sir Toby. Maria is one of Olivia’s servants, who is quick- witted and mischievous. She invents the plan to deceive Malvolio, and at the end of the play we hear she has married Sir Toby. Fabian is another servant in Olivia’s household, who takes part in the jokes and tricks created by Sir Tony and Maria. He admits the truth of what has been happening to Olivia at the end of the play.
Antonio is a faithful sailor, who helps Sebastian in Illyria. This causes problems, as he is a wanted man in Illyria because of his role in sea battles against Orsino’s navy, but he takes the risk because of his devotion to Sebastian.
Activity 32 From the limited details Shakespeare provides, what role do you think Antonio played in the ‘sea-fight’ (line 26)? Does it make a difference to the way you judge his character?
Activity 5 Now that you know a little about each character, what else would you like to find out about them? For each character, write down one or two questions that you plan to find answers to as you gain more understanding of Twelfth Night
The characters Antonio, despite the colourful past he reveals to Sebastian, again demonstrates that he is a thoughtful and generous friend, putting himself in danger for Sebastian as well as providing for him.
Sebastian not only accepts the renewal of Antonio’s company, but also recognises the spirit of generosity that lies behind it and is delighted to see him again. He takes Antonio’s advice and accepts his loan with good grace.
TWELFTH NIGHT
Act 3 Scene 4
Lines 1–15 Olivia is expecting Cesario, but is told that Malvolio has gone mad.
Lines 15–80 Malvolio enters in his new costume, following the instructions of Maria’s letter, which leads Olivia to agree that he is not in his right mind. Malvolio convinces himself that Olivia’s reaction shows that he has interpreted the letter correctly. Lines 80–137 Sir Toby, Fabian and Maria enter and provoke Malvolio further.
Lines 137–92 Sir Andrew enters with his challenge to Cesario, which is ludicrously inappropriate. Sir Toby decides he will deliver the challenge orally to make it more convincing.
Lines 193–209 Cesario continues to plead Orsino’s case to Olivia, who continues to express her devotion to Cesario.
Dramatic techniques
In a play that depends so much on disguise, this is a scene where the lack of disguise is important. Antonio seems honest, and is honest. More than that, he knows he might be recognised in Illyria from his role in the sea battle – ‘Only myself stood out’ he tells Sebastian (line 35). Shakespeare uses Antonio as a point of contrast with the various characters in the play who disguise themselves, either through costume or behaviour.
The character of Antonio is also useful in setting up another part of Shakespeare’s complex plotting. That purse of money will become important in later scenes.
Lines 210–99 Sir Toby and Fabian engineer a duel between Cesario and Sir Andrew. Both are terrified and reluctant, but agree to cross swords for form’s sake.
Lines 300–60 Antonio, mistaking Cesario for Sebastian and thinking the duel is serious, intervenes on his behalf. The commotion attracts attention and Antonio is recognised and arrested. He asks for the return of his money from Cesario, who of course does not have it.
Lines 361–72 Viola recalls that Antonio mentioned Sebastian and realises that, as she has been mistaken for him, he must be alive.
Lines 373–82 Sir Toby and Fabian have noticed what they understand as Cesario’s dishonesty towards Antonio, and urge Sir Andrew to attack him again.
As in their first scene, Antonio uses the language of love and service to Sebastian that relates to male friendship bonds. He has followed him because of his ‘desire’ (line 4) and, as well as being motivated by ‘love’ (lines 6, 11), he has been worried about how Sebastian will cope in a place where he is ‘Unguided and unfriended’ (line 10).
Language
Activity 34 You will see there are nine distinct stages to the action in this scene. In groups, create tableaux to represent these sections of the scene, conveying characters, action and mood. Each character can have one line to describe their feelings.
Activity 33
Look at ways in which Antonio expresses his devotion to Sebastian and compare his language with that used by Orsino about Olivia, Olivia about Cesario, and Viola about Orsino. What similarities do you find?
Timeless editions accompanied by supportive introductions and glossaries
• Introductions 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
For a full list of ISBNs and prices see online order form at collins.co.uk/intcatalogues
“We are such stuff as dreams are made on, and our little life is rounded with a sleep.”
William Shakespeare, The Tempest
“So we beat on, boats against the current, borne back ceaselessly into the past.”
F. Scott Fitzgerald, The Great Gatsby
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)
• Accompanying workbooks for each level provide opportunities for written activities and help students consolidate learning
• Updated editions now include projects and ideas for STEM (science, technology engineering and mathematics)
Multicellular and unicellular organisms
We are learning how to:
• recognise the relationships between specialised cells, tissues, organs and organ systems
• identify unicellular organisms.
Key terms
Yeast reproduce by a process called budding. New cells grow from existing cells. If you look carefully at Fig 5.5 you will see that some of the yeast cells appear to be growing tiny buds. Each new small cell grows and then separates from its parent cell.
Observing yeast cells
Here is what you need:
5.2
Living organisms like human beings are described as multicellular because they consist of many millions of cells. Some very simple organisms consist of only one cell and are called unicellular. A unicellular organism carries out all of the activities of a living thing.
You have already seen one unicellular organism, Euglena, on page 47. We are going to look at some more examples.
Amoeba
An amoeba is a microscopic unicellular organism that lives in ponds and streams.
It has all of the characteristics of a living organism (see 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
• reproduce by dividing into two new organisms
• move by allowing its cytoplasm to flow
• respond to stimuli, such as chemicals dissolved in water.
Paramecium
A Paramecium is another microscopic unicellular organism that lives in water.
It also exhibits all of the seven characteristics of a living organism. It is able to move more quickly than an amoeba because it is covered in tiny hair-like cilia that can beat together and propel it through the water.
Yeast
Yeast is a unicellular fungus. It has been used by people since ancient times to make bread and also to make alcoholic drinks by a process called fermentation.
multicellular describes an organism that consists of many cells unicellular describes an organism that consists of a single cell
• microscope
• microscope slide
• cover slip
• tissue paper
Here is what you should do:
• pipette
• bottle of solution containing yeast cells.
1. Shake the solution of yeast cells and remove a small amount in a pipette.
2. Place two drops of the yeast solution onto a microscope slide.
3. Carefully lower a cover slip onto the specimen.
4. Place a tissue next to the cover slip and gently draw off the excess water.
5. Place the slide on the stage of the microscope.
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.
BOOKS Student’s book 1 978-0-00-826308-9 £15.99 Student’s book 2 978-0-00-826303-4 £15.99 Student’s book 3 978-0-00-826304-1 £15.99
6. Observe the yeast cells using a low magnification. Look for yeast cells that appear to be budding, then examine these cells using a higher magnification.
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.
pipette
7. Draw some budding yeast cells.
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
Workbook 1 978-0-00-826305-8 £7.99 Workbook 2 978-0-00-826306-5 £7.99 Workbook 3 978-0-00-826307-2 £7.99 Age 11-14
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
water containing yeast cells microscope slide U 05 dd 77 Unit 05.indd 02 07 17 11 23 02/07/17 11:23 am
Age
Author: Derek McMonagle • Consultant: Marlene Grey-Tomlinson
An activity-led course set in relevant contexts that develops the key skills necessary for success
• Developed and written specifically for Jamaica and covers the syllabus requirements of the National Standard Curriculum for Grades 7 to 9 Integrated Science
• Science 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
• Accompanying workbooks for each level provide opportunities for homework and supports students with revision
STUDENT’S BOOKS
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Student’s book 2 978-0-00-826328-7 £15.99
Student’s book 3 978-0-00-826329-4 £15.99
Age 11-14
WORKBOOKS
Workbook 1 978-0-00-826330-0 £7.99
Workbook 2 978-0-00-826331-7 £7.99
Workbook 3 978-0-00-826332-4 £7.99
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
• Developed and written specifically for the Jamaican National Standards Curriculum
• Features specific Science, Technology, Engineering, Art and Mathematics (STEAM) activities for each topic
• Provides clear and accessible explanations of each topic
• Includes ‘Check your understanding’ sections at the end of each topic to allow teachers and students to assess their progress
• Contains end-of-unit questions to check students have understood the ideas in each Unit
• Accompanying workbooks provide opportunities for written activities, for homework and to help students with revision
EXPLORING FOR JAMAICA GRADE 9
Student’s Book 978-0-00-835335-3 £15.99
Author: Anne Tindale
Concise Revision Course CSEC® Human and Social Biology provides comprehensive and authoritative coverage of the new syllabus (First Teaching September 2020, First Exam June 2022). It follows the approach developed for the best-selling Collins concise revision course series.
• Comprehensive coverage of the CSEC® course, presented in an engaging full-colour format.
• Advice for students on organizing their revision, including tips on exam technique, explanations of exam command words, and guidance on drawing graphs, tables and diagrams.
• Revision questions at the end of each topic to help secure knowledge and understanding.
• Exam-style questions at the end of each section provide effective practice
• Answers are available for free at collins.co.uk/caribbean
Humans need to be able to move their entire bodies from place to place as well as parts of their bodies. They also need to have a means of supporting and protecting the soft tissues and organs of their bodies. These functions are all carried out by the skeletal system
The human skeleton
The human skeleton serves as a framework for the body and it can be divided into the axial skeleton and the appendicular skeleton. The skeleton of an adult is made of 206 bones which are held together at joints by ligaments
The axial skeleton
The axial skeleton consists of the skull vertebral column ribs and sternum
• The skull is made up of the cranium and upper jaw which are fused, and the lower jaw which articulates with the upper jaw. The skull encloses the brain and sense organs of the head.
• The vertebral column is composed of 33 bones known as vertebrae which have intervertebral discs of cartilage between them. The spinal cord runs through a hole in the centre of each vertebra. The column supports the body, provides points of attachment for the girdles and many muscles, and protects the spinal cord running through it. It also allows some movement.
Also available
The appendicular skeleton
The appendicular skeleton is composed of the pectoralgirdle, the pelvic girdle the arms (forelimbs) andthe legs (hindlimbs). • The girdles connect the limbs to the axial skeleton and have broad flat surfaces for the attachment of muscles that move the limbs. The pelvic girdle is fused to the bottom of the vertebral column to provide support for the lower body and to transmit the thrust from the legs to the vertebral column which moves the
G S B d 6 41620_CSEC_CRC_RG_SectionB.indd 64
Ensure students are fully prepared for their CSEC® exams with these full-colour concise revision courses for other science subjects.
vertebral column
• The ribs are attached to the vertebral column dorsally and the sternum ventrally. They form the rib cage around the heart and lungs; movement of the ribs is essential for breathing.
lower jaw thumb big toe ★ Figure 6.1 The human skeleton
6 Concise Revision Course: Human and Social Biology
bone) rib cage humerus ulna radius forelimb (arm)
cranium of the skull hip bone of the pelvic girdle carpals metacarpals patella (knee cap)
tibia femur
phalanges hindlimb (leg)
pectoral girdle fibula tarsals metatarsals phalanges
• The limbs are composed of long bones which have joints between to allow for easy movement Being long, the bones provide a large surface area for the attachment of muscles and permit long strides to be taken.
the arms and the legs are built on the same basic pattern known as the
Author: Anne Tindale
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
Practice and exam-style questions allow students to practise key skills needed for the exam, such as:
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Provide a new approach to the study of the CSEC® Physics syllabus that focuses on the skills of recollection, applying facts and analysing data
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
• ‘Applying facts’ questions give students the opportunity to link what they’ve learned with real-life contexts
• ‘Analysing data’ questions encourage students to think critically about data, analyse the information and reach logical conclusions
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Provide a new approach to the study of the CSEC® Chemistry syllabus that focuses on the skills needed to pass and to get a top grade
• Written in clear, accessible language, with worked examples and annotated diagrams and illustrations to help explain difficult concepts
• ‘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 are invaluable for the SBA lab work in chemistry and essential for a top grade and allow students to demonstrate that they can think critically about data, analyze the information it gives, and reach sensible and logical conclusions based on that data
Brownian motion
Brownian motion is defined as the haphazard motion of microscopic solid particles suspended in a liquid or gaseous medium. The movement of the solid particles results from them being constantly bombarded by the particles in the medium in which it is suspended.
The phenomenon known as Brownian motion was noticed by a botanist, Robert Brown, in 1827, as he observed pollen grains suspended in water under a microscope. He noticed that the pollen grains were moving erratically. This erratic movement of the pollen grains can be explained by the water particles bumping into the solid pollen grains. As the water particles are so small, they were not visible under the microscope.
Erratic movement of dust particles can also be observed in a glass container when it is brightly illuminated. The dust particles are continuously bombarded by the air particles, causing them to move in a haphazard manner.
These examples effectively demonstrate the movement of particles and provide evidence that matter is made up of particles. The ways that matter interacts with each other in space provide evidence to support the theory that matter is made up of particles.
When 50 mls of water is added to 50 mls of isopropyl alcohol, the final volume of the mixture of the two solutions is observed to be less than 100mls. Why would this be? Something must happen between the water and the alcohol when they are mixed to reduce the resulting volume. A reduction of volume implies that the same amount of stuff (50 mls + 50 mls) now fits into a smaller space. To do this, there must be some space within the water and the alcohol that is used up when the two are mixed. Also, the water particles and isopropyl alcohol particles form bonds when they are mixed together, which hold the particles closer together.
There are three different types of particles that make up matter:
• Atoms
Atoms are the smallest units of a chemical element which have all the characteristics of the element. For example, magnesium is made up of magnesium atoms, Mg (see page 19).
Molecules
Molecules are groups of two or more atoms bonded together and which can exist on their own.
Molecules may be made up of atoms of the same kind. For example, oxygen molecules, O2, are made up of oxygen atoms. Molecules may also be made up of atoms of different kinds. For example, water molecules, H2O, are made up of two hydrogen atoms, H, and one oxygen atom, O.
Ions
Ions are electrically charged particles. Ions may be formed from a single atom, for example, the lithium ion, Li+. They may also be formed from groups of two or more atoms bonded together, for example, the carbonate ion, CO2− 3 (see page 74). These are called polyatomic ions
The particulate theory of matter helps to explain the physical properties of matter and the differences between the three states of matter that are most commonly experienced on Earth. Conditions such as temperature and pressure affect the arrangement of the particles, the types of forces between the particles, and the types of motion that the particles can undergo.
Solids have a regular arrangement of closely packed particles. These particles are strongly attracted to each other with little movement between them. Solids therefore have a fixed shape and volume and are difficult to compress.
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Uses of osmosis
To control garden pests
Slugs and snails are garden pests (Figure 1.5) whose skin is differentially permeable and always moist.
When salt (sodium chloride) is sprinkled on the moist skin of slugs and snails, the skin acts as a differentially permeable membrane, the salt particles dissolves in the moisture forming a concentrated solution. Water inside their bodies then moves out by osmosis to equalize the salt concentration between the inside and outside of the slugs and snails’ skin. The slugs and snails die from dehydration.
To preserve food
Salt and sugar are used to preserve foods such as meat, fish, fruits and vegetables (Figures 1.6, 1.7 and 1.8). They both work in the same way:
• They draw water out of the cells of the food by osmosis. This prevents the food from decaying because there is no water available in the cells for the chemical reactions which cause the decay to take place. They draw water out of microorganisms (bacteria and fungi) by osmosis. This prevents the food from decaying because it inhibits the growth of the microorganisms that cause the decay.
Author: Raphael Johnson
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.
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• Features calculator usage guidance and teaching notes, as well as an entire chapter dedicated to the SBA
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RRP: £21.99
Authors: Biology: Anne Tindale • Chemistry: Anne Tindale Physics: Terry David
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.
• Questions and activities on all aspects of the Biology, Chemistry and Physics syllabuses
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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 books provide excellent practice for CSEC® Examination and has been specially written to help CSEC® students maximise their exam scores.
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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
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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
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
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• Accompanying workbook provides extra activities for language development skills to reinforce knowledge
– to take out proposer – to offer
Les Français adorent le café ; au petit déjeuner et après un repas, les Français et les Françaises en boivent beaucoup. 20 pour cent des buveurs réguliers en boivent au moins cinq tasses par jour. Mais on ne voit pas souvent les chaînes américaines comme Starbucks en France. Pourquoi ? C’est parce que dans leur majorité, les Français apprécient le café noir, fort et nature. Un peu de lait ou du sucre peutêtre, mais autrement ils n’ajoutent rien.
Les Français sont des consommateurs « sociaux » de café. « Un café à emporter, s’il vous plaît !» n’est pas français ! 98 pour cent des buveurs réguliers de café français le consomment sur place, soit pour prendre une pause détente, soit pour un moment agréable de convivialité entre amis.
En France, les bistrots de quartier et les petits cafés en centre-ville font partie de la culture. Dans les pays anglo-saxons, comme aux États-Unis ou au Royaume-Uni par exemple, les gens aiment grignoter toutes les deux heures. Les Français, pourtant, préfèrent des repas plus copieux que les établissements comme Starbucks ne proposent pas. De plus, les serveurs typiquement français parlent avec leurs clients, ce que les baristas de Starbucks – entreprise bien connue pour son chiffre d'affaires élevé – ne font pas.
Trouvés surtout dans les grandes villes, comme Paris ou Lyon et dans les aéroports, Starbucks a ses clients fidèles. Mais pour les Français, pour qui le café symbolise un moment agréable et joyeux dans leur quotidien, la mousse au lait, les boissons chaudes dans des tasses énormes et les fauteuils très confortables sont inadaptés à la culture du pays. En France, les amateurs du café traditionnel continuent à faire de la résistance.
1 Lisez le texte. C’est vrai (V) ou faux (F) ?
1 Les Starbucks sont très populaires dans toutes les régions de France.
Le café Touba À Dakar, comme dans beaucoup de villes du pays, le café Touba est bu par les Sénégalais, à leur réveil, durant la journée et en rentrant au foyer après de longues heures de travail. « J’en prends au moins quatre dans la journée », confesse un vendeur de tissus au marché GrandYoff (quartier de Dakar), en montrant une tasse à café jetable vide qu’il s’apprête à lancer dans une poubelle. « Je ne connais rien de plus énergisant que le café Touba. » Au début du dix-neuvième siècle on remarquait qu’en buvant du café local on pouvait rester éveillé afin de beaucoup travailler. De nos jours, le café Touba continue d’occuper une place de choix dans l’alimentation des Sénégalais.
Le café Touba est une boisson préparée à base du café arabica local aromatisé. On y ajoute une espèce de poivre (‘’djar’’ en wolof) et, parfois des clous de girofle, ce qui lui donne son « goût exquis », selon les amateurs sénégalais. Il se boit avec du sucre. Beaucoup de sucre.
À Dakar et un peu partout, on voit des vendeurs. On n’imagine pas une rue sans vendeur ambulant de café Touba mais il ne manque pas de clients. Ces vendeurs se lèvent à six heures du matin et chaque jour ils font le tour des quartiers des villes. Ils portent une marmite de café chauffée continuellement sur un fourneau. Ils ont souvent un seau de vingt litres de café Touba prêt à boire. Comme emploi ce n’est peut-être pas idéal, mais pour beaucoup de jeunes sans emploi ça leur permet de gagner assez d’argent pour vivre.
2 Trouvez les équivalents français dans le texte.
1 work 2 day 3 dustbin 4 awake
3 Répondez aux questions.
4 On se retrouve où ?
wolof – Wolof, a language spoken in Senegal, Gambia and Mauritania girofle – clove un fourneau – a stove un seau – a bucket
5 flavoured 6 fans
7 neighbourhoods 8 saucepan
9 job 10 earn
2 Pour quelle raison est-ce qu’on boit le café Touba d’une tasse à café « jetable » ?
1 Quand est-ce que les Sénégalais boivent le café Touba ?
3 Qu’est-ce que les travailleurs d’il y a deux cents ans ont remarqué quand ils ont bu ce café ?
4 Pourquoi le café Touba est-il différent du café normal ?
5 D’où est-ce que beaucoup de gens achètent leur café Touba ?
Connexions
Selon vous, la provenance du café a-t-elle son importance ?
6 Que dit-on de l’emploi de vendeur ambulant ?
3 Plus de 50 pour cent de Français boivent au moins cinq tasses de café par jour.
2 La plupart des Français ne choisissent pas leur café à emporter.
4 Les bistrots et les petits cafés typiquement français sont en train de disparaître.
5 Les chaînes américaines préfèrent servir plus de clients rapidement.
6 On ne peut rien acheter à manger dans un Starbucks.
7 Certains français vont à Starbucks régulièrement.
8 On trouve des fauteuils dans beaucoup de cafés traditionnels.
Sample pages from Student’s Book
Pareil… En quoi le rôle du café est-il différent pour les Français et pour les Sénégalais ? Quelles sont les similarités ? mais différent
Recherche Quelle est l’origine du nom « café Touba » ? 95
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 topic-based units so that language learning and skills development can be taught in realworld contexts.
• Prepare students to be ready for Spanish at CSEC level
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• Audio files to support listening activities are available online through the Collins website
Sample pages from Student Book 1 STUDENT’S
INVALUABLE AID FOR STUDENTS PREPARING FOR CSEC® AND CAPE® EXAMINATIONS
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PROVIDE CRUCIAL CONTENT AND SKILLS STUDENTS NEED TO MASTER FOR SUCCESS IN CAPE® EXAMINATIONS
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This timeless novel provides many wonderful passages for the study of narrative, as well as complex characters and motivations ideal for class discussion.
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Collins Jamaican Student’s Dictionary has been specially developed in association with teachers in Jamaica to ensure it meets the needs of students in Jamaican schools.
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Up-to-date coverage of a wide range of everyday primary level vocabulary, clear definitions, and simple examples, together with beautifully designed illustrations help make learning easy, memorable, and fun.
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Sample pages from Primary Dictionary
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Collins Social Studies Atlas for the Caribbean is presented in an engaging full-colour 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.
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Age 9+
This workbook supports the use of the Social Studies Atlas for the Caribbean as a practical tool in the social studies classroom.
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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.
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Provide an engaging introduction to mapping of the UK, Europe and the world and develop map-reading skills, building understanding of the meaning of scale and measuring distances.
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Collins First Atlas introduces maps with geographical features to help children understand concepts such as shapes and symbols. Pop-ups, included on each map in the interactive, edition provide additional facts and teacher notes are included for each map.
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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.
Age 9+
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.
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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.
Primary Workbook (Grades 4-6) 978-0-00-830024-1 £6.99 Secondary Workbook (Grades 7-9) 978-0-00-836173-0 £6.99
School Atlas for Trinidad and Tobago
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.
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Age
Age 9+ Age 11-14
ISBN: 978-0-00-840356-0 • RRP: £6.99
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WE’RE HERE TO HELP – CONTACT US
Collins Caribbean Sales Manager
Tom Cane
Tel: +44 (0)7557 118 350 tom.cane@harpercollins.co.uk
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To place an order or for any queries, contact:
ANGUILLA & ST. MAARTEN
Coral Reef Bookstore
Dawn Reid
Tel 1: +1 (264) 772 6657
Tel 2: +1 (264) 235 8084 coralreefbooks@anguillanet.com
ANTIGUA & MONTSERRAT
Best of Books
Barbara Arrindell
Tel: +1 (268) 562 3198 barbaraarrindell@yahoo.com
BARBADOS
Days Bookstore
Karen Austin
Tel: +1 (246) 426 9887 ke.austin@daysbookstore.com
BELIZE
The Book Center
Mickey Craig Tel: +501 227 7592 books@btl.net
BRITISH VIRGIN ISLANDS
Island Services
Nelda Farrington
Tel: +1 (284) 494 2555
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DOMINICA
Jays Ltd.
John Lewis
Tel: +1 (767) 448 4024 jays@cwdom.dm
GRENADA
Michael Philbert
Tel: +1 (473) 449 6876 mahp78@gmail.com
GUYANA
Austin’s Book Services
nelda.farrington@islandservicesbvi.com
Lloyd Austin
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ST. LUCIA
Nathaniel’s Books Ltd
Petal Nathaniel-Delice
Tel: +1 (592) 227 7395 lloydaustingy@gmail.com
JAMAICA
Full Service Consultants
Kevin Fullerton
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Tel 1: +1 (876) 823 6034 Tel 2: +1 (876) 627 5168 kevinfullerton.collins@gmail.com
ST. KITTS & NEVIS
St. Kitts School Apex Cooperative Society Ltd.
Antonio Wilson
collins.co.uk/caribbean
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Tel: +1 (869) 465 5125 schoolsapex@gmail.com
Tel: +1 (758) 459 0248 petflav@hotmail.com bookstore@candw.lc
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ST. VINCENT
Gaymes Book Centre
Dennis Gaymes
Tel 1: +1 (784) 458 7777
Tel 2: +1 (784) 455 9900 gaymesbookcentre@gmail.com
TRINIDAD & TOBAGO
Keith Khan’s Books Etc.
Keith and Khalied Khan
Tel 1: +1 (868) 219 9775
Tel 2: +1 (868) 219 9580 kkhan@booksetc.net
TURKS & CAICOS
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New Age Book Centre
Claudette Clare
Tel 1: +1 (649) 941 4665
Tel 2: +1 (649) 245 6827 newage174@yahoo.com
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