Secondary Humanities 2023 Catalogue

2023

Flexible digital resources To support you and your students ebooks • Supports you and your students by providing further opportunities for assessment and home learning

• Support classroom learning with individual ebooks that students can access from anywhere

• Teach flexibly with online access to resources on whiteboards, computers, tablets and smartphones, inside or outside the classroom

• Two types of individual student licences available: 1 year licence and course licence (for the duration of the course)

• Quickly access teaching resources – the corresponding section from the teacher guide is included with the lesson content

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Speak to your local rep to find out more and order findarep.collins.co.uk

Smart digital learning that delivers Support every student with a data driven approach to intervention Improve outcomes and engagement for your whole class and measure the impact – without having to change how you teach.

Find out more collinsadapt.co.uk

Available

Available for KS3 History for KS3 and and GCSE AQA British GCSE History Science

Welcome to the 2023 Humanities Catalogue Inside you’ll find information on our leading range of Secondary Humanities resources, including student guides, teacher packs, revision, and more.

Try before you buy We’ll send you evaluation copies of student resources direct to your school, free of charge. Simply complete the order form online, or ask your local representative.

View sample chapters Visit collins.co.uk to view and download chapters for free.

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Contents HISTORY NEW

NEW

RE

Key Stage 3 Knowing History

2

Key Stage 3 History

4

KS3 Black British History Pack

5

KS3 Revision & Practice

6

GCSE 9–1 Complete Revision & Practice

6

Flagship History

7

GEOGRAPHY KS3 Geographical Enquiry

9

NEW

KS3 Revision & Practice

10

NEW

GCSE 9–1 Revision & Practice

11

Fieldwork for GCSE 9–1 Geography

12

Geography Fieldwork and Skills: For AS/A-level Geography

12

Cambridge IGCSE™ Geography

13

Letts Cambridge IGCSE™ Revision

13

Cambridge IGCSE™ Environmental Management

14

Cambridge International AS & A Level Geography

14

Collins School Atlases

15

NEW

RE

NEW

RE NEW

RELIGIOUS STUDIES Key Stage 3 Knowing Religion

17

GCSE 9–1 Revision & Practice

19

Student Bibles

20

PSHE AND CITIZENSHIP Your Choice

21

Your Life

26

Citizenship Today for Edexcel GCSE

27

IGCSE™ is the registered trademark of Cambridge Assessment International Examinations.

collins.co.uk

education@harpercollins.co.uk

KS3 Knowing History

Collins Key Stage 3 Knowing History

Age 11-14

NEW

KS3

2nd edition Series editor: Robert Peal Authors: Laura Aitken-Burt and Robert Selth

5 new units of global history in each book!

Give all pupils access to a rich and ambitious knowledge-based curriculum to help them think critically and deeply about the past.

Student Books ●

Provide a coherent chronological KS3 history curriculum with 50 knowledge-rich lessons on British and world history

●

Put knowledge into context with a full timeline covering the broad geographical scope of the period studied

●

Spark pupils' curiosity, develop their understanding of the past and equip them to investigate the past as a historian

●

Easy to implement in your school with the 10 unit / 5 chapter structure and overarching enquiry question per unit

●

Ignite an interest in history through memorable and compelling narratives, rich contextual detail and extraordinary people

●

●

2

Help all students to think critically about the past by focusing on the knowledge they need and then checking their understanding Support pupils' long-term learning with knowledge organisers on key vocabulary, people, places, and dates

Free Teacher Guide ●

Teaching ideas, suggested activities and sources, quick quizzes, answers and essay ideas

●

Download for free online at collins.co.uk/knowinghistory

Key vocabulary and Key people highlight important knowledge from the chapter

KS3 Knowing History

Aid revision and consolidate learning with a knowledge organiser at the end of each chapter

Samples from Modern British and World History (1760–1900) Student Book

Help students to put events into context and take a global perspective with a collated timeline at the end of each book

Fact boxes provide insights to keep students engaged

Check your understanding sections ensure that key points in the narrative are understood

Title

ISBN

Price ebook (1 ebook (course (print book) year licence) licence)

Medieval British and World History (410–1509)

978-0-00-849204-5

£10.99

£4.49

£6.99

Early Modern British and World History (1509–1760)

978-0-00-849205-2

£10.99

£4.49

£6.99

Modern British and World History (1760–1900)

978-0-00-849206-9

£10.99

£4.49

£6.99

Twentieth Century British and World History (1900–2020) 978-0-00-849207-6

£10.99

£4.49

£6.99

collins.co.uk

education@harpercollins.co.uk

3

Key Stage 3 History

Key Stage 3 History

Age 11-14

Series Editor: Derrick Murphy Authors: Alf Wilkinson, Elizabeth Sparey, Dave Martin, Andrew Wrenn, Jo Pearson, Graham Berry, Sue Wilkinson, Mark Gosling and Peter Jackson

Captivate your pupils with exciting and flexible Key Stage 3 resources.

4

KS3

●

Grab pupils’ attention with engaging visual content that builds key historical skills and helps students to understand links between events, time periods and locations

●

Save time with flexible resources to support your teaching of a 2 or 3 year course, with built-in assessment opportunities in the student books

●

Cover each key concept in a meaningful and accessible way – use this flexible package as a series of one-off lessons or as a longer programme, supporting the development of key historical skills

Book 1: 1066–1750

978-0-00-734574-8

£15.99

Book 2: 1750–1918

978-0-00-734575-5

£15.99

Book 3: Twentieth Century

978-0-00-734576-2

£22.99

NEW

Age 11-14

KS3

Authors: Dr Simon Henderson, Teni Oladehin, Emily Folorunsho Smoothly integrate Black British history into your existing curriculum and confidently build a broad and thorough knowledge of British history. ●

Help all your KS3 students understand how the past informs the realities of modern Britain – including the successes and continued struggles that exist in race relations

●

27 engaging Black British history lessons with fully editable teaching slides, student worksheets, supportive lesson plans and exclusive video oral histories and interviews with historians

●

Increase knowledge and understanding with a detailed historical narrative for each unit

●

Build valuable historical skills for GCSE 9–1 with worked example videos and assessment tasks at the end of each unit

Lesson 1: Challenging Victorian ideas about race

Unit 4

Key question: How did Celestine Edwards and Catherine Impey challenge Victorian ideas about race?

Unit 4

Black British History KS3 Teacher Resource Pack

Black British History KS3 Teacher Resource Pack

Worksheet 1

Key question: How did Catherine Impey and Celestine Edwards challenge Victorian ideas about race?

Lesson objectives:

Lesson objectives:

•

Infer meaning from a source.

•

Infer meaning from a source.

•

Identify the key arguments made by Edward and Impey.

•

Identify the key arguments made by Edwards and Impey.

•

•

Explain how the work of Edwards and Impey challenged Victorian ideas about race.

CONNECTION

• • • •

You can read the information in sections 1.5 and 4.1 of the unit guide for extra context to support this lesson.

Display slide 2 and read the question: What can you infer from this source about the racial attitudes of Cecil Rhodes? Point out that the source was written in 1877 and therefore represents attitudes from the nineteenth century.

Students should then read the source and discuss in pairs what it suggests about Rhodes’ attitude towards race. They can note their answers on the worksheet (Task 1).

Explain to students that in the 1800s, the British Empire covered more than 36 million square kilometres and wielded colonial control over 450 million people. Ask students to discuss the links between these facts and what Rhodes says in the source. Guide students to consider the broader reality about the dominant views on race in this period – that the British state firmly believed in White supremacy.

ACTIVATION

• • •

•

Display slide 3 and ask students to answer the questions on it about Celestine Edwards and Catherine Impey on the worksheet (Tasks 2 and 3).

As they respond to the questions, ensure that students have understood the important contribution made by both Impey and Edwards, and how they used their publications to challenge the prevailing views about racial difference and White supremacy. Edwards and Impey were both strong critics of the expansion of the British Empire and the treatment of people in the empire.

Display slides 4–6. Students should read sources A to G and complete the table and the question on the worksheet about the key ideas expressed by Edwards and Impey (Task 4).

As these are Victorian publications, you may need to support students with some of the language and vocabulary. They should be able to identify the key ideas and how these differ from those of Rhodes, as expressed in the source at the start of the lesson – for example, that African people are treated badly by the British government, that ethnically minoritised people should not be treated as inferior or enslaved, and that the British Empire treated people cruelly and denied them justice.

CONSOLIDATION

• •

Display slide 7 and read the information as a class. Students should then discuss whether or not there should be statues or plaques commemorating Rhodes and Edwards and why. Should the Rhodes statue be removed? Should there be a plaque or statue to commemorate Catherine Impey? Should they all be commemorated and remembered within an understanding of the historical context?

There is a space on the worksheet (Task 5) for students to record the ideas generated during this discussion. Alternatively, students could use this space to generate a written summary of the discussion afterwards.

88 • Unit 4: Hidden faces, important stories

NEW

‘I contend that we are the finest race in the world and that the more of the world we inhabit the better it is for the human race. Just fancy those parts that are at present inhabited by the most despicable specimens of human beings what an alteration there would be if they were brought under Anglo-Saxon influence, look again at the extra employment a new country added to our ACTIVATION dominions gives. I contend that every acre added to our territory means in the future birth to some more of the English race who otherwise would not be brought into existence.’

Unit 4, Lesson 1

Celestine Edwards Cecil Rhodes, Confession of Faith, 1877 • Who was he?

.........................................................................................................................................................

• What did he do? .........................................................................................................................................................

Give students section 4.2 of the unit guide and ask them to read the information about Celestine Edwards, Catherine Impey and the campaign against racism. Then show them the video interview with Dr Caroline Bressey.

DEMONSTRATION

•

Explain how the work of Edwards and Impey challenged Victorian ideas about race.

Task 1 – Look at the extract below. What can you infer from this source about the racial attitudes of Cecil Rhodes?

© HarperCollinsPublishers Ltd. 2022

Catherine Impey

.........................................................................................................................................................

• Who was she?

• What did she do? ......................................................................................................................................................... .........................................................................................................................................................

Task 2 – Answer the questions below about Celestine Edwards.

Who was he? ....................................................................................................................................

.........................................................................................................................................................

What did he do?................................................................................................................................ .........................................................................................................................................................

Celestine Edwards Task 3 – Answer the questions below about Catherine Impey.

Who was she? ..................................................................................................................................

What did she do? .............................................................................................................................. .........................................................................................................................................................

© HarperCollinsPublishers Ltd. 2022

Collins Black British History KS3 Teacher Resource Pack

collins.co.uk

Slide 3

.........................................................................................................................................................

Unit 4: Hidden faces, important stories • 89

978-0-00-849208-3

Samples from Collins Black British History KS3 Teacher Resource Pack

£100.00

education@harpercollins.co.uk

5

KS3 History Revision & Practice

KS3 History Revision & Practice

Age 11-14

KS3

Complete Revision & Practice Unbeatable value – a revision guide and workbook in one book for only £4.99 ●

Revision Guide – clear and concise coverage of every topic

●

Workbook – topic-by-topic practice

●

Extra topic review questions and mixed practice questions are included to check understanding

●

Free online Q&A flashcards included

Revision Guide

Spine 8mm, page size 210x297mm

KS3 History

KS3 History Revision Guide

Five practice opportunities for each topic in one book for only £2.50 Clear and concise coverage of KS3 History

●

Clear and concise coverage of every topic

●

Free online Q&A flashcards included

Five practice opportunities for each topic Quick tests and topic reviews Support as you progress through KS3 and prepare for GCSE

KS3 History Revision Guide

Collins KS3 History Workbook Topic-by-topic practice builds and develops skills

KS3 History

KS3 History

Complete Revision & Practice

Workbook

Find us at collins.co.uk ISBN 978-0-00-756288-6

2 books in 1 – revision guide & workbook

978-0-00-756289-3

978-0-00-839993-1

Other books to help with your KS3 study

●

Progress tests and mixed practice questions support continuous progression through KS3 and preparation for GCSE

9 780007 562886

£7.99

Revision Guide

●

62886_Cover.indd 1

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Sample from Collins Key Stage 3 History Complete Revision & Practice

6

School Price

Collins KS3 History Revision Guide

978-0-00-756288-6

£2.50

Collins KS3 History Complete Revision & Practice

978-0-00-756289-3

£4.99

Collins KS3 History Workbook

978-0-00-839993-1

£3.60

Unbeatable value – a revision guide and workbook in one book for only £4.99

GCSE

Spine 15mm, page size 210x297mm

GCSE 9-1 History British History Topics Complete Revision & Practice

2 books in 1 – revision guide & workbook

1. Revision guide – clear and concise coverage of every topic

British History Topics

Revision guide giving clear and concise coverage of every topic Workbook with topic-by-topic exam-style practice Free ebook

2. Workbook – topic-by-topic practice

Find us at collins.co.uk

ISBN 978-0-00-816635-9

9 780008 166359

£10.99

Complete Revision & Practice

There are clear and concise revision notes for four of the most popular British History topics, plus six practice opportunities for each topic to ensure the best results. An e-book version of the revision guide is included in the purchase of every book.

GCSE 9-1

History British History Topics Complete Revision & Practice

2 books in 1 Revision guide & workbook

66359_Cover.indd 1

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Norman England

Depth studies: Norman England and Elizabethan England Thematic studies: Health and Medicine, and Crime and Punishment

• •

You must be able to: Describe the structure of Anglo-Saxon society before the Norman invasion Explain the key features of Anglo-Saxon religion, culture, language and law.

• •

• •

• • •

•

England was divided into separate kingdoms, each ruled by a king (the head of the most powerful family within the kingdom).

By the later Anglo-Saxon period the separate kingdoms had been united under the rule of one king. Kings then allowed earls to look after areas of England known as earldoms.

Earls were responsible for providing justice and ensuring law and order was maintained.

In 1042 King Edward the Confessor was king of England but he left much of the ruling of the lands to the powerful Earl of Wessex.

Thegns were given land in return (and as a reward) for their loyalty to the king. Thegns were responsible for protecting the villagers under their control and providing military assistance to the king when needed.

The Witan (king's counsel) would be called together to give advice to the king, but he did not have to listen to or act upon the advice.

• • • •

• •

Key Point English society was an amalgamation of settlers from north-west Europe (tribes from the Angles, Saxons and Jutes).

• •

• •

•

The language spoken was Old English.

This comprised a mixture of West Germanic languages.

• • • •

Kings would give powers to local officials who would listen to cases. These were known as ‘hundred’ courts.

Courts were becoming more important in deciding innocence or guilt (rather that people being punished on the say so of the king).

Entire families could be punished for the actions of one individual.

The Anglo-Saxons placed a high value on the word of a person (their solemn oath).

Trials by ordeal were used to decide whether someone was innocent or guilty. Trials by iron or water were the most common.

Everyone had a wergild. If the money could not or would not be paid then the family of the victim could pursue a blood feud.

Reliigion •

• •

•

4

During Anglo-Saxon times kings in England had converted to Christianity. The conversion began in AD597 when Pope Gregory I sent missionaries to spread Christianity.

People within England believed in one God rather than the many of the Pagan beliefs.

The Saxons stopped being superstitious and believing in charms and magic and started to listen to the Christian Church under the guidance from Rome.

Religion became an important part of people’s lives and the church held great power over them.

Anglo-Saxon farming tools

Law w •

• •

The majority of people’s lives were based around the land.

Each ceorl worked a hide of the thegns’ land (the thralls also worked but as slaves). Ceorls paid food rent to the thegn.

Some ceorls had specialised jobs such as shoemakers, bakers and merchants.

For ordinary families, men and women had specific roles but both were considered important: boys would learn farming, fishing and how to hunt. Girls would learn skills centred on the home, for example, how to cook and brew ale.

It was rare for girls to be taught how to read and write. The sons of kings or rich thegns might be taught by a private teacher.

The only schools were run by the Christian Church in monasteries.

Lang guage e

Society – Ordina ary People Most ordinary people in the kingdom were ceorls (freemen).

People who were thralls (slaves) usually came from one of three groups: – Prisoners of war – Criminals who couldn’t pay their fines – Descendants of the original British people who inhabited the island before the Saxon invasion.

In times of hardship ceorl parents sold their children into slavery.

Society was not completely rigid; ceorls could become thegns.

Revise

Kings in England recognised the authority of the Pope as the head of the Roman Catholic Church.

During the second half of the 10th Century many independent church leaders were replaced with monks from the Christian church.

This created deep divisions in England as some people did not like being told what to do by the monks who worked for the Pope.

Cultture

Society – the Ru ulers

Old English writing

Key Point For the majority of people, life was very much structured by God or the social hierarchy.

Key Words

Quick Test 1. What religion were most people in England in 1066?

2. What were the most common trials to ascertain if a person was guilty of a crime?

3. Who usually received an education in Anglo-Saxon society?

Anglo-Saxon earldom thegn Witan ceorl thrall hide wergild

An 11th century church

Anglo-Saxon Society on the Eve of Conquest : Revise

GCSE History Revision Guide

Sample from GCSE History (British) Complete Revision & Practice

School Price

GCSE 9–1 History (British) Complete Revision & Practice

7

Age 14-16

Suitable for all exam boards

GCSE 9-1 History

GCSE 9–1 History Complete Revision & Practice

GCSE 9–1 History Complete Revision & Practice

978-0-00-816635-9

£4.99

5

For OCR

For AQA

For Edexcel

Age 16+

AS/A

Authors: Derrick Murphy, Terry Morris, Kathryn Cooper

A-level History

Flagship History

Bring history to life through comprehensive coverage of A-level topics from a leading author team. ●

Raise exam results by preparing your students effectively with study aids, source-based questions and a section on study and examination skills

●

Enhance engagement and achievement using an easy-to-follow layout, with concise explanations of difficult terms and concepts in the margins

●

Teach key interpretive and analytical skills with in-depth source-work and content including maps, timelines and useful statistics

Germany 1848–1991

978-0-00-726866-5

£24.99

Britain 1815–1895 and Ireland 1798–1922

978-0-00-726868-9

£24.99

International Relations 1879–2004

978-0-00-726871-9

£24.99

United States 1917–2008 and Civil Rights 1865–1992

978-0-00-726870-2

£24.99

Russia 1855–1964

978-0-00-726867-2

£24.99

Britain 1895–1951 with Women and Suffrage 978-0-00-726872-6 1860–1930 and Ireland 1914–2007

£24.99

Britain 1945–2007

£24.99

978-0-00-726873-3

Original Editions of Flagship History are still available England 1485–1603

978-0-00-327124-9

£26.99

Britain 1783–1918

978-0-00-715078-6

£26.99

Europe 1760–1871

978-0-00-327132-4

£26.99

Europe 1870–1991

978-0-00-717377-8

£26.99

Unites States 1776–1992

978-0-00-711621-8

£26.99

collins.co.uk

I can only say good things about this Flagship History series – they really are great books.

The synoptic overview they provide at the beginning of each book is good for gaining a general grounding in the subject, and each subsequent chapter then gives greater detail. The new mind maps are a particularly useful feature – very helpful for studying!

A. Watson, awarding Germany 1848–1991 5 star Amazon review

education@harpercollins.co.uk

8

Key Stage 3 Geographical Enquiry

Key Stage 3 Geographical Enquiry

Age 11-14

KS3

Developed in association with

Authors: David Weatherly, Nicholas Sheehan, Rebecca Kitchen

Inspire a curiosity about the world with this investigative course for the 2014 curriculum.

Student Books ● Encourage progression, critical thinking and discovery through ‘How’ and ‘Why’ key

question-led enquiries ● Enquiries consist of one overarching investigative question and a series of sub-questions,

interspaced with opportunities for the students to consolidate and extend the knowledge and understanding they have acquired ● Explore some of the key processes in both physical and human geography through carefully

selected case studies that integrate high order thinking skills, GIS and fieldwork opportunities

Teacher Books ● Provide a lesson plan for each investigation in the Student Books, as well as ideas for extension

activities and suggestions on how to adapt and expand teaching for each topic ● Available to download as editable Word files

9

Student Book 1

978-0-00-741103-0

£17.99

Student Book 2

978-0-00-741116-0

£17.99

Student Book 3

978-0-00-741118-4

£17.99

Teacher’s Book 1

978-0-00-741115-3

£70.00

Teacher’s Book 2

978-0-00-741117-7

£70.00

Teacher’s Book 3

978-0-00-741119-1

£70.00

Download samples at collins.co.uk/KS3geosamples

Complete Revision & Practice

NEW

Age 11-14

KS3

NEW

Unbeatable value – a revision guide and workbook in one book for only £4.99 2 books in one: 1. Revision guide – clear and concise coverage of every topic, now with online quizzes to test recall 2. Workbook – topic-by-topic practice, now with video solutions to build confidence

Now includes interactive recall quizzes and video solutions

KS3 Geography Revision & Practice

KS3 Geography Revision & Practice

Spine 8mm, page size 210x297mm

Revision Guide KS3 Geography Revision Guide

KS3 Geography

Five practice opportunities in one book for only £2.50

Clear and concise coverage of KS3 Geography

●

Clear and concise coverage of every topic

●

Free online Q&A flashcards included

Five practice opportunities for each topic Quick tests and topic reviews Support as you progress through KS3 and prepare for GCSE

KS3 Geography

KS3 Geography

Complete Revision & Practice

Workbook

Revision Guide

978-0-00-839992-4

Other books to help with your KS3 study

9 780007 562862

£7.99

Revision Guide

Find us at collins.co.uk ISBN 978-0-00-756286-2

2 books in 1 – revision guide & workbook

978-0-00-756287-9

KS3 Geography

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Workbook ●

Topic-by-topic practice builds and develops skills

●

Progress tests and mixed practice questions support continuous progression through KS3 and preparation for GCSE

NEW

KS3 Geography Complete Revision & Practice (Jan 2023)

School Price

978-0-00-855148-3

£4.99

KS3 Geography Complete Revision & Practice

978-0-00-756287-9

£4.99

KS3 Geography Revision Guide

978-0-00-756286-2

£2.50

KS3 Geography Workbook

978-0-00-839992-4

£3.60

collins.co.uk

education@harpercollins.co.uk

10

GCSE Geography

GCSE 9–1 Geography Revision & Practice Complete Revision & Practice

NEW

NEW

For AQA

1. Revision guide – clear and concise coverage of every topic, now with interactive quizzes to test recall 2. Write-in workbook – topic-by-topic practice now with video solutions to build confidence 3. Exam-style practice paper with answers, now updated to reflect the latest exam series and examiner reports Now includes interactive recall quizzes and video solutions

NEW

A workbook and full practice paper with answers in one book for only £3.00 ● All the practice you need with topic-by-topic questions ● Put what you have practised to the test with a full exam-style practice paper with answers included

Revision Cards Unbeatable value – school price £4.00 ● Actively test students' knowledge and recall skills ● 100 revision cards with three card types: revise, memorise and test

GCSE 9–1 Geography Complete Revision & Practice

11

978-0-00-816627-4

School Price

£4.99

NEW

AQA GCSE 9–1 Geography Complete Revision & Practice

978-0-00-853500-1

£4.99

NEW

AQA GCSE 9–1 Geography Workbook

978-0-00-853505-6

£3.00

978-0-00-839931-3

£4.00 (excl. VAT)

AQA GCSE 9–1 Geography Revision Cards

GCSE

Suitable for all exam boards

Unbeatable value – a revision guide, workbook and full practice paper in one book for only £4.99

Workbook

Age 14-16

For AQA

Age 14-16

For Edexcel

GCSE

For OCR

Authors: Jack Gillett and Meg Gillett Encourage GCSE 9–1 students to think and study like geographers. ● Covers both human and physical Geography-based fieldwork enquiries, with a model study included for each ● Looks at every aspect of conducting and completing a GCSE 9–1 Geography fieldwork enquiry, including planning, collecting and presenting data, and analysing and evaluating results ● Includes simple practice exercises to test students’ basic skills and assess where more practice is required ● Examples of all of the types of exam question students may encounter in the fieldwork section of the GCSE exams, with detailed answers available online

GCSE and AS/A-level Geography Fieldwork

Fieldwork for GCSE 9–1 Geography

● A handy glossary with easy-to-understand definitions of important geographical terms

Fieldwork for GCSE Geography

978-0-00-818945-7

£16.99

Geography Fieldwork and Skills AS/A-level Geography

Age 16+

AS/A

3rd edition Author: Barnaby Lenon and Paul Cleves Foster independent thinking and real-world engagement in 16+ learners. ● Updated and revised third edition of this popular and well-established text ● Includes plenty of fieldwork report examples to inspire students ● Examines the three main stages of collecting, processing and presenting information for each investigation ● Includes valuable supportive weblinks and contacts for further study

Geography Fieldwork and Skills: AS/A-level Geography

collins.co.uk

978-0-00-759282-1

£39.99

education@harpercollins.co.uk

13 12

Cambridge IGCSE™ Geography

Cambridge IGCSE Geography

™

Cambridge International Endorsed

Age 14-16

Developed in association with

3rd edition Series Editor: John Belfield Authors: John Belfield, Jack and Meg Gillett, John Rutter and Alison Rae Encourage students to make links between global case studies and their local contexts, as well as explore the core themes such as Population and Settlement, The Natural Environment and Economic Development and the Use of Resources.

Student’s Book ●

Develop students' geographical and fieldwork skills

●

Provide examination support with opportunities for practice and selfassessment, questions, answers at different levels and accompanying comments

●

Produced in partnership with the UK Geographical Association

Teacher’s Guide ●

Deliver consistent lessons with lesson plans for every topic in the Student's Book

●

Support the process of studying with worksheets for every topic

●

Suggested two-year scheme of work, exam practice and mark scheme guidance

●

Online resources contain artwork, mapping and photographs from the Student's Book for whiteboard display

Price (Print book) ebook (course licence) Student’s Book

978-0-00-826015-6

£26.99

Teacher’s Guide

978-0-00-826016-3

£100.00

£20.00

The Student's Book is endorsed by Cambridge International to support the full syllabus for examination from 2020.

This Teacher's Guide has not been through the Cambridge International endorsement process

13

Cambridge International Endorsed

Age 14-16

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Cambridge International AS & A Level Geography

Cambridge International Endorsed

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Authors: Barnaby Lenon, Iain Palôt, Robert Morris, Rebecca Kitchen and Andy Schindler Support students in obtaining the knowledge, understanding and skills to help them succeed in their geographical studies. This resource covers all the core syllabus topics as well as the physical and human geography options.

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Atlases

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Key Stage 3 Religious Studies

Collins Key Stage 3 Knowing Religion

Age 11-14

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The British Sikh School The structure of the books is excellent, and the explanations of religious concepts and practices are concise and succinct.

17

Key Stage 3 Religious Studies

Fact boxes provide insights to keep students engaged

Concise introductions set the scene and focus students’ learning

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Key vocabulary lists for each unit help students define and remember important terms.

End-of-chapter questions in each lesson allow students to practise writing longer, evaluative answers

Aid revision and consolidate learning with a knowledge organiser at the end of each chapter

Key people boxes summarise the key figures of the religion Samples from Key Stage 3 Knowing Religion Christianity

Free teacher guides available to download at collins.co.uk/ks3knowingreligion

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Suitable for all exam boards CP Age 14-16

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GCSE 9-1 Religious Studies Complete Revision & Practice

Unbeatable value – a revision guide, workbook and full practice paper in one book for only £4.99 3 books in 1 – revision guide, workbook & practice paper Revision guide giving clear and concise coverage of every topic Workbook with topic-by-topic practice

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PSHE and Citizenship

Your Choice for KS3

Age 11–14

KS3

Authors: John Foster and Simon Foster

Address the challenges of being a teenager in the 21st century and implement the new statutory guidance for Health, Relationships and Sex Education.

Your Choice provides a full PSHE course for each year of KS3. The implementation of this flexible resource is at the school’s discretion, based on their assessment of students’ needs and the RSE policy agreed with parents.

The books are not labelled by year to give you the flexibility to make choices about what content is most appropriate and most relevant for your cohort at each stage.

The Teacher Guide provides further support and guidance.

Topics are organised into four strands to offer a coherent, progressive PSHE course for Years 7 to 9. ● Personal wellbeing and mental health – Focus on increasing self-awareness, building confidence

and learning to manage emotions. ● Relationships and sex education – Raise awareness of rights and responsibilities in relationships,

staying safe and treating others with respect. ● Physical health and wellbeing – Deal with the importance of exercise, sleep, nutrition and leading

a healthy lifestyle. ● Social education – Look outwards to the local community and beyond, introducing Citizenship

topics.

The Teach Secondary judges' panel said: User friendly in practice and highly inclusive, it’s also topical in a way that will ensure that teenagers are able to relate its content to their own development and life experiences. Overall, it’s an intensive and comprehensive resource that can be used at all stages of puberty and across different ability groups. Its use of simple language, factual approach and positive tone will enable pupils to develop confidence in learning a very important life skill.

21

● Age-appropriate information and advice addressing contemporary issues such as exploring your

sexuality, grooming and sexting ● Scenarios offering a safe space to explore situations students may face ● Practical techniques for managing time, money, emotions and health ● Activities to help students explore ideas, develop views and make informed decisions about their

own lives

PSHE and Citizenship

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The content has been trialled by a team of PSHE teachers and RSE experts.

Opportunities throughout to explore different ideas and develop views

Samples from Your Choice Student Book 2

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PSHE and Citizenship

Your Choice for KS4

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Authors: Kate Daniels and Simon Foster Implement the 2020 statutory guidance for Health, Relationships and Sex Education and teach Key Stage 4 PSHE with confidence.

Part of the award-winning Your Choice series, Your Choice for KS4 provides 42 comprehensive and flexible PSHE and RSE lessons for Year 10 and 11 students. Written by experts, the implementation of this flexible resource is at the school’s discretion, and can be adapted into any school timetable. ● Age-appropriate and fully up-to-date content – Implement the new DfE

statutory guidance with confidence. ● Easy to use extension material – Develop students’ knowledge with resources suitable for

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The Teach Secondary judges' panel said: A comprehensive book that covers units relating to modern life and RSHE modules. Simple, yet effective, it gives teachers an effective way of starting what can often be awkward conversations with pupils.

23

PSHE and Citizenship

Lessons boost pupils' understanding of social issues with age-appropriate and up-to-date content

Editable PowerPoint slides link to the lesson plans, giving teachers clear support to deliver PSHE in their own way

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24 25

PSHE and Citizenship

Your Choice for KS5

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statutory guidance for 11-16 and is in line with the PSHE Association’s Programme of Study for KS5 ● Includes new topics and challenges that have been developed with

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structure that can be slotted into any timeframe ● Equips non-specialist teachers and form tutors with detailed guidance and background resources

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Collins Your Choice resources for KS3 and KS4 ● Access, adapt and print all files in an

editable format with the download on collins.co.uk

9.4

Discrimination and stereotyping focus – Ali’s story

Learning objectives:

Resources:

• • •

To understand what it is like to live in the UK as a second-generation Arab migrant To challenge stereotypes and assumptions To consider how racism affects our identities

• • •

PowerPoint 9.4 Worksheets 9.4a, 9.5b Videos 9.4.1 (4.30 mins), 9.4.2 (5.30 mins)

Key vocabulary: racism, discrimination, stereotypes, multilingualism, dehumanise, othering

Teacher resources for information and inspiration:

• • •

Ali’s poetry on YouTube: ‘World Poetry Day 2021 with Manchester City of Literature and Manchester Poetry Library’, ‘The Stories We Thread’ (at 7.15) and ‘Resistance is my mother tongue’ by Young Identity (at 5.22) ‘Mother Tongue, Other Tongue’ – multilingual poetry competition that celebrates cultural diversity and the many languages spoken in schools, colleges and in the UK Stephen Spender Prize – competition for poetry translation into English, with categories and resources for under-18s

Kickstart | 5 mins

Suggestions to boost teacher knowledge and confidence

•

Show Slide 1. Introduce the lesson by outlining that students are going to meet someone who is challenging stereotypes (do not say how.) Go to the ‘World Poetry Day film 2021’ on the Manchester City of Literature website or on YouTube. Play Ali’s poem, ‘The Stories We Thread’ (7.15–9.40) to the end.

Don’t tell students anything about Ali at this stage.

Activate | 20 mins

• • • •

Show Slide 2, which introduces Ali as a British Arab poet engaged with multilingualism as a means to counter racism.

Watch Video 9.4.1 in which Ali explains why he chose ‘The Stories We Thread’ to introduce conversations on racism, particularly the negative stereotyping of Arabs in the British media, and its effects. At the end he asks a question, which is addressed in the worksheet activity below. (Explain, if necessary, that the word ‘Mullah’ in the poem means a Muslim scholar, teacher or religious leader.)

Hand out copies of Worksheet 9.4a. Go through this with students and then allow them time to complete it independently. Discuss what emerged, particularly with regard to stereotypes.

Go to Slides 3, 4 and 5 to show some facts for Worksheet 9.4a to dispel stereotypes. (See slide notes.)

Ask: ‘How can our lack of knowledge be damaging?’ (Ali suggests in his video that the lack of Arab stories in Britain dehumanises this group, allowing violence against them (through wars) to repeat.)

Wrap it up | 5 mins

• •

Revisit everything students have learned today. Ask them what they can take out of this. Ali recommends embracing your own culture – look for films, things written by people with names like yours. For others, to go and read or absorb something from somewhere you haven’t learned about before.

Remind students that any form of racism is a hate crime, and illegal. Flag who they can talk to in college/school, then go to show Slide 6 and signpost where they can go to get help and support online regarding any form of racism and discrimination.

Extending | 20 mins

• •

Show Video 9.4.2 in which Ali talks about how racism and othering personally impacted him, and how he overcame it. Ali asks how much more he, and others, could succeed in life if they were not having to navigate racism. Ask the class how this affects us individually. ‘How has being othered affected Ali? If we have the privilege of not being othered, what part can we play?’

Worksheet 9.4b is a ‘takeaway’ worksheet, which includes the transcript of Ali’s poem ‘In the House of Colonialism’, referenced in Video 9.4.2 (explain to students that […] indicates that some of the text has been missed out). It includes Ali’s explanation of the poem, which is presented as his own personal journey to resist the impact of racism. Students can watch the poem by searching for ‘Resistance is my mother tongue’ by Young Identity on YouTube. Ali reads the poem between 5.38 and 9.17 minutes.

© HarperCollinsPublishers Ltd 2022

23

122

Unit 9 Living in society, Lesson 4

Here are some facts to help you fill in some of the gaps on your table.

This is by no means exhaustive, and the information here is to illustrate the great variety of Arab culture.

Specially commissioned videos address sensitive and high-priority topics such as mental health, discrimination, sexual pleasure and consent

Language: There are 350 million native speakers of Arabic, and the dialects vary everywhere – a Moroccan and a Yemeni might have difficulty understanding each other unless they switch to formal Arabic.

Food: This is so varied that even the staple fruit, the date, comes in countless varieties!

Music: Classic singers like Um Kulthum (Egypt) and Fairuz (Lebanon) are loved around the Arabic-speaking world. Egypt’s Mahraganat genre, comparable to Grime, went global when it was recently featured in the TV series Moon Knight in 2021.

PSHE and Citizenship

Stereotypes and realities (1 of 3)

Unit 9, Lesson 4 • Slide 3

© Collins 2022

Teaching PowerPoints provide clear information, guidance and scenarios to explore

Worksheet 2.2a Case studies: applying through UCAS Read the three case studies below and then consider the questions that follow.

Case study 1 Beth: ‘It’s OK to change your mind.’

My name’s Beth. I decided to take a year out before going to university, which was a great idea. I worked as a teaching assistant at a local school, and managed to save up a good amount of money.

‘I then went to Exeter to study law, but after two terms decided it wasn’t for me.

As a result, I’m taking a gap year.’

The point I’m making is that it’s absolutely fine to change your mind. Make sure that you are doing something that you love, and listen to your gut if you’ve made a mistake and need to change your mind.

Worksheet 9.4a What are the stories we thread about Arab people?

Case study 2 Arvind: ‘A placement was one of my priorities.’

To get us thinking about the question above, fill in the table below with things you associate with British and Arab cultures. The first has been done for you. Try to include all the associations and facts you can think of. For example, for ‘Language’, we’ve included languages spoken in Britain that aren’t always thought about.

Hi I’m Arvind. I chose to do a degree at a Russell Group university – one of the top twenty universities in the country, which will look good on my CV. As I’m doing a management degree, it was really important for me to choose a degree that had a placement year where you work with a local business.

I’m really looking forward to this, as it means a year out from academic study before doing my final year. It also means that I will gain lots of practical skills that I can put on my CV.’

Case study 3 Louis: ‘I chose not to go to university in the end.’

My name’s Louis. I applied to go to university through UCAS, but at the same time I applied to do a degree apprenticeship here in Manchester.

When it came to the end of the process, I felt like I was in a strong position, as I had been accepted into my top choice of university. But I had also gone through a selection for a degree apprenticeship with my company, which was like an extended job interview, including a computer test.

At the end of things, I decided on the degree apprenticeship. You earn as you learn for three years, and there are no tuition fees. But I would still apply to UCAS again – it strengthened my position by having different options available.

•

What key point does each student make?

Fill in as much of the table as you can, with as many ideas as possible. Don’t filter your thoughts. We’re here to challenge our internalised stereotypes, so be honest and don’t worry if some things you write are stereotypical. It’s OK to recognise that you might think stereotypically – this is a learning process!

Prompt

British culture

Arab culture

Languages

English, Welsh, Punjabi

Arabic

Food

Fish and chips, curry

Music Film Literature Religion History Ethnic groups

•

Which student would you most closely identify with?

•

What is important to you after leaving school/college?

•

Make a list of the options open to you. Include university as one of them.

Countries Politics

1. What surprised you about filling in this table?

Further information on apprenticeships is provided in Lesson 2.3 and taking a gap year in Lesson 2.5 © HarperCollinsPublishers Ltd 2022

17

Unit 2 Planning your future, Lesson 2

2. How might lack of knowledge about another culture be harmful?

3. Replace ‘Arab’ with a cultural group of your choice. How much more can you say about them? List your thoughts for each prompt on the reverse of this sheet.

© HarperCollinsPublishers Ltd 2022

NEW

Your Choice – Complete PSHE Programme for KS5

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Unit 9 Living in society, Lesson 4

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24 27

PSHE and Citizenship

Your Life

Age 11+

KS3

GCSE

4th edition Series Editor: John Foster Authors: John Foster, Simon Foster and Kim Richardson

An engaging and accessible introduction to the issues, rights, responsibilities, money and more that affect young people today. ●

A clear and comprehensive programme at Key Stages 3 and 4 that covers the revised Programmes of Study

●

Teach important life-skills as a non-specialist with easily adaptable lesson plans, practical guidance and photocopiable assessment sheets from the Co-ordinator’s File

●

Engage your students with real-life issues, using thought-provoking activities and real world examples, now including Economic Wellbeing and Financial Capability

●

Teach Years 10 and 11 with student books and a KS4 Co-ordinator’s File, providing more flexible and time-saving resources to aid the combined coverage of PSHE and Citizenship topics

Your Life KS3 Student Book 1, 4th edition

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Your Life KS4

27

Citizenship Today for Edexcel GCSE 9–1

For Edexcel

GCSE

4th edition Authors: Jenny Wales and Victoria Marsden

PSHE and Citizenship

CP Age 14-16

Designed to motivate students to become active and engaged citizens and to help prepare them for examination success.

Student Book ● Compact, economical course offers a practical and focused way

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engaging approach and layout

Teacher’s File

The Student Book is endorsed by Edexcel.

● Save time on planning with a full two-year scheme of work

The Teacher's File has not been through the Edexcel endorsement process

● Detailed guidance and practical resources to assist non-specialist

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Word files on the CD-ROM

Student's Book

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Teacher's File

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29 28

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SOUTH COAST Gary Reynolds Brighton & Hove, East Sussex, Isles of Scilly, West Sussex 07557 188 202 Claire Atkinson Bournemouth, Cornwall, Devon, Dorset, Hampshire, Isle of Wight, North Somerset, Poole, Plymouth, Portsmouth, Southampton, Somerset, Torbay 01484 668 121

SCOTLAND Claire McAuley Aberdeen City, Aberdeenshire, Angus, Clackmannanshire, Dundee City, East Lothian, Edinburgh, Falkirk, Fife, Midlothian, Moray, Perth & Kinross, Scottish Borders, Stirling, West Lothian 07557 188 154 Christine Stein Argyll & Bute, Dumfries & Galloway, East Ayrshire, Eilean Siar, East Dunbartonshire, East Renfrewshire, Glasgow, Highland, Inverclyde, North Ayrshire, North Lanarkshire, Orkney Islands, Renfrewshire, Shetland Islands, South Ayrshire, South Lanarkshire, West Dunbartonshire 07825 116 401

NORTHERN IRELAND Claire Atkinson Belfast, North Eastern, South Eastern, Southern, Western 01484 668 121

WALES Claire Atkinson Blaenau Gwent, Bridgend, Caerphilly, Cardiff, Carmarthenshire, Ceredigion, Conwy, Denbighshire, Flintshire, Gwynedd, Isle of Anglesey, Merthyr Tydfil, Monmouthshire, Neath Port Talbot, Newport, Pembrokeshire, Powys, Rhondda Cynon Taf, Swansea, Torfaen, Vale of Glamorgan Wrexham 01484 668 121

Natasha Prosser Bracknell Forest, City of London, Ealing, Hammersmith & Fulham, Kensington & Chelsea, Kingston upon Thames, Reading, Richmond upon Thames, Slough, Surrey, Wandsworth, West Berkshire, Westminster, Windsor & Maidenhead, Wokingham 07557 188 079

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