Caribbean Schools Catalogue 2026
collins.co.uk/Caribbean
Caribbean Schools Catalogue 2026 A very warm welcome to the Caribbean Schools Catalogue 2026 which contains resources designed to support students and educators across the region, including textbooks, workbooks, revision guides, dictionaries, atlases, readers and digital tools. For primary learners, the new Mental Maths Targeted Practice Workbooks series offers fun and varied activities to develop fluency in maths skills and mental strategies. Our Collins Big Cat collection has expanded with the new Read On range of 30 fiction chapter books designed to improve reading stamina, develop fluency and comprehension, covering genres from mysteries to historical fiction. We’ve also added titles to the Barrington Stoke programme of super-readable, dyslexia-friendly titles, ensuring every student has access to high-quality contemporary stories. Younger readers will love the latest additions to our Rocket Bird picture books, beautifully curated to inspire a lifelong love of reading. An exciting title for lower secondary is History of Antigua and Barbuda, a resource written by an Antiguan teacher and historian. This engaging guide explores the rich history of Antigua and Barbuda, helping students understand key historical events and their impacts, while aligning with the syllabus. It joins our recently published history titles for Grenada and Trinidad & Tobago. For CSEC®, we are pleased to announce the new CSEC® Concise Revision Course for Integrated Science tailored to the latest CXC curriculum and offering full syllabus coverage. Building on the success of the best-selling Collins concise revision courses for biology, chemistry and physics, this new title provides clear, concise content with annotated diagrams, tables and bullet points to make learning straightforward and effective. Literature enthusiasts will also appreciate the latest Macbeth CSEC® edition, which includes the full text, extensive notes and supplementary material tailored for school use for the latest CSEC English B examination.
Tom Cane Head of Caribbean Sales
Contents Primary
4–19
Secondary
23–54
Modern Foreign Languages
4
History
23–24
CAPE® Revision & Practice
50–51
Social Studies
5
Geography
25–26
16+ Economics & Sociology
52
Music
6–7
Social Studies
27–29
16+ Sciences & Mathematics
53
Revision & Practice
8–9
Modern Foreign Languages
30–33
16+ International Baccaleureate (IB)
54
Children's Non-Fiction
10–11
English
34–37
Reading
12–19
Science
38–43
Primary–Secondary
20–22
Reading
20–21
Computing
22
Mathematics
44
CSEC® Revision & Practice
45–48
Workbooks
49
Reference
55–66
Atlases & Maps
55–58
Dictionaries & Thesauruses
59–66
eBooks & Webinars
67
New resources
Extended Essay
£12.99
SALES MATERIAL NOT FOR RESALE .co.uk
www.
r Handbook Supervisor and Coordinato for the Diploma Programme
Antigua History Antigua History
Collins Antigua History has been written specifically about the history for students who of Grenada. It provides want to learn more history at lower full coverage of secondary. the Grenadian syllabus for • A wide range of practice activities develop analytical and case studies help students and problem-solving skills • Helps students prepare to study history strong foundation in their own country’sat CSEC ® level and gain a history • Research tasks help students discover more independent about Grenada learners, and as introduce skills the CSEC® SBA that will be helpful for About the author
Dr Nicole Phillip-Dowe Indies, St. Augustine, – who holds a PhD in History from The University Trinidad – is Head of the West Open Campus, of The University Grenada, and of the West Indies formerly Dean (UWI), Professional Studies of the School of at TA of Women in Grenadian Marryshow Community College, Arts, Sciences and Grenada. She is History, 1783-1983, the author Selling Scholarly which won the Monograph award 2013 UWI Press and co-editor of Revolution, 1979-1983. BestPerspectives on the Grenada
History of Antigua and Barbuda for Lower Sec ondary
Reflective Project
Ashley Denham Busse
and Michele Lackovic
Angela Black
Student Handb ook for the Career-related Programme
Made with responsibly sourced paper and vegetable-based ink.
collins.co.uk/caribbean
Scan to see how we are reducing our environmental impact.
2
Wilma Shen and
Angela Black
Series edited
by Dr Nicole
Phillip
collins.co.uk/Caribbean
Becky Youngma
n
CSEC® and CAPE® are registered trademarks of the Caribbean Examination Council (CXC).
Celebrating Caribbean Voices We proudly collaborate with talented Caribbean authors and illustrators to create resources uniquely tailored to the region. Their deep understanding of local cultures and educational needs ensures students connect with their heritage, while discovering fresh perspectives.
Anne Tindale
Dr Nicole Phillip-Dowe
Barbados
Grenada
Anne Tindale is a renowned educator who taught Biology and Chemistry at the CSEC® level with great success for over 40 years and was, until recently, Head of the Science Department at St Winifred’s School, Barbados. She has authored best-selling science textbooks, revision courses and workbooks, which have supported thousands of Caribbean students in excelling in their CXC examinations.
Dr Nicole Phillip-Dowe, Head of UWI Open Campus Grenada, is a historian specialising in Grenadian history. She authored Women in Grenadian History, 1783-1983 and co-edited Perspectives on the Grenada Revolution, 1979–1983, earning recognition for her scholarly contributions.
Meritta Hyacinth
Marsha Gayah
Trinidad and Tobago
Dominica
Meritta Hyacinth, based in Trinidad and Tobago, is an educator in History and Information Technology and serves as a Senior Programmes Officer at Dominica’s Ministry of Education. With a BA in Social Studies and certifications in curriculum writing and climate resilience, she is committed to advancing education and community development.
Marsha Gayah, a dedicated Social Studies educator from Dominica, has over 20 years of experience in teaching Lower Secondary School levels, as well as CSEC Social Studies and Sociology at CAPE level. With a Postgraduate Diploma in Education, she combines her expertise with a passion for continuous learning, including her pursuit in the field of law.
Raphael Johnson
Peter DeFreitas
Grenada
Barbados
Raphael Johnson, a Grenadian educator with a strong mechanical engineering background, teaches mathematics and engineering courses at T.A. Marryshow Community College. With extensive experience at CSEC®, CAPE® and teacher training levels, he was awarded the British Empire Medal in 2019 for his contributions to culture.
As a high-profile teacher of Physics in Barbados for over 45 years, Peter DeFreitas has taught candidates for the CSEC® and CAPE® examinations and led the Physics departments at schools such as St. Winifred’s. Now focused on tutorials, he is a respected author of physics resources tailored to the Caribbean education system.
tom.cane@harpercollins.co.uk
Celebrating Caribbean Voices
These voices bring authenticity and depth to our materials, making Collins Caribbean resources meaningful and impactful. Meet some of the incredible authors who help shape our truly international programme.
3
Primary
¡A volar!
Available as eBooks
Age 4–11
Primary Spanish for the Caribbean This child-centred 5-level course makes learning Spanish fun while meeting the demands of Caribbean teaching and curricula.
Social Studies Modern Foreign Languages
• All Pupil Books feature specially commissioned songs and audio for listening and speaking exercises • 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 • T eacher’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
a.
go/ 8 Habla con tu ami letra. 5 Escucha y escribe la c b
35
a
e
d
.
Ir en autobús es lento
Ir en carro es rápido.
Ejemplo: 1 e 36
En mi barco
¡Recuerda!
En mi barco, en mi barco Lento… lento… bicicleta En mi bicicleta, en mi ¡Rápido! ¡Rápido!
ish. about travel in Span ke. Look at how you talk He goes by motorbi g. Va en moto. Going by car is borin rido. abur es carro Ir en
35
6 Escucha otra vez y
Completa transporte te gusta? 9 ¿Qué medio de las frases.
lento
rápido Ejemplo: 1 lento
o?
pleta: ¿rápido o lent
7 Lee, empareja y com
c
b
a
1 ¡Es verde y
En mi carro, en mi carro Lento… lento… mi En mi helicóptero, en helicóptero ¡Rápido! ¡Rápido!
. escribe el adjetivo
el autobús el avión el barco el camión el carro el ferry
c
rápido ! oy
2 Es grande, anaranjad
.
!
3 ¡Es rojo y súper 4 Es pequeño y
d
.
me gusta ir Si voy de vacaciones, . porque favorito es porte trans de Mi medio . porque No me gusta ir
¡Mira!
In Spanish, to say ‘Hang on a minute!’, you can use ¡Para el carro! (‘Stop the car!’)
bus plane boat lorry car ferry
.
porque
el helicóptero el tren la bicicleta la moto
helicopter train bicycle motorbike
lento/a rápido/a
slow fast treinta y tres 33
32 treinta y dos
Sample pages from Pupil Book 3
Pupil Books
Workbooks
Teacher’s Guides
Foundation
978-0-00-814245-2
£7.99
Level 1
978-0-00-813629-1
£7.50
Foundation
978-0-00-814246-9
£25.00
Level 1
978-0-00-813628-4
£8.99
Level 2
978-0-00-813632-1
£7.50
Level 1
978-0-00-813630-7
£25.00
Level 2
978-0-00-813631-4
£8.99
Level 3
978-0-00-813635-2
£7.50
Level 2
978-0-00-813633-8
£25.00
Level 3
978-0-00-813634-5
£8.99
Level 4
978-0-00-813638-3
£7.50
Level 3
978-0-00-813636-9
£25.00
Level 4
978-0-00-813637-6
£9.99
Level 4
978-0-00-813639-0
£25.00
Visit collins.co.uk/Caribbean to view sample pages
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collins.co.uk/international collins.co.uk/Caribbean
Available as eBooks
Primary
Collins Primary Social Studies for Antigua and Barbuda
Age 4–11
Social Studies
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 and is fully set within local and wider Caribbean contexts to allow students a wider knowledge of their own island and the Caribbean. • Full-colour student’s books for KG 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
Earliest inhabitants of Antigua
2 Our cultural heritage We are learning to:
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
ns’, ‘customs’, ‘culture’,
• dene the terms: ‘ancestors’, ‘traditio • •
‘family’, ‘ethnic’ : the Arawaks, the Caribs name the earliest inhabitants of Antigua Antigua: Europeans, Africans, name later settlers who came to Indians, Chinese
• know about some different groups • • •
• Jolly Beach • Indian Creek • Mill Reef • Mamora Bay • Green Castle Hill
and nationalities who settled in
dians, the Arawaks and the Caribs. There were two main groups of Amerin
Antigua s and festivals describe some local traditions, custom know about the local dialect culture. our e preserv to know why it is important
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,
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 . religion tell and our came who rs from our ancesto 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 the Amerindians. The dialect we s, speak, as well as our major religion Africans, while the language we came from the Europeans.
round with thatched roofs.
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 21
APSS_SB_G3_p00i-072.indd 20
Sample pages from Student’s Book Grade 3
Student’s Books
Workbooks
Student’s Book KG
978-0-00-840288-4
£12.99
Workbook KG
978-0-00-840289-1
£16.99
Student’s Book Grade 1
978-0-00-840284-6
£12.99
Workbook Grade 1
978-0-00-840286-0
£7.99
Student’s Book Grade 2
978-0-00-840282-2
£12.99
Workbook Grade 2
978-0-00-840283-9
£7.99
Student’s Book Grade 3 978-0-00-832491-9
£12.99
Workbook Grade 3
978-0-00-832495-7
£7.99
Student’s Book Grade 4 978-0-00-832492-6
£12.99
Workbook Grade 4
978-0-00-832496-4
£7.99
Student’s Book Grade 5 978-0-00-832493-3
£12.99
Workbook Grade 5
978-0-00-832497-1
£7.99
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
5
Primary
d Fully resource Primary e music schem
Age 4–11
No music reading required
Includes SEND support notes and technology ideas
Social Studies Music
Authors: Helen MacGregor, Maureen Hanke, Stephen Chadwick, Ian Lawrence, Sue Nicholls and Matthew Holmes
The go-to digital, award-winning, cross-curricular scheme for Primary music. Music Express provides everything you need to teach a coherently planned Primary music curriculum. It includes fully resourced lessons, planning documents and lots of activities to develop musicianship. • Diversify music activities to be inclusive of every child’s needs with updated SEND support notes • Easy-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 1-year School Subscription
978-0-00-867503-5
£230.00
Age 7-11
For more information about Music Express, visit collins.co.uk/musicexpress
Email collins.international@harpercollins.co.uk to request a free, no-obligation trial
How to Teach Music – Music & Neurodiversity A practical guide for teachers and parents.
Diversion tactic s like talking a lot to avoid diffic ult tasks
Multi-sensor
Prepare neurodivergent music students for success, with practical advice for teachers andChaparents llenges with self-esteem and confidence on how to make the learning partnership positive. Discover firsthand accounts discussing real-life challenges and how they have been overcome. Low resilience and self-persecution .
• Minimise the amount of challenge you set. Celeb rate and prais e when tricky tasks are achieved and talk about self-kindne ss – regularly!
110
MU SIC & NE
U RODI V ERSIT
Y – IN T RODU
y teaching
Multi-sensory music teaching is just what it to teach and sounds like: using learn music. The all the senses main senses auditory (hear employed are ing) and kinae visual (seeing), sthetic (physically teaching can ‘doing’). Multi be seen in some -sensory musi of the most respe approaches, inclu c cted music teach ding those of Dalcroze, Kodá ing benefit all learn ly, Suzuki and ers, including Orff. It can those with spec dyslexia. In her ific learning diffic key book Instr ulties like umental Musi Handbook (Whu c for Dyslexics: rr, 2 2), Sheil A Teaching a Oglethorpe as many of the encourages teach child’s senses ers ‘to employ as possible in senses will comp the hope that ensate for the the stronger weaker ones’. Multi-sensory teaching isn’t just a method students, it has to just use with benefits for all. neurodivergent Here are a few melody in a multi ideas for how -sensory way: to teach a • Demonstrate sound before symbol – sing reading the instru the melody befor mental notation. e • Identify the rhythm and repe at it – clap the the melody. rhythm values of • Perform the melody of the piece for your the high and students – and low pitches using identify a whole-body head for high approach, touch and the legs for ing the low as they listen • Nurture puls . e maintenance – getting stude ensemble mean nts to play in s that the pulse an must be main tained.
• Make the stude nt aware that you are open telling you that to them they’ve found something too • Ask them if a task has been hard. challenging and empathise, sayin g that you would understand if was trickly. it
New
tactics Diversion a lot like talking icult to avoid diff tasks to them are open re that you hard. student awa ething too found som • Make the ging and that they’ve telling you been challen and if it if a task has ld underst them wou Ask you • saying that empathise, was trickly.
s with Challenge and self-esteem e confidenc
CTION
M A K ING MU
SIC ACCE S SIBL
E
978-0-00-875687-1
£15.99 110
6
collins.co.uk/international collins.co.uk/Caribbean
aching
ses all the sen like: using it sounds (seeing), just what are visual ic teaching is employed ensory mus ory music n senses ng’). Multi-s Multi-sens ic. The mai hing sically ‘doi learn mus teac (phy ic and etic h mus to teac ected kinaesth can ring) and most resp and Orff. It some of the auditory (hea ály, Suzuki be seen in iculties like roze, Kod diff can Dalc of ning hing e lear teac thos cific ching , including e with spe lexics: A Tea approaches uding thos employ ic for Dys learners, incl ental Mus teachers ‘to benefit all k Instrum r encourages her key boo the stronge Oglethorpe dyslexia. In hope that 2), Sheila sible in the (Whurr, 2 ses as pos Handbook sen d’s s’. the chil ker one for the wea as many of gent sate iver pen com neurod senses will just use with to teach a method to for how isn’t just a few ideas ory teaching Here are a Multi-sens efits for all. ben has it students, ory way: a multi-sens ody before melody in sing the mel symbol – nd before es of . trate sou l notation rhythm valu • Demons – clap the instrumenta repeat it reading the and thm tify y the rhy ts – and iden • Identif the your studen . piece for h, touching the roac the melody of app y le-body the melod using a who • Perform low pitches they listen. an for low as to play in the high and legs ents the stud and ting head for high maintenance – get ned. ntai mai be pulse must the pulse • Nurture means that ensemble
ce and Low resilien n. utio self-persec
111
llenge unt of cha n e the amo praise whe • Minimis ebrate and you set. Cel d and talk s are achieve ularly! tricky task – reg -kindness self ut abo
Music & Neurodiversity
ory te Multi-sens
MU SIC &
NE U ROD
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N
M A K ING
MU SIC ACC
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111
Age 5–11
Audio performances and backing tracks also available
Transform your group instrumental lessons.
Primary
Magic
Perfect for whole-class teaching
Recorder Magic Music
An acclaimed recorder method for beginners at four levels, with fresh new tunes and performance opportunities right from the start. Perfect for specialist and generalist teachers alike.
Ukulele Magic Everything you and your pupils need to get started on the ukulele – whether solo, with friends or in a whole-class setting. Specially devised for Primaryaged children, this method is available in pupil and teacher editions to suit your needs.
Keyboard Magic This fun and approachable method introduces the keyboard through enjoyable step-by-step activities and performance pieces. Suitable for group or individual lessons.
Age 5–11
Guide beginners with fun exercises, theory and easy songs to play. Cover the key elements of musical learning with Get Set! Piano books, packed with tunes and ideas to support and inspire young musicians. 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
New Editions
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
7
Primary
Collins Easy Learning
New titles
Age 3–11
Provide parents with reassurance while supporting their child’s learning at home.
Revision & Practice
• Give 3–11-year-olds a head start with practice skills books that help develop key literacy and number skills through lots of fun activities • Boost children’s confidence and enjoyment with games, clear explanations and tips, as well as answers to check understanding • Build good learning habits with advice on how to support learning for parents, including What you need to know and Taking it further notes
Sample pages from Common Exception Words Activity Book Ages 5–7
Sample pages from Ready for School Writing Sticker Book Ages 4–5
See online order form for a full list of Collins Easy Learning titles at collins.co.uk/intcatalogues
8
collins.co.uk/international collins.co.uk/Caribbean
Sample pages from Real-Life Maths Activity Book Ages 5–7
New titles
Age 5–11
New titles
Age 11+
Revision & Practice
Ideal for improving confidence in mental maths skills for assessment. Using a repeated practice method that is proven to work, these books help to improve fluency in maths skills and performance in tests and assessments. • Fun and varied activities to develop mental maths strategies • 8 listening tests per book are accessible via QR codes • Progress tests throughout the book for ongoing assessment and for SATs • Pull-out answer section included Year 1 Mental Maths Targeted Workbook
978-0-00-867024-5
£4.99
Year 2 Mental Maths Targeted Workbook
978-0-00-867025-2
£4.99
Year 3 Mental Maths Targeted Workbook
978-0-00-867026-9
£4.99
Year 4 Mental Maths Targeted Workbook
978-0-00-867027-6
£4.99
Year 5 Mental Maths Targeted Workbook
978-0-00-867028-3
£4.99
Year 6 Mental Maths SATS Targeted Practice Workbook
978-0-00-867029-0
£4.99
Primary
Collins Mental Maths: Targeted Practice Workbooks
Collins 11+ Practice Complete practice for your 11+ test in short, quick questions!
11+ Practice Workbooks Children can practise answering questions under timed conditions to build skills and confidence in the areas of the test they find most difficult.
11+ Quick Practice Tests Gives children lots of opportunities to test themselves in short bursts and helps them familiarise with 11+ test-style questions.
11+ Practice Papers Complete test papers provide familiarisation and realistic practice to build confidence and ensure success.
11+ Support & Practice Workbooks Realistic practice for learners aged 9-11 to build their skills, written by experienced 11+ tutors.
See online order form for a full list of Collins 11+ Practice titles at collins.co.uk/intcatalogues
tom.cane@harpercollins.co.uk
9
Primary
All About
New series
Age 7+
A fun-filled fact series that offers engaging and educational books for kids who love learning about different topics. • Packed with fascinating information, super stats, phenomenal photos and Q&As with real-life experts
Children's Non-fiction
• With vibrant, eye-catching designs and child-friendly content, these books are ideal for supporting school projects, homework help or for fun!
Sample pages from All About Animals
10
All About
ISBN
RRP
All About
ISBN
RRP
Animals Science Space The World Dinosaurs
978-0-00-873753-5
£9.99
978-0-00-877619-0
£9.99
978-0-00-873754-2
£9.99
978-0-00-873755-9
£9.99
978-0-00-873756-6
£9.99
The Human Body Earthquakes and Volcanoes Rocks and Minerals Ancient Egypt
978-0-00-873752-8
£9.99
collins.co.uk/international collins.co.uk/Caribbean
978-0-00-877618-3
£9.99
978-0-00-877620-6
£9.99
978-0-00-877617-6
£9.99
Primary
Create Your Own…
Age 7+
Author: Becky Goddard-Hill Provides fun and practical tips to help children build a confident, kind, happy and calm mindset. • From children’s therapist and award-winning blogger, Becky Goddard-Hill
• Fun activities that can be done on their own or with friends and family • Inspiring stories about acts of kindness Create Your Own Happy
978-0-00-830121-7
£9.99
Create Your Own Calm
978-0-00-836758-9
£9.99
Create Your Own Kindness
978-0-00-843958-3
£9.99
All of Me: A Poem for Every Emotion
Age 7+
Author: Daniel Thompson
Children's Non-fiction
• Full of simple, practical ideas to help boost confidence
New
Empowering poems for all emotions. With poems on joy and jealousy, curiosity and confidence, embarrassment and excitement, and everything in between, this collection of 50 poems will help children to understand their feelings and embrace them all.
Being You: Poems of Positivity Author: Daniel Thompson Powerful poems for positive thinking! This collection of 50 poems will inspire confidence and courage, help children to overcome worries and spread kindness. Includes themes of friendship, self-belief, embracing change and celebrating people’s differences.
Outside In: Nature Poems Author: Daniel Thompson Inspiring poems to connect with nature. Spark a love of nature and let the outside in with this collection of 50 poems. With topics on the seasons, sense, wildlife and the joys of the weather.
All of Me
978-0-00-872674-4
£9.99
Being You
978-0-00-858133-6
£9.99
Outside In
978-0-00-866025-3
£9.99
Graphic Novel Builder
Age 11+
Author: Edward Ross The illustrated guide to making your own comics. Covering all the core principles of comics, with a creative cast of characters to show you how, explore the building blocks of the complete creative process and gather all the tools needed to build a graphic novel. Graphic Novel Builder
978-0-00-869604-7
£12.99
tom.cane@harpercollins.co.uk
11
Primary
Picture books so good, they turn children into booklovers
Age 2+
Reading
Take a look at the newest additions to Rocket Bird Books, beautifully curated, contentrich picture books that will be read again and again. Dive into stories about inspiring yet misunderstood species, embrace the art of slowing down and even imagine what it’s like to borrow your very own llama!
Scooter Dog
Llama Library
Author & Illustrator: Lo Cole
Author: Holly Ryan Illustrator: Ella Bailey
Eddie is a scooter dog, flying across fields, whizzing through woods, bombing along the beach. But when Eddie has a crash and his scooter is broken, his friend Thelma shows him all the things you only discover when you walk. Scooter Dog 978-1-915395-33-7
HB
£12.99
Author & Illustrator: Moesha Kellaway Worker-ant Anya takes her indecisive sister, Anita, to the colony careers day to find her perfect job. This misunderstood species may be tiny, but Anita discovers ants are awe-inspiring! Ant Life 978-1-915395-20-7 978-1-915395-25-2
HB PB
£12.99 £7.99
Author & Illustrator: Fabi Santiago When Willa follows the wrong witch into the wrong (haunted) house party, things don’t look good. But one little girl’s good nature, and her knack for missing all things supernatural, is a match for any creature! £12.99
Pandora and the Story Forge
Lionel loves joining in with what his friends are doing, but he’s so huge his enthusiasm often leads to disaster. Only when Lionel finds a quiet space can he discover his own game and ask friends to play.
When Magnus can’t fall asleep, big brother Kasper lets him climb into bed. Little brothers can’t help talking though, and one little question is going to lead them both on an adventure, why do we sleep in beds?
Solo
Pandora and the Story Forge 978-1-915395-17-7 HB £12.99 978-1-915395-22-1 PB £7.99
collins.co.uk/international collins.co.uk/Caribbean
.co.uk
£12.99 £7.99
Author & Illustrator: Emma Farrarons
Pandora is an explorer, a collector of words (even ones that misbehave), a forger of stories and weaver of tales. Come with her and you will never see words in quite the same way again. www.
HB PB
I Can’t Sleep
I Can’t Sleep 978-1-915395-37-5
£12.99
£12.99 £7.99
Author & Illustrator: Lo Cole
Author: Gaynor Andrews Illustrator: Marie-Alice Harel
SALES MATERIAL NOT FOR RESALE
HB PB
Lionel
Lionel 978-1-915395-21-4 978-1-915395-26-9
Willa’s Monster Muddle
Willa’s Monster Muddle 978-1-915395-18-4 HB
This isn’t a library for book-borrowers, here you borrow a llama! The Llama Library has any subject you can imagine from cookery, history, art, music, to science and even romance. Borrowing from your local library has never been this fun! Llama Library 978-1-915395-29-0 978-1-915395-30-6
Ant Life
12
New titles
HB
£12.99
Author: Neil Clark It’s fun to be part of a busy, whizzy crowd. But sometimes, if things get noisy, do you long for a quiet space that lets your imagination flow? Solo 978-1-915395-35-1
HB
£12.99
Age 4+
Available as eBooks
Foster a lifelong love of reading with over 2,000 bookbanded readers featuring beautiful illustrations for every step of a child’s reading journey.
Reading
NEW Complete support for Primary reading
Primary
New titles
• Develop key reading skills including inference and deduction through comprehensive teaching and assessment support • High-quality fiction and non-fiction include a variety of genres to support teaching across the curriculum • The wide range of Big Cat readers ensures learners of all needs and abilities are supported • Digital resources offer an enhanced reading experience • Support teaching and assessment with lesson plans and worksheets
Access over 1,700 levelled eBooks with the Big Cat eBook library!
New titles
• Supports front-of-class teacher modelling and shared reading when used on interactive whiteboards • Provides a seamless transition between school and home • Videos that model how to say phonemes correctly, hints and tips for supporting children with their reading • Worksheets, guided reading notes and comprehension activities are also included Fully synced audio for all Early Years and Lower Primary books available
Display as single or double-page spreads – and toggle between the two
Teachers can assign specific books to learners to read and track which books have been read by which pupils
For more information about the entire Collins Big Cat range, visit collins.co.uk/CollinsBigCat
tom.cane@harpercollins.co.uk
13
Primary
for the Caribbean Travel across the islands with the Caribbean-specific range of Collins Big Cat!
Reading
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 • Suitable for a wide range of readership inythe Fish Caribbean and beyond [Art brief, back
cover: vignette from page xxx]
• Mapped to the Big Cat reading scheme to help build fluency in primary reading Xxxx
• Complete with reading notes, comprehensive teaching support and available as eBooks Browse the complete
Collins
catalogue at www.collins.co.u k
www.collins.co.u
k/collinsbigcat
A story
could could not think what Dante felt happy and He sat up suddenly. r. bette day this e mak Gold
“Tanti, can you show the turkleberry?”
Band 10
Turtle Beach
rtle Beach
turtles are moving in the wrong direction, e help to find their way to the sea.
me how to make a kite
with
ested,” she teased.
“Oh, now you’re inter
they
logue at
k
Barbara A Arrindell
A story
Zavian Archibald
nsbigcat 27/07/2020 12:18
28
27
11/11/2020 12:34
Turtle facts e.indd 27 s have lots in common.
Sea turtles are the gentl e giants of the ocean.
White
Band 10
their time in the ocea n’s deepest waters, so you aren’t likely to see one while
shell
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.
soft underbelly
SEA S TURTLE
SEA TURTLES
e from page
[insert vignett xxx]
limbs
head
Whether they live on land or in Xxxxx water, turtles breathe air. They hatch from eggs.
Browse the complete
Collins catalogue
CHELL
at
.uk
www.collins.co
x
Xxxxxxxxxxxx
Turtles are cold-bloo
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.
at
baby tortoise hatching
3 2-3
Sample pages from Sea Turtles
17/07/2020 09:18
For full list of titles, visit: collins.co.uk/bigcatcaribbean
collins.co.uk/international collins.co.uk/Caribbean
CAROL MIT
.uk/collinsbigc
www.collins.co
Turtles are reptiles.
2
14
Sample pages from The Jungle Outside
8353_Book_The_Jungle_Outsid
They spend most of
8355_Sea_Turtles_Book.indd
e.indd 28
8353_Book_The_Jungle_Outsid
11/11/2020 12:34
These three types of turtle
Finny the Fairy Fish
978-0-00-841385-9
£6.75
The Lost Sketchbook
978-0-00-841384-2
£6.75
Turtle Beach
978-0-00-841387-3
£6.75
How to Become a Calypsonian 978-0-00-841389-7
£7.50
The Jungle Outside
978-0-00-841390-3
£7.50
Sea Turtles
978-0-00-843220-1
£7.50
The Wonder of the World Leaf
978-0-00-841388-0
£7.50
New
Age 7+
For Purple to Pearl bands For full list of titles, visit: collins.co.uk/BigCatNonFic
Empower children to understand the world around them on a deeper level with 22 non-fiction books from expert authors.
978-0-00-870419-3 Band 08/Purple £6.75
Planet Football
Back from the Brink
The Music Makers
978-0-00-870427-8 Band 10/White £7.50
978-0-00-870433-9 Band 12/Copper £7.50
978-0-00-870441-4 Band 14/Ruby £7.75
Poetry with more diverse views and a contemporary feel
New titles
Reading
Kiku and Kenji’s Tour of Japan
Primary
Thrilling non-fiction books
Age 7+
Instil a love of poetry and reading for pleasure with 12 captivating poetry books with a mix of anthologies, collections and stories in verse. • Poetry that challenges traditional conventions with more diverse views and a contemporary feel • After-reading activities and lesson plans support comprehension of the text and provide further learning opportunities
For full list of titles, visit: collins.co.uk/BigCatPoetry
• Provide inspiration for writing activities, a wealth of spoken language opportunities, and raise confidence in prosody and fluency
Contemporary books to inspire and engage Lower Primary pupils
New
Age 11+
16 new books in Purple to Lime bands These new books for Lower Primary include contemporary fiction, funny graphic novels and poetry, and engaging non-fiction.
Fiction
A rhyming story
Happy as Larry
Zuki’s Beads
The Unstoppables
Larry’s friends want to be as happy as he is, but what’s his secret? Carrie, Harry and Ari attempt to follow Larry’s lead but maybe it’s not that easy…
Zuki’s hair is always styled with an array of beautiful beads, but one morning she finds one bead has disappeared. Each day another disappears – where could they be hiding?
Preparing for their tournament’s final football match, Mathilda has only just returned to playing after her diabetes diagnosis and Mia has not been goalie all year. Will they find a way to be unstoppable in the finals?
Band 08/Purple 978-0-00-875401-3 £6.75
A mystery story
Non-fiction
What’s washed up on shore?
Non-fiction
Discover the millions of objects that wash up on beaches around the world every year, from shipwrecks and whales to historical artefacts and plastic waste. Band 08/Purple 978-0-00-875403-7 £6.75
Non-fiction
Band 09/Gold 978-0-00-875405-1 £6.75
A contemporary story featuring a character with diabetes
Band 11/Lime 978-0-00-875417-4 £7.50
Accidental Inventions
Filming in the Wild
Join Tamia, a time-travelling reporter, as she visits the moments in history where key inventions were accidentally discovered!
Join wildlife photographer Justin Anderson on a series of missions to capture nature’s most breathtaking moments – from photographing baby tigers to viewing sharks up close.
Band 10/White 978-0-00-875411-2 £7.50
Non-fiction
Band 11/Lime 978-0-00-875419-8 £7.50
tom.cane@harpercollins.co.uk
15
Primary
Books that Support Wellbeing Support learners' health and wellbeing while they learn to love reading.
Reading
Books that cover topics such as healthy eating, meditation, and screentime, as well as tackling topics that affect children’s mental health such as friendships, family relationships, self-esteem, feelings and emotions.
Sample pages from I Am Awesome
Contemporary Fairy Tales with a Twist Explore modern fairy tales that challenge traditional conventions. Traditional tales with a modern twist, which deliberately challenge the traditional fairy tale world conventions of gender, ethnicity and agency. Leading children’s authors have brought familiar tales up-to-date, reimagining characters, plot lines and settings.
Sample pages from How Not to Marry a Princess
Gripping Graphic Novels Comic book style narratives to hook even the most reluctant readers. Immersive worlds and incredible illustrations jump straight off the page in this series of graphic novels.
Sample pages from Freya
16
collins.co.uk/international collins.co.uk/Caribbean
Primary
Explore STEM careers with Tara and Dani Binns! • Filled with fast-paced adventures, exploring a different STEM career through the eyes of Tara and her sister, Dani
Reading
• Present a positive female role model to broaden horizons and promote a view of gender parity in the working world
Get reluctant readers hooked on books! Graphic novels • The world of Shinoy and the Chaos Crew reflects comics, gaming and fantasy
Fiction
• This action-packed series offers dynamic illustrations, thrilling adventures and great storytelling • Different book types encourage reading for pleasure with humorous fiction, non-fiction and graphic novels
Non-fiction
Support every reader of every ability Develop fluency and comprehension whilst building confidence. 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.
For more information about Collins Big Cat and its range of readers, visit collins.co.uk/CollinsBigCat
tom.cane@harpercollins.co.uk
17
Primary
New titles New levels
Reading
Develop reading confidence, stamina and a love of reading Teach children to become fluent readers with 100 exciting chapter books by leading authors and illustrators With a carefully designed progression and increasing word counts across 15 fluency levels, these books will help children complete the code, extend vocabulary and gain speed and confidence – easing the transition from learning phonics to becoming independent readers.
How does it work? • Determine which books children will be taught with a simple one-minute fluency assessment, which gives you a reading rate and accuracy percentage for each pupil. • Each book has six chapters that can be taught in half-hour lessons over two or three weeks and includes downloadable detailed lesson plans and word sheets to support your teaching. • The perfect follow-on to teaching phonics with Little Wandle Letters and Sounds Revised SSP, each book is supported by downloadable lesson plans and word sheets.
Logbook: Sayyida al Hurra
Chapter 3 Sayyida al Hurra
When: born 1485 – died 1561 rranean Sea Where: Morocco and western Medite er of her Who: Queen of Tétouan – and defend Moroccan city-state a governor and one of What she is known for: She was s in Islamic history the most important female figure
PORTUGAL
SPAIN
Granada
Tétouan
ALGERIA
Fez MOROCCO 29
Book chat
07/06/2023 15:16 07/06/2023 15:16 24859_P001_096.indd
24859_P001_096.indd
you choose? Why?
what would it be?
29
28
Pages from Women Who Ruled the Seas
If you had to pick one scene to act out, which would
If you could ask the author one question,
28
If you could have
a conversation with one character from the book, who would you pick? What would you
If you had to give the book a new title, what would you choose?
Do you think it was good that Damon’s family didn’t help him
Did this book remind you of anything you have experienced in real life?
with his poem?
say to them?
How do you think Damon felt at the end of the story? How would you
Did this book make you want to try writing your own poems?
feel if you were him?
Do you think Damon changed between the start of the story and the end? If so, how?
Book challenge:
Have a go at making up your own poem. You could work with someone else and take turns to say a line.
74 75 24583_P001_080.indd
74 12/06/2023 08:55 24583_P001_080.indd 75
For more information visit collins.co.uk/littlewandlefluency
18
collins.co.uk/international collins.co.uk/Caribbean
12/06/2023 08:55
Pages from Poetry is not for me!
New series Age 7+
Primary
Introducing new, exciting independent readers Bridge the gap from banded readers to longer chapter books.
Reading
Empower Upper Primary pupils to read more and widely with the new Big Cat Read On fiction chapter books created to improve reading stamina, develop fluency and comprehension, while nurturing a love of reading. Support your pupils as they form their own reading identity with genres to indulge every interest, from mysteries and thrillers to historical fiction and contemporary stories. Develop comprehension with varied narrative structures, language devices and vocabulary
Improve reading stamina with longer books and higher word counts
Encourage children to explore themes such as wellbeing, friendship and identity
Pages from The Secret Diary of Joynina K. Jones
Sophie Kamlish
Autobiography
Sophie Kamlish 978-0-00-878473-7 Word count: 10,000
that would carry me further than I could ever imagine, to lands of astonishing wonders, extraordinary sights, and unforgettable people.
11,000 words
Biography
Sea Wolf
Three Queens
Chris Bradford 978-0-00-878474-4 Word count: 12,000
Sufiya Ahmed 978-0-00-878478-2 Word count: 10,000
Have you ever wanted to work in the space industry?
From astronauts to spacesuit designers, follow these
trailblazing women and nd out if you’ve got what it takes to
Naomi Jones 978-0-00-874476-2 Word count: 10,000
Time Travel Telephone
The Midnight House
Lis Jardine 978-0-00-874489-2 Word count: 15,000
Eibhlis Carcione 978-0-00-874486-1 Word count: 14,000
The Secret Diary of Joynina K. Jones
The House that Sailed Away
The Thirteenth Chime of Alcott Hall
Tom Mitchell 978-0-00-874475-5 Word count: 10,000
Sea
Word count: 11,000
Frances Durkin 978-0-00-878476-8 Word count: 13,000
Mission: Space
Titanic
Sheila Kanani 978-0-00-878475-1
Matt Ralphs 978-0-00-878472-0 Word count: 15,000
Rowan Skysong and The Starfinders
Fire and Salt
Sheila Kanani Biography
Tom Mitchell 978-0-00-874482-3 Word count: 12,000
Off the Bench
Anita Ganeri Illustrated by Pino Cao
Pineapple Fever
11,000 words
Starboy
Jacqueline Harris 978-0-00-874484-7 Word count: 15,000
Anita Ganeri Sailnkd,Sand 978-0-00-878479-9
work in space.
Gold Rush
Chris Callaghan 978-0-00-874490-8 Word count: 15,000
Cover not final
Dominique Palmer 978-0-00-878477-5 Word count: 9,000
84751_CVR.indd 1
When the War Comes In
Silk, Sand and Sea
My name is Marco Polo, and when I was 17,
I left my home in Venice to embark on a journey
Sheila Kanani
10,000 words
Sophie Kamlish
an extraordinary finish.
Playground to Podium
Planet Protectors
Mission: Space
on the podium at the Paralympic Games. As it turns out, you really don’t need a perfect start to reach
PLAYGROUND TO PODIUM
I’m Sophie and this is my story – from dodging PE at school to standing
Helen Dennis 978-0-00-878470-6 Word count: 12,000
Anita Ganeri
Tom Mitchell 978-0-00-878471-3 Word count: 10,000
Station X
Silk, Sand and Sea
Shakespeare’s Monkey
J P Rose 978-0-00-874481-6 Word count: 12,000
Leon and Asha vs the Aliens Naomi Jones 978-0-00-874478-6 Word count: 11,000
Antoinette Brooks 978-0-00-874485-4 Word count: 13,000
Illustrated by Fifa Adoglo
12/12/2025 11:57
Michelle Mohrweis 978-0-00-874480-9 Word count: 11,000
The Crash Eve Ainsworth 978-0-00-874479-3 Word count: 11,000
Finding My Feet
Flooded World
Annika Sharma 978-0-00-874487-8 Word count: 14,000
Eve Ainsworth 978-0-00-874488-5 Word count: 12,000
Saving Anwen
Beauty Spot
Oliver Sykes 978-0-00-874483-0 Word count: 12,000
Kimberly Redway 978-0-00-874477-9 Word count: 10,000
Tarnelia Matthews 978-0-00-874491-5 Word count: 15,000
Don’t Look Back Emily Ann Davison 978-0-00-874492-2 Word count: 13,000
Big News, Small World Sarah Allen 978-0-00-874493-9 Word count: 13,000
The Castle Club Helen Dineen 978-0-00-874494-6 Word count: 14,000
tom.cane@harpercollins.co.uk
19
Primary/Secondary
Every child can be a reader with Barrington Stoke
New titles
Age 5+
Available as eBooks
Key features
For over 25 years we’ve been pioneering super-readable, dyslexia‑friendly fiction to help every child become a reader.
• Off-white/cream heavier paper
Reading
Our shorter novels promote reading for pleasure, ideal for:
• Well-spaced and appealing layouts
• struggling readers
• Easy-read font to help reading flow
• reluctant readers
• Short chapters with plenty of rest breaks
• confident readers looking for a quality short read
• Filled with engaging illustrations
5+
ge
st A Intere
Quality first chapter books, perfect for emerging readers Full-colour illustrations
978-0-00-872746-8 RRP £6.99 | 120 PP
7+
978-0-00-872747-5 RRP £6.99 | 120 PP
978-0-00-879701-0 RRP £6.99 | 120 PP
978-0-00-871280-8 RRP £6.99 | 96 PP
Short novels for building confidence Reading Ages 6, 7 and 8
ge
st A Intere
978-0-00-877000-6 RRP £7.99 | 72 PP
9+
978-0-00-874850-0 RRP £7.99 | 120 PP
978-0-00-876046-5 RRP £7.99 | 120 PP
Short novels for building confidence Reading Ages 6, 6.5, 7, 8 and 9
st Age Intere
978-1-80090-100-1 RRP £7.99 | 80 PP
20
978-0-00-872450-4 RRP £7.99 | 120 PP
collins.co.uk/international collins.co.uk/Caribbean
978-0-00-873672-9 RRP £7.99 | 72 PP
978-0-00-871833-6 RRP £7.99 | 64 PP
Fascinating short, digestible non-fiction Packed with illustrations and diagrams
978-0-00-875958-2 RRP £7.99 | 120 PP
978-0-00-870054-6 £7.99 | 96 PP
978-1-80090-007-3 RRP £7.99 | 96 PP
st Age Intere
Content aimed at younger teens Reading Ages 6, 6.5, 7, 8, 9 and 11
st Age Intere
978-0-00-873673-6 RRP £7.99 | 96 PP
978-1-78112-9838 £7.99 | 128 PP
978-0-00-875894-3 RRP £7.99 | 120 PP
978-1-80090-258-9 RRP £7.99 | 152 PP
Age-appropriate content Reading Ages 7, 8 and 9
978-1-80090-272-5 RRP £7.99 | 144 PP
New edition
Age 9+
Reading
978-0-00-873537-1 RRP £7.99 | 136 PP
13+
Primary/Secondary
11+
School Spelling Dictionary
978-0-00-870049-2 RRP £7.99 | 192 PP
978-0-00-873906-5 RRP £7.99 | 120 PP
978-1-80090-228-2 RRP £7.99 | 128 PP
978-1-80090-203-9 RRP £7.99 | 104 PP
978-1-80090-101-8 RRP £7.99 | 128 PP
Timeless classics retold by award-winning authors Key scenes accentuated but in a more concise format
Discover the internationally bestselling tool to support writing and spelling. The newly 978-1-80090-2428 revised and updated £7.99 | 120 PP edition allows students to search and find words the way they think they are spelt. 978-0-00-874342-0 | £12.99
978-1-80090-177-3 £7.99 | 112 PP
978-1-80090-179-7 £7.99 | 128 PP
978-1-80090-175-9 £7.99 | 136 PP
978-1-80090-175-9 £7.99 | 136 PP
978-1-80090-024-0 £7.99 | 136 PP
978-1-80090-1759 £7.99 | 136 PP
Complete and unabridged editions of classic set texts Beautifully packaged with an easy-read design, suitable for all readers
978-1-78112-969-2 £8.99 | 256 PP
978-1-78112-753-7 £8.99 | 248 PP
978-1-78112-740-7 £8.99 | 216 PP
978-0-00-875032-9 £8.99 | 240 PP
978-0-00-875033-6 RRP £8.99 | 200 PP
Scan to browse the full catalogue barringtonstoke.co.uk
tom.cane@harpercollins.co.uk
21
Primary/Secondary
Collins International Primary and Lower Secondary Computing
Age 5–14
Available as eBooks
(0052/0072/0860/0082)
Authors: Rebecca Franks, Dr Tracy Gardner, Laura Sach and Liz Smart
Computing
Offer a robust, computing-specific pedagogical approach enhanced by real-world applications, with a key focus on unplugged learning, culturally responsive teaching and project-based activities. Organised around six themes relating to computing and digital literacy – Our digital world; Content creation; Create with code; How computers work; Connect the world; The power of data.
Student’s Books • Develop students’ computing and digital literacy skills through fun, practical and relatable projects, using a rich variety of sources with an international focus • Includes the latest hardware and software information, additionally exploring Artificial Intelligence, and empowers students to navigate the online world safely by equipping them with crucial digital safety skills • Regular opportunities for discussion, group work, investigation and design encourage active learning throughout, including unplugged learning to explore concepts and foster computational thinking skills
Workbooks • Designed to be used alongside the Student’s Book following the same topics and unit structure, clearly signalled activities provide further practice and extension material • Fun and varied exercises develop and reinforce key computing skills, computational thinking principles like abstraction and decomposition skills, as well as programming and data literacy • Ample opportunities for students to self-evaluate and reflect on progress, supporting their own metacognition and providing evidence for teacher assessment
Teacher’s Guides • Built around an internationally sound pedagogy, this teaching framework uses a projectbased approach with real-life contexts and culturally responsive examples • Detailed lesson plans, key computing pedagogies summaries and references to further reading provide valuable support for non-specialists and develop teachers’ own practice • Downloadable and editable files, as well as worksheets, source files and mapping grids support effective planning
Collins International Computing series provides in-depth coverage of the Cambridge curriculum frameworks for Primary and Lower Secondary Computing (0059/0860) and Primary and Lower Secondary Digital Literacy (0072/0082), as well as the UK national curriculum for Computing at primary and secondary level.
22
collins.co.uk/international collins.co.uk/Caribbean
See order form at collins.co.uk/intcatalogues for a full list of titles and pricing
Age 11–14
Secondary
Collins History of Antigua and Barbuda
New
Available as eBook
Antigua History
Author: Angela Black Series editor: Dr. Nicole Phillip-Dowe
Antigua Histo ry Angela Black
An exciting opportunity for students to gain understanding of Antiguan and Barbudan historical events and their impacts, while covering the syllabus in depth.
History of Antigua an d Barbuda for Lower Se condary
The book provides Lower Secondary students with the key analytical skills they need to succeed and prepares them for their journey on to CSEC History. Taking students through a wide range of topics, it covers History and Identity, the Indigenous People and the European Encounter, Enslavement and Resistance, Emancipation and Post-emancipation, and Contemporary Antigua and Barbuda.
History
Collins Antigua Histor y has been written specifically about the history for students who of Grenada. It provid want to learn more es full coverage history at lower secondary. of the Grenadian syllabus for • A wide range of practice activi ties and case develop analy studies help stude tical and probl nts em-solving skills • Helps stude nts prepare to study histor y at CSEC® strong found ation in their level and gain own country’s a histor y • Research tasks help stude nts discover more independent about Grenada learners, and as introduce skills the CSEC® SBA that will be helpf ul for About the autho r Dr Nicole Phillip -Dowe – who holds a PhD in Histor Indies, St. Augus y from The Unive tine, Trinidad – rsity of the West is Head of The Open Campus, University of the Grenada, and West Indies (UWI) formerly Dean Professional Studie , of the School of s at TA Marryshow Arts, Sciences and Community Colleg of Women in Grena e, Grenada. She dian Histor y, 1783is the author Selling Scholarly 1983, which won Monograph award the 2013 UWI Press and co-editor of Revolution, 1979BestPerspe 1983. ctives on the Grena da
Made with respons ibly sourced paper and vegetabl e-based ink.
collins.co.uk/c
aribbean
Scan to see how we are reducing our environmental impact.
Angela Black Series edited by Dr Nicole Phillip
• Developed, reviewed and written specifically for Antigua and Barbuda by experts in the islands’ history • Full coverage of the Antiguan and Barbudan syllabus • Clear and accessible explanations of each topic • End-of-unit questions and “Did you know…?” boxes consolidate and strengthen students’ understanding • Practical activities including research tasks, projects and discussions, to engage students and bring units to life
Another change was absenteeism – wealthy planters left their plantation in the hands of attorneys and managers and lived lavish lifestyles in England. This often had a negative effect as some managers were inefficient administrators and were cruel to the enslaved people.
needed to have an average of about 150 acres of land to become profitable. The land was divided to accommodate various buildings, sugar cane fields, provision grounds, wooded lands for fuel and timber, and grasslands for livestock. One of Antigua’s most profitable sugar producers was the Codrington family. It started with Christopher Codrington II who left Barbados to find his fortune in the Leeward Islands. He settled in Antigua and established several plantations on the island. The most notable property being the Betty’s Hope plantation. While he was not the first person to produce sugar on the island, he became one of the most innovative, and largest sugar producers in the island.
The sugar revolution helped to bring an end to the proprietary system of government. The crown recognised the economic value that the colonies offered England and by c.1664, the proprietorship system was replaced by crown-appointed governors. This move gave the English crown more direct control over the governance, and the revenue, or money, that colonies should make. Over time, the English crown imposed an economic system called mercantilism on its colonies. This was where England controlled the trading of goods with any other countries other than itself. Navigational laws were passed to ensure that only English ships could be used to ship goods to England.
Case study Betty’s Hope Plantation
The English government guaranteed a protected market for its colonies and military protection from foreign attackers. Antigua’s rugged coast line made it possible for natural harbours to be identified and built up. The most prominent being the Nelson’s Dockyard.
Betty’s Hope.
Codrington was able to develop the 700-acreplantation into one of the most profitable sugar producers on the island, worked by slave labour. Betty’s Hope remained in in the Codrington family until 1944. Today the windmills, cistern and the foundations of some of the original structures remain as monuments to the estate that once existed there.
Forts were constructed around the island, with a flag alert system which could alert the island of any invasion within 15 minutes. The remnants of forts such as Fort James, Fort Barrington, Monks Hill and Fort Berkley can still be seen today.
The impact of the Sugar Revolution on Antigua
indentured servant mercantilism monocrop navigational laws sugar plantation revenue Fort James.
23
The Indigenous people and the Europeans: The Sugar Revolution
24/09/25 9:05 PM
978-0-00-878988-6
Key vocabulary
colourism
Antigua became mainly a monocrop or a one-crop society. The little food crops that were grown were not enough to feed the increasing population. This led to the importation of food and this practice remains today. The clearing of the land also led to the deforestation of the island. Soon the whole island was under sugarcane cultivation which led to the eventual decline of soil quality.
Collins History of Antigua and Barbuda
For thousands of years, sugarcane was cultivated and used as a sweetener in Southeast Asian countries like India.
capital
Sugar required a large labour force and the few enslaved Kalinago people and indentured servants or contract workers from England was not enough labour for such a large-scale operation. Therefore, the English began to access enslaved Africans from Africa to provide labour. This supply of labour was reliable and inexhaustible. This led to a society where race, wealth, whether one is free or bond, and colourism or the shade of a person’s skin, or racial mixture decided the social hierarchy. Another outcome was that the Black population began to increase while the White population declined.
348648 Junior History of Antigua_Unit 2.indd 22
Did you know...?
absenteeism
The sugar revolution brought many changes to Antigua. The price of land increased and many small farmers sold their small farms to larger sugar producers. Only the very wealthy or those who could get credit survived the transition from tobacco to sugar.
22
Nelson’s Dockyard.
348648 Junior History of Antigua_Unit 2.indd 23
Not final
The plantation we know as Betty’s Hope was founded around 1650. Its original owner was Governor Keynall who died and left the estate to his wife. In 1666 when the island was captured by the French, many land owners fled from the island for their safety. After the island was returned to the British in 1667, the British government cancelled the right to all land claimants by passing the Reconstruction Act of 1668, giving Governor William Willoughby the opportunity to hand over the rights of the estate to Christopher Codrington II in 1668.
2.7
24/09/25 9:05 PM
Sample pages from History of Antigua and Barbuda
£20.99
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23
Secondary
Collins Junior History of Grenada
Age 11–14
Available as eBook
Author: Dr Nicole Phillip Dowe
History
Help students gain a solid understanding of Grenadian history with Collins Junior History of Grenada. Taking students through a wide range of topics including Identity, Slavery and Resistance, Emancipation, the Socialist Revolution, and modern-day Grenadian art, literature and sport, the course will provide the key analytical skills needed to succeed in assessments and think critically about Grenadian history. • Developed and written specifically for Grenada by the Head of the University of the West Indies • Tailored to students at Upper Primary and Lower Secondary level • Full coverage of the Grenada syllabus • Practical activities including research tasks, projects and discussions, to engage students and bring units to life • End-of-unit questions and Did you know…? boxes consolidate and strengthen students’ understanding Junior History of Grenada
978-0-00-861319-8
£19.99
Collins History for Trinidad and Tobago Developed and written specially for Trinidad and Tobago with local teachers. 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 History syllabus • Wide range of practice activities and case studies help students develop analytical and problem-solving skills • Helps students gain a strong foundation to prepare them to study history at CSEC® level • Projects and discussion points help students start to develop skills for the School Based Assessment
Collins History for Trinidad and Tobago
24
978-0-00-852812-6
collins.co.uk/international collins.co.uk/Caribbean
£13.50
Age 11–14
Geography
Help students develop the essential analytical and problemsolving skills needed to prepare for the study of geography at CSEC®.
Secondary
Collins Geography for the Caribbean
Available as eBook
Age 11–14
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 map-work 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
Student’s Book
978-0-00-842017-8
£16.99
• Projects and discussion points provided to help students develop skills for the School Based Assessment
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 The countries of the Caribbean 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
1.2.4 2
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: • • •
Exercise
Research
1. Identify the three largest islands in the Caribbean. 2. a) Which has a greater number of 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).
b) Which has a greater landmass – the Greater or Lesser Antilles?
260
Windward Islands in the south Leeward Islands in the north Leeward Antilles in the west.
islet
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?
reef
5. Name three of the Leeward Islands and three of the Windward Islands.
cay mainland windward leeward
261
Geography for the Caribbean: Caribbean area and territories
Geography for Caribbean_Sample.indd 260
Key vocabulary
Exercise
17/07/20 3:52 PM
Geography for Caribbean_Sample.indd 261
17/07/20 3:52 PM
Sample pages from Student’s Book
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25
Secondary
Collins Secondary Geography 1, 2 & 3 for Trinidad and Tobago
Geography
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 for CSEC®. Included are a wide range of activities, such as project ideas and discussion points to help develop the skills needed for the SBA. • 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 their analytical and problem-solving skills • Includes fieldwork and map-work skills • Accompanying Workbook provides additional opportunities for written activities to help students consolidate learning
Student’s Book
978-0-00-842015-4
£16.99
Workbook
978-0-00-842016-1
£7.99
Collins CSEC® Geography Atlas Skills Workbook 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 for exam success. • 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 • Covers map-work skills including the use and interpretation of large-scale maps • Includes activities and practice questions that help students develop the skills needed for CSEC® • Encourages practice of skills needed for field studies and the School Based Assessment CSEC Geography Atlas Skills Workbook
26
978-0-00-842013-0
collins.co.uk/international collins.co.uk/Caribbean
£11.99
Age 11–14
Available as eBook
Social Studies
A content and activity-led course set in contexts relevant to the Caribbean.
Secondary
Collins Caribbean Social Studies
Available as eBooks
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. • Developed and written specifically for the Caribbean • Helps 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) • Accompanying workbooks for each level provide opportunities for written activities and help students consolidate learning
Student’s Books
Workbooks
Student’s Book 1
978-0-00-825646-3
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Workbook 1
978-0-00-825649-4
£8.99
Student’s Book 2
978-0-00-825647-0
£16.99
Workbook 2
978-0-00-825650-0
£8.99
Student’s Book 3
978-0-00-825648-7
£16.99
Workbook 3
978-0-00-825651-7
£8.99
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.
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
Exercise
Activity
1. Which of the following types of habitat are most commonly found in the Caribbean region?
Write a reflective journal entry titled ‘I love living in the Caribbean’. Highlight at least three aspects of the Caribbean region that you love.
272
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
Social Studies SB1_Unit_10.indd 272
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.
a) desert b) mountains c) beach 2. In your own words define ‘regional integration’ and explain how it works in the Caribbean.
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.
Sample pages from Caribbean Social Studies 1 Student’s Book
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
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Social Studies SB1_Unit_10.indd 273
26/09/17 9:33 am
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27
Secondary
Collins Social Studies for Jamaica
Age 11–14
Available as eBooks
Social Studies
Developed and written specifically for Jamaica and fully covers the requirements of the National Standard Curriculum for Grades 7 to 9 in Social Studies. • Social Studies topics are brought to life with real-life case studies, activities and discussion points all specially developed for Jamaican contexts • 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 layouts help make the subject engaging for all students • Student’s Books include exercises and activities suitable for all students, to support or challenge students as needed • Accompanying Workbooks for each level provide opportunities for extra written activities and help students consolidate learning Student’s Books
Workbooks
Student’s Book 7
978-0-00-841396-5
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978-0-00-841399-6
£6.99
Student’s Book 8
978-0-00-841397-2
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978-0-00-841400-9
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Student’s Book 9
978-0-00-841398-9
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Workbook 9
978-0-00-841401-6
£6.99
Collins Secondary Social Sciences for Trinidad and Tobago 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 Trinidad 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 books available 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
Student’s Books
28
Workbooks
Student’s Book 1
978-0-00-811588-3
£16.99
Workbook 1
978-0-00-811592-0
£8.99
Student’s Book 2
978-0-00-811590-6
£16.99
Workbook 2
978-0-00-811593-7
£8.99
Student’s Book 3
978-0-00-811591-3
£16.99
Workbook 3
978-0-00-811594-4
£8.99
collins.co.uk/international collins.co.uk/Caribbean
Available as eBooks
Age 11–14
Available as eBook
Authors: Shoba Marsha Gayah and Meritta Hyacinth CSEC SOCIAL STUDIES Provide a comprehensive and engaging approach to the latest CSEC® Social Studies syllabus. ®
CSEC® SOCIAL STUDIES
• Written in clear, accessible language, the textbook includes case studies, definitions of key terms, research activities, infographics, photographs and illustrations to elucidate core social studies concepts • Knowledge and comprehe nsion questions, along with end-of-cha pter summaries, consolidate learning and reinforce understanding • Use of knowledge questions enable students to connect their learning to real-life examples and contexts
Collins CSEC® Social Studies equips students with all the tools they need to succeed. It provides full coverage of the CXC® syllabus, ensuring students are fully prepared for their examination and the SBA. • SBA skills practice tasks are designed to develop critical thinking, analytical skills and the ability to draw logical conclusions from informatio n
About the Authors Shoba Marsha Gayah is an experienced educator with over 20 years of experienc Social Studies, including Lower e in Secondar y School, CSEC® Social Studies and Sociology at CAPE level.
• Written in clear, accessible language, the textbook includes questions and activities on all aspects of the Social Studies syllabus Meritta Hyacinth is an educator specialising in History and Information Technology, and currently serves as the Senior Programs Officer at the Ministry of Education in Dominica.
• Case studies, clear definitions of key terms, infographics, diagrams, charts, photographs and illustrations help explain core concepts • Knowledge and comprehension questions and End of chapter summaries consolidate learning and reinforce understanding
Made with responsibly sourced paper and vegetable-based ink.
collins.co.uk/caribbean Collins International
Social Studies
C SE C ® SOCIAL STUDIES
Collins CSEC® Social Studies provides a thorough and engaging approach to the latest CSEC® Social Studies syllabus, equipping students with all the tools they need to excel. This comprehensive textbook covers the entire syllabus, ensuring students are fully prepared for their examinat ions and the SBA.
Secondary
Collins CSEC Social Studies ®
Shoba Marsha Gayah and Meritta Hyacinth Reviewers: Dennise Bascom and Farah Christian
Scan to see how we are reducing our environmental impact.
• End of chapter questions help students to practise the different question types they will expect to see in their exams • Use of knowledge questions enable students to apply their learning to real-life contexts
• SBA skills practice tasks develop students' analysis and critical thinking skills and the ability to draw logical conclusions from information • Written and reviewed by an experienced team of Caribbean teachers and examiners
Collins CSEC® Social Studies
978-0-00-866705-4
£22.99
Primary industry
sectors in the economy. It deals with the extraction The primary sector is the basis for the other Certain It also involves farming, fishing and forestry. of raw materials, like minerals and crude oil. nt and as such need to be monitored for environme the impact directly primary industries can ty. environmental awareness and sustainabili
Agriculture For many years the Caribbean region has largely been dependent on agriculture for food security, income generation and employment. It is important that countries are able to feed their own population, and also benefit economically from the crops and animals that are exported within and outside the region. Agriculture uses a lot of human labour, for example in Dominica where bananas, citrus, coconuts and cocoa are produced. In 2010, it was estimated that 31% of the male labour force in Dominica was employed in agricultural work. The Figure 10.12 A banana plantation in Dominica industry has diversified to include hydroponic and aquaponic systems growing and of soil. As innovative methods of planting, use the without water in plants to grow has the right needs to be offered to ensure the workforce harvesting crops become available, training skills. a number of challenges: faces Caribbean the in sector agricultural The
Belize, Guyana, Barbados, Jamaica, Panama and St. Lucia all aimed to recognise sustainable fishing practices which can support the industry, aquaculture and tourism. According to the World Bank, the blue economy is the ‘sustainable use of ocean resources for economic growth, improved livelihoods, and jobs while preserving the health of ocean ecosystem.’ Mining Mining is the extraction of minerals from the ground, such as gold, Figure 10.14 Bauxite mine in Guyana bauxite and diamonds in Guyana. Mine exploration and development involves a number of disciplines after and engineering. The mine will stop operating which include geography, geology, chemistry continue. Steps mined or if it has become unprofitable to some time when all the minerals have been and rehabilitate the land. mine the dismantle to taken be then must in the primary sector. Table 10.8 gives some examples of professions Agriculture
Fishing
Mining
Farmers
Fishermen
Quarry worker
Farm hands
Aquaculture workers
Mine operators
Fruit picker
Fish sorter
Engineer
Secondary industry
– impact of climate change – frequency of natural disasters
primary sector, raw materials which were extracted in the The secondary sector involves refining the into a final The industry also involves processing goods and manufacturing them into other products. product for consumption.
– pests and diseases on the farms uses such as housing. – competition for arable land from other
Manufacturing Some of the manufacturing carried out in the Caribbean includes:
Agriculture is sometimes stigmatized in the region as an industry for less-educated, poorer individuals. Regional governments and the private sector should work to alter the negative impression of agriculture to attract younger workers into the sector.
– oil refining – food and beverage processing – vehicle production – clothing manufacturing
Fishing The fishing industry is very important to the Caribbean region. In Belize, fishing is done both for subsistence (for use by the fisherman and his family) and for export which supports the economy. Fish is a main be source of protein and the sector needs to protected from overfishing and illegal fishing.
240
These industries require a skilled labour force and management who can work to develop the product competitively. They must also find ways to reduce costs and enhance the quality of the final product.
Figure 10.13 Fishermen sell their catch in Belize City
Figure 10.15 The Carib beer processing plant Trinidad
in Port of Spain,
Use of Resources Section B(i) Sustainable Development and
241
10 Human Resources 02/10/24 7:58 PM 02/10/24 7:58 PM
CSEC Social Studies.indb 240
CSEC Social Studies.indb 241
Sample pages from Collins CSEC® Social Studies
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29
Secondary
Mission: français
Age 11+
A fresh approach to teaching French. Mission: français delivers engaging course content via Pupil Books, Teacher Guides and Grammar Workbooks.
Modern Foreign Languages
Pupil Books – have support material embedded throughout and motivate students with an engaging comic book story that runs throughout the course. Workbooks – encourage students to develop their grammar skills with attractive full-colour workbooks with full explanation of all grammar points covered and plenty of practice questions. Teacher Packs – comprehensive support for teachers with ready-to-use lesson plans now in digital format..
Pupil Books
Teacher Packs (Digital only)
Pupil Book 1
978-0-00-751341-3
£15.99
Teacher Pack 1
978-0-00-878960-2
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Pupil Book 2
978-0-00-751342-0
Pupil Book 3
978-0-00-751343-7
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Teacher Pack 2
978-0-00-866238-7
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Workbooks Workbook 1
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1 Topic 1 Ça va? t Pupil Book pag
es 8–9
Aujourd’hui, c’es
t le
Janvier
3
l mm j v s d
. Il est
Langue et gramm
10
11 12
1
7
5
2
9
3
8 6
.
4
aire
Asking someon
Draw lines to link the French expr essions to the pict ures. 1 Ça va bien, mer ci. a
e how they
are Here are three Look at how it work ways of asking s: this question: Ça va? je suis I am To use with a frien tu es d or il est you are he is someone you know elle est Comment ça va? very well she is To use with a youn Usin g adjectives (des g person cribing words) you don’t know In French, the spell Comment allez-vou well ing of an adjective s? To use with often changes an adult who isn’t depending on the person or thing a close friend it is describing. For example, man Using verbs (doi y have an extra ng words) ‘e’ at the end to show that they Learning to use are describing a French verbs is girl or wom an. very important. Regular verbs follo Pronunciation w patterns you can learn to use. Those that don’t follow thes The cedilla mark e patterns are under the letter called irregular ‘c’ (ç) before the verbs. letters ‘a’, ‘o’ and ‘u’ makes it soun d like the letter ‘s’. The letter ‘c’ always sounds like To talk about how the letter ‘s’ in you are feeling front of the lette you can use the rs ‘e’ and ‘i’. être (to be). It’s verb Listen to an irregular verb the sound of the . letter é, for exam the word fatigué. ple in
1
What would you
2 Ça va très mal
me ça.
d 5 Ça va super
6
bien. e
say? Underline
4
Fill in the gaps suis
va
in the conversa
tion with words
ça
très
Salut, Paul. Ça
toi
va ? Ça va bien, mer ci, Amina! Et ____ ___? _______ va ____ ___ mal aujourd’ hui. Ah bon, pourquo i? Parce _______ je
5
d
d a girl you’ve
c
4 Bof! Pas mal.
c your best frien e the postman
b
3 Comme ci com
the correct expr ession. a To your doct or: Ça va? / Com ment ça va? / Com ment allez-vous? b To a close frien d: Ça va? / Com ment ça va? / Com ment allez-vous? c To your teacher: Ça va? / Commen t ça va? / Commen t allez-vous? d To someone you know quite well: Ça va? / Com ment ça va? / Com ment allez-vous? Practise out loud . Ask these peo ple how they are. a an adult neig hbour Comment allez-vou s? b your brother
2
aujourd’hui.
Write down how a Chloé only got
from the list.
que
_______ fatiguée. these people feel.
two hours’ slee p last night. Chlo é est fatiguée a rotten cold. Loui s est m some bad news. Sarah est d Everything has t gone wrong toda y for Emma. Emm a est s e Hugo didn’t get to bed till very late. Hugo est f Maëlle has toot f hache. Maëlle est
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13444_P006_0
23.indd 6
03/09/13 5:58 PM
. . . . sept
13444_P006_0
23.indd 7
7 03/09/13 5:58 PM
See online order form for full list of titles at collins.co.uk/intcatalogues
30
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Sample pages from Workbook 1
Available as eBooks
Secondary
Collins CSEC® French Secondary French for the Caribbean.
Modern Foreign Languages
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 • Skills-based communicative approach with equal coverage given to all four skills: reading, writing, listening and speaking • Clear, colourful layout with consistent structure • Carefully graded exercises ensure progression and reinforcement throughout the course • Plenty of opportunities for recap and revision • Accompanying 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
£21.99
Collins CSEC French Workbook
978-0-00-841126-8
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®
4 On se retrouve où ?
Le
uba café Touba est bu Le café To villes du pays, le ant au dans beaucoup de
ne monde francopho
rentr À Dakar, comme t la journée et en à leur réveil, duran au moins quatre il. « J’en prends par les Sénégalais, es heures de trava hé Grandfoyer après de longu eur de tissus au marc le vide confesse un vend tasse à café jetab dans la journée », une rant mont de plus Dakar), en « Je ne connais rien Yoff (quar tier de elle. poub une me siècle on lancer dans qu’il s’apprête à début du dix-neuviè é afin de café Touba. » Au pouvait rester éveill on énergisant que le local café du uper une buvant Touba continue d’occ remarquait qu’en De nos jours, le café beaucoup travailler. Sénégalais. l’alimentation des place de choix dans du café arabica local base à rée une boisson prépa r’’ en wolof) et, Le café Touba est e de poivre (‘’dja exquis », selon ajoute une espèc aromatisé. On y lui donne son « goût de sucre. de girofle, ce qui parfois des clous du sucre. Beaucoup alais. Il se boit avec les amateurs sénég partout, peu un et r À Daka On eurs. vend des on voit rue sans n’imagine pas une de café vendeur ambulant manque pas Touba mais il ne eurs se vend Ces s. de client du matin s heure six à lèvent font le tour et chaque jour ils . Ils villes des iers des quart ite de café portent une marm ement sur chauf fée continuell souvent ont Ils eau. un fourn litres de café un seau de vingt . Comme Touba prêt à boire être pas emploi ce n’est peutcoup beau pour mais idéal, oi ça empl sans s de jeune er assez gagn de et leur perm vivre. pour ent d’arg
é convivialité au caf Les moments de grignoter – to snack red nature – unflavou out emporter – to take proposer – to offer
ais et un repas, les Franç déjeuner et après en boivent nt le café ; au petit buveurs réguliers Les Français adore 20 pour cent des icaines boivent beaucoup. nt les chaînes amér souve pas voit les Françaises en ne rité, les s par jour. Mais on que dans leur majo au moins cinq tasse uoi ? C’est parce peuten France. Pourq de lait ou du sucre peu Un e. comme Starbucks natur et le café noir, fort Français apprécient rter, ils n’ajoutent rien. « Un café à empo être, mais autrement « sociaux » de café. urs réguliers de café des consommateurs Les Français sont pour cent des buve pas français ! 98 pause détente, soit n’est !» plaît s’il vous pour prendre une nt sur place, soit mme conso amis. le français vialité entre de agréable de convi e-ville font partie pour un moment petits cafés en centr me-Uni ts de quartier et les Unis ou au Royau En France, les bistro comme aux Étatsais, pays anglo-saxons, heures. Les Franç la culture. Dans les oter toutes les deux e grign t comm aimen ents par exemple, les gens repas plus copieux que les établissem nt des uement français parle pourtant, préfèrent les serveurs typiq sent pas. De plus, prise bien connue Starbucks ne propo de Starbucks – entre ce que les baristas avec leurs clients, ne font pas. – élevé ires les et dans pour son chiffre d'affa comme Paris ou Lyon les grandes villes, ais, pour qui le Trouvés surtout dans ses clients fidèles. Mais pour les Franç se a quotidien, la mous aéroports, Starbucks ent agréable et joyeux dans leur uils très mom s énormes et les faute café symbolise un tasse des dans amateurs du chaudes pays. En France, les du au lait, les boissons re cultu la à inadaptés confortables sont de la résistance. continuent à faire café traditionnel
1
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 à emporter. 1 Les Starbucks issent pas leur café chois ne ais par jour. Franç 2 La plupart des s cinq tasses de café moin au nt boive cent de Français disparaître. sont en train de 3 Plus de 50 pour uement français typiq cafés s petit les ts rapidement. 4 Les bistrots et servir plus de clien icaines préfèrent 5 Les chaînes amér dans un Starbucks. acheter à manger 6 On ne peut rien ent. lièrem régu ais vont à Starbucks tionnels. 7 Certains franç coup de cafés tradi fauteuils dans beau 8 On trouve des
language wolof – Wolof, a al, Gambia spoken in Seneg and Mauritania girofle – clove stove un fourneau – a t un seau – a bucke
s 7 neighbourhood 8 saucepan
9 job 10 earn
tions. Répondez aux ques nt le café Touba ? le » ? les Sénégalais boive tasse à café « jetab 1 Quand est-ce que le café Touba d’une bu ce café ? n est-ce qu’on boit rqué quand ils ont 2 Pour quelle raiso cents ans ont rema illeurs d’il y a deux trava les que 3 Qu’est-ce ons café normal ? nexi du Con rent diffé Touba est-il nance du Touba ? 4 Pourquoi le café Selon vous, la prove achètent leur café rtance ? beaucoup de gens café a-t-elle son impo 5 D’où est-ce que ambulant ? l’emploi de vendeur 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
du nom Quelle est l’origine « café Touba » ?
quat re-vingt-quinz
e
95
06/02/2019 11:38
94
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_BOOK.indb 94
7097_IGCSE_French_SB
_BOOK.indb 95
7097_IGCSE_French_SB
Sample pages from Student’s Book
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31
Secondary
¡A explorar!
Age 11+
Available as eBooks
Secondary Spanish for the Caribbean.
Modern Foreign Languages
Designed to meet the requirements of Secondary school curricula 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 real-world contexts. • A highly illustrated lively design, clear layout and accessible features • Written and developed in association with teachers and consultants in the Caribbean • Continuous reinforcement of language learned throughout the course, with revision sections at regular intervals • Latin 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 • Audio files to support listening activities are available online through the Collins website
Sample pages from Student’s Book 1
Student’s Books
32
Teacher's Guides
Workbooks
Student’s Book 1
978-00-0-830147-7
£16.99
Workbook Grade 1
978-00-0-830148-4
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Teacher’s Guide 1
978-00-0-830149-1
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978-00-0-830150-7
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Workbook Grade 2
978-00-0-830151-4
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978-00-0-830153-8
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Workbook Grade 3
978-00-0-830154-5
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Teacher’s Guide 3
978-00-0-830155-2
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collins.co.uk/international collins.co.uk/Caribbean
Secondary
Collins CSEC® Spanish Secondary Spanish for the Caribbean.
Modern Foreign Languages
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 • Skills-based communicative approach with equal coverage given to all four skills: reading, writing, listening and speaking • Clear, colourful layout • Carefully graded exercises that ensure progression throughout the course • Grammar and vocabulary boxes to enable quick reference • Plenty of opportunities for recap and revision • Accompanying workbook provides extra activities to encourage skills development and language practice • The perfect follow-on from the Collins ¡A explorar! series 4 Vamos a salir
cine? 4.1 ¿Quieres ir al ¿Por qué es impo ¿Adó
1 1
rtante tener tiem
con las fotos.
2
Hola, Sergio. ¿Quieres ir al polidepor tivo esta ? Me tarde sobre las siete al o gustaría jugar al tenis parece? básquetbol. ¿Qué te 4
Hola, Ana. ¿Cómo estás? Voy al cine con Nuria y Rosa esta tarde. ¿Quieres ir con nosotras?
Oye, Carlos. Tengo dos entradas para un o concierto en el teatr e. mañana por la noch ¿Quieres ir conmigo?
6
i a + el = al a + la = a la
s. correcta de los verbo na? Escribe la forma ngo por la maña conmigo el domi erer) ir a la playa entradas. 1 Hola, Lara. ¿(Qu er) porque no hay erto pero no (pod 2 Quiero ir al conci con nosotros. er) venir a la fiesta 3 Mía y Julián (quer o (preferir) el té? 4 ¿Te gusta el café esta noche. no (querer) ir al cine pero rme invita . 5 Gracias por erir) la comida china da india pero (pref 6 Nos gusta la comi Camila? do, tivo el sába er) ir al polidepor ática 7 ¿A qué hora (pod
Gram
Hola, Lucía. Voy a la na. fiesta este fin de sema Nos ¿Quieres ir conmigo? seis las vemos el sábado a y media. ¿De acuerdo?
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.
Voy al cine. Voy a la playa.
persons of the verb. e in some of the have a spelling chang o ➝ ue Stem-changing verbs ➝ ie e poder preferir querer puedo prefiero quiero puedes (yo) prefieres quieres puede (tú) prefiere quiere d) a/uste podemos (él/ell preferimos mos quere pueden (nosotros/as) prefieren en p. 229 es) quier ¿Más? ➜ Grammar (ellos/ellas/usted
ro. (1–3) 42 a y completa el cuad ersaciones. Copi Escucha las conv Nos encontramos ¿A qué hora ¿Cuándo? en … ? amos qued
4
Para mejorar Writing words down helps you to learn them, particularly if you er. are a visual learn 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.
¿Adónde?
c
b
a
3
13:31
5
eres Hola, Gabriela. ¿Qui la salir el viernes por noche para celebrar Voy s? leaño mi cump no al restaurante italia de con mis compañeros clase. ¿Quieres ir con nosotros?
out with friends • Arrange to go invitations • Accept and decline g verbs • Use stem-changin 11:23
po libre?
mensajes 16:57los nde van? Empareja
3
Objetivos
la piscina
1
el sábado por la tarde
2 3
Vocabulario añero/a. Invítale Túrnate con tu comp sta. Pregunta y conte ir a …? res ¿Quie • ir? • ¿Cuándo prefieres amos? • ¿A qué hora qued os? ntram enco • ¿Dónde nos
5
2 a
d
82
Empareja los mens
f
e
d
ajes de la Actividad b
Gracias por invitarme. igo. Me encantaría ir cont Hasta el sábado.
la Lo siento. Hoy por tarde no puedo, estoy ro muy ocupada. Espe que la pasen bien.
e
1 con las respuestas
. c
na por la ¡Qué lástima! Maña . Tengo mañana es imposible el ir que trabajar. ¿Puedes na? domingo por la maña ado, Perfecto, pero ¡cuid 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 ca. me encanta la músi
6
Recibes este mens
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
ca. para el festival de músi a medi ? Tengo dos entradas ¡Hola! ¿Cómo estás ue de mi barrio. Empieza a las siete y Es el sábado en el parqgusta la música. ¿Quieres venir conmigo? te de la tarde. Sé que ochenta y tres
83
ochenta y dos
Sample pages from Student’s Book
Collins CSEC® Spanish Student’s Book
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£21.99
Workbook
978-0-00-830157-6
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Secondary
Fully decodable phonics books designed to appeal to students aged 11+
Age 11+
Discover a series of fiction and non-fiction phonics books to support secondary students who need reading practice in phonics and decoding skills. Free downloadable teacher notes on collins.co.uk help set students up for reading success by developing comprehension skills, vocabulary acquisition and recall.
English
Compelling fiction
Fascinating non-fiction
Foster a love of reading – choose from 10 books including graphic novels, immersive adventures and mystery stories.
For readers who love facts, 10 books exploring topics such as space, animal behaviour and sports.
Kay and Aiden – The Tram Bell
The Forgotten Garden
Mega Slug and Big Dash
Super Dogs
Spider Strike!
New Football Skills
978-0-00-878607-6 £7.99
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978-0-00-878610-6 £7.99
978-0-00-878614-4 £7.99
Zayn Levels Up
Night of the Chickens
Stranded Under the Stars
Bigger, Better, Stronger!
The Case of the Piltdown Man
A Day In The Life Of An Astronaut
978-0-00-878603-8 £6.99
978-0-00-878609-0 £7.99
978-0-00-878606-9 £6.99
978-0-00-878608-3 £7.99
978-0-00-878618-2 £7.99
Goat Skills
Hidden Bugs
Our Fantastic World
978-0-00-878604-5 £6.99
978-0-00-878605-2 £6.99
978-0-00-878616-8 £7.99
978-0-00-878619-9 £7.99
Lucas Dives Deep 978-0-00-878612-0 £7.99
Kay And Aiden – The Dark Dawn Stolen Trumpet 978-0-00-878615-1 978-0-00-878617-5 £7.99
The Thing in the Deep 978-0-00-878602-1 £6.99
34
New series
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Stargaze 978-0-00-878620-5 £7.99
Age 11+
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Timeless editions accompanied by supportive introductions and glossaries.
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Collins Classroom Classics
• Introductions situate the novel in its period in time, providing useful information on themes, structure and literary techniques • 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
English
• Glossaries familiarise students with terms and references to get the most out of the text
See online order form for a full list of Collins Classroom Classics titles at collins.co.uk/intcatalogues
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35
Secondary
Collins Macbeth CSEC® Edition
New
Age 14+
Available as eBooks
Ideal for students preparing for the CSEC® English B examinations. This edition contains the full text of Macbeth, with clear and extensive 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.
English
• Help your students understand the language of the play with clear notes on each page • Encourage learning about Shakespeare's life, theatre during his day and the context of the times with lively introductions • Understand characters, themes and dramatic techniques with a detailed guide to each scene • Trace the development of themes across the play with succinct summaries, a theme index and links to the key scene CSEC® editions are also available for the full texts of The Tempest and Twelfth Night. Macbeth CSEC® Edition
978-0-00-881668-1
£10.99
Twelfth Night CSEC Edition
978-0-00-839962-7
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The Tempest CSEC® Edition
978-0-00-826830-5
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®
Collins Starting Shakespeare
Age 11+
A bestselling introduction to Shakespeare, his world and his plays. • Provides stimulating ideas and resources to enable students to get to grips with the plays in an enjoyable way • A range of activities, covering Key Assessment Objectives, including the study of historical context, plot, genre, character, language and staging • Includes advice on how to prepare for and approach the exam • Gives students opportunity to practise exam-style questions Starting Shakespeare
978-0-00-322297-5
£16.99
Collins Readers: The Lion, the Witch and the Wardrobe
Age 11+
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
36
978-0-00-330009-3
collins.co.uk/international collins.co.uk/Caribbean
£10.99
Available as eBook
Provide full coverage of the syllabus in an accessible format. It adopts a practical and supportive approach and gives comprehensive guidance on the School Based Assessment.
Secondary
Collins CSEC Concise English A ®
English
• 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 • E xam 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
yms
ing anton
fy 1.6 Identi
t either
thinking tha . I am now r the storm ature. weather afte cific about temper es calmer is too spe r’ describ (b) lde it. ‘mi t for k tha onym Step 5: I thin (c) would be an ant or option (a)
to: rd. Learn how a given wo onyms for • find ant
k
Practice tas
tences plete sen given in com ught about and with words tho ym to go you have rect anton a word shows that cor the 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
nt? ms importa
tony
Why are an
. I have ilar words cribe nk of sim Step 4: Thi rd ‘mild’ used to des cy. wo or spi heard the too strong not are t tastes tha
structure: sentence nsider the after a Step 3: Co mean the weather y ‘Milder’ ma is usually calm. ich storm, wh
1
al word
‘still’ as onym for
ant What is an g (A) movin ting (B) undula ng (C) travelli (D) fidgety
used in the
e from the
ve? Choos
extract abo
:
following
gin ps. of the ori the five ste meaning you follow . When you ughts, as synonym n your tho to find the word that means Write dow as you did da an an antonym an extra step and fin fy nti ide Finding an sentence. process to word, add rest of the the same aning of the ister of the Remember You can use out the literal me tch the reg d need to ma have worke . may also You site the oppo sing by extract. 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 tte day and wo ite as harsh er is milder shu qu ath ’t the t we isn ore any dom every The sun window pas fish for a while bef rds at ran soon. The my e of t etim ou Pick ten wo som s as I look get out and nd to e fro abl m the pal k I’ll be th any luc still sea. Wi skills m: ins. Choose fro trouble beg Apply the ract above. r’ in the ext you would w how word ‘milde n sho2 Sequence these four elements from k onym of the tence. The the story so that they fit the order Practice tas Find an ant in this sen above. You already know the first complication. Remembe ned word r r that the introduction will come the underli e. first. (a) harshe eze. (A) Leroy’s brother turns up at the onyms for riat bre ant rop r an fou app oce restaurant. He has Leroy’s wallet d st r nt mo 2 Fin and phone, which Leroy would (b) hotte dropped to a consta ich one is you while rushing wh due rk r, out how of wo ide the w house. Leroy calls the girl, but gets eve dec sho a voicemail, so he text as you derate, how ce. Then leaves a message asking for another the mo ten d ys un (c) wilder sen sta aro chance. er word in this rior r thoughts ba’s weath ere ned inte you Aru sev erli (B) the re wn Leroy in is on the bus with his new girlfriend (d) mo down do for the und riate. nervously chatting about the meal. rage rainfall might jot rop r antonyms really crowded. The bus is forest; ave ‘milder’. of how you 3 Find fou ich one is most app cipitated the example onym for heavily pre the gap: In the (C) Leroy’s girlfriend storms off when decide wh Here is an steps to find an ant h, tropical, s d around he admits he can’t pay. The restaurant ica has a lus Step 2: Rea t follow it mention kes owner calls his parents. through the trast, Domin hes per year. ma tha con ich a ces In wh nk ten d, sen r 300 inc then I thi rd in (D) Leroy searches desperately for ing change es a er this word can be ove erlined wo his wallet, and even tries to sweet-talk ich weather hav t the word describ the weath I obscure decide wh the manager, but for the und this just makes things worse. tha Learn how to: Step 1: If quality of you would r antonyms me think cribe the l? e kind. 4 Find fou ce. Then show how som word to des uld it be hot or coo ten • structure a story in an interestin 3 What other plot reversals change of . Co g and engaging way this sen st appropriate. the might Leroy face as part of this story? n. The in is needed soo nd e isla etim one is mo island to •sinbegin dow ibbean m g by som and end amy fro Car story win y effectivel ut pas var y. s abo t of to be ather pattern g that is consistent Generating ideas as I look ou for a while supposed While we m fronds thin a storm is fish , the one . n though ving the pal e to get out and 17 Caribbean today eve und beauty In the exam, you will hardly mo abl er 1 to quickly generate Papneed its year-ro er is milder and the winds are luck I’ll be ideas for your story based on the weather is given (a choice of a picture or some The weath With any stimulus you are A short story should have a single, ite as harsh wn to the still sea. words that begin, end or are to qu ’t clear isn storyline. be included in your piece of It should also end in a way that writing). You should take about sun always happy or straightforward. rs and do 45 minutes to write your story, so is satisfying, if not tte shu the . allow at least five minutes to generate ideas and a plan. past pm uble begins tro /16 8:53 Most any 12/12 stories depend on the main character facing before a problem or challenge. This problem the character into conflict with someone 4 Look at the photo opposite. Bearing often brings or something. As the story develops, in usually faces further plot reversals. the main character mind the story structure you have The issues need not be life-threat ening, but they must make the reader want to find out how the just examined, jot down notes or character overcomes them. 17 Ch01.indd create a spider diagram to help h_Paper1_ you EC_Englis 08134_CS generate ideas for a story based Key term yms on 8:53 pm fying anton 12/12/16 this picture. Think about the 1.6 Identi plot reversals: events that block 16 or create problems for the main following questions: character a) Who is the person? 1 Read the following summary d 16 b) Where and/or when is this of a story, then answer the questions _Ch01.ind h_Paper1 below. EC_Englis happening? 08134_CS Leroy is on a first date with a girl c) What might have happened he really likes. He has borrowed or be 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
en you tonym wh
re of the
are not su
Chapter 3 Writing a narrative
3.1 Structuring and resolving stories effectively
What are the key elements of a
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
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12/12/16 9:09 pm
978-0-00-845857-7
£13.99
08134_CSEC_English_Paper2_C
h03.indd 177 12/12/16 9:09 pm
Sample pages from Student’s Book
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37
Secondary
Collins Exploring Science Grades 7–9 for Jamaica
Age 11–14
Available as eBooks
Author: Derek McMonagle Consultant: Marlene Grey-Tomlinson
Science
An activity-led course set in relevant contexts that develops the key skills necessary for success in Integrated Science for Jamaica. • 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 support students with revision
Sample pages from Exploring Science Grade 7 Student’s Book
Student’s Books Student’s Book Grade 7
978-0-00-826327-0
£16.99
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978-0-00-826328-7
£16.99
Student’s Book Grade 9
978-0-00-826329-4
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Workbook Grade 7
978-0-00-826330-0
£8.99
Workbook Grade 8
978-0-00-826331-7
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Workbook Grade 9
978-0-00-826332-4
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Workbooks
38
collins.co.uk/international collins.co.uk/Caribbean
Age 14
Available as eBooks
Secondary
Collins Exploring Biology, Chemistry & Physics Grade 9 for Jamaica
Science
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
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 devised methods In 1882 the German physician Robert Koch the identify to him allowed of staining specimens, which is and for tuberculos bacilli bacteria that are responsible for
We are learning how to: • understand some important contributions to the development of biology
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. great in viruses objects like cells, bacteria and
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
microscope
•
microscope slide
Here is what you should do:
objective
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. slide. For example, you might want to look
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 magnifying of capable microscopes were and 9 times the true size. by the provided ies opportunit the see to quick People were 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 oek designed image. The Dutch scientist van Leeuwenh 1670 that a high-power single lens microscope around size. He used it could magnify up to 270 times the actual red blood cells, to examine many things, including yeast, bacteria and protozoa.
•
FIG B 0.1.4 A human hair as seen under a microscope at magnification x400
into focus. 4. Adjust the microscope until the object comes low objective lens, look at the object through 5. If your microscope has more than one power. high power first and then through 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 microscope initially more effective than a 3. Why was van Leeuwenhoek’s single lens compound microscope? important for understanding the causes 4. Why was the development of the microscope of many diseases? have over an optical microscope? 5. What advantage does an electron microscope
33 32
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Unicellular organisms
We are learning how to:
Yeast reproduce by a process called budding. New cells grow from existing cells. If you look carefull y 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.
• recognise the relationships betwee n specialised cells, tissues, organs and organ systems • identify unicellular organisms.
Multicellular and unicellular organis
ms
Activity 5.1 Observing yeast cells
Key terms
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 unicellu lar organism, Euglena, on page 47. We are going to look at some more examples.
multicellular describes an organism that consists of many cells unicellular describes an organism that consists of a single cell
•
absorb nutrients through its cell membrane excrete waste products through its cell membrane grow bigger
• • • •
5. Place the slide on the stage of the microscope. 6. Observe the yeast cells using a low magnification. Look for yeast cells that appear to be pipette budding, then examine these cells microscope slide using a higher magnification.
FIG 5.3 An amoeba is a unicellular organism
reproduce by dividing into two new organisms move by allowing its cytoplasm to flow respond to stimuli, such as chemica ls dissolved in water.
Paramecium
water containing
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.
7. Draw some budding yeast cells yeast cells. FIG 5.6 FIG 5.4 A Paramecium is a unicellular organism
Check your understanding 1. Fig 5.7 shows an organism called 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?
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.
Integrated Science for the Caribbean
tissue paper
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.
energy
A Paramecium is another microsc opic unicellular organism that lives in water.
76
•
2. Place two drops of the yeast solution onto a microscope slide.
It has all of the characteristics of a living organism (see Section 3.1). An amoeba can:
•
pipette bottle of solution containing yeast cells.
microscope slide cover slip
1. Shake the solution of yeast cells and remove a small amount in a pipette.
Amoeba
carry out respiration to obtain
• •
• •
Here is what you should do:
An amoeba is a microscopic unicellu lar organism that lives in ponds and streams.
•
Here is what you need: • microscope
Student’s Book 1: Unit 5: Cells,
FIG 5.5 Every cell of yeast is a unicellular organism
Nassula.
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
FIG 5.7 Nassula
budding a system of reproduction where young cells bud off from the parent cell
tissues and organs
77 Unit 05.indd 76
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Collins CSEC® Integrated Science Provide a comprehensive and modern approach to the updated CSEC® Integrated Science syllabus.
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Collins CSEC® Integrated Science equips students with the skills they need to excel. Written by experienced experts in the field, it ensures complete coverage of the latest CXC® syllabus across Sections A (Organisms and Life Processes), B (Energy) and C (Our Planet). • Clearly annotated diagrams, graphs and illustrations help clarify complex topics and enhance understanding of data analysis activities • A wealth of worked examples provide step-by-step solutions, offering guidance on how to approach different question types • End-of-topic questions reinforce learning and ensure understanding of key concepts • Recalling Facts Questions help students demonstrate their understanding of key concepts and recall essential facts from the syllabus • Applying Facts Questions challenge students to connect their knowledge to real-world examples and scenarios, reinforcing their ability to apply scientific principles in practical contexts • Analysing Data Questions guide students through interpreting data, analysing results, and drawing logical conclusions, developing critical thinking skills that are essential for the SBA • Includes guidance on the SBA and on exam techniques, understanding exam command words, and strategies for organising revision
Example 1
• Mark allocations are provided to guide students on the value of each question part
Figure 8.2 shows the energy
transfers that occur when
a cricket ball is struck and
caught.
EK of ball transformed to EGP (type of energy changing)
EGP of ball transformed to EK (type of energy changing)
• ECP of muscles transform ed to EK of arm (type of energy changing). • EK of arm transferred to EK of bat (body changing). • EK of bat transferred to EK of ball (body changing). Since some of the EK is converted to EH on collision with the ball (type of energy changing), some of the energy is also being transformed.
Example 2
before after
particle vibration
Figure 8.4 Transverse waves
along a rope
propagation source vibration • EK of ball transferred to EH in hand (body changing) as work is done against friction in stopping the ball. • EK transformed to E (type H of energy changing).
transfer and transport of energy
fixed end particle vibration
Figures 8.5 Transverse waves
along a slinky spring
Longitudinal waves Thermal energy from the Sun can be transported by electromagnetic waves throug vacuum of space (see Figure h the 8.3). The energy transfer is complete only when the Earth the radiation. absorbs Energy transported by electromagnetic waves through Earth
propagation
Longitudinal waves are those whose vibrations are paralle l to the direction of propag ation of the wave. There is a series of region s of high pressure and low pressure known as compre rarefactions (R) respectively ssions (C) and along their profile. Examples are the wave on a slinky spring, vibrated paralle l to its length from one end sound waves (Figure 8.7). (Figure 8.6) and source vibration
particle vibration
Sun
Figure 8.3 Electromagnetic waves transporting energy between bodies
R
C
Waves are produced by vibratio
rent types of waves
ns and may be transverse
C
R
fixed end
along a slinky spring
propagation
or longitudinal.
C
loudspeaker
Transverse waves Transverse waves are those whose vibrations are perpen dicular to the direction of wave. propag
ation of the
There is a series of crests
R
Figure 8.6 Longitudinal wave
Transfer of energy by diffe
and troughs along the profile
of a transverse wave. Examples include water waves, electromagnetic waves and the waves along a rope or vibrated perpendicular to slinky spring its length from one end (see Figures 8.4 and 8.5).
148
also
propagation
source vibration
Energy key: EGP = Gravitational potential ECP = Chemical potential EK = Kinetic EH = Heat
Figure 8.2 Transformation,
Electromagnetic waves (see Table 8.1) are transverse waves that, unlike other types of travel through a vacuum. waves, can
Energy transported by ball
source vibration
R
C
R
C
R
C
particle motion
Figure 8.7 Sound waves in
air
8 Conservation of energy
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Anne Tindale
an – in About the author success in the Caribbe and Chemistry with great of the Science Anne Tindale taught Biology was, until recently, Head – for many years and ing author of concise particular at CSEC®level s. She is also a best-sell Barbado School, ’s Winifred sciences. Department at St practice titles for the CSEC® oks and multiple-choice their CXC revision courses, workbo ds of students through she has supported thousan As a teacher and author, examinations.
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HUMAN AND SOCIAL BIOLOGY
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study s a new approach to the and Social Biology provide get a top Collins CSEC® Human needed to pass and to that focuses on the skills of the CSEC® HSB syllabus of the CXC® syllabus. e coverag full s grade. It provide ed examples and annotat le language with worked • Written in clear, accessib concepts ons to help explain difficult diagrams and illustrati for the exam: on the key skills needed focus s question yle • Practice and exam-st trate what they have learned s allow students to demons Recalling facts question to what they have learned s allow students to link Applying facts question contexts and s example real-life grade – allow the SBA and for a top for l essentia – s Analysing data question about data, analyse the that they can think critically data students to demonstrate conclusions based on that reach sensible and logical information it gives, and Assessment the new School Based • Clear guidance for es in the syllabus links to learning objectiv (COVID) V-2 SARS-Co how • Advice on l for the SBA and could provide materia
Focus on the key skills of applying facts and analysing data as needed for the examination and School Based Assessment.
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• Annotated diagrams and charts, graphs and illustrations explain difficult concepts
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ecological functions beauty, these ecosystems perform essential Because of their rich biodiversity and They provide the economies of many Caribbean countries. as well as being major contributors to from erosion animal species, and they protect shorelines habitats for a wide variety of plant and throughout the industry fishing the sustain to vital also are and coastal areas from flooding. They important for the development of are they and food, and t Caribbean, which provides employmen snorkelling, scuba s for sight-seeing, research and education, eco-tourism by providing opportunitie diving and sport fishing. fertilisers, pesticides, polluted by untreated sewage, chemical Many of these ecosystems are being especially plastics. This garbage, and spills oil from oil plants, industrial waste, hot water from power and their aesthetic appeal. the overall health of the ecosystems pollution impacts negatively on both for development and mangrove swamps are being destroyed Coral reefs are also being over-fished swamps and or marinas. Damage to coral reefs, mangrove purposes; for example, to build harbours has serious consequences. other marine and wetland ecosystems
aerobic The breakdown of organic matter by oxygen bacteria reduces the amount of dissolved of in the water, which can lead to the death aquatic organisms. Particulate matter can reduce light penetration affects and photosynthesis in plants, which gills of fish aquatic food chains. It also clogs the and smothers bottom-dwelling organisms.
especially Plant nutrients in the organic matter, to nitrates and phosphates, contribute eutrophication (see page 55). to aquatic Toxic chemicals can be directly harmful Figure 4.8 Raw sewage being released organisms. directly into the sea harms the aquatic the environment • Raw sewage released onto land promotes rats, which breeding of vectors, such as flies and tis. transmit various diseases, such as gastroenteri t. which contaminates the environmen • Raw sewage gives off a foul odour,
The impact of pollution on marine and
wetland ecosystems
the islands of The marine and wetland ecosystems of range of plant the Caribbean are home to a diverse on one another and animal species that are dependent ecosystems. and often migrate between the different diverse and These are some of the most biologically valuable ecosystems on Earth. where • Marine ecosystems are aquatic ecosystems , especially the water contains dissolved compounds They include salts; in other words, the water is ‘salty’. sandy shores, coral reefs, seagrass beds, rocky and open ocean. mangrove swamps, estuaries and the ecosystems Figure 4.9 A coral reef • Wetland ecosystems are transitional water may be where dry land meets water and the They are fresh water, brackish water or salt water. they are usually found for either part or all of the year, and areas of land that are covered with water swamps, freshwater swamps, mangrove include They areas. alongside rivers, lakes and coastal marshes and bogs.
• It causes the loss of biodiversity. mangrove oysters. organisms; for example, reef fish and • It causes the loss of habitats for many seaweeds and for example, fish, crabs, lobsters, oysters, • It causes the loss of natural resources; wood. in the population sizes of for reef fish, resulting in a reduction • It causes a loss of nursery grounds as the egret and scarlet and breeding grounds for birds such nesting of loss the and reefs, the on fish swamps are damaged or destroyed. ibis, when estuaries, marshes and mangrove storm surges, against wave action, tidal forces and • It causes a loss of protection for shorelines in coastal areas being and a loss of flood control, resulting resulting in increased coastal erosion, more prone to flooding. for tourists. sites recreational and attractions of • It causes the loss the coastal erosion that of marine and wetland ecosystems and Due to the pollution and destruction in danger of declining and industries of Caribbean countries are often follows, the tourism and fishing economies. this will have a negative impact on their
The greenhouse effect, global warming
3 Greenhouse gases absorb some radiation and radiate it back to Earth. This also warms the Earth.
Earth
Earth’s atmosphere containing greenhouse gases
Figure 4.11 A seagrass bed Figure 4.12 The greenhouse effect t
Section A Living Organisms in the Environmen
58
of humans on 4 Population growth and the impact
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1 Radiation from the Sun passes through the Earth’s atmosphere and warms the Earth.
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(N O), and (CH4), nitrous oxide or dinitrogen monoxide 2 Carbon dioxide, water vapour, methane gases. They are carbons or HFCs, are known as greenhouse fluorinated gases, such as hydrofluoro through and warm the they let radiation from the Sun pass present in the Earth’s atmosphere where out into space by back reflected being from radiation this Earth. However, they prevent much of causes warming of the Earth’s surface. This trapped radiation trapping it and reflecting it back to the traps heat. This is because it is similar to the way a greenhouse Earth known as the greenhouse effect summarised in Figure 4.12.
Sun
Figure 4.10 Mangrove trees at the edge mangrove swamp
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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. • Full coverage of the CXC® syllabus • Follows a spiral curriculum approach which helps students build confidence and reach their potential • All topics are fully contextualised to everyday life, so students understand the practical application of maths • Graded exercises help teachers and students understand where they are tracking in terms of passing the CSEC® exam • End-of-chapter summaries consolidate learning and provide additional practice questions
Example 3
• Features calculator usage guidance and teaching notes, as well as an entire chapter dedicated to the SBA
2.1 Discount, sales tax, profit and loss 2.1.1 Discount
the price they want Shops usually display their goods showing they often offer a you to pay. This is the marked price. However, may pay less than the reduction in the price, or a discount, so you marked price.
During a Christmas sale a television marked was the final price of the television? 20% of 2000 =
= $1600.00 the price of the television Alternatively, since a 20% discount is offered, value. becomes 100% – 20% = 80% of its original 80% of $2000.00 =
80 × 2000 100
= $1600.00
The discount is often expressed as a percentage , of the marked price. To calculate the percentage divide the discount by the original (marked) price and multiply by 100:
Key term Discount is the amount, expressed as a quantity ($) or percentage (%), that the seller takes off the marked price so that the customer
Example 4
an You can calculate the discounted price of item by subtracting the amount of the discount from the marked price: discounted price = marked price – discount
pays less for the item.
Tom bought his cell phone at a discounted was the original or marked price?
price of $2000.00. If the discount was 10%,
what
Using the formula: percentage of marked price discounted price = marked price – discount 2000 = marked price – 10% of marked price = (1 – 0.1) marked price
discount ($) percentage discount = marked price ($) ×
= 0.9 marked price
first calculating you can determine the discounted price by When you know the percentage discount, from the marked price. the discount and then subtracting that amount price marked of percentage discounted price = marked price – discount Alternatively:
Example 1
20 × 2000 100
⇒ final cost = 2000 – 400
Calculation of discount
pay for
was the percentage discount?
What is the discounted price?
1
A radio marked for $200.00 is sold at a 5% discount.
2
5¢ in the A barber offers his customers a discount of priced at $15.00 cost?
3
A guitar originally priced at $240.00 was sold for a discounted price of $200.00. What is the percentage discount?
4
A shopkeeper sells envelopes at $2.00 each. He offers a discount of 5% on each envelope. Calculate the discounted cost of 45 envelopes.
= $80 – $35
A shirt priced at $60.00 was sold at $45.00. What
2000 0.9
= $2222.22
Exercise 2A
(100 _ percentage discount) × marked price 100
a book priced at $80.00. How much did she A student was given a discount of $35.00 on the book? discount – price Discounted price = marked
Marked price =
= $45.00
Example 2
What
= $400.00
Discount offered on a TV set
discounted price =
at $2000.00 was offered with a 20% discount.
15 60 – 45 × 100 × 100 = 60 60 = 25%
dollar. How much does a trim
2.1 Discount, sales tax, profit and loss
88
2 Consumer arithmetic
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Get ready to succeed in CSEC ® Mat text. Written hematics with by an expe this full-colou rienced teac course cove r Concise Revi her and auth rage and is sion or, this boo packed with practice to k offers com illustrations, ensure that plete revision ques you are fully tions and exam prepared for the exam. • Compreh ensive cove rage of the in an engaging CSEC ® Mathem , full-colour atics course, format presented • Revision questions at the end of each and understan topic help to ding secure know ledge • Exam-styl e questions at the end of for the actu each section al exam provide effec tive practice • Answers are available for free at www .collins.co.uk /caribbeansc About the auth hools or Raphael John son is an expe rienced auth Physics at St or and tutor Winifred’s Scho and teaches ol, Barbado s.
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Example 35
8
a Use the method of completing the square to find the maximum or minimum value of the function f(x) = −4x2 + 8x + 2. b Find the value of x that corresponds to the maximum or minimum and the roots of the function.
9
Write down the solution set for the inequality
f(x) = 25x2 – 100 ≤ 0
10
Write down the solution set for the inequality
f(x) = x2 + 2x – 1 ≤ 0
11
a Draw the graph of the function f(x) = 2x3 + 4x2 + 3, using seven appropriate values. b Calculate a positive and negative gradient at any two points and state the coordinate s of the two turning points.
The graph below shows the motion of a motorcycle . Calculate the average speed, acceleration, deceleration and total distance travelled.
c Sketch the curve.
v (m/s) 12
0
5
10
20
30
t (s)
Solution: Average speed = total distance = 30 + 120 + 60 210 = = 7 m/s total time 30 30 Total distance = 210 m Acceleration = 6 = 0.6 ms−2 10 Deceleration = –12 −1.2 ms−2 10
Exam-style questions 1
198
Determine f(0)
Calculate the value of x for which f(x) = 3
b Solve the inequality –3x – 7 ≥ 5, representin c Solve the inequality 3(4x – 2) < 2(3x + 3)
1
Write down the values of a, b and c for the
2
Sketch four different types of quadratic functions.
3
Draw the graph of the function f(x) = 3x2 –
4
Given the function f(x) = 2x2 – 12x + 1, find the axis of symmetry and plot the graph of the function.
5
For the following functions: (i) y = 6x2 – 6 (ii) y = −5x2 – 20x a Plot the graph of each function using the axis of symmetry and find the maximum or minimum of each function and its roots. b Find the values of the gradients of both curves at the point where x = 1.
b g(x) = x2 – 9
of the function is x: −5 ≤ x ≤ 2
i ii
iii Determine the image of the function or range, expressing your answer as a solution set.
Revision questions a f(x) = 5x2
a The function f(x) = 0.5x + 2. The domain
following quadratic functions:
c h(x) = 12x2 + 17x
g your answer on a number line. and represent your solution on a graph.
2
a Given g(x) = 10x – 5 and f(x) = 4x – 16, evaluate f(2) and g(−8) 8 b Evaluate fg(−4)
3
Given the points A(2, 0), B(8, 0), C(8, 4) and
d y = 8x2 – 6x + 11
c Evaluate gf−1(0)
5x + 2 for 4 ≥ x ≥ −2
a Plot and join ABCD with straight lines. b Name the shape formed.
D(2, 4):
c Determine the area of the shape ABCD. d Determine the length of the diagonal AC.
4
Given the points Q(−2, 8) and R(6, 2), determine: a the gradient of QR b the coordinates of the midpoint of QR c the equation of the perpendicular bisector
6
Use a graphical method to find the roots of the function f(x) = 2x2 – 20x + 10. Use the same function to find the roots of the function g(x) = 2x2 – 20x + 5
7
Use the method of completing the square to find the maximum or minimum of each of the following functions and their roots: a 6x2 – 12x + 9 b –9x2 – 18x
of QR.
7 Relations, functions and graphs 7 Relations, functions and graphs
199
CSEC Mathematics.indb 198 19/11/24 7:19 AM
CSEC Mathematics.indb 199 19/11/24 7:19 AM
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Collins Concise Revision Courses for CSEC® Biology, Chemistry and Physics
Available as eBooks
CSEC® Revision & Practice
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 students are fully prepared for the exam. • Comprehensive coverage of the CSEC® course, presented in an engaging, full-colour format • Advice for students on organising 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 help to secure knowledge and understanding • Exam-style questions at the end of each section provide effective practice for the actual exam Microbe cells
e all members of the organisms that includ m, e.g. amoeba, and some sms are extremely small Microbes or micro-organi ers of the Protoctista kingdo e.g. bacteria, many memb Prokaryotae kingdom, kingdom, e.g. yeast. Fungi the elles. Their DNA of ers organ memb other membrane-bound s lack a true nucleus and and also in smaller region The cells of prokaryotes a nuclear membrane, the nucleoid, which lacks exists in a region called called plasmids.
e wall made cell wall – a freely permeabl protects the cell, of cellulose. Supports and and gives it shape cell membrane
d by a double ed organelle surrounde chloroplast – a disc-shap green internal membranes, the membrane. Contains many ll and photosynthetic enzymes. pigment called chlorophy occurs Where photosynthesis May contain starch grains. starch grains – a food
covering found in capsule – slimy outer the cell some bacteria. Protects
store
cell wall cell membrane
mitochondrion e-bound compartment containing vacuole – a large membran acids sugars, mineral salts, amino cell sap, a solution of the cell when turgid. May and waste products. Supports store food or cell waste
coiled loop nucleoid – a single, long, activities of DNA. Controls all cellular cytoplasm
vacuole membrane plasmid – small, circular
piece of DNA
nucleus flagellum – long, whip-like Aids in movement
cytoplasm
Figure 5.2 Structure and
function of the parts of
a generalised plant cell
Figure 5.3 A generalised
projection.
bacterial cell
nuclei and fungi all have true The cells of protoctists elles. membrane-bound organ
r membranes, and other
surrounded by nuclea
foot) – an extension pseudopodium (false . of the membrane and cytoplasm for movement Used to engulf food and
cell membrane cytoplasm
ingested microscopic food vacuole – contains occurs organisms. Where digestion contains water. Collects contractile vacuole – from the cytoplasm and removes excess water nucleus
An electron micrograph
of a chloroplast An electron micrograph
of a mitochondrion
nuclear membrane
Figure 5.4 An amoeba
l cells compared
Table 5.1 Plant and anima
Animal cells Do not have a cell wall. or chlorophyll. Do not have chloroplasts les are small and When present, the vacuo the cytoplasm and scattered throughout their contents vary. granules as a food May contain glycogen store. of different shapes. Can have a great variety
34
Plant cells is made of cellulose. Have a cell wall which phyll. which contain chloro Usually have chloroplasts central vacuole which Usually have one large, contains cell sap. May contain starch grains
Cell specialisation
ial cell can carry out all essent unspecialised cell. This organism consists of one The body of a unicellular organisms to ellular multic life processes. enable of many cells. To ) to organism is composed e specialised (differentiated The body of a multicellular hyll , cells in their bodies becom about movement, mesop life processes efficiently carry out all essential animals contract to bring their ns, e.g. muscle cells in better able to carry out carry out specific functio ing specialised, cells are s becom By group in sis. er synthe togeth photo work cells in leaves carry out a particular function then specialised to carry out one type of cell. specific functions. Cells some cases, more than may contain one or, in called tissues. Tissues 5 Cells
as a food store.
or , usually round, square Have a regular shape rectangular.
e: CSEC® Biology
5 Concise Revision Cours
35
Sample pages from Biology Student’s Book
27/01/16 10:32 AM
27/01/16 10:32 AM
072.indd 35
57876_CSEC_Bio_RG_P033_P
072.indd 34
57876_CSEC_Bio_RG_P033_P
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CSEC® Revision & Practice
2nd edition 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. This course follows the approach developed for the best-selling Collins concise revision courses and applies their highly effective approach to CSEC®
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Collins CSEC® Science Workbooks Physics: Terry David
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CAPE® Revision & Practice
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Authors: Biology: Bernadette Ranglin
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Chemistry: Jacquelyn Marshall
CAPE® Revision & Practice
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
(A) Economic growth
Capital goods
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
T
1
(D) Human development can be sustained without resources
Consumer goods
likely be achieved by country X An outward shift of the PPF to point D can MOST producing at which of the following points? (A) T (B) V (C) W (D) Y
2
D
(D) Trade liberalisation D
0
C
(C) Globalisation
W
A
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
depleting the existing stock of
(A) An increase in quantity of new resources discovered (B) An increase in real per capita output over time
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
D
A B C
them at a disadvantage
(II) Change in world prices for primary products (III) Internal and external shocks
D
A B
(B) II and III only
C
(C) I, II and III only (D) All of the above 86
29/11/16 9:47 AM
C
(I) Dependence on aid
C
(IV) Preferential trade agreements
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
A B
(B) Economic development
X in the diagram below. 1 refers to the production possibility frontier of country
Y
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Economics for CAPE® covers all aspects of the current syllabus in economics and features examples and contexts with specific relevance to the Caribbean. 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. • Clear, concise text describing key economic concepts • Diagrams, bulleted lists and tables to summarise information • Examples of common student errors and misconceptions • Section summaries and end-of-unit summaries to aid revision • Practice questions at the end of each unit, to enable students to assess their progress Economics for CAPE®
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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 further study routes. The course covers 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 to help students prepare for assessment. Statistics 1 Student’s Book
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Reference
Collins Social Studies Atlas for the Caribbean
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Collins Social Studies Atlas for Jamaica
Age 9+
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Collins Social Studies Atlas for Jamaica Workbook (for Primary and Secondary) These workbooks support the use of the Collins 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.
56
Collins Social Studies Atlas for Jamaica Primary Workbook
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£6.99
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Age 9+
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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.
Reference
Collins School Atlas for Trinidad and Tobago
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Collins First Atlas
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Age 4+
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Collins Primary Atlas
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• Provides an engaging introduction to mapping of the UK, Europe and the world • Develops map-reading skills and builds understanding of the meaning of scale and measuring distances • Introduces pupils to facts and diagrams about the longest rivers, largest cities, highest mountains and more
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Learn with maps. Journey across the globe with the Collins School Atlas. Fully up-to-date mapping and key statistics designed to support and motivate Lower Secondary students in geographic and mapping skills. Collins School Atlas (7th edition)
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Collins Children’s World Map Beautifully illustrated wall map for inquisitive kids. This colourfully illustrated pictorial map takes children on a journey of discovery around the countries of the world. Stunning illustrations are used to depict themes such as national emblems, customs, food, birds, animals, buildings and sports to help younger readers gain an understanding of the world. Collins Children’s World
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978-0-00-831979-3
collins.co.uk/Caribbean
£6.99
£9.99
Age 4+
Age 9–14
Reference
Collins Caribbean School Dictionary eveloped with teachers in the Caribbean to ensure it meets the needs D of students following Caribbean syllabuses.
Dictionaries
• Up-to-date and with coverage of words from all curriculum subjects • Social Studies section provides essential information on the world around us, with key facts and maps • Essential guide to spelling and help with grammar and punctuation Collins Caribbean School Dictionary
978-0-00-821904-8
£7.99
Collins Caribbean Student’s Dictionary
Age 11+
Plus unique survival guide! • Designed 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 • Features a full-length unique survival guide paying particular attention to the CXC syllabus, helping students write clearly and effectively • Helpful advice on English grammar and usage, writing and presenting your work, CVs, letter-writing and more
Giving a presen
tation
As with writing, one of the keys to giving a good pres your material. Your entation is orga topic should be nizing clearly stated, logic and explained inte ally thought thro restingly enough ugh to hold the interest of your audience.
Notes
Content
• Try to star t with something exciting but relevant to mak up and listen. e your audience sit • Give an introduct ory outline of your talk and make sure what follows. you stick to it in • Avoid introduci ng a completely new subject late your presentation r or changing the halfway through tone of . • Use linking sent ences to lead from one point to the • Give specific exam next. ples – this gives the audience som question-and-ans ething to discuss wer session. in a • If you are pres enting an argumen t, build from the point. weakest to the stro ngest • Include a few light jokes or pun s to entertain your that they should audience, but rem be appropriate to ember the overall tone • Try to bring your . own perspective to the presentation be facts that are material – there known to people may in your audience can add will be of but anything extr interest. a you • Don’t be afraid to express your opinions. • Consider inclu ding some aspe ct of audience part intimidating and icipation, provided provided you are it is not not dependent on audiences do not getting a reaction always cooperat – e. In general, som makes a presenta e degree of interact tion more interest ion ing.
Visual aids
• Use visual aids to illustrate your presentation, prov useful and clearly ided they are simp visible from the le, back of the room • Do not overdo . the number of visu al aids; the last thin overwhelm your g you want is to audience with too much visual info them from your rma tion and to distr talk. act • If you have acce ss to a compute r, you might like program such as to use a presenta PowerPoint®. Keep tion the number of slide have a maximum s to a minimum of four bullet poin and ts per slide. Keep the point. each one shor t and to • If giving your audience hand-ou ts, mak e sure you have Do not rely on bein enough for ever g able to do pho yone. tocopies at the last minute.
Timing • Practise givin g your presenta tion in advance, to fit the time you making sure that have been given. you tailor it Failing to complet the next speaker e your talk by the is due to come on time can be a disaster. there is too muc Similarly, finding h time to fill can that be very stressfu l and look unprofe • When you prac ssional. tise your presenta tion and when you do not talk too quic give it, make sure you kly. Take your time . Don’t speak at would when chat the same rate as ting to a friend. you Slow down and points. This also pause for breath helps the audienc between e know when you different subject. are moving on to a
Venue
UNIQUE SURVIV AL GUIDE
UNIQUE SURVIV AL GUIDE
• Don’t learn your presentation by hear t or write it Such strategies down word for wor make for very bori d. ng presentation • Make notes to s. refer to during the presentation in write these on inde case you dry up. If you x cards, you will be able to put each the pile once you card to the back have used it and of will therefore not • Try practising lose your place. your presentation in front of a supp member. Ask him ortive friend or fam or her to point out ily any distracting hab and which you shou its you may have ld avoid; for exam ple, fiddling with “you know” too your hair or sayi often can be very ng off-putting to your audience.
• Your presenta tion should end with a quick reca strong, and pref p of the main poin erably exciting, ts and a conclusion.
• If you are goin g to use a compute r or interactive whit presentation, mak eboard in your e sure you are fam iliar with how it Fumbling for an works beforeha on-switch in fron nd. t of your audienc your confidence. e will not increase • Make sure ther e are enough seat s to accommoda • Familiarize your te your audience. self with the venu e and its acoustics feel comfortable to ensure that you speaking and kno w how to project corners of the room your voice into all .
Giving a presenta
16
tion
Giving a presenta
Caribbean Stude
tion 17
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ment Final.indd
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Caribbean Stude
nt's Dictionary supple
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Collins Caribbean Student’s Dictionary
978-0-00-827642-3
£10.99
Sample pages from Collins Caribbean Student's Dictionary – Unique Survival Guide section
tom.cane@harpercollins.co.uk
59
Reference
Collins Jamaican School Dictionary
Age 9–14
Dictionaries
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 • Writing skills supplement advises on planning and writing essays and creative writing • Full-colour social studies supplement provides maps and essential facts for exams • Easy to use, with colour headwords, clear definitions, an 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 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
60
978-0-00-839938-2
collins.co.uk/international collins.co.uk/Caribbean
£10.99
Age 11+
Age 11–18
Dictionaries
• Specially tailored to meet the needs of students at home and in school with comprehensive definitions and word tips to help improve English usage
Reference
Collins English Dictionary • Language notes help students to choose the right word • Provides core vocabulary for key curriculum exam subjects, plus thousands of examples of words in use
Collins English Thesaurus
Age 11–18
• Up-to-date and comprehensive coverage of today’s language with multiple synonyms per entry and antonyms also included • Clear, 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 Dictionary and Thesaurus
Age 9–14
• Developed in association with teachers to ensure that students have all the vocabulary they need • Flexible, 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 English School Dictionary
978-0-00-825792-7
£7.99
Collins School Thesaurus
978-0-00-825794-1
£7.99
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Reference
Collins First School Dictionary
Age 5+
An ideal introduction to the world of words.
Dictionaries
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 • Examples and illustrations given to clarify meaning • Alphabet shown on every page • Support for spelling, grammar and punctuation
Collins First School Dictionary
978-0-00-820676-5
£9.99
Collins Primary Dictionary Up-to-date coverage of a wide range of everyday Primary-level vocabulary. 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 and antonyms are given to build vocabulary. • Beautiful colour illustrations and photographs • Full sentence definitions and child-friendly examples • Word Wizard supplement offers in-depth support with grammar, punctuation and spelling • Earth and Space supplement offering information on the Solar System, the Earth, the Moon, and the world’s continents, mountains, rivers, oceans and flags
Collins Primary Dictionary (Paperback)
62
978-0-00-820678-9
£10.99
Collins Children’s Dictionary (Hardback) 978-0-00-827117-6
£12.99
collins.co.uk/international collins.co.uk/Caribbean
Age 7+
Age 7+
Dictionaries & Thesauruses
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. • Full definitions for every entry and sample sentences for each synonym to help improve vocabulary • Words to use in all types of writing, from fiction to non-fiction, plus advice on particular Collins Primary Thesaurus (Paperback)
978-0-00-822205-5
£10.99
Collins Children’s Thesaurus (Hardback)
978-0-00-827118-3
£12.99
Reference
Collins Primary Thesaurus
Collins Maths Dictionary
Age 7+
Provides simple definitions of key maths terms and concepts in an attractive layout. • Gives clear explanations of the key maths terms that pupils need • Makes clear links to show how maths is used in real-life contexts • Incorporates appealing illustrations and colourful diagrams to help with understanding • Uses alphabetical presentation for easy access • Includes extensive supplements which illustrate related mathematical concepts and vocabulary
Collins Maths Dictionary
978-0-00-821237-7
£9.99
tom.cane@harpercollins.co.uk
63
Reference
Collins French Dictionaries
Age 5+
Collins is the bestselling bilingual dictionary publisher and is recognised as the trusted dictionary when learning a language. Our range of Collins French dictionaries is the perfect way to learn a new language and refresh old skills.
Dictionaries Sample from Collins French School Dictionary
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
£14.99
£10.99
Collins Complete and Unabridged Robert French Dictionary
978-0-00-868800-4
£50.00
978-0-00-811198-4
£8.99
Collins Primary French Dictionary
978-0-00-831270-1
£9.99
Collins Easy Learning French Grammar
£8.99
Collins First French Dictionary
978-0-00-831271-8
£6.99
978-0-00-814199-8
Collins Easy Learning French Grammar and Practice
978-0-00-814163-9
£12.99
Collins French School Dictionary
978-0-00-871827-5
£6.99
Collins Gem French School Dictionary
978-0-00-871830-5
£4.99
Collins Easy Learning French Dictionary
978-0-00-869519-4
£10.99
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
Collins Easy Learning French Conversation
Visit collins.co.uk/dictionaries for more information on all our dictionaries
64
collins.co.uk/Caribbean
Age 5+
Dictionaries
Collins Spanish dictionaries are the perfect way to learn a new language and refresh 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.
Reference
Collins Spanish Dictionaries
Sample from Collins Primary Spanish Dictionary
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
£9.99
Collins Gem Spanish Dictionary
978-0-00-814184-4
£5.99
Collins Spanish Dictionary and Grammar
978-0-00-824139-1
£14.99
£10.99
Collins Complete and Unabridged Spanish Dictionary
978-0-00-815838-5
£40.00
£8.99
Collins Primary Spanish Dictionary
978-0-00-831269-5
£9.99
Collins First Spanish Dictionary
978-0-00-831272-5
£6.99
Collins Spanish School Dictionary
978-0-00-871828-2
£6.99
Collins Gem Spanish School Dictionary
978-0-00-871831-2
£4.99
Collins Easy Learning Spanish Dictionary
978-0-00-869520-0
£10.99
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
Collins Easy Learning Spanish Conversation
978-0-00-811197-7
Collins Easy Learning Spanish Grammar
978-0-00-814201-8
£8.99
Collins Easy Learning Spanish Grammar and Practice
978-0-00-814164-6
£12.99
Visit collins.co.uk/dictionaries for more information on all our dictionaries
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65
Reference
Collins Mandarin Dictionaries
Age 11+
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. • Traditional character variants provided throughout • Full Pinyin for all Chinese headwords, head characters, phrases, examples and translations • Detailed language and cultural notes throughout • Practical Language in Action supplement giving help with everyday language
Collins Mandarin Chinese Dictionary
978-0-00-812048-1
£14.99
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 Mandarin Chinese Essential Dictionary
978-0-00-835985-0
£7.99
Collins Visual Dictionaries A photographic guide to thousands of key words and phrases in a new language. These attractive, pocket-sized books are perfect travel companions and practical guides. • Everyday words are arranged in themes with carefully selected, up-to-date colour images to illustrate key words and phrases • Topics covering food and drink, home life, work and school, shopping, sport and leisure, transport, technology and the environment • Audio allows you to hear native speakers pronounce the word for each image and get your pronunciation pitch perfect
66
Collins English Visual Dictionary
978-0-00-837227-9
£7.99
Collins French Visual Dictionary
978-0-00-829031-3
£7.99
Collins Spanish Visual Dictionary
978-0-00-829032-0
£7.99
Collins German Visual Dictionary
978-0-00-829033-7
£7.99
Collins Italian Visual Dictionary
978-0-00-829034-4
£7.99
Collins Mandarin Chinese Visual Dictionary
978-0-00-829036-8
£7.99
Collins Arabic Visual Dictionary
978-0-00-829035-1
£7.99
Collins Japanese Visual Dictionary
978-0-00-829037-5
£7.99
collins.co.uk/Caribbean
Free downloadable audio available from collinsdictionary.com/resources
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