Resources
supporting the International Baccalaureate
Copper Band 12
Ȁm TurɃȘȩ
TeȀm TurɃȘȩ
A contemporary story
TEAM TURTLE
’s class is asked what they want to
hey grow up, everyone has an answer
m. But an unforgettable trip to a sea
tuary sparks new ideas.
LisȀ ȤǽȑaȞ
Lime
waSomneg’s
Band 11 A contemporary story
Carȗȡȼ Vélȩɛ AȈɊilȩȸǽ
KwaSomneg’s
wame arrives in New York as a refugee,
omfort in a drum his father made for
rum that will open the door to friendship,
g and the beginning of a new life.
Kereen Getten
Fifa Adoglo
collins.co.uk/ib
International Baccalaureate (IB) Collins is proud to introduce our latest International Baccalaureate resources designed to support teaching and learning within the Primary Years (PYP), Diploma (DP) and Career-related (CP) Programmes. Our best-selling Collins Big Cat reading scheme is made to enrich teaching across the IB PYP curriculum and encourages learners to develop vital reading strategies. Aligned with the 2025 guides, our new DP and CP handbooks are designed to support learning and teaching within the Core of the Diploma and Career-related Programmes.
Author Focus
3
Big Cat for IB PYP
4–7
IB Festival of Hope
8–9
Diploma Programme
10–13
Career-related Programme
14–15
Follow us:
Scan to request sample copies:
Collins International CollinsInt Collins_Int collins.co.uk/IBsample
2
This work has been developed independently from and is not endorsed by the International Baccalaureate Organization. International Baccalaureate, Baccalauréat International, Bachillerato Internacional and IB are registered trademarks owned by the International Baccalaureate Organization.
Author Focus
Author Focus Diploma Programme Ashley Denham Busse
Michele Lackovic
An IB Language A: literature teacher, IB Diploma Programme coordinator and former Extended Essay coordinator in Florida. She holds a PhD in English literature and has taught literature and writing for over 15 years at both secondary and university levels.
An MYP Coordinator, IB Literature and Theory of Knowledge teacher in Florida, as well as IB textbook author. She brings over 25 years of experience supervising and coordinating the Extended Essay and is an IB workshop leader for both the Extended Essay and IB Language A.
Rachel Thornton An international psychology educator with over ten years’ experience teaching psychology in the UK, Mexico and Shanghai. She has held leadership roles as Head of Psychology and IB Coordinator, supporting students with psychological concepts, research methods and assessment.
Career-related Programme Wilma Shen
Dr Becky Youngman
The IB CP Coordinator at Renaissance College Hong Kong, with over 20 years of experience across IB schools in administrative, curricular and leadership roles. She is curriculum group leader for the IB CP at the English Schools Foundation and Co-chair for the IB CP Schools Network in Asia-Pacific.
A curriculum manager for accelerated academics and college and career readiness programmes in a large urban US school district. She taught MYP and DP programmes for 21 years and, since 2022, has supported leaders and teachers in implementing the CP.
Gary Halcrow
Stewart Paterson
The Diploma Programme (DP) and Career-related Programme (CP) Coordinator at the Western International School of Shanghai. With teaching experience across Scotland, Saudi Arabia and China, Gary is an adept Personal and Professional Skills (PPS) teacher committed to inquiry-based learning.
Assistant Head of Senior School and IB DP/CP Coordinator at Dulwich College Suzhou in China, and chair of the regional IB DP network. He is an experienced teacher and leader of professional development for the Personal and Professional Skills course and the Reflective Project.
3
Big Cat for IB PYP
NEW
Readers that are the perfect fit for the IB Primary Years Programme (PYP) Encourage learners to develop vital reading strategies and enrich your teaching across the IB PYP curriculum with Collins Big Cat, a best-selling reading scheme that provides complete support for primary reading.
• Provide opportunity for learners to think critically, reflect and communicate with a wide range of readers
• Offer a great balance of fiction and non-fiction titles featuring beautiful illustrations and stunning photography to motivate all learners
• Support teaching across the curriculum with a variety of genres and topics • Provide reading practice at an appropriate level for every learner • Develop and assess key reading skills, including inference and deduction, through comprehensive teaching and assessment support
• Readers and reading collections are available in print and ebook formats, allowing for a seamless transition between school and home
Chapter 2
Stories that reflect the real world
When Tara opened her eyes, she was in a laboratory surrounded by robots. There were robot hands, robot arms and robot legs. Oh! A robot on wheels bumped into her legs. WOAH! Tara ducked as a robot with propellers swerved around her head.
Enable learners to connect knowledge and build conceptual understanding
“Sorry!” said the boy controlling it. “You appeared right in its flight path!” A girl scooped up the robot by Tara’s feet. “That’s Ortez – he’s a robotics engineer. He designed all these machines,” she explained. “And that’s Ayesha,” smiled Ortez. “She teaches the robots how to learn from their surroundings and from their mistakes. It’s called artificial intelligence or AI.”
Humpbacks are known as “acrobats of the sea” because they leap out of the water.
The robots are probably cleverer than I am, thought Tara.
This is called breaching. Humpbacks breach to impress other whales and remove little creatures like barnacles and sea lice from their bodies.
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barnacles on a humpback whale’s tail 87232_P001_048.indd 4
sea lice
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Fact Each humpback has different white, grey and black patterns under its tail. 7
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The Teacher’s Guide provides information on how to make the most of the collections in your PYP classroom. It includes tips and suggestions on how to identify the right book for each student, ideas for pre-reading activities to spark curiosity through inquiry-led approaches, as well as recommendations for follow up and assessment.
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25/10/22 9:22 PM
Big Cat for IB PYP
We have curated six reading collections* categorised by reading level and PYP transdisciplinary theme to allow for maximum flexibility in the classroom.
Collection 1 – Transdisciplinary Theme: Who we are
Collection 2 – Transdisciplinary Theme: Where we are in place and time
(30 books) 978-0-00-863994-5 ebook Collection: 978-0-00-885089-0
(30 books) 978-0-00-862607-5 ebook Collection: 978-0-00-885090-6 Fiction/ Fiction/ Non-fiction Non-fiction
TransTransReading Reading Collection Title disciplinary disciplinary Level Collection Title Level Theme Theme
The Pied Piper ofof Hamelin The Pied Piper Hamelin
Band 0 /0Lilac Band / Lilac
Fiction Fiction
I Can Help I Can Help
Band 1A1A / Pink A A Non-fiction Band / Pink Non-fiction
The Guinea Pigs The Guinea Pigs
Band 1A1A / Pink AA Band / Pink
Bones Bones
Band 2B2B / Red B B Non-fiction Band / Red Non-fiction
What dodo you like? What you like?
Band 2B2B / Red B B Non-fiction Band / Red Non-fiction
The Mermaid and the Octopus The Mermaid and the Octopus
Band 4 /4Blue Band / Blue
Crunch and Munch Crunch and Munch
Band 5 /5Green Band / Green Non-fiction Non-fiction
The King ofof the Forest The King the Forest
Band 5 /5Green Band / Green
Olympic Heroes Olympic Heroes
Band 5 /5Green Band / Green Non-fiction Non-fiction
Dolphin King Dolphin King
Band 4 Blue / / Band 4 Blue Band 1212 Copper Band Copper
The Camel Fair The Camel Fair
Band 1010 / White Band / White Non-fiction Non-fiction
The Great Chapatti Chase The Great Chapatti Chase
Band 1010 / White Band / White
Your Senses Your Senses
Band 1010 / White Band / White Non-fiction Non-fiction
Why dodo wewe dream? Why dream?
Band 10+ / White Band 10+ / White Non-fiction Non-fiction Plus Plus
The House in in the Forest The House the Forest
Band 1212 / Copper Band / Copper Non-fiction Non-fiction
True Life Survival True Life Survival
Band 1212 / Copper Band / Copper Non-fiction Non-fiction
Early Readers Early Readers
Fiction Fiction
Fiction Fiction
Fiction Fiction
Fiction Fiction
Intermediate Readers Intermediate Readers
Fiction Fiction
Band Band
Fiction/ Fiction/ Non-fiction Non-fiction
The Beach The Beach
Band 2A2A / Red AA Band / Red
Fiction Fiction
Up, UpUp and Away Up, and Away
Band 2A2A / Red A A Non-fiction Band / Red Non-fiction
Around the World Around the World
Band 3 /3Yellow Band / Yellow
Top Secret Top Secret
Fiction Fiction
Band 3 Yellow / / Band 3 Yellow Fiction Fiction Band 1616 / Sapphire Band / Sapphire
Top Dinosaurs Top Dinosaurs
Band 4 /4Blue Band / Blue
The Case ofof the Piltdown Man The Case the Piltdown Man
Band 5 /5Green Band / Green Non-fiction Non-fiction
The Titanic The Titanic
Band 6 /6Orange Band / Orange Non-fiction Non-fiction
Castles Castles
Band 7 /7Turquoise Band / TurquoiseNon-fiction Non-fiction
Landmarks ofof the World Landmarks the World
Band 7 /7Turquoise Band / TurquoiseNon-fiction Non-fiction
Winkie’s War Winkie’s War
Band 5 Green / / Band 5 Green Fiction Fiction Band 1616 Sapphire Band Sapphire
Were they real? Were they real?
Band 8 /8Purple Band / Purple Non-fiction Non-fiction
Animal Ancestors Animal Ancestors
Band 9 /9Gold Band / Gold
Non-fiction Non-fiction
The Boy with Wings The Boy with Wings
Band 9 /9Gold Band / Gold
Fiction Fiction
Great Explorers Great Explorers
Band 9 /9Gold Band / Gold
Non-fiction Non-fiction
Fossils Fossils
Band 1010 / White Band / White Non-fiction Non-fiction
Non-fiction Non-fiction
Where onon Earth? Where Earth?
Band 11 11 / Lime Band / Lime Non-fiction Non-fiction
The Dungeon ofof Despair The Dungeon Despair
Band 11+11+ / Lime Band / Lime Plus Plus
Fiction Fiction
The House ofof the Nine Doors The House the Nine Doors
Band 1212 / Copper Band / Copper
Fiction Fiction
Spotlight onon Brazil Spotlight Brazil
Band 1313 / Topaz Band / Topaz Non-fiction Non-fiction
What happened toto the Dinosaurs? What happened the Dinosaurs?
Band 1313 / Topaz Band / Topaz Non-fiction Non-fiction
Evolution Evolution
Band 1414 / Ruby Band / Ruby Non-fiction Non-fiction
Band 1313 / Topaz Band / Topaz Non-fiction Non-fiction
The Goose Girl The Goose Girl
Band 1313 / Topaz Band / Topaz
Fiction Fiction
Tiger Dead! Tiger Dead! Tiger Dead! Tiger Dead!
Band 1313 / Topaz Band / Topaz
Fiction Fiction
Being Cool Being Cool
Band 1010 White / / Band White Band 1717 Diamond Band Diamond
Fiction Fiction
The Games Player ofof Zob The Games Player Zob
Band 1515 / Emerald Band / Emerald Fiction Fiction
The Masai: Tribe ofof Warriors The Masai: Tribe Warriors
Band 1515 / Emerald Band / EmeraldNon-fiction Non-fiction
The Journey ofof Odysseus The Journey Odysseus
Band 1515 / Emerald Band / Emerald Fiction Fiction
The Stubborn Prince The Stubborn Prince
Band 1515 / Emerald Band / Emerald Fiction Fiction
The Legend ofof Blackbeard The Legend Blackbeard
Band 1515 / Emerald Band / Emerald Fiction Fiction
Two Animal Tales from Africa Two Animal Tales from Africa
Band 1515 / Emerald Band / Emerald Fiction Fiction
Great Greek Myths Great Greek Myths
Band 1616 / Sapphire Band / Sapphire Fiction Fiction
Your Brain Your Brain
Band 1515 / Emerald Band / EmeraldNon-fiction Non-fiction
Pudding Lane Pudding Lane
Band 1616 / Sapphire Band / Sapphire Fiction Fiction
Count Your Blessings Count Your Blessings
Band 1717 / Diamond Band / Diamond Fiction Fiction
Creatures from the Past Creatures from the Past
Band 1717 / Diamond Band / DiamondNon-fiction Non-fiction
Fake News: dodo you know what toto Fake News: you know what believe? believe?
Band 1717 / Diamond Band / DiamondNon-fiction Non-fiction
Golden Age ofof Baghdad Golden Age Baghdad
Band 1717 / Diamond Band / DiamondNon-fiction Non-fiction
Walter Tull: Footballer, Soldier, Hero Walter Tull: Footballer, Soldier, Hero
Band 1717 / Diamond Band / DiamondNon-fiction Non-fiction
The Kingdom ofof Benin The Kingdom Benin
Band 1717 / Diamond Band / DiamondNon-fiction Non-fiction
Advanced Readers Advanced Readers
Breath Breath
Becoming anan Olympic Gymnast Becoming Olympic Gymnast
Band 1818 / Pearl Band / Pearl Non-fiction Non-fiction
The Story ofof Us: Becoming Human The Story Us: Becoming Human
Band 1818 / Pearl Band / Pearl Non-fiction Non-fiction
Wolf Girl Wolf Girl
Band 1818 / Pearl Band / Pearl
The Tear Jar The Tear Jar
Band 1818 / Pearl Band / Pearl
Fiction Fiction
TransTransRead Re disciplinary disciplinary Lev L Theme Theme
How we we express express ourselves ourselves How
Band Band
Where we we are are in in place place and and time time Where
Intermediate Readers Intermediate Readers Advanced Readers Advanced Readers
Who we we are are Who
Early Readers Early Readers
TransTransReading Reading Collection Title disciplinary disciplinary Level Collection Title Level Theme Theme
Fiction Fiction
*Collections can be bought in packs or titles can be purchased separately. Speak to your regional representative for further information.
5
Big Cat for IB PYP Fiction/ Fiction/ Non-fiction Non-fiction
Collection 3 – Transdisciplinary Theme: How we express ourselves
Collection 4 – Transdisciplinary Theme: How the world works
(30 books) 978-0-00-862608-2 ebook Collection: 978-0-00-885091-3
(30 books) 978-0-00-862609-9 ebook Collection: 978-0-00-885092-0
TransTransReading Reading disciplinary disciplinary Collection Collection Title Title LevelLevel Theme Theme
BandBand
Fiction/ Fiction/ Non-fiction Non-fiction
TransTransReading Reading disciplinary disciplinary Collection Collection Title Title LevelLevel Theme Theme
BandBand
Fiction/ Fiction/ Non-fiction Non-fiction
Robot TheThe Robot
Band / Pink Fiction Band 1B / 1B Pink B B Fiction
ed ANon-fiction Non-fiction
Goldilocks Three Bears Goldilocks andand the the Three Bears
Band 0 / Lilac Band 0 / Lilac
Fiction Fiction
Wheels Wheels
Band / Pink Non-fiction Band 1B / 1B Pink B BNon-fiction
low Fiction Fiction
is Me! ThisThis is Me!
Band 0 / Lilac Non-fiction Non-fiction Band 0 / Lilac
A Day A Day OutOut
Band / Red Fiction Band 2A /2A Red A A Fiction
ow / Fiction phireFiction re
Dinosaur Rock Dinosaur Rock
Band / Pink Fiction Band 1A / 1A Pink A A Fiction
Where is the wind? Where is the wind?
Band / Red Fiction Band 2B / 2B Red B B Fiction
uoise e Non-fiction Non-fiction
en / Fiction Fiction phire e
old
Fiction Fiction
old Non-fiction Non-fiction
hiteNon-fiction Non-fiction
me Non-fiction Non-fiction
ime
Fiction Fiction
pper r Fiction Fiction
pazNon-fiction Non-fiction
pazNon-fiction Non-fiction
ubyNon-fiction Non-fiction
erald d Fiction Fiction
Intermediate Readers
old Non-fiction Non-fiction
How we express ourselves How we express ourselves
rpleNon-fiction Non-fiction
erald d Fiction Fiction
TheThe NewNew KiteKite
Band 3 / Yellow Band 3 / Yellow
Artthe in the Woods Art in Woods
Band / Red Non-fiction Band 2B / 2B Red B BNon-fiction
What’s underground? What’s underground?
Band 4 / Blue Non-fiction Non-fiction Band 4 / Blue
Dance to the Beat Dance to the Beat
Band 3 / YellowNon-fiction Non-fiction Band 3 / Yellow
A Day in the ofAstronaut an Astronaut A Day in the LifeLife of an
Band 5 / Green Non-fiction Non-fiction Band 5 / Green
Super Sculptures Super Sculptures
Band 5 / Green Non-fiction Non-fiction Band 5 / Green
Fantastic World OurOur Fantastic World
Band 5 / Green Non-fiction Non-fiction Band 5 / Green
to Make Pop-Up Cards HowHow to Make Pop-Up Cards
Band 6 / OrangeNon-fiction Non-fiction Band 6 / Orange
Toad: FrogFrog andand Toad: TheThe KiteKite
Band 5 / Green Band 5 / Green
Hector Cello Hector andand the the Cello
Band 8 / Purple Fiction Band 8 / Purple Fiction
From to Book From TreeTree to Book
to Draw Cartoons HowHow to Draw Cartoons
Non-fiction Band 8 / PurpleNon-fiction Band 8 / Purple
Binns: Problem-solving Plumber DaniDani Binns: Problem-solving Plumber
Band 9 / Gold Band 9 / Gold
Inside Puppet Theatre Inside the the Puppet Theatre
Band 8 / PurpleNon-fiction Non-fiction Band 8 / Purple
does it work? HowHow does it work?
Band 9 / Gold Non-fiction Non-fiction Band 9 / Gold
Shinoy Chaos Crew: What Shinoy andand the the Chaos Crew: What is is time? time?
Band 10 / WhiteNon-fiction Non-fiction Band 10 / White
Twinkle, Twinkle, Firefly Twinkle, Twinkle, Firefly
Band 8 / Purple Fiction Fiction Band 8 / Purple
I Never Know Poems Start I Never Know HowHow Poems Start
Band 10 / White Fiction Fiction Band 10 / White
Tiger’s Tiger’s TaleTale
Band 10 / White Fiction Fiction Band 10 / White Band Band 10+ /10+ / White White PlusPlus
Non-fiction Non-fiction
Porridge Pincher TheThe Porridge Pincher
Band 11 / Lime Band 11 / Lime
Fiction Fiction
We See a Cloud We See a Cloud
Band 11 / Lime Non-fiction Non-fiction Band 11 / Lime
Imagine a Garden Imagine a Garden
Intermediate Readers
uoise e Non-fiction Non-fiction
Band / Pink Fiction Band 1B / 1B Pink B B Fiction
Intermediate Readers
enge Non-fiction Non-fiction
Colour Bears Colour Bears
How the world works How the world works
eenNon-fiction Non-fiction
Intermediate Readers
ue Non-fiction Non-fiction
Early Readers
Fiction Fiction
Early Readers
Band 0 / Lilac Band 0 / Lilac
Early Readers
Pussycat TheThe OwlOwl andand the the Pussycat
Early Readers
ed A Fiction Fiction
Exploring Cyberspace Exploring Cyberspace
Fiction Fiction
Fiction Fiction
Band 7 / Turquoise Band 7 / Turquoise Non-fiction Non-fiction
Band Band 10+ /10+ / White White PlusPlus
Fiction Fiction
Fiction Fiction
Another Another WayWay OutOut
Band / Lime Fiction Band 11+ /11+ Lime PlusPlusFiction
Treasures of the Volcano Treasures of the Volcano
Band / Lime Fiction Band 11+ /11+ Lime PlusPlusFiction
Marco’s Space Journey MaeMae andand Marco’s Space Journey
Band 12 / Copper Fiction Fiction Band 12 / Copper
Tsunamis Tsunamis
Band 12 / CopperNon-fiction Non-fiction Band 12 / Copper
Climbing Climbing HighHigh
Band 13 / TopazNon-fiction Non-fiction Band 13 / Topaz
Nobody Likes AndAnd NowNow Nobody Likes Me Me
Band / Lime Fiction Band 11+ /11+ Lime PlusPlusFiction
Ravens’ TheThe Ravens’ CallCall
Band / Lime Fiction Band 11+ /11+ Lime PlusPlusFiction
Wind Power Wind Power
Band 13 / TopazNon-fiction Band 13 / Topaz Non-fiction
Storyteller of Ketu TheThe Storyteller of Ketu
Band / Lime Band 11+ /11+ Lime PlusPlusFiction Fiction
Black Holes Black Holes
Non-fiction Band 14 / Ruby Non-fiction Band 14 / Ruby
Moon Base Moon Base BetaBeta
Band 14 / Ruby Band 14 / Ruby
Fiction Fiction Fiction Fiction
Aladdin Genies Aladdin andand the the Genies
Band 14 / Ruby Band 14 / Ruby
Fiction Fiction
Binns: Roving Robotics Genius TaraTara Binns: Roving Robotics Genius
Band 14 / Ruby Band 14 / Ruby
mond d Non-fiction Non-fiction
Hooked! Hooked!
Band 14 / Ruby Band 14 / Ruby
Fiction Fiction
What’s up with time? What’s up with time?
Band 14 / Ruby Non-fiction Non-fiction Band 14 / Ruby
Band 14 / Ruby Band 14 / Ruby
Fiction Fiction
mond d Non-fiction Non-fiction
earlNon-fiction Non-fiction
earl Fiction Fiction
Advanced Readers
mond d Non-fiction Non-fiction
Signalman: Ghost Stories TheThe Signalman: TwoTwo Ghost Stories Treasure Treasure BoxBox
Death Zone: Extreme Exploration Death Zone: Extreme Exploration
Band 16 / Sapphire Non-fiction Band 16 / Sapphire Non-fiction
Binns: Futuristic Physicist TaraTara Binns: Futuristic Physicist
Band 16 / Sapphire Fiction Fiction Band 16 / Sapphire
Traveller’s Guide to the Solar TheThe Traveller’s Guide to the Solar System System
Band 16 / Sapphire Non-fiction Band 16 / Sapphire Non-fiction Band 17 / Diamond Non-fiction Band 17 / Diamond Non-fiction
What Looking What AreAre YouYou Looking At? At?
Band 15 / Emerald Non-fiction Band 15 / Emerald Non-fiction
Big Feelings Big Feelings
Band 16 / Sapphire Non-fiction Band 16 / Sapphire Non-fiction
Light Light
Gardens TheThe LostLost Gardens
Band 17 / Diamond Fiction Fiction Band 17 / Diamond
Copernicus, Galileo Newton Copernicus, Galileo andand Newton
Band 18 / Pearl Band 18 / Pearl
Non-fiction Non-fiction Band 17 / Diamond Band 17 / Diamond
Mysterious World TheThe Mysterious World of of Microorganisms Microorganisms
Non-fiction Band 18 / Pearl Non-fiction Band 18 / Pearl
Write to Feel Right Write to Feel Right
6
Band 15 / Emerald Fiction Fiction Band 15 / Emerald
Advanced Readers
phireFiction re Fiction
Advanced Readers
Non-fiction Band 13 / TopazNon-fiction Band 13 / Topaz
Advanced Readers
Awesome I AmI Am Awesome
phireFiction re Fiction
Fiction Fiction
T disc T
Collection 6 – Transdisciplinary Theme: Sharing the planet
(30 books) 978-0-00-862610-5 ebook Collection: 978-0-00-885093-7
(30 books) 978-0-00-862611-2 ebook Collection: 978-0-00-885094-4
ion/ n/ ction ion
TransTransReading disciplinary Reading Collection Collection Title disciplinary Title Level Level Theme Theme
ion on
Band Band
Fiction/ Fiction/ Non-fiction Non-fiction
What am What am I?I?
Band / Lilac Band 00 / Lilac
Non-fiction Non-fiction
fiction tion
The Picnic The Picnic
Band / Pink Band 1A1A / Pink AA
Fiction Fiction
ion on
Weather Report Weather Report
ion on
ion on
TransTransReading disciplinary Reading Collection Collection Title disciplinary Title Level Level Theme Theme
Big Cat for IB PYP
Collection 5 – Transdisciplinary Theme: How we organize ourselves
Band Band
Fiction/ Fiction/ Non-fiction Non-fiction
Bad Bat Bad Bat
Band / Red Band 2B2B / Red BB
Fiction Fiction
Band / Red Non-fiction Band 2A2A / Red A A Non-fiction
What’s for breakfast? What’s for breakfast?
Band / Red Band 2B2B / Red BB
Fiction Fiction
Month AllAll inin aa Month
Band / Red Non-fiction Band 2B2B / Red B B Non-fiction
The Baby Turtle The Baby Turtle
Band / Yellow Band 3 /3Yellow
Non-fiction Non-fiction
Let’s Go Shopping Let’s Go Shopping
Band / Red Non-fiction Band 2B2B / Red B B Non-fiction
The Little Egg The Little Egg
Band / Yellow Band 3 /3Yellow
Fiction Fiction
Time for School Time for School
Band / Yellow Band 3 /3Yellow
Fiction Fiction
Arctic Life Arctic Life
Band / Blue Band 44 / Blue
Non-fiction Non-fiction
Where my school? Where isis my school?
Band / Yellow Band 3 /3Yellow
Non-fiction Non-fiction
Rainforest Tree InIn aa Rainforest Tree
Band / Blue Band 44 / Blue
Non-fiction Non-fiction
fiction tion
Marathon Marathon
Band / Orange Non-fiction Non-fiction Band 66 / Orange
Too Hot Stop! Too Hot toto Stop!
Band / Green Band 5 /5Green
Fiction Fiction
ion on
The Big, Bad City The Big, Bad City
Band / Turquoise Non-fiction Non-fiction Band 7 /7Turquoise
Africa’s Big Three Africa’s Big Three
Band / Turquoise Non-fiction Non-fiction Band 7 /7Turquoise
fiction tion
Visit the Farm AA Visit toto the Farm
Band / Turquoise Band 7 /7Turquoise
Fiction Fiction
The Journey Humpback Whales The Journey ofof Humpback Whales
Band / Turquoise Non-fiction Non-fiction Band 7 /7Turquoise
Band / Purple Band 88 / Purple
Fiction Fiction
Watching Whales Watching Whales
Band Gold Band 99 Gold / / Non-fiction Band Sapphire Non-fiction Band 1616 Sapphire
fiction tion
ion on
ion on
ion on
ion on
fiction tion
fiction tion
The Train Under Your Feet The Train Under Your Feet
Band / Turquoise/ Band 7 /7Turquoise/ Non-fiction Band / Ruby Non-fiction Band 1414 / Ruby
Dani Binns: Brilliant Builder Dani Binns: Brilliant Builder
Band / Purple Band 88 / Purple
Fiction Fiction
Buzz and Bingo the Fairytale Forest Buzz and Bingo inin the Fairytale Forest
Band / Gold Band 99 / Gold
Fiction Fiction
Dani Binns: Clever Chef Dani Binns: Clever Chef
Band / Gold Band 99 / Gold
Fiction Fiction
Dani Binns: Talented Train Driver Dani Binns: Talented Train Driver
Band / Gold Band 99 / Gold
Fiction Fiction
Dani Binns: Fearless Firefighter Dani Binns: Fearless Firefighter
Band / White Band 1010 / White
Fiction Fiction
Life Extremes Life inin Extremes
Band 10+ / White Band 10+ / White Non-fiction Non-fiction Plus Plus
Dani Binns: Promising Police Officer Dani Binns: Promising Police Officer
Band / Lime Band 1111 / Lime
Fiction Fiction
Intermediate Readers Intermediate Readers
fiction tion
Buzz and Bingo the Monster Maze Buzz and Bingo inin the Monster Maze
Sharing Sharing the the planet planet
ion on
How How we we organize organize ourselves ourselves
fiction tion
Intermediate Readers Intermediate Readers
fiction tion
Early Readers Early Readers
Band / Pink Non-fiction Band 1A1A / Pink A A Non-fiction
Early Readers Early Readers
Minibeasts Minibeasts
Antarctica: Land the Penguins Antarctica: Land ofof the Penguins
Band / White Non-fiction Non-fiction Band 1010 / White
The Great Pebble Puzzle The Great Pebble Puzzle
Band 10+ / White Band 10+ / White Plus Plus
Fiction Fiction
Cloud Forest Cloud Forest
Band / Lime Band 1111 / Lime
Non-fiction Non-fiction
Think Again! Think Again!
Band / Lime Band 1111 / Lime
Fiction Fiction
Migration Mysteries Migration Mysteries
Band 11+ / Lime PlusNon-fiction Non-fiction Band 11+ / Lime Plus
The Honey-Guide Bird The Honey-Guide Bird
Band / Copper Band 1212 / Copper
Living with Climate Change Living with Climate Change
Band / Copper Non-fiction Non-fiction Band 1212 / Copper
Tara Binns: Micro-mystery Solver Tara Binns: Micro-mystery Solver
Band / Copper Band 1212 / Copper
Fiction Fiction
Fiction Fiction
Band / Copper Non-fiction Non-fiction Band 1212 / Copper
Tara Binns: Deep-sea Explorer Tara Binns: Deep-sea Explorer
Band / Emerald Band 1515 / Emerald
Fiction Fiction
fiction tion
You Are Here You Are Here
Band / Copper Non-fiction Non-fiction Band 1212 / Copper
Band / Emerald The Case the Adder that Didn’t Add UpBand 1515 / Emerald The Case ofof the Adder that Didn’t Add Up
Fiction Fiction
ion on
Tara Binns: High-Flying Pilot Tara Binns: High-Flying Pilot
Band / Copper Band 1212 / Copper
ion on
The Olympic Games The Olympic Games
Band / Topaz Non-fiction Non-fiction Band 1313 / Topaz
fiction tion
The Bristol Bus Boycott: Fight for The Bristol Bus Boycott: AA Fight for Racial Justice Racial Justice
Band / Ruby Band 1414 / Ruby
Non-fiction Non-fiction
Trixie Tempest’s Diary Trixie Tempest’s Diary
Band / Sapphire Band 1616 / Sapphire
Fiction Fiction
Home from Home AA Home from Home
Band / Diamond Band 1717 / Diamond
Fiction Fiction
I Have Dream I Have aa Dream
Band / Diamond Band 1717 / Diamond
Fiction Fiction
fiction tion
Inspiring Change: Elizabeth Fry Inspiring Change: Elizabeth Fry
Band / Diamond Non-fiction Non-fiction Band 1717 / Diamond
ion on
Tara Binns: Clued-up Detective Tara Binns: Clued-up Detective
Band / Diamond Band 1717 / Diamond
Fiction Fiction
fiction tion
The Tour France The Tour dede France
Band / Pearl Band 1818 / Pearl
Non-fiction Non-fiction
ion on
fiction tion
Fiction Fiction
Advanced Readers Advanced Readers
fiction tion
Advanced Readers Advanced Readers
Air-Sea Rescue Air-Sea Rescue
fiction tion
Wonderful Wilderness Wonderful Wilderness
Band / Emerald Non-fiction Non-fiction Band 1515 / Emerald
The Golden Turtle and Other Tales The Golden Turtle and Other Tales
Band / Sapphire Band 1616 / Sapphire
The Leopard Poachers The Leopard Poachers
Band / Sapphire Non-fiction Non-fiction Band 1616 / Sapphire
The Life Cycle the Orca The Life Cycle ofof the Orca
Band / Sapphire Non-fiction Non-fiction Band 1616 / Sapphire
The Secret Garden The Secret Garden
Band / Diamond Band 1717 / Diamond
Fiction Fiction
What we run out oil? What if if we run out ofof oil?
Band / Pearl Band 1818 / Pearl
Non-fiction Non-fiction
Coral Reefs Coral Reefs
Band / Pearl Band 1818 / Pearl
Non-fiction Non-fiction
Wild Cat Wild Cat
Band / Pearl Band 1818 / Pearl
Fiction Fiction
Nature Fights Back Nature Fights Back
Band / Pearl Band 1818 / Pearl
Non-fiction Non-fiction
Fiction Fiction
Complete ebook library (180 books – from all collections) 978-0-00-885145-3
7
IB Festival of Hope
NEW
IB Festival of Hope Inspirational stories to foster hope, agency and belonging. The Festival of Hope is an on-going global IB initiative that creates spaces for young people to come together to make a real change through community and dialogue. Collins Big Cat and the Festival of Hope have collaborated to create 6 beautifully illustrated fiction books for 7–11 year olds covering themes of the festival including hope, belonging, teamwork, agency, acts of kindness and resilience. Every book is inspired by real stories of Festival of Hope participants and youth leaders. They encourage young people to talk about their ideas, exchange diverse views and get empowered to act together during a time when they are confronted with complex challenges both locally and globally.
We are proud to work with brilliant authors and illustrators from around the world. Through their experiences and voices, they bring depth to the narratives they create and build an endless world of storytelling.
Work together to turn challenges into positivity and hope
For more information about Collins Big Cat and its range of readers go to collins.co.uk/CollinsBigCat
8
Nurture curiosity and encourage thinking boldly
Create spaces to speak the truth and be heard
KwaSomneg’s
Author: Lisa Rajan Illustrator: Soumesh Choudhury
A contemporary story
Kwame’s Song
Lime
Author: Kereen Getten Illustrator: Fifa Adolgo
Band 11 A contemporary story
Theme: Belonging and expression through music Set in: Congo and New York
Theme: Hope and acts of kindness Set in: India
Band 11 / Lime 978-0-00-883284-1
Band 11 / Lime 978-0-00-883283-4
is keen
When Kwame arrives in New York as a refugee, he
that
finds comfort in a drum his father made for him.
people.
A drum that will open the door to friendship,
IB Festival of Hope
What is Hope?
Lime Band 11
belonging and the beginning of a new life.
Kereen Getten
Copper Band 12
TeȀm TurɃȘȩ
A contemporary story
Team Turtle Author: Lisa Rajan TheVélez Illustrator: Carlos
Wate r Man
Fifa Adoglo
The Water Man
Copper
Author: Zoë Clarke Illustrator: Wanjira Kinyua
Band 12
The
A contemporary story
Aguilera
THE WATER MAN
TEAM TURTLE
Theme: Teamwork and connection to nature Set in: México
Wat er Man
Theme: Conservation Set in: Kenya Band 12 / Copper 978-0-00-883287-2
Band 12 / Copper 978-0-00-883285-8
to
We are David Odera and Joy Juma – top reporter and
swer
photographer for the school newspaper. We’re always
ea
on the hunt for exciting new stories, and we think we’ve found our biggest one yet!
LisȀ ȤǽȑaȞ
Topaz
th Our a e n e
Band 13 A contemporary story
Zoë Clarke
Carȗȡȼ Vélȩɛ AȈɊilȩȸǽ
F
, where
Author: Bali Rai of Us Illustrator: Weerawan Boonweera
Topaz
Wall
Band 13 A contempo contemporary story
Theme: Agency and family traditions Set in: Thailand
of Us
WALL OF US
BENEATH OUR FAMILY TREE
B mily Tree a
Beneath Our Family Tree Wall
Wanjira Kinyua
Wall of Us Author: Emily Hibbs Illustrator: Hayeon Pfeiffer Theme: Connection through art Set in: South Korea Band 13 / Topaz 978-0-00-883288-9
Ji-ho is happiest with his sketchbook, drawing quietly on his own. Band 13 / Topaz He thinks his doodles don’t matter, until a special art project at school challenges him to think differently. Sometimes, one tiny 978-0-00-883286-5 seed of an idea can start something amazing.
ively
roots
he best
Bali Rai
Weerawan Boonweera
Emily Hibbs
Hayeon Pfeiffer
collins.co.uk/BigCatFoH
9
Diploma Programme
Extended Essay: Student Handbook Authors: Ashley Denham Busse and Michele Lackovic This practical and user-friendly handbook supports students through each stage of the Extended Essay process, with expert guidance from two experienced supervisors and coordinators. • Clear and accessible format and content to help students tackle the Extended essay with confidence • Achievable steps with tools and techniques to help students across the entire process, from choosing a topic, evaluating and interpreting their findings to writing and editing their final submission
ISBN: 978-0-00-877029-7
• ‘Now you try it’ tasks and activities support reflection, building evidence for the Reflective Statement • Key takeaways checklists summarise the learning in each chapter
Essential guidance on research and referencing skills, including how to use AI ethically and document its use
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de c r u o s y l i b i s n o p s e r h t i w e d a M . k n I d e s a b - e l b at e g ev d n a r e p a p
Examples from a range of subject areas and interdisciplinary topics
10
g n i c u d e r e r a e w w o h e e s ot n a c S . t c a p m I l a tn e m n o r i v n e r u o
Diploma Programme
Extended Essay: Supervisor and Coordinator Handbook Authors: Ashley Denham Busse and Michele Lackovic A comprehensive handbook for Extended Essay coordinators and supervisors looking to enhance practice or get accustomed to the latest guide (for first assessment in 2027). Builds understanding of the roles and responsibilities while enabling student success through practical advice, tools and examples. • Expert guidance from experienced educators on making an impact and establishing a strong Extended Essay culture
ISBN: 978-0-00-877031-0
• Short digestible chapters designed to build confidence • Student and teacher insights demonstrating the benefits of the Extended Essay in the IB Diploma Programme and beyond • Key focus on subject-specific requirements, interdisciplinary approaches and responsible AI use
Strategies and examples to help teachers nurture research skills, academic writing and reflection
Practical tools and templates to help teachers and students stay on track and tackle challenges during supervision time
11
Diploma Programme
Psychology Research Methods: An Essential Guide Author: Rachael Thornton Help students ask questions and go deeper into the why of human behaviour as they carry out their class practicals.
Equip students with skills to critically analyse and evaluate methods, interpret data and apply their understanding in the final assessment. • Essential tools and templates supporting them through the four practicals, from framing their aims and hypotheses, planning their approaches to analysing their findings
ISBN: 978-0-00-879449-1
• In-depth understanding of key methodologies, ethical considerations and psychological concepts in relation to each context and class practical • Scaffolded activities guiding students through the research process and reflection questions while encouraging them to draw conclusions from their reading and practice
5
5 Study in focus
Factor
Option 1
Option 2
Consideration
Fagot (1978): Gender-typed behaviours
Setting
Naturalistic
Controlled
Fagot (1978) conducted a structured, non-participant, naturalistic observation of 24 families with toddlers aged 20–24 months to investigate how parents reinforce gender-typed behaviours. Observations were conducted in families’ homes using a behavioural checklist of pre-defined gendered behaviours (for example, throwing a ball or playing with dolls). Each child was observed for five 60-second periods across several sessions.
Do you want to study natural behaviour, or do you want to standardise the setting, allowing for easier comparison?
Participant awareness
Overt
Covert
To what extent will participants change their behaviour if they know they are being observed? Does this affect your research aim?
Role of researcher
Participant
Non-participant
To what extent will you need to remain objective?
Findings showed parents reacted more positively when children engaged in behaviours aligned with their perceived gender norms (for example, girls showing dependence, boys being active) and more negatively when children displayed cross-gender behaviour – particularly when girls engaged in physically active play. A follow-up survey found that parents were unaware of these biases, as their self-reported attitudes did not match their observed behaviour. The study highlights how gender role enculturation begins early in development and is reinforced by parents.
Table 5.2: Factors to consider when designing an observation
Another consideration is deciding how behaviour will be recorded in an observation. There are three main techniques used by researchers: Time sampling: The researcher records behaviour at fixed time intervals (for example, every 30 seconds or 5 minutes), which can be efficient for longer observations as it captures general patterns. This can reduce observer fatigue; however, the researcher may miss behaviours between the intervals.
Reflection 1. Why was the follow-up survey with parents useful, and how does it support the use of observation in Fagot’s (1978) study?
Point sampling: Observations are made of one individual at a specific moment in time, often rotating between individuals. This allows detailed focus on individual behaviour across a group.
2. What ethical considerations does the study raise about studying human development with children? Fagot, B.I. (1978). The influence of sex of child on parental reactions to toddler children. Child development, 49(2), 459.
Event sampling: This is commonly used in structured observations in which every occurrence of a specific pre-planned behaviour is recorded during the observation period. This allows a clear focus to the data collection; however, it can require more attention by the researcher.
Designing an observation Once you have identified your research question, the next step is to design your observation. You need at least one participant for your observation. There are several decisions you need to make when designing your observation, which will influence how you collect data and how you analyse it. The initial decision needs are based on:
Compare and contrast It!: Paper 2 Question 1c Observations versus other research methods Paper 2 Section A Question 1c will ask you to compare and contrast your observation with another research method. You have already compared the use of observations with surveys (section 2.1), experiments (section 3.1) and interview (section 4.1). Use Table 5.3 to help plan your response for other research methods.
how you structure the observation the setting you choose for the observation whether the participants will be aware that they are being observed
Remember that in the exam you will need to discuss each similarity and difference in detail. For example:
your role as the researcher during the observation. Table 5.2 provides an overview of the factors you will need to consider in the design of your observation. They are explained in more detail in section 5.2. Factor
Option 1
Option 2
Consideration
Structure
Structured
Unstructured
Do you already know the behaviours you want to observe? Do you want to gather qualitative or quantitative data?
84
Observations and interviews are both qualitative methods used to understand human behaviour in natural contexts. They are often conducted in real-life settings and aim to collect rich, in-depth data. Both can be structured or unstructured, offering flexibility based on the research goal, and focus on behaviour as it naturally occurs rather than manipulating variables. However, they differ in data collection: observations record behaviour, while interviews explore participants’ thoughts and experiences. Also, interviews involve face-to-face interaction, which can introduce bias, whereas covert observations reduce reactivity but raise ethical concerns, such as the lack of informed consent.
5 Human development: Observation
05_IBDP Psychology Chapter 5.indd 84
5.1 Introduction to observations
27/04/26 11:09 AM
05_IBDP Psychology Chapter 5.indd 85
Studies in focus exemplify each method, while Key concept boxes enhance psychological literacy
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85
27/04/26 11:09 AM
Compare and contrast it! sections empower students to critically evaluate and differentiate between methods
Guidance, examples and templates to help students effectively plan their projects and prepare for the Internal Assessment
3 HL
Diploma Programme
Apply It! practice questions and model responses clarify how to analyse and evaluate research methods effectively
3 3.7 Apply it! HL focus
HL
Paper 3 Question 2 requires you to analyse the findings from Source 2 (provided in a separate Resource Booklet in the exam) and draw a clear, evidence-based conclusion. In this section, you will see a model answer to help you understand how to structure a high-quality response. Then, you will have the opportunity to practise writing your own answer using a sample Source 2. Remember to ask your teacher for feedback! The research claim is: Screen time before going to sleep can negatively affect adolescents’ academic performance. Source 2 Researchers conducted a true experiment to investigate whether screen use before bed has a negative impact on academic performance. Sixty high school students were randomly assigned to two groups: Group A used a screen for 45 minutes in bed before sleep. Group B read a book of their choice for 45 minutes before sleep. Polysomnography (a tool to measure sleep) showed that Group A had delayed sleep onset and lower sleep-quality scores.
Sample answer
Notes
The results show that students in the screen-use group (Group A) scored significantly lower on the comprehension test than those in Group B (reading group), as indicated by the difference in the descriptive statistics. The result was statistically significant (p < .00001), well below the conventional threshold of p < .05, allowing for the rejection of the null hypothesis. This suggests a real effect of screen use before sleep on next-day cognitive performance.
Accurate analysis of the inferential statistics provided.
The box and whisker plot in Figure 1 visually supports this finding, as the medians and interquartile ranges do not overlap, indicating a substantial performance gap between the two groups. Group A also showed greater variability, as seen in the wider spread of scores, which may reflect inconsistent effects of screen use on sleep quality and some variation between participants.
Effective analysis of descriptive statistics and interpretation of the graph.
The measurement of sleep by Group A showed delayed sleep onset and lower sleep quality, which have been found to affect attention, memory and performance. The findings support the claim that screen time before bed may negatively impact adolescents’ sleep and, in turn, affect academic performance.
The response ends with a clearly stated conclusion which is explicitly linked to the findings.
The next morning, participants completed a comprehension test with a score out of 10. Group A performed worse (median = 5) compared to Group B (median = 8) on the reading comprehension task. Figure 1 shows the visual of the descriptive statistics. An independent t-test was applied to test the significance (p = 0.00001 at p < 0.05).
Now you try it
Figure 1
Source 2
The research claim is: Health and well-being mobile applications can improve student well-being.
A graph comparing comprehension test performance between students who had screen time before sleep (Group A) and those who read a book (Group B)
Comprehension test (out of 10)
Screen time (Group A)
A randomised controlled trial was conducted with 80 university students identified as having low well-being scores on the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS; 14 items, score range 14–70). Participants were randomly assigned to one of two groups using a matched pair design. Pairs were formed on baseline WEMWBS score (± 2 points) before random allocation.
Reading (Group B)
10 9 8 7 6 5 4 3 2 1 0
Group A (n = 40) used a mindfulness app for 10 minutes each night for three weeks. Group B (n = 40) was placed on a waitlist and received no intervention. All participants completed the WEMWBS before and after the intervention period. Higher scores on the scale (max = 70) indicate better mental well-being. Table 1 presents descriptive statistics of post-intervention well-being scores. Table 1 Pre-sleep activity (screen time vs reading)
Group
2. Analyse the findings from Source 2 and state a conclusion linked to the claim that screen time before going to bed can negatively affect adolescents’ academic performance. (6 marks)
62
Pre-test median
Pre-test IQR
Post-test median
39
3.0
53
4.0
Group B (waitlist)
39
3.0
40
3.0
3 Learning and cognition: Experiments
03_IBDP Psychology Chapter 3.indd 62
Post-test IQR
Group A (mindfulness app)
3.7 Apply it! HL focus
27/04/26 11:10 AM
03_IBDP Psychology Chapter 3.indd 63
63
27/04/26 11:10 AM
Religion and Society Coursebook Authors: Dr Kate E. Soules, Matt MacLeod and David Tastor
Religion and Society Coursebook
Kate E. Soules, Matt MacLeod and David Tastor
This coursebook provides a conceptual framework for studying religion and a detailed introduction to the subject’s methodologies. For the IB Diploma Programme
Design Technology Coursebook
Cover not final
Through inquiry-led learning and rich exemplification, build a deep understanding of how the four concepts and eight themes of the DP course can be applied to diverse religious traditions in context.
ISBN: 978-0-00-885731-8
Authors: Aidan Hammond, Sean McGugan, Sophie Reeve-Shiel and Stewart Ross
Connect design in theory, practice and context and develop the conceptual understanding and design thinking skills students need to succeed in the course.
Register your interest in a sample, once available: collins.co.uk/IBsample
Design Technology Coursebook
Aidan Hammond, Sean McGugan, Sophie Reeve-Shiel and Stewart Ross
For the IB Diploma Programme
Cover not final
This coursebook uses global case studies to show real‑world application and includes a dedicated Internal Assessment chapter to build students’ confidence and independence.
ISBN: 978-0-00-886174-2
13
Career-related Programme
Reflective Project: Student Handbook Authors: Wilma Shen and Becky Youngman This practical and user-friendly handbook, supports students through the process of researching and producing a Reflective Project. • Clear and accessible guidance to help students tackle the Reflective Project • Tools and techniques to support students at each stage, from choosing an ethical dilemma and constructing a research question to producing a project draft and finalising their submission
ISBN: 978-0-00-877025-9
• Examples from a range of career-related studies, as well as case studies from former students showing the benefits of the project • Reflection tasks and activities support metacognition and prompt students to record thoughts in their Learning journals • Key takeaways checklists summarise the learning in each chapter
Essential guidance on research and referencing skills, including how to use AI ethically and document its use
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Techniques to help students understand how to choose an ethical dilemma and construct a research question
Breaks the process into achievable steps, giving students the understanding they need to work independently
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Authors: Gary Halcrow, Stewart Paterson, Wilma Shen and Becky Youngman A comprehensive handbook for coordinators, supervisors and teachers of Personal and Professional Skills and the Reflective Project. • Expert guidance from experienced educators on designing and implementing an effective curriculum for the CP Core through Personal and Professional Skills
ISBN: 978-0-00-877028-0
Career-related Programme
The Core in Practice: Educator’s Guide to Personal and Professional Skills
• Short digestible chapters to build confidence and help with preparation • Models the process of mapping and planning inquiries • Easy-to-implement tools, templates and examples to help teachers explore the assessment criteria, evaluate project formats and work through challenges with their students Key takeaways summarise the learning in each chapter, for easy reference
Top tips cover practicalities, from staffing and timetabling to ways of grouping students and crafting a responsive classroom culture
15
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