Cambridge CIE

Cambridge International Examinations 2014Resources for schools and colleges

education.cambridge.org/cie

Welcome to our new Cambridge International Examinations catalogue for 2014! We are very excited about a new suite of resources for the Cambridge Primary programme, supporting Stages 1-6 and for the Cambridge Primary English as a Second Language curriculum framework developed by Cambridge English Language Assessment.

� is catalogue is also packed full of new and market leading resources for Cambridge Checkpoint, Cambridge O Level, Cambridge IGCSE® and Cambridge International AS and A Level and with the new Cambridge Primary suite, this will complete the learners’ journey with materials from Primary to Pre-University.

Happy reading !

Become a Cambridge reviewer. Submit a review against our individual product pages or alternatively visit education.cambridge.org/review

Cambridge resources for Cambridge qualifi cationsCambridge International Examinations is the world’s largest provider of programmes and qualifi cations for 5-19 year olds. Cambridge University Press is the oldest publishing house in the world, having been operating continuously since 1584, and is one of the largest academic publishers globally.

Cambridge University Press works with Cambridge International Examinations, and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge Teachers and encourage Cambridge Learners.

To fi nd out more about Cambridge University Press visit education.cambridge.org/cie

To fi nd out more about Cambridge International Examinations visit

www.cie.org.uk

CompletelyCambridge

Endorsed by Cambridge International Examinations


Supporting App available Interactive e-Book available

Contents

Sample available online CD included

Teachers resources available e-Book available

Cambridge Primary SeriesNEW! Cambridge Primary Maths 10NEW! Cambridge Primary Science 12NEW! Cambridge Global English stages 1-6 14

Cambridge CheckpointCambridge Checkpoint Mathematics 18Cambridge Checkpoint Science 20Cambridge Checkpoint English 22

NEW! Cambridge Global English Stages 7-8 24

Cambridge IGCSENEW! English as a Second Language 26NEW! First Language English 30Literature in English 31Songs of Ourselves/Stories of Ourselves 32NEW! Sociology 33NEW! Biology, Chemistry and Physics 34Mathematics 36ICT 39Computer Studies 40NEW! Business Studies 41NEW! 20th Century History 42Geography 43Travel and Tourism 44Development Studies 44India Studies 44Accounting 45Economics 45

NEW! Cambridge Breakthrough to CLIL 46

Cambridge O LevelEconomics 47English 47Biology Revision Guide 47Principles of Accounts 47Mathematics 48Physics 48Statistics 48Commerce 48

Cambridge Teacher Series 49

Cambridge International AS and A LevelNEW! Biology 51NEW! Chemistry 52NEW! Physics 53NEW! Business 54NEW! English Literature 55

NEW! English Language 55NEW! Sociology 56NEW! History 57NEW! Economics 58� inking Skills 59Critical � inking 59Computing 60Mathematics 60Applied ICT 61Accounting 61Travel and Tourism 61

Other Resources Penpals for Handwriting 63ICT Starters 63

Contact your local agent 64

Revision guide available

Guide to ProductsWhen icons are in grey they are not available for product.

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Our missionWe further the mission of the University of Cambridge by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

We at Cambridge University Press International Education are driven by a simple imperative: to work alongside educators and learners to provide individuals with accessible, inspirational learning resources that lead them to a lifetime of achievement. We are proud to share the gold-standard tradition and contemporary relevance of the University of Cambridge. For us, academic rigour, innovative thinking and leading edge practices are crucial aspects of delivering the excellent, fully-rounded education that the 21st century learner demands.

Achievement through excellenceCambridge University Press is a world leading international education publisher, providing educational materials, resources and services to teachers and learners, from ages 3-19, in over 160 countries.

We are a not-for-pro� t organisation and follow the core values of the University of Cambridge, ensuring all of our publishing re� ects the Cambridge standards around encouraging and supporting critical thinking, thinking skills, problem-solving and creativity.

� rough our comprehensive and high-quality print, digital and online resources we aim to enable thousands of learners worldwide to advance their learning, knowledge and abilities and to successfully pass their exams and assessment criteria.

We work with innovative and inspiring authors with extensive knowledge of the education market and curriculum developments. Our teachers and learners can expect support and customer care from a dedicated specialist global team of representatives and agents.

In an ever-changing global educational environment, Cambridge University Press aims to innovate, inspire and lead the way in educational excellence.

education.cambridge.org

Cambridge Resources for Cambridge Programmes and Quali� cations

Cambridge International Examinations is the world’s largest provider of international education programmes and quali� cations for 5–19 year olds. Cambridge programmes and quali� cations are taken by more than 9000 schools in over 160 countries, and Cambridge quali� cations are recognised by universities, education providers and employers across the world.

Cambridge provides globally recognised quali� cations including Cambridge IGCSE®, Cambridge O Level, Cambridge International AS and A Level and Cambridge Pre-U, which open doors for learners worldwide.

Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge.

We publish over 100 fully endorsed titles in over 18 di� erent subjects to support Cambridge IGCSE®, Cambridge Secondary 1, Cambridge O Level, Cambridge International AS and A Level quali� cations, including:

Cambridge Primary

Cambridge Secondary 1

Cambridge IGCSE

Revision Guides

Cambridge O Level

Cambridge International AS

and A Level

education.cambridge.org/cie6

Digital Resources for Teachers and Learners

Our commitment to the complete digital serviceWe’re committed to providing teaching and learning resources supported by the best technological platforms. We aim to give teachers and learners the choice of using a mix of digital and print resources according to their individual learning requirements and styles.

Our commitment to interactive booksWe are committed to enhancing the teacher and learner experience by providing interactive books on a number of platforms and devices, from the Apple iBook textbooks to Samsung’s LearningHub and our own interactive book platform.

Our commitment to appsWe o� er apps for learners and teachers, which are great supportive resources for extending the learning experience. In 2013 we brought out six Shakespeare iPad apps that have been very well received in countries all around the world.

Our commitment to CD-ROMs and DVD-ROMsWe o� er resources for teachers or learners support in the form of CD-ROM or DVD-ROM, either as separate items or integrated into the back of the print books.

Cambridge University Press is committed to supporting teachers and learners with digital education resources and services on laptops, desktops and mobile devices.

We aim to o� er the full blend of learning resources and services, combining our pedagogical excellence with the very best technology and customer support.

Purchase your e-Books here!Scan this QR code with your smartphone to see our complete list of e-books, or visit education.cambridge.org/e-books

Try before you buy!‘Look Inside’ free samples for product online and see how our resources for Cambridge International Examinations can guide your students to success!

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Introducing … Cambridge PrimaryIn addition to our full suite of titles for Cambridge Checkpoint (Cambridge Secondary 1), Cambridge O Level, Cambridge IGCSE® and Cambridge International AS and A Level, we will be publishing an exciting new series for the Cambridge Primary programme Stages 1–6. � is will complete the learners’ journey with Cambridge materials from Primary to A-Level. Cambridge Primary leads seamlessly in to the lower secondary series Cambridge Checkpoint.

Cambridge Primary Curriculum� e Cambridge primary curriculum from Cambridge

International Examinations is typically for 5–11 year olds giving schools a curriculum framework

to develop skills, knowledge and understanding in younger learners. It provides guidance for

curriculum development and classroom teaching and learning. Additionally it enables teachers to assess children’s learning as they

progress with two optional assessments: Cambridge Primary Progression Tests and

Cambridge Primary Checkpoint.

Cambridge Primary Curriculum� e Cambridge primary curriculum from Cambridge

International Examinations is typically for 5–11

Cambridge Primary Checkpoint.

**We are working with Cambridge International Examinations towards endorsement of the brand new suite of products for Primary English, Mathematics and Science. Cambridge Global English will not go through the Cambridge endorsement process as it follows the curriculum framework developed by Cambridge English Language Assessment. Watch this space for Cambridge Primary English.

Cambridge Primary

Examinations towards endorsement of the brand new suite of products for Primary English, Mathematics and Science. Cambridge Global English will not go through the Cambridge endorsement process as it follows the curriculum framework developed by Cambridge English Language Assessment. Watch this space for Cambridge

NEW


Cambridge Primary Series

*Ages o� ered as a guide only

Cambridge Primary Mathematics Resources**Approximate

Ages* Stage Learner’s Books

GamesBooks

Teacher’s Resource

5 to 6 1 ✔ ✔ ✔

6 to 7 2 ✔ ✔ ✔

7 to 8 3 ✔ ✔ ✔

8 to 9 4 ✔ ✔ ✔

9 to 10 5 ✔ ✔ ✔

10 to 11 6 ✔ ✔ ✔

Cambridge Primary Science Resources**Approximate


ActivityBooks

Teacher’s Resources

5 to 6 1 ✔ ✔ ✔

6 to 7 2 ✔ ✔ ✔

7 to 8 3 ✔ ✔ ✔

8 to 9 4 ✔ ✔ ✔

9 to 10 5 ✔ ✔ ✔

10 to 11 6 ✔ ✔ ✔

Cambridge Primary English Resources** (AVAILABLE NOVEMBER 2014)

ApproximateAges* Stage Learner’s

BooksActivityBooks


5 to 6 1 ✔ ✔ ✔

6 to 7 2 ✔ ✔ ✔

7 to 8 3 ✔ ✔ ✔

8 to 9 4 ✔ ✔ ✔

9 to 10 5 ✔ ✔ ✔

10 to 11 6 ✔ ✔ ✔

Cambridge Global English Stages 1–6 Resources**Approximate


ActivityBooks


5 to 6 1 ✔ ✔ ✔

6 to 7 2 ✔ ✔ ✔

7 to 8 3 ✔ ✔ ✔

8 to 9 4 ✔ ✔ ✔

9 to 10 5 ✔ ✔ ✔

10 to 11 6 ✔ ✔ ✔

Cambridge Primary


Cambridge Primary Maths

Cambridge Primary Maths is an innovative combination of curriculum and resources designed to support teachers and learners to succeed in primary mathematics through best-practice international maths teaching and a problem-solving approach.

� is online and print-based resource brings together the world-class Cambridge Primary mathematics curriculum from Cambridge International Examinations, high-quality publishing from Cambridge University Press and expertise in online resources from the renowned NRICH team.Written for use with the Cambridge Primary mathematics curriculum framework, these resources from Cambridge University Press are perfect for schools following the Cambridge International Examinations’ syllabus and highly relevant to any primary school that is looking for a good quality course that covers mathematics in a fun and engaging way.

cie.org.uk/cambridgeprimarymaths

designed to support teachers and learners to

curriculum from Cambridge International Examinations,

and expertise in online resources from the renowned NRICH team.

Sample material is available on our websitevisit education.cambridge.org/cambridgeprimary

Speak to your local rep to receive a

sample pack

NEW

Cambridge Primary

Hearts and stars

Unit 1A Core activity 6.2 Checking your solutions3

Each card shows one number of a pair. The cards are number pairs to 20.What number is on the other side of each card?Which cards are missing?

The cards are number pairs to 30.What number is on the other side of each card this time?Which cards are missing?

What is the same about each set?What is different about each set?

18

14

25

5 8 23

13

6

15

17

9

2

What number is on the other side of each card?What number is on the other side of each card?Hint

Write a list of number pairs to

help you.

Equal machine

Unit 1A Core activity 6.3 Equal and equivalent4

The equal machine makes equivalent calculations.

Choose a card to go in to the equal machine.What might come out?

What is the longest string of calculations you can make?

HintFind the value of

your card fi rst. Then fi nd lots of ways of making that value.

equal/equivalent:

have the same value

or amount even if they

look different.

‘5 � 2’ and ‘9 � 2’

have the same value

of 7, so they are equal.

They are called equivalent.

Vocabulary

17 – 8

11 + 5 23 + 4

36 – 7

13 + 6

22 + 9 39 + 3 9 + 5

Key vocabulary de� ned

Handy hints to support learners

Questions and activities encourage learners to investigate and solve

problems and address misconceptions

Full associated lesson plans and guidance on

how to use the learner’s pages in the teacher’s

resource.

Mathem

atics


Cambridge Primary MathematicsComponents*

� e Learner’s Books contain fun and engaging activities, questions and, investigations, presented in an attractive design, that link to the activities in the teacher’s resource. With non-native English speakers in mind, great care has been made to ensure language is simple and vocabulary is de� ned visually.

Learner’s Books

978-1-107-63131-1 Cambridge Primary Mathematics Learner’s Book 1978-1-107-61582-3 Cambridge Primary Mathematics Learner’s Book 2978-1-107-66767-9 Cambridge Primary Mathematics Learner’s Book 3978-1-107-66269-8 Cambridge Primary Mathematics Learner’s Book 4978-1-107-63822-8 Cambridge Primary Mathematics Learner’s Book 5978-1-107-61859-6 Cambridge Primary Mathematics Learner’s Book 6

� e Teacher’s Resources with CD-ROMs pull everything together to fully support teachers to deliver a complete course. Detailed lesson plans are o� ered, with additional activities suggested so you can adapt the lessons to the needs of your students. Strategies on encouraging mathematical dialogue and advice on formative assessment, di� erentiation, vocabulary and prior knowledge and a clear objective mapping grid are provided to help you plan your teaching. Answers to the questions in the learner’s book and all photocopiable sheets required are provided. Everything is also included on a CD in the back of the printed book for convenience.

Teacher’s Resource Books with CD-ROM

978-1-107-65683-3 Cambridge Primary Mathematics Teacher’s Resource Book 1 with CD-ROM978-1-107-64073-3 Cambridge Primary Mathematics Teacher’s Resource Book 2 with CD-ROM978-1-107-66889-8 Cambridge Primary Mathematics Teacher’s Resource Book 3 with CD-ROM978-1-107-69294-7 Cambridge Primary Mathematics Teacher’s Resource Book 4 with CD-ROM978-1-107-65854-7 Cambridge Primary Mathematics Teacher’s Resource Book 5 with CD-ROM978-1-107-69436-1 Cambridge Primary Mathematics Teacher’s Resource Book 6 with CD-ROM

� e Games Books with CD-ROMs are related to the learning objectives in the teacher’s resource chapters and can be used in class or at home. � ere is advice to teachers on how the games should be played to get the most out of them and projectable PowerPoint slides give instructions to the learners. All games boards are included, as well as nets for making other resources such as dice and spinners.

Games Books with CD-ROM

978-1-107-64640-7 Cambridge Primary Mathematics Games Book with CD-ROM 1978-1-107-62349-1 Cambridge Primary Mathematics Games Book with CD-ROM 2978-1-107-69401-9 Cambridge Primary Mathematics Games Book with CD-ROM 3978-1-107-68542-0 Cambridge Primary Mathematics Games Book with CD-ROM 4978-1-107-61474-1 Cambridge Primary Mathematics Games Book with CD-ROM 5978-1-107-66781-5 Cambridge Primary Mathematics Games Book with CD-ROM 6

Cambridge Primary

* We are working with Cambridge International Examinations towards endorsement of these titles

Mathem

atics


10 1 Being alive

1.3 Animal babies

Words to learnbaby calfhuman young

How many baby animals can you see?

Can you see the baby elephant calf?

Are all the babies like their parents?

Look at the little bear

cub.

Words to learn

1 Being alive 11

All animals make babies. The babies grow up into adults.

A human mother usually has just one baby. Why?

Some animals have lots of babies.

Birds and rabbits can have eight or nine young.

Activity 1.3

Make a nursery for a baby animal

Make a model nursery for a baby animal.

You will need:modelling material or

a construction kit • cardboard

scissors • glue • sticky tape

What you have learnt Humans and other animals have babies. Young animals grow into adults.

Make sure you include food, water and a home.

Cambridge Primary ScienceCambridge Primary Science fully covers the Cambridge Primary Science curriculum framework. � e course o� ers plenty of teaching ideas to give � exibility, allowing teachers to select activities most appropriate to their classroom and learners.An enquiry-based style of teaching and learning is stimulated, with the scienti� c enquiry objectives integrated throughout to encourage learning of these skills alongside the scienti� c concepts. � e language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated through diagrams to allow visual understanding and learning. � ere is dedicated support for practising scienti� c language and vocabulary.Comprehensive teaching support helps teachers to bring all elements of the course together in the classroom.

Cambridge Primary Science fully covers the Cambridge

o� ers plenty of teaching ideas to give � exibility, allowing

skills alongside the scienti� c concepts. � e language level is carefully pitched to be accessible to EAL/ESL learners,

support for practising scienti� c language and vocabulary.Comprehensive teaching support helps teachers to bring

Cambridge Primary

NEW

Sample material is available on our websitevisit education.cambridge.org/cambridgeprimary


sample pack

Engaging visual layout

Reinforces new words learnt

Hands on activities encourage enquiry-led

learning

Science


Cambridge Primary ScienceComponents *

In our Learner’s Books, all required learning objectives are covered in an engaging visual layout and suggestions for hands-on activities encourage enquiry-led learning. ‘Talk about it’ features stimulate classroom discussion, and ‘Check your progress’ questions present assessment opportunities and help prepare for Progression and Cambridge Primary Checkpoint Tests.

Learner’s Books

978-1-107-61138-2 Cambridge Primary Science Learner’s Book 1 978-1-107-61139-9 Cambridge Primary Science Learner’s Book 2 978-1-107-61141-2 Cambridge Primary Science Learner’s Book 3978-1-107-67450-9 Cambridge Primary Science Learner’s Book 4 978-1-107-66304-6 Cambridge Primary Science Learner’s Book 5 978-1-107-69980-9 Cambridge Primary Science Learner’s Book 6

� e Teacher’s Resource Book with CD-ROM o� ers support for using all three components. Teaching ideas o� er � exibility with plenty of activity suggestions, as well as guidance on di� erentiation, assessment and using resources available on-line. Additionally, a collection of worksheets supports suggested activities. � e resource o� ers � exible delivery, with all content both in print and – in editable format – on CD-ROM.

Teacher’s Resource Books with CD-ROM

978-1-107-61146-7 Cambridge Primary Science Teacher’s Resource Book with CD-ROM 1978-1-107-61148-1 Cambridge Primary Science Teacher’s Resource Book with CD-ROM 2 978-1-107-61150-4 Cambridge Primary Science Teacher’s Resource Book with CD-ROM 3 978-1-107-66151-6 Cambridge Primary Science Teacher’s Resource Book with CD-ROM 4 978-1-107-67673-2 Cambridge Primary Science Teacher’s Resource Book with CD-ROM 5 978-1-107-66202-5 Cambridge Primary Science Teacher’s Resource Book with CD-ROM 6

In the Activity Books, additional exercises for each topic may be completed in class or set as homework. Exercises also help to consolidate understanding, apply knowledge in new situations, and develop scienti� c enquiry skills. Core vocabulary is developed in a dedicated language activity for each unit.

Activity Books

978-1-107-61142-9 Cambridge Primary Science Activity Book 1 978-1-107-61143-6 Cambridge Primary Science Activity Book 2 978-1-107-61145-0 Cambridge Primary Science Activity Book 3978-1-107-65665-9 Cambridge Primary Science Activity Book 4978-1-107-65897-4 Cambridge Primary Science Activity Book 5 978-1-107-64375-8 Cambridge Primary Science Activity Book 6

Cambridge Primary


Science


52

4Think about it What can we make with shapes?1

Making things

1 Read and listen What is in the poem and in the picture?

Party time

Look at meWhat do you see?I can be a clown With a funny frown.Or a king With a silver ring.

Unit 4 Lesson 1 Vocabulary: aural comprehension Talk: guided writing

35

What is in the poem and in the picture?

Party time

Look at meWhat do you see?I can be a clown With a funny frown.Or a king With a silver ring.

2 We’re going to a party! Listen to Lucy. Her family is going to a party.

Point to Lucy. What is she wearing?

36

Cambridge Global English Stages 1–6Our Cambridge Global English primary materials follow the Cambridge Primary English as a Second Language curriculum framework and lead into lower secondary ESL materials (Cambridge Global English 7–8) and eventually Cambridge IGCSE materials, providing a full complement of ESL materials.Cambridge Global English can be used as a stand-alone ESL curriculum or it can be used as part of an innovative suite of materials created by Cambridge University Press for young learners at international primary schools.To meet the challenges of the future, children need to develop facility with both conversational and academic English. From the earliest level, Cambridge Global English addresses both these competencies. Cambridge Global English presents authentic listening and reading texts, writing tasks, and culminating unit projects similar to those learners might encounter in a � rst-language school situation. Emphasis is placed on developing the listening, speaking, reading and writing skills learners will need to be successful in using authentic English language classroom materials.

Stages 1–6Our Cambridge Global English primary materials follow

curriculum framework and lead into lower secondary ESL materials (Cambridge Global English 7–8) and eventually Cambridge IGCSE materials, providing a full complement of

Cambridge Global English can be used as a stand-alone ESL curriculum or it can be used as part of an innovative suite of materials created by Cambridge University Press for young

develop facility with both conversational and academic English. From the earliest level, Cambridge Global English

NEW

Cambridge Global English

For more information on the Cambridge Primary English as a Second Language curriculum framework and the Council of Europe’s Common European Framework of Reference for Languages (CEFR) and assessment tables visit our website.

53

3 Topic vocabulary37

Listen, point and say.

Then listen to Lucy’s family. Can you � nd them in the picture?

4 Who are you? Pretend you are going to a party!

Tell your partner who you are.

Say what you are wearing.

clown princess king superhero pilot cook

5 AB Draw and write Draw a picture of you in your party clothes.

Write what you are wearing.

Writing tipWhen we say I am, the

words join together.

We write it like this: I’m.

dress

skirt

shirt

shoes

trousers

glasses

jacket

hat

I’m a pilot. I’m wearing a pilot’s hat.

Sample material are available on our websitevisit education.cambridge.org/cambridgeprimary


sample pack

Writing tips give useful reminders to help with

writing

Lively opening page to introduce main topic

All lessons include listening activities.

Audio icons show track numbers

Global English


Cambridge Global English Stages 1–6Components*

� e Learner’s Book with Audio CD provides the core input of the course and consists of nine thematic units of study. Each unit contains six lessons developed around a unifying theme. � e materials feature skills-building tasks for listening, reading, writing, speaking, as well as language focuses. � e course aims to provide a variety of factual, � ctional, dialogue and poetry texts covering a range of topics.

� e Audio CD includes all the listening material needed for the Learner’s Book and Activity Book.

Learner’s Books

978-1-107-67609-1 Cambridge Global English Stage 1 Learner’s Book with Audio CD 978-1-107-61380-5 Cambridge Global English Stage 2 Learner’s Book with Audio CD978-1-107-61384-3 Cambridge Global English Stage 3 Learner’s Book with Audio CD 978-1-107-61363-8 Cambridge Global English Stage 4 Learner’s Book with Audio CD 978-1-107-61981-4 Cambridge Global English Stage 5 Learner’s Book with Audio CD 978-1-107-62125-1 Cambridge Global English Stage 6 Learner’s Book with Audio CD

� e Teacher’s Resource provides step-by-step notes for teachers, with answers, for each unit to support teaching the content of the Learner’s Book; notes on the Activity Book, suggestions for di� erentiation and assessment, additional photocopiable activities and wordlists are also included.

Teacher’s Resource Books

978-1-107-64226-3 Cambridge Global English Stage 1 Teacher’s Resource Book 978-1-107-66496-8 Cambridge Global English Stage 2 Teacher’s Resource Book 978-1-107-65674-1 Cambridge Global English Stage 3 Teacher’s Resource Book 978-1-107-69074-5 Cambridge Global English Stage 4 Teacher’s Resource Book 978-1-107-64612-4 Cambridge Global English Stage 5 Teacher’s Resource Book 978-1-107-63581-4 Cambridge Global English Stage 6 Teacher’s Resource Book

� e Activity Book provides additional practice activities to consolidate language skills and content material introduced in the Learner’s Book.

Activity Books

978-1-107-65513-3 Cambridge Global English Stage 1 Activity Book 978-1-107-61381-2 Cambridge Global English Stage 2 Activity Book 978-1-107-61383-6 Cambridge Global English Stage 3 Activity Book 978-1-107-61361-4 Cambridge Global English Stage 4 Activity Book 978-1-107-62123-7 Cambridge Global English Stage 5 Activity Book 978-1-107-62686-7 Cambridge Global English Stage 6 Activity Book

* These titles will not go through the Cambridge endorsement process as they follow the curriculum framework developed by Cambridge English Language Assessment

Cambridge Global EnglishG

lobal English


SUBJECT STAGE 7 STAGE 8 STAGE 9

English

Mathematics

Science

Cambridge Global English See page 24

Cambridge IGCSE English as as Second Language Coursebook 1 See page 26

STAGE 7 STAGE 8 STAGE 9

�e Cambridge Checkpoint Series

Cambridge Checkpoint

Cambridge Secondary 1Cambridge Secondary 1 is a �exible curriculum with integrated assessment from Cambridge International Examinations. It provides a seamless progression from Cambridge Primary – or can be used as a standalone curriculum – to develop learners’ skills and con�dence in English, Mathematics and Science. It o�ers a curriculum framework for educational success for learners (typically 11–14 years old), with an optional testing structure. It also helps prepare for Cambridge IGCSE®.

Cambridge Checkpoint tests are for use at the end of Cambridge Secondary 1. �ey are marked by Cambridge International Examinations, and provide schools with an external international benchmark for student performance. Cambridge Checkpoint tests enable feedback to be provided on a learner’s strengths and weaknesses in key curriculum areas. Feedback of this kind is an invaluable source of information. Schools and colleges will be able to make strategic decisions, drawing upon a pool of information and specialist reporting tools built into Cambridge Checkpoint. Learners taking the test receive a Statement of Achievement which gives an indication of their academic progress during this education stage.

Cambridge Checkpoint tests are available in English*, Mathematics and Science and can be o�ered at two sessions during the year. �e tests cover all major areas of learning required in the �rst years of an international secondary education.

*�e Cambridge curriculum frameworks for English include a First Language and a Second Language option. Cambridge English Language Assesment provides formal summative testing for English as a Second Language (ESL) at this level with the Cambridge English: Preliminary (PET) exam. Cambridge Global English Stages 7–8 and Cambridge IGCSE® English as a Second Language Coursebook1 support the Cambridge Secondary 1 ESL curriculum framework.



Cambridge CheckpointCambridge Checkpoint is a new series of resources based on the new Cambridge Secondary 1 curriculum frameworks covering three years of study in Stages 7–9 (typically ages 11–14). Written by experienced authors, Cambridge Checkpoint provides carefully crafted Coursebooks to support the Cambridge Secondary 1 programme in Science, Mathematics and English. Each Coursebook is accompanied by a Workbook or Practice Book and Teacher’s Resource CD-ROM.

Cambridge Checkpoint English 7–9Marian Cox Written by a well-respected author and examiner, the suite provides a comprehensive, structured resource which covers the full Secondary 1 framework and seamlessly progresses into the next key stage (see Cambridge IGCSE First Language English on page 30). A lively, colourful Coursebook for each Stage includes activities to develop Reading and Writing skills, with integrated Speaking and Listening tasks. Each Coursebook contains 12 themed units with a full range of stimulus materials, including a balance of �ction and non-�ction from around the world. To support students’ learning, a skill-building, write-in workbook provides extra language tasks and reading and writing skills development, including sequencing and cloze exercises. Essential guidance, further activities, activity answers and PDFs for classroom projection are available on a Teacher’s Resource CD-ROM for each Stage.

Cambridge Checkpoint Mathematics 7–9Greg Byrd, Lynn Byrd and Chris Pearce �e brightly illustrated course o�ers a comprehensive introduction to all topics covered in the syllabus. Worked examples show students how to tackle di�erent problems, and there are plenty of exercise questions to help prepare students for the di�erent types of question they will face in their exams. �e Practice Book contains further exercise questions for practice in the classroom or at home. �e Teacher’s Resource CD-ROM o�ers advice on how to introduce concepts in the class, and gives ideas for activities to help engage students with the subject matter. Answers to all questions in the Coursebook and Practice Book are also included.

Cambridge Checkpoint Science 7–9Mary Jones, Diane Fellowes-Freeman and David Sang �is engaging course supports teaching of the Science framework both theoretically and practically, with full coverage of the Scienti�c Enquiry framework integrated throughout the series. �e Coursebook gives a thorough introduction to the concepts, and o�ers a wealth of ideas for hands-on activities to make the subject matter come to life. �e Workbook contains exercises that develop students’ ability to apply their knowledge, as well as Scienti�c Enquiry skills relating to planning experiments and recording results. �e Teacher’s Resource CD-ROM gives suggestions for how to introduce concepts in the classroom and how to deal with common misconceptions. Answers to all questions in the Coursebook and Workbook, as well as guidance and safety notes for all practical activities, are also included.



Mathem

atics

Cambridge Checkpoint Mathematics CoursebookGreg Byrd, Lynn Byrd and Chris Pearce

• � e Coursebook o� ers a comprehensive introduction to all topics covered in the curriculum framework, o� ering fully integrated treatment of Problem Solving.

• Worked examples show students how to tackle di� erent problems, and plenty of exercise questions prepare students for the di� erent types of question they will face in the progression tests.

• Helpful hints provide support and/or reminders to key ideas required to tackle a given problem.

978-1-107-64111-2 Coursebook 7978-1-107-69787-4 Coursebook 8978-1-107-66801-0 Coursebook 9

Endorsed by Cambridge International ExaminationsNEW

Helpful hints provide support and/or

useful reminders

Concepts are clearly explained with worked

examples

Language accessible to students of a wide

range of abilities


Mathem

aticsCambridge Checkpoint


Cambridge Checkpoint Mathematics Practice Book Greg Byrd, Lynn Byrd and Chris Pearce

• �e Practice Books provide coverage of the Problem Solving framework, with questions relating to the framework statements highlighted in both the Practice Book and the Coursebook. �ey also contain further exercise questions for practice in the classroom or at home.

978-1-107-69540-5 Practice Book 7978-1-107-66599-6 Practice Book 8978-1-107-69899-4 Practice Book 9

Cambridge Checkpoint Mathematics Teacher’s Resources Greg Byrd, Lynn Byrd and Chris Pearce

• �e Teacher’s Resources CD-ROMs o�er advice on how to introduce concepts in the class, and gives ideas for activities to help engage students with the subject matter. Answers to all questions in the Coursebook and Practice Book are also included along with an end-of-year review test and answers.

978-1-107-69380-7 Teacher’s Resource CD-ROM 7978-1-107-62245-6 Teacher’s Resource CD-ROM 8978-1-107-69397-5 Teacher’s Resource CD-ROM 9




Science Cambridge Checkpoint ScienceCoursebookMary Jones, Diane Fellowes-Freeman and David Sang

• Supports the teaching of the Cambridge Secondary 1 Science framework both theoretically and practically, with full coverage of the Scienti� c Enquiry framework integrated throughout the series.

• � e Coursebook gives a thorough introduction to the concepts, and o� ers a wealth of ideas for hands-on activities to make the subject matter come to life.



Activities for reinforcing scienti� c enquiry skills

Questions to test understanding

NEW

Summary


ScienceCambridge Checkpoint


Cambridge Checkpoint Science WorkbookMary Jones, Diane Fellowes-Freeman and David Sang

• �is engaging course supports teaching of the Science framework both theoretically and practically, with full coverage of the Scienti�c Enquiry framework integrated throughout the series.

• �e Workbook for contains exercises that develop students’ ability to apply their knowledge, as well as Scienti�c Enquiry skills relating to planning experiments and recording results.

978-1-107-62285-2 Workbook 7978-1-107-67961-0 Workbook 8978-1-107-69574-0 Workbook 9


Cambridge Checkpoint Science Teacher’s ResourcesMary Jones, Diane Fellowes-Freeman and David Sang

• �e Teacher’s Resource CD-ROM provides suggestions of how to introduce concepts in the classroom and how to deal with common misconceptions.

• Answers to all questions in the Coursebook and Workbook, as well as guidance and safety notes for all practical activities, are also included.



Attractive, full colour artworks


Cambridge Checkpoint English Coursebook Marian Cox

• Written by a well-respected author and teacher trainer, the suite provides a comprehensive structured resource which covers the full Cambridge Secondary 1 framework for English as a � rst language and seamlessly progresses into the next stage.

• A lively, colourful Coursebook for each stage includes activities to develop Reading and Writing skills, with integrated Speaking and Listening tasks and a strong focus on grammar and skills practice.

• Each Coursebook contains 12 themed units with a full range of stimulus materials, including a balance of � ction and non-� ction from around the world.


English


Key points boxes to explain and remind

students of important learning points relating

to curriculum skills

NEW


EnglishCambridge Checkpoint


Cambridge Checkpoint English Workbook Marian Cox

• To support students’ learning, a skill-building, write-in Workbook provides extra language tasks and reading and writing skills development, including sequencing and cloze exercises.

• O�ers futher coverage of the framework content areas: Phonics, Spelling and Vocabulary; Grammar and Punctuation; Reading and Writing.

978-1-107-64781-7 Workbook 7978-1-107-66315-2 Workbook 8978-1-107-65730-4 Workbook 9

Cambridge Checkpoint English Teacher’s Resources Marian Cox

• �is Teacher’s Resource o�ers valuable advice and additional resources to support teachers delivering the Cambridge Checkpoint English syllabus.

• Features include: example lesson plans and schemes of work, handouts and worksheets linked to the Coursebook and Workbook units, answers to Coursebook activities and Workbook exercises, practice progression tests and related mark schemes, and a range of supporting material including suggested ICT resources and a curriculum framework overview to maximise the learning experience.




Cambridge Global English

Cambridge Global English Stages 7–8

Learner’s Books

978-1-107-67807-1 Cambridge Global English Stage 7 Coursebook with Audio CD

978-1-107-61942-5 Cambridge Global English Stage 8 Coursebook with Audio CD

Teacher’s Resource CD-ROM

978-1-107-68870-4 Cambridge Global English Stage 7 Teacher’s Resource CD-ROM

978-1-107-69103-2 Cambridge Global English Stage 8 Teacher’s Resource CD-ROM

Workbooks

978-1-107-64372-7 Cambridge Global English Stage 7 Workbook with Audio CD

978-1-107-65771-7 Cambridge Global English Stage 8 Workbook with Audio CD

Cambridge Global English See page 24

Cambridge IGCSE English as as Second Language Coursebook 1 See page 26

STAGE 7 STAGE 8 STAGE 9

Cambridge Global English Stages 7 and 8 follow the Cambridge Secondary 1 English as a Second Language Curriculum Framework.

�e course features skills-building tasks including listening, reading, writing and listening, as well as language focus, and study skills. Stages 7 & 8 lay the foundations for learners who may choose to prepare for IGCSE ESL from Year 9 onward.

For Students in Year 9 expecting to do a course leading into IGCSE for English as a Second Language please see pages 26-27 for our new resource Cambridge IGCSE English as a Second Language Coursebook 1. It covers the school year, prepares for the Cambridge IGCSE level and is endorsed by Cambridge International Examinations. �is title does not cover the Cambridge English Language Assessment framework.

* These titles will not go through the Cambridge endorsement process as they follow the curriculum framework developed by Cambridge English Language Assessment


Cambridge IGCSE®

Cambridge IGCSE®Cambridge IGCSE® is the world’s most popular international curriculum for 14-16 year olds, leading to globally recognised and valued Cambridge IGCSE quali� cations. It is part of the Cambridge Secondary 2 stage.

Schools worldwide have helped develop Cambridge IGCSE, which provides excellent preparation for the Cambridge Advanced stage including Cambridge International AS and A Levels and Cambridge Pre-U, as well as other progression routes. It incorporates the best in international education for learners at this level. It develops in line with changing needs, and is regularly updated and extended. Cambridge IGCSE teachers can draw on excellent resources, training and advice from subject experts.

Cambridge IGCSE encourages learner-centred and enquiry-based approaches to learning. It develops learners’ skills in creative thinking, enquiry and problem solving, giving learners excellent preparation for the next stage in their education. Schools can build a core curriculum, extend it to suit their learners and introduce cross-curricular perspectives. Clearly de� ned learning outcomes and content, mean Cambridge IGCSE is compatible with other curricula and is internationally relevant and sensitive to di� erent needs and cultures.

Completely CambridgeCambridge resources for Cambridge qualifi cations

Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, high-quality, endorsed resources.

Cambridge International Examinations is the world’s largest provider of international quali� cations for 5–19 year olds and delivers high-quality and leading-edge assessment services. Cambridge University Press is the oldest publishing house in the world, operating continuously since 1584, and is one of the largest academic publishers globally.

Cambridge University Press works with Cambridge International Examinations and experienced authors to produce high-quality endorsed textbooks and software that support Cambridge Teachers and encourage Cambridge Learners.

®IGCSE is the registered trademark of Cambridge International Examinations.


English as a Second Language

Cambridge IGCSE®

Cambridge IGCSE® English as a Second Language Peter Lucantoni

• Level 1 components provide the basis for a preparatory one-year, theme-based intermediate English course to prepare students for intermediate level, following on from Cambridge Global English Stage 8 as part of our suite of materials to support the Cambridge Secondary 1 English as a Second Language curriculum.

• Level 2 components provide full and detailed coverage of, and support, the Cambridge IGCSE English as a Second Language syllabus (0510 and 0511) for examination from 2015.

• �e Coursebooks are based on a ‘skills building’ approach so students build up the skills they need through activities. Free resources available on CD-ROM in the back of the book or online.

• Workbooks accompany each Coursebook and contain supplementary support focusing on the grammar and language support that many second language students need.

• �e Interactive e-books features include rich media, prerequisites checklists, formative and summative tests and audio pronunciation.

• Teacher/Learner Resource Pack includes interactive quizzes to support formative and summative assessment and progress checks, stand alone activities with delivery guidance for teachers, video/audio content to support skills practice, Summaries of grammar and language points. Coursebook 2 contains additional video clips of example speaking tests and course work.

Check website for details Coursebook 1 + CD-ROMCheck website for details Coursebook 1 Interactive e-bookCheck website for details Coursebook 2 + CD-ROMCheck website for details Coursebook 2 Interactive e-bookCheck website for details Workbook 1Check website for details Workbook 2Check website for details Teacher/Learner Resource Pack

CD-ROM or online

Coming Summer 2014

e-Books available

Current edition also available – visit our website978-0-521-73599-5

Teacher’s Resource Book and Exam Preparation Guide also still available 978-0-521-73601-5 978-0-521-15134-4

* We are working with Cambridge International Examinations towards recommendation of these titlesNEW


English as a Second LanguageCambridge IGCSE®

Level FocusLength of

CourseCoursebook Workbook Other

Online resource

bank

Intermediate Level

Language skills

development1 year Coursebook

1Workbook

1 –Online

resource bank 1

Upper-intermediate

Level (IGCSE)

Cambridge IGCSE

ESL examination

Approx. 2 years

Coursebook 2

Workbook 2

Exam Preparation

Guide

Online resource bank 2

�e table below illustrates how the series �ts together for Cambridge IGCSE English as a Second Language, Fourth edition:

Coursebook 1 is an ideal intermediate-level English course for learners studying in an international context, i.e. for those who are studying for other quali�cations such as Cambridge English Prelimary (PET) or Cambridge English First (FCE) instead of the Cambridge IGCSE in English as a Second Language, and for those at Stage 9 of the Cambridge Secondary 1 English as a Second Language curriculum. It also provides language support for those who are learning other curriculum subjects in English at secondary or high school.

About best-selling author Peter LucantoniPeter Lucantoni is an experienced teacher of English as a Second Language and a highly respected teacher-trainer and consultant in ESL who delivers training around the world. He has written a wide range of ESL materials for various syllabuses at a range of di�erent levels.



Success International English Skills for IGCSEMarian Barry

• Covers all the key skills for Cambridge IGCSE English as a Second Language and helps to prepare for examination.

• Features stimulating topics which are international in perspective.

• IGCSE-style questions and example answers, with exam-format exercises and tips after every unit.

• Teacher’s Book containing detailed teacher’s notes and suggestions for alternative approaches.

• Workbook practice material consolidates and tests understanding of the language and themes in the coursebook.

• Audio CD containing ten listening passages.

978-0-521-14086-7 Student’s Book978-0-521-14090-4 Workbook978-0-521-14088-1 Teacher’s Book978-0-521-14089-8 Audio CD

Summary and Note-TakingMarian Barry

• �is book provides summary and note-taking practice for Cambridge IGCSE in English as a Second Language.

• By developing note-taking and summarising skills, the exercises are helpful for studies across the curriculum, and as preparation for academic writing.

• �is Revised Edition includes ‘linked summary’ exercises based on the preceding note-taking activities and a Writing Tasks section containing topic-related writing tasks for examination.

• 24-page Topic Vocabulary section with suggestions for use.

• Exam-style writing tasks, cross-referenced to the topic vocabulary lists.

978-0-521-14092-8 Summary and Note-Taking978-0-521-14094-2 Summary and Note-Taking, with key

Cambridge IGCSE®





Practice Tests for IGCSE English as a Second Language: Listening and SpeakingMarian Barry, Barbara Campbell and Sue Daish

• Books 1 & 2 contain exam-style practice tests to support the Listening and Speaking strands of the Cambridge IGCSE in English as a Second Language.

• �e With Key editions include the complete audio scripts and answers for the listening tests and full notes for the oral tests.

978-0-521-14051-5 Listening and Speaking Book 1 978-0-521-14053-9 Listening and Speaking Book 1, With Key 978-0-521-14058-4 Listening and Speaking Core Level Book 1 Audio CDs978-0-521-14054-6 Listening and Speaking Extended Level Book 1 Audio CDs 978-0-521-18636-0 Listening and Speaking Book 2 978-0-521-18634-6 Listening and Speaking Book 2, With Key978-0-521-18633-9 Listening and Speaking Extended Level Book 2 Audio CDs

Practice Tests for IGCSE English as a Second Language: Reading and WritingMarian Barry

• Contains four complete exam-style practice tests for Cambridge IGCSE English as a Second Language.

• Help to build con�dence and develop exam techniques by familiarising students with exam-style questions and with the kinds of topics and texts they will encounter.

• Book 1 contains three Extended-level tests and one separate Core-level test and Book 2 contains four complete Extended-level tests.

• Stimulating authentic texts on a wide range of subjects.

978-0-521-14059-1 Reading and Writing Book 1 978-0-521-14061-4 Reading and Writing Book 1, with key978-0-521-14064-5 Reading and Writing Book 2 978-0-521-14065-2 Reading and Writing Book 2, with key

Cambridge IGCSE®




First Language English

Cambridge IGCSE®

Cambridge IGCSE® First Language English*Marian Cox

• Provides full and detailed coverage of, and support for, the latest speci� cation of the Cambridge IGCSE First Language English (0500) syllabus.

• � e Coursebook is based on a ‘skills building’ approach so students build up the skills they need through activities based on a diverse range of modern stimulus material to enliven the subject.

• � e Workbook contains supplementary material to provide support for students in grammar, language skills and exam practice.

• � e Teacher’s Resource Book provides teachers with a complete solution for teaching the course: structured support and guidance through lesson plans, reading texts and images, worksheets, answers and student handouts.

• � e three printed components are stand-alone products, covering di� erent texts and themes, providing a huge range of varied material for teaching the skills students need.

• � e Interactive e-books features include rich media, prerequisites checklists, formative and summative tests, and audio pronunciation guidance.

• Teacher/Learner Resource Pack includes interactive quizzes to support formative and summative assessment and progress checks, stand-alone activities with delivery guidance, video/audio content to support skills practice around particular themes and summaries of grammar and language points.

• Teacher Resource Book and CD-ROM has also been updated to meet the syllabus changes. New features include Powerpoint/pdf versions of worksheets and Word version of worksheets and slide shows needed to complete lessons.

Check website for details Coursebook + CD-ROMCheck website for details Coursebook Interactive e-bookCheck website for details WorkbookCheck website for details Teacher Resource Book + CD-ROMCheck website for details Teacher/Learner Resource Pack

CD-ROM or online


Coming Summer 2014


978

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Marian CoxMarian Cox

Cambridge IGCSE®

First Language

EnglishCoursebook

Third edition

Cambridge IGCSE First Language English, Third edition brings a fresh, modern look and up-to-date content matching the speci� cations of the Cambridge International Examinations First Language English course (0500). The series is written by a teacher trainer and is endorsed by Cambridge, ensuring that it is tailored to exam board requirements.

The Coursebook content has been revised, and features a new, attractive and student-friendly design. A complementary, up-dated Workbook and a Teacher’s Resource Book with CD-ROM, by the same well-known and respected author, are also available.

The Coursebook contains:• comprehensive coverage of the Cambridge syllabus• four themed sections selected for their relevance to students

worldwide• discrete units within each section based on the speci� c skill areas of

the syllabus: Reading, Directed Writing, Composition, Speaking and Listening

• clear, practical support for students• language accessible to students of a wide range of abilities• progression of skills development through imaginative exercises • a diverse range of topical stimulus material to enliven the subject • tasks to test students’ understanding and for further practice at the

end of each unit• tips that build con� dence and help develop the skills needed for

students to ful� l their potential in the examinations• a glossary of key terms.

Other titles available for Cambridge IGCSE First Language English:

Workbook ISBN 978-0-521-74362-4Teacher’s Resource Book ISBN 978-0-521-74369-3with CD-ROM

Completely Cambridge – Cambridge resources for Cambridge qualifi cations Cambridge University Press works closely with Cambridge International Examinations as parts of the University of Cambridge. We enable thousands of students to pass their Cambridge exams by providing comprehensive, high-quality, endorsed resources.

To � nd out more about Cambridge International Examinations visit www.cie.org.uk

Visit education.cambridge.org/cie for information on our full range of Cambridge IGCSE titles including e-book versions and mobile apps.

Cambridge IGCSE First Language EnglishCoursebook, Third editionMarian Cox

Cam

bridge IGC

SE First Language E

nglish

Coursebook

Third editionC

ox

Completely Cambridge – Cambridge resources for Cambridge qualifi cations International Examinations as parts of the University of Cambridge.

NEW


Cambridge IGCSE® Literature in EnglishRussell Carey

• A lively introduction to the study of literature in English at IGCSE level, encouraging both the enjoyment of literature and detailed academic study.

• In keeping with the spirit of the Cambridge IGCSE syllabuses, the Coursebook stresses the importance of giving an informed personal response based on close textual study.

• Features structured activities that build students’ key skills in responding to literature.

• Materials for exam preparation covering each type of assessment.

• Sample student work, giving a range of possible answers to read and review.

• Written by an experienced teacher and examiner.

• Guidance on developing e� ective writing skills to express ideas clearly.

• Teacher’s Resource CD-ROM provides support material for teaching literature following the Cambridge syllabuses.

978-0-521-13610-5 Coursebook978-1-107-63705-4 Teacher’s Resource CD-ROM

English Literature

Key terms boxes for easy reference

Cambridge IGCSE®


Link boxes to highlight where one area of study

links to another

Tips on study skills


Songs of Ourselves • An accessible, one-volume introduction to the astonishing

range of forms, styles and themes of verse written in the English language over more than four centuries.

• Produced with Cambridge International Examinations, it contains work by more than 100 poets from all parts of the English speaking world.

• Poems have been chosen for universal appeal, avoiding anything very obscure or hard to interpret.

• Arranged in broad period settings, the poems are also in loose thematic groupings.

• Parts of the book are set for study in Cambridge English syllabuses.

978-8-175-96248-4 Paperback

Stories of Ourselves • A set text for Cambridge International Examinations Literature

in English courses at IGCSE, O Level and AS and A Level.

• Produced with Cambridge International Examinations, it contains stories by writers from many di�erent countries and cultures.

• Includes stories by Charles Dickens, H.G. Wells, Virgina Woolf, Graham Greene, V.S. Naipaul, R.K. Narayan, Janet Frame, Raymond Carver, Annie Proulx and many others.

• Can be used as an English Language and Literature resource in schools or can simply be read for pleasure.

• All stories have been chosen for their wide appeal, avoiding anything obscure or hard to interpret.

978-0-521-72791-4 Paperback

English Literature

Cambridge IGCSE®


SociologyCambridge IGCSE®

48

U2: Theory & Methods

49

How do different sociologists interpret society?Structuralist and interpretivist approaches: the individual, identity and society

STRUCTURALISMApproaches to sociology can be broadly categorised as structuralist or interpretivist. Structuralist approaches are those that focus on large scale social structures and institutions rather than individuals. Individuals tend to be seen as not important in their own right; it is the social roles, and the actions they carry out in ful�lling these roles, that are important. Society is seen as having its own structures which may be hidden from individuals but can be discovered by sociologists.

A well known example of a structuralist approach is the work of one of the founding fathers of sociology, Emile Durkheim, on suicide. Suicide might be thought to be an individual act, but Durkheim noticed that suicide rates – the proportion of the population who committed suicide each year – did not change much. However, there were signi�cant di�erences in suicide rates between countries. Durkheim attempted to show that behind the actions of individuals were social forces that could be studied by sociologists that led to the suicide rates. �ese might be, for, example, the ways that people were connected to support networks such as families and religious organisations. Where

U2:Theory & MethodsObjectivesAt the end of this chapter you should be able to:

■ Understand the main theoretical approaches to the study of sociology

■ Describe the main stages in sociological research ■ Describe the main methods used in sociological

research, and be able to evaluate them referring to practical, ethical and theoretical issues

■ Understand the main types of information and data that sociologists use, including quantitative and qualitative data and primary and secondary data

Sociology is the study of people in societies. In order to study people in societies, it is necessary to have both theories and methods. This �rst chapter explores the main theories and methods used in sociology. In later chapters, you will encounter these theories again as they are applied to the different topic areas in sociology, and you will learn about research carried out using the main methods.

Theories are attempts to explain why things happen in the way they do and why people behave as they do. Sociology has a range of theories; there is no agreement as to which is closest to being right. This is because research provides �ndings, but these �ndings can often be interpreted in different ways. There are two main differences between types of theories in sociology. At one level, there is a difference between theories that emphasise how people’s behaviour is decided by the society they live in and the way they interact with others and theories that emphasise how people can choose

to behave. At a different level, there is a difference between theories that emphasise how societies are fairly stable, survive over time and how people get along with others, and theories that emphasises major differences between groups within a society, such as between different social classes and between men and women. These differences, and others, are explored below.

This chapter also introduces the main methods that sociologists use for research. There is a difference here too, between approaches that try to be as scienti�c and objective as possible and those that believe that this is not appropriate for studying people.

Theory and methods are the basic tools sociologists use. The joint focus in this �rst chapter on theories and methods will provide an understanding of sociology that will help you through your study of topic areas.

Introduction

important in their own right; it is the social roles, and the actions they carry out in ful�lling these roles, that are important. Society is seen as having its own structures which may be hidden from individuals but can be discovered by sociologists.

A well known example of a structuralist approach is the work of one of the founding fathers of sociology, Emile Durkheim, on suicide. Suicide might be thought to be an individual act, but Durkheim noticed that suicide rates – the proportion of the population who committed suicide each year – did not change much. However, there were signi�cant di�erences in suicide rates between countries. Durkheim attempted to show that behind the actions

such as families and religious organisations. Where

48

Identity: how a person sees themselves, for example as a female and a student

Interpretivism: approaches which start at the level of the individual, focusing on the small scale and usually favouring qualitative methods

Macro/micro approaches: Macro approaches focus on the larger scale of whole societies, micro approaches on small scale social interaction

Objectivity: absence of bias; the researcher does not allow their values to in�uence the research

Subjectivity: lack of objectivity; the researcher’s view in�uences the approach taken

KEY TERMS

Key terms

Cambridge IGCSE® Sociology*Jonathan Blundell

• New for the Cambridge 0495 syllabus.

• Written in clear and accessible language, Cambridge IGCSE Sociology Coursebook provides comprehensive coverage of the syllabus in a visually-stimulating format.

• Key sociological research combined with case studies and thought provoking questions help in understanding concepts.

• Features such as Key terms and Revision checklist further reinforce learning and understanding of core subject areas.

• Engaging activities help in applying knowledge in various contexts and building interpretation, analytical and evaluation skills.

• � e book helps students prepare for examination with each chapter culminating in exam-style questions and a further chapter dedicated to revision, examination skills and practice.

• � e Teacher Resources CD-ROM is coming soon so look on our website for details.

978-1-107-64513-4 Coursebook 978-1-107-65138-8 Teacher’s Resource CD-ROM

* We are working with Cambridge International Examinations towards endorsement of this title


Clear learning objectives

Introduction contextualises the content covered

in chapter

NEW


Science

306

Enzymes to treat diseaseGaucher disease is a rare inherited illness caused by a recessive allele of a gene that a� ects how the body deals with fat molecules. � e normal allele causes the production of an enzyme that helps in fat metabolism. � is is missing in people with Gaucher disease. As a result, a fatty substance called glucocerebroside builds up in several body organs, including the spleen and liver (Figure 22.1). � ere are several types of the disease, but all of them can cause severe damage to various organs.

Researchers thought that if they could replace the missing enzyme, they might be able to improve the health of at least some of the people who have this disease. In the 1970s, a method was found to extract this enzyme from human placentas. � e results were encouraging, but with only very small supplies of the enzyme it was never going to be possible to treat many people.

In the 1980s, scientists found a way to make the enzyme using genetic engineering. Now larger quantities of it were available, and it was much cheaper. � e enzyme could also be made in a slightly modi� ed form, which made it work better. Today, some patients with Gaucher disease are given regular doses of the enzyme. � is does not cure the disease, but in some people it does help to reduce their symptoms, and improves the quality and length of their lives.

22 Biotechnology

♦ why bacteria are used in biotechnology and genetic engineering ♦ how yeast is used to make ethanol and bread ♦ the uses of pectinase and other enzymes in industry and the home ♦ how penicillin is made ♦ genetic engineering, and some of the ways it is useful to us

Figure 22.1 This diagram shows the position of the liver and the spleen, which become enlarged in people with Gaucher disease.

In this chapter, you will learn about:

spleen

liver

S

307Chapter 22: Biotechnology

22.1 What is biotechnology?Biotechnology involves using living organisms to carry out processes that make substances that we want. Usually, the term is only used when microorganisms are involved, or when plants or animals are used to produce something other than food.

We have been using microorganisms to make various products for us for thousands of years. Yeast has been used to make bread and alcohol. Bacteria have been used to make yoghurt and cheese. Of course, people did not know that these microorganisms were involved in the processes they used.

Today, we still use microorganisms to make these foods, but we now also use them to make many other substances, such as enzymes. And, in the 1970s, a new branch of biotechnology began, when scientists � rst found out how to take a gene from one organism and put it into a di� erent one. � is is called genetic engineering, and it has opened up entirely new possibilities for using microorganisms and other organisms.

Using microorganismsBiotechnology and genetic engineering o� en make use of microorganisms, such as bacteria and microscopic fungi. � ere are several reasons for this.

♦ Bacteria and fungi are very small, and are easy to grow in a laboratory. � ey do not take up a lot of space. � ey reproduce very quickly. � ey are able to make a huge range of di� erent chemical substances.

♦ No one minds what is done to bacteria and fungi. � ere are no ethical issues like those that might arise if we used animals.

♦ Although bacterial cells are very di� erent from animal and plant cells, in fact we all share the same kind of genetic material – DNA. � e genetic code is the same for bacteria as it is for humans and all other organisms. So we can take a gene from a human cell and place it into a bacterial cell, and it will work to produce the human protein.

♦ As well as their ‘main’ DNA – their ‘chromosome’ – bacteria also have little loops of DNA called plasmids. � ese are quite easy to transfer from one cell to another. We can use plasmids for moving genes from one organism’s cells to another.

S

22.2 Using yeastYeast is a single-celled fungus. Figures 22.2 and 22.3 show yeast cells.

Figure 22.2 A yeast cell.

Yeast is able to respire anaerobically. When it does so, it produces ethanol and carbon dioxide.

glucose ethanol + carbon dioxide

� is process is also called fermentation.

Making biofuelsWe have seen (page 288) that we need to reduce our use of fossil fuels. One alternative is to use plants to provide sugars, which yeast can then break down to form ethanol. � e ethanol – sometimes called bioethanol – can then be used as a fuel.

Maize is one of the crops that is used in this process. It is � rst treated with amylase enzymes, which break

cell wall

cellmembrane

vacuole

ribosome

oil droplet

mitochondrion

cytoplasm

nucleus

cell wall

cellmembrane

vacuole

ribosome

oil droplet

mitochondrion

cytoplasm

nucleus

Figure 22.3 Yeast cells seen with a scanning electron microscope. You can see little buds growing from some of the cells – this is the way that yeast reproduces.

Cambridge IGCSE®

Cambridge IGCSE® Biology, Chemistry and Physics* Biology - Mary Jones and Geo� Jones* Chemistry - Richard Harwood and Ian Lodge* Physics - David Sang

• Our Cambridge IGCSE Science Coursebooks with CD-ROM give comprehensive and accessible coverage of the syllabuses (0610, 0620, and 0625) for � rst examination from 2016.

• Suggestions for practical activities are included, designed to help develop the required experimental skills.

• Exam-style questions at the end of each chapter and a host of revision and practice material on the CD-ROM are designed to help students maximise their chances in their examinations.

• Answers to the exam-style questions in the Coursebook are provided on the CD-ROM.

978-1-107-61479-6 Biology Coursebook with CD-ROM978-1-107-61503-8 Chemistry Coursebook with CD-ROM978-1-107-61458-1 Physics Coursebook with CD-ROM

NEW

NEW

NEW


For students sitting 2014 examinations,current edition still available – visit our website

Content is fully revised for the latest syllabus

Clear, informative diagrams and photos

Study tips and worked examples are contained within the Coursebook

along with key de� nitions

Supplementary materialis clearly marked


ScienceCambridge IGCSE®

WorkbooksCambridge IGCSE Science Workbook helps students to work to the best of their abilities in both their theory and practical exams by focusing on the skills required by the syllabus. In particular, this Workbook helps to develop information handling and problem solving skills, as well as some experimental skills including planning investigations and interpreting results. � is accessible book encourages students to engage with the material.

978-1-107-61493-2 Biology Workbook978-1-107-61499-4 Chemistry Workbook978-1-107-61488-8 Physics Workbook

Teacher’s Resource Cambridge IGCSE Science Teacher’s Resource CD-ROMs are designed to support teachers in using the Coursebook and Workbook to deliver the syllabus. Teaching ideas for each individual topic give suggestions for the lesson as well as homework and point out common misconceptions. A collection of worksheets is provided for use in class or for students’ individual study, with answers provided. Answers to the exercises in the Workbook are also included.

978-1-107-61496-3 Biology Teacher Resource CD-ROM978-1-107-61501-4 Chemistry Teacher Resource CD-ROM978-1-107-61490-1 Physics Teacher Resource CD-ROM

28 IGCSE Chemistry

In this reaction the salt is formed when a ........................................... ion or an ammonium

ion from the alkali replaces one or more ........................................... ions of the acid.

Salts can be crystallised from the solution produced by the neutralisation reaction. The salt

crystals formed often contain ........................................... of crystallisation. These salts are

called ........................................... salts. The salt crystals can be heated to drive

off the ........................................... of crystallisation. The salt remaining is said

to be ............................................ .

Salts can be made by other reactions of acids. Magnesium sulfate can be made by reacting

magnesium carbonate with ........................................... acid. The gas given

off is ............................................ . Water is also formed in this reaction.

All ........................................... salts are soluble in water. Insoluble salts are usually

prepared by ............................................ .

Exercise 5.2 The analysis of titration results

This exercise will develop your understanding of some of the practical skills involved in acid–base titrations and the processing and evaluation of experimental results.

A student investigated an aqueous solution of sodium hydroxide and its reaction with hydrochloric acid. He carried out two experiments.

Experiment 1

Using a measuring cylinder, 10 cm3 of the sodium hydroxide solution was placed in a conical flask. Phenolphthalein indicator was added to the flask. A burette was filled to the 0.0 cm3 mark with hydrochloric acid (solution P).The student added solution P slowly to the alkali in the flask until the colour just disappeared. Use the burette diagram to record the volume in the results table and then complete the column for experiment 1.

9

10

11

Experiment 1 Final reading

Chapter 5: Teaching notes2 Cambridge IGCSE Chemistry © Cambridge University Press

Lesson 1 Acidity and alkalinityCoursebook Sections 5.1–5.5, pages 136–148

Ideas for the lesson� e purpose of these introductory sessions is to introduce the ideas of acid–base behaviour and the notion of • indicators and the pH scale, and to revisit ideas that students may have gained from earlier science courses. � e everyday occurrence and uses of acids and alkalis is also important in relating chemistry to the normal experience of students – a collection of supermarket products and over-the-counter medicines can be collected.Simple experiments can be carried out on fruit juices and some of the products above. If time permits, the • extraction of an indicator from red cabbage can be carried out as a class practical. Introduce both litmus as a single indicator and Universal Indicator as a means of assessing pH.

Common misunderstandings and misconceptions� ere are very few misconceptions or di� culties with this work. � e major point which may cause problems if not stressed is the nature of the pH scale and the fact that the scale works from the central, neutral value of 7. � us, the more concentrated the acid solution, the lower the pH.

Homework ideasWork through exam-style questions 1–4 at the end of the chapter in the Coursebook.• Complete • Worksheet 5.1 Acidity and alkalinity.

Lesson 2 Reactions of acids and basesCoursebook Sections 5.6, 5.7 and 5.11, pages 149–153 and 161–165

Ideas for the lesson� e content of this section covers the detail of the nature of the acid–base character of compounds. � e • phenomenon of acidic and basic oxides can be usefully demonstrated practically to the class by burning samples of a range of elements in gas jars of oxygen. � e characteristic reactions of acids with metals, alkalis and carbonates can also be the subject of useful class • practical(s) where students are encouraged to work safely and record observations carefully (see Experiments

Lesson Syllabus section

Topic Number of 40 minute periods

Outline of lesson content

Resources in Coursebook

Resources in Workbook

Resources on this CD-ROM

3 8.3 Salts and their preparation

5 Discuss the nature of salts and the di� erent approaches to their preparation including titration and precipitation methods S .

Sections 5.8–5.10 (pp. 153–161)

Internet animations, linked from CD-ROM: Forming salts by precipitation

Quick-check questions, pp. 156, 159, 161

Exam-style questions 7, 8, 9, 10

Exercise 5.4 Deducing a formula from a precipitation reaction

Worksheet 5.3 � e signi� cance of salt

Clear and simple language making the text accessible

to all abilities

Supplementary material is clearly marked

Video and animations included where

appropriate

With editable worksheets

Self-assessment checklists are included

Teaching notes and practical

activities provided in editable format


Mathem

atics

Helpful hints in the margin

provide support

A list of key words indicates important

terms to know

Worked examples to demonstrate typical

workings and thought processes

List of topics covered in each chapter

Cambridge IGCSE® Mathematics Core and Extended CoursebookKaren Morrison and Nick Hamshaw

• Covering the complete Cambridge IGCSE Mathematics (0580) syllabus for both the Core and Extended courses in one place, this highly illustrated Coursebook means no more juggling books for students and teachers. Students of all levels have access to the whole syllabus, enabling them to stretch themselves or � nd support as required.

• � e end of chapter exam-style and past paper questions provide plenty of targeted practice and familiarity with short-answer exam questions. � e end of unit examination practice uses structured questions from various topics, encouraging the skill of deciding what method(s) to use.

• � e accompanying CD-ROM includes interactive questions, revision worksheets tailored for the Core and Extended courses (complete with answers), and worked solutions to some of the exam questions in the book.

978-1-107-60627-2 Coursebook with CD-ROM


Cambridge IGCSE®


Mathem

atics

Teacher’s Resource CD-ROMKaren Morrison

• Contains chapter-by-chapter support ideas and advice, as well as extension activities and discussion points to bring maths into context in the real world.

• Examples with step-by-step solutions for use in group/class discussion highlight ideas for developing problem-solving skills and spotting common misconceptions.

• Includes (revision) checklists for each chapter to separate out Core and Extended topics.

• Includes an original full practice examination paper written by the authors.

978-1-107-62752-9 Teacher’s Resource CD-ROM



Cambridge IGCSE®

Practice BooksKaren Morrison and Lucille Dunne

• Separated into a Core book and an Extended book, the practice books provide comprehensive and targeted practice with a wealth of questions to reinforce skills and learning that will successfully accompany any Cambridge IGCSE Mathematics (0580) coursebook.

• � ose using the Cambridge IGCSE Mathematics Core and Extended Coursebook will � nd these books complementary with new additional questions and an easy to follow structure that re� ects that of the Coursebook.

• � ose using the Cambridge Coursebook will discover a logical and progressive pedagogy that is a perfect supplement to any Coursebook for this course.

978-1-107-60988-4 Core Practice Book978-1-107-67272-7 Extended Practice Book

Revision Guide also available – visit our website

Our exciting Interactive Maths Online resource has mapping tools and online activities for Cambridge IGCSE Mathematics.Visit our website to � nd out more about how you can access these resources:education.cambridge.org/interactivemathsonline


Mathem

atics

Core Mathematics for Cambridge IGCSE®Audrey Simpson

• Provides a two-year course leading to the Cambridge IGCSE examination in Core Mathematics.

• Completely covers the syllabus for Cambridge IGCSE Mathematics Core Level.

• Features past examination questions at the end of each chapter.

• Includes answer key to all exercises at the end of the book to enable students to monitor their work as they progress.

978-0-521-72792-1 Coursebook978-1-139-85828-1 e-Book

Extended Mathematics for Cambridge IGCSE® Audrey Simpson

• Provides the second year of a two-year course leading to the Cambridge IGCSE examination in Extended Mathematics.

• Together with core book, completely covers the syllabus for Cambridge IGCSE Mathematics Extended Level.

• Features past examination questions at the end of each chapter.

• Includes answer key to all exercises at the end of the book to enable students to monitor their work as they progress.

978-0-521-18603-2 Coursebook978-1-139-85862-5 e-Book

Cambridge IGCSE®




ICT

Cambridge IGCSE®

Extension activities go beyond the syllabus

Self-assessment questions

Syllabus Codes to map the content to

the syllabus

Learning objectives

Discussion points and activities for class/group work

Cambridge IGCSE® ICTChris Leadbetter and Stewart Wainwright

• Written speci� cally for the Cambridge International Examinations Information and Communication Technology (ICT) syllabus (0417), there are numerous illustrations and photos to provide comprehensive coverage, including developments in ICT and how these impact our lives.

• Practical examples of the devices, processes and methods being explained are incorporated where appropriate to bring context to the content.

• Discussion points and Activities throughout help to encourage group and class discussion, as well as inspiring practical and investigative skills.

• Self-assessment questions with answers at the back of the book allow students to assess their own progress.

• � e accompanying CD-ROM features revision notes, revision questions and guidance on study skills, as well as numerous exemplar answers to past paper questions. � e exemplar answers are supported by comments from the authors on avoiding potential pitfalls and common errors, thus providing plenty of examination support.




Com

puter Studies

Cambridge IGCSE® Computer StudiesChris Leadbetter, Stewart Wainwright and Alan Stinchcombe

• Written speci� cally for the Cambridge International Examinations Computer Studies (0420) syllabus, both the theoretical and applied aspects of the course are covered with highly illustrated material.

• Discussion points and Activities throughout encourage discussion, and inspire practical and investigative skills.

• Self-assessment questions with answers at the back of the book allow students to assess their own progress.

• � e accompanying CD-ROM provides guidance on study skills. Exemplar answers to selected exam questions are also provided.


Intergraded guidance for paper 2 courcebook

Discussion points and activities for class or

group work

Self-assessment questions

Revision Guide also available!978-1-107-67419-6 Revision Guide

Cambridge IGCSE®

Resources for Computer Science syllabus (0478) coming soon - Check website for details


Business Studies

Cambridge IGCSE® Business Studies*Medi Houghton, Mark Fisher and Veenu Jain

• Written by experienced teachers, Cambridge IGCSE Business Studies Coursebook provides comprehensive coverage of the Cambridge 0450 syllabus for examination from 2015.

• Accessible language combined with clear, visually-stimulating layout.

• � e various features provide an exciting learner experience in addition to thorough examination support for the di� erent papers.

• � e additional CD-ROM contains revision aids, further questions and fun activities.

• Teacher’s Resource CD-ROM is coming soon.

978-1-107-68025-8 Coursebook with CD-ROMComing soon Teacher’s Resource CD-ROM

48

Unit 3 Marketing

49

Section 3:Marketing

ObjectivesBy the end of this chapter you should understand:

■ the role of marketing

in the identi�cation

and satisfaction of

customer needs

■ how marketing helps

to build relationships

with customers and

maintain customer

loyalty

■ why customer/

consumer spending

patterns change

■ why some markets have

become more competitive

48

Marketing, competition & the customer

In this section you will learn about the role of marketing in business. Most businesses operate in markets that are constantly changing due to changes in the needs and wants of consumers, increased competition, legal controls and developments in technology. As a consumer you, your family, friends, in fact all of us, affect the marketing activities of business. Businesses need to �nd out our needs and wants and they do this through market research. The results of market research then in�uence the marketing mix; decisions about the products a business will produce and sell, the price they will charge, how these goods will be promoted and the place they will be offered for sale. These marketing decisions are combined into a marketing strategy and will in�uence the decisions of consumers. Will they buy the product? How many will they buy? How often will they buy the product? Businesses may look to enter foreign markets to achieve market growth. This opportunity presents businesses with another set of problems which they need to overcome if they are to successfully compete in global markets.

The role of marketing�ere are many de�nitions of marketing. �e following simple de�nition identi�es the main purposes of marketing.

marketing is a management task which involves the identi�cation and satisfaction of customer needs at a pro�t

Identifying and satisfying customer needsIn a previous chapter you learned the di�erence between consumers needs and wants. �e basic needs of individuals are those goods and services which are necessary for survival – water, food, clothing and shelter. However, in addition to these essential needs, individuals will also have things they would like, but which are not necessary for their survival. �ese are known as ‘wants’.

�e main role of marketing could be seen as converting the wants of an individual into a need. Business will o�en use promotional activities, especially advertising, to persuade consumers to that something they want is a need. In doing so, business sales, revenue and pro�ts will rise.

You will learn, in a later chapter, how business identi�es the needs of consumers through the use of market research techniques methods. Once the needs of consumers have been identi�ed a business must then decide if it is able to satisfy those needs by producing goods or services which they can sell to the consumer at a pro�t. �is is the main purpose of business activity.

Maintaining customer loyalty; building customer relationshipsWithout customers there is no business. �erefore one of the most important roles of marketing is to create a customer base and then to maintain the loyalty of those customers to the business and its products by building customer relationships.

A relatively new approach to building customer relationships is the Four Cs as shown in Fig 13.1. overleaf.

■ customer solution – what does the �rm need to do to satisfy the needs of the customer

■ cost to customer – what is the total price of the product to the customer

Consumer needs and wants (Chapter 1.1 page 10).

IntroductionIn this chapter you are going to begin your study of marketing. The �rst thing you need to learn about marketing, is that it is much more than just advertising and selling the goods and services of a business.

In this chapter you will learn what is meant by the term market and the role of marketing in identifying and satisfying consumer needs. The in�uence of consumer and competitor behaviour on the workings of a market and how businesses might respond to this will also be studied. You will also consider how and why businesses might divide the whole market into smaller parts.

10Clear learning

objectives

Rewind and fast forward features

reinforce the learning across the chapters

Revision guide also available!978-1-107-66162-2 Revision Guide

Cambridge IGCSE®


NEW


History

Cambridge IGCSE®

2

20th Century History for IGCSE

3

Chapter 4: Origins of the first Cold War, 1945–49

Why did the ‘Grand Alliance’ begin to break down in 1945? Nature of the Cold War During most of World War II, the USA and USSR, together with Britain, had been partners in the ‘Grand Alliance’ which had been formed in 1941 to oppose Nazi Germany and its Axis allies, Italy and Japan. However this alliance did not last long after the defeat of Nazi Germany. Instead, from 1945 until 1991, much of the world became divided into hostile camps in what many called the Cold War.

Before then, the term ‘cold war’ had been used to describe situations of extreme international tensions which, nonetheless, stopped short of an outright full-blown ‘hot war’ in which actual military con�ict took place. After 1945, this term was used to describe the rivalry and hostility between the USA and the West on one hand, and the USSR and the Soviet bloc on the other.

For most of this time, the Cold War was essentially a global contest which consisted of three aspects:

• an arms race – most dramatically, a nuclear arms race

• involvement in various con�icts in the developing world

• political rivalry between two very different social and economic systems – capitalism and communism

This contest lasted for almost 50 years, and consisted of several phases. Sometimes, tensions and hostility between the two ‘superpowers’ – the USA and the USSR – declined and, instead, increasing co-operation took place. Such periods of improved relations included ‘The Thaw’ (in the mid-1950s) and ‘Détente’ (in the late 1960s and 1970s).

However, for most of the Cold War, antagonism between the two rival powers was the usual state. The most obvious signs of the Cold War were the division of Europe by the ‘Iron Curtain’ into East and West; the creation of two hostile political and military alliances (NATO in 1949, and the Warsaw Pact in 1955); and a nuclear arms race between the two ‘superpowers’. Though a ‘hot war’ between the two superpowers was avoided, there were many international crises during the Cold War. There were also several vicious ‘hot wars’ involving the allies or ‘client states’ of the two rival powers.

Introduction In 1941, following the German invasion of the Soviet Union and then the Japanese attack on the US naval base of Pearl Harbor, Britain, the USSR and the USA had formed the ‘Grand Alliance’ to oppose Nazi Germany and its Axis allies, Italy and Japan. Yet, this alliance did not last long after the end of World War II. In fact, there were even signs of tension before the war ended. Within just a few years, the Grand Alliance had been replaced by two hostile camps in what became known as the Cold War. This was to last until 1991, when the Soviet Union broke up into 15 separate nations.

Fig 4.2 – Map showing divisions of Cold

War Europe/ NATO v. Warsaw Pact, 1955.

Source BFrom Stettin in the Baltic, to Trieste in the Adriatic, an iron curtain has descended across the continent. Behind that line lie all the capitals of the ancient states of central and eastern Europe… All these famous cities lie in the Soviet sphere, and all are subject to a high and increasing control from Moscow. The Russian-dominated Polish government has been encouraged to make enormous and wrongful inroads upon Germany….

An extract from Winston Churchill’s famous ‘iron curtain’ speech, delivered at Fulton, Missouri in the USA in March 1946.

superpowers: During the Second World War, this term was used to describe the three major members of the ‘Grand Alliance’ – the USA, the USSR and Britain. It refers to a country which is so powerful, because of its economic and military resources, that it can largely control international situations to serve its own interests. Even by 1945, the USA was clearly the most powerful state the world had ever seen. While the USA was (and remains) a global superpower, the USSR was essentially only a European regional superpower.

‘Iron Curtain’: This term was used to refer to the imaginary frontier and wall of secrecy between capitalist Western Europe and communist Eastern Europe. As the Cold War intensi�ed after 1946, the frontier – especially in divided Germany – became physical. The term was �rst used by the leading Nazi Joseph Goebbels as early as February 1945.

Test yourself

1. What is understood by the term ‘Cold War’?

2. Study Source B. What, according to Source B, was the ‘Iron Curtain’?

De� nitions of key terms

Test yourself questions allow students to check

their own understanding

Cambridge IGCSE® 20th Century History*Allan Todd, Tony Rea, Jean Bottaro and Sally Waller

• Written in clear and accessible language, Cambridge IGCSE History Coursebook with CD-ROM o� ers comprehensive coverage of the 20th Century Core option of the Cambridge 0470 syllabus for examination from 2015.

• Includes all the Depth Study options.

• Authored by experienced teachers and examiners, the various features built into the chapters help students to develop a deeper understanding of the content and build historical skills.

• Exam support is provided with each chapter culminating in exam-style questions covering all the main question types.

• Further revision material and exam practice material on the student CD are designed to help students use their skills to their best abilities in examinations.

• � e Teacher’s Resource CD-ROM is coming soon so look on our website for details.

978-1-107-68095-1 Coursebook with CD-ROMComing soon Teacher’s Resource CD-ROM


NEW


Geography

Cambridge IGCSE® GeographyGary Cambers and Steve Sibley

• Provides full coverage of the Cambridge IGCSE Geography syllabus (0460), o� ering expertise, building con� dence and providing guidance in preparing for examinations.

• Clear, practical support for students.

• 50 up-to-date case studies from a wide variety of countries, including many with Cambridge centres.

• Fieldwork ideas for theoretical and practical use.

• Accompanying CD-ROM containing over 40 support sheets for use with topics in the Coursebook, and over 30 sample exam-style questions for Paper 1 with full marking schemes.

• Revision Guide also available with tips and notes to provide helpful guidance.


Up-to-date case studies

Tasks throughout each section to

reinforce learning


Cambridge IGCSE ®

Completely Cambridge – Cambridge resources for Cambridge qualificationsCambridge University Press works with Cambridge International

Examinations, and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge teachers and encourage Cambridge learners.

To find out more about Cambridge International Examinations visitwww.cie.org.uk

To find out more about Cambridge University Press, visiteducation.cambridge.org/cie

Revision Guide

Revision Guide

Cam

brid

ge IG

CS

E

GeographyDavid Davies

GeographyD

avies

ISBN 978-1-107-67482-0

9 7 8 1 1 0 7 6 7 4 8 2 0

Cambridge IGCSE Geography Revision Guide has been designed specifically to meet the requirements of Cambridge IGCSE Geography syllabus (0460) and to help students prepare for examination. The book instills confidence by improving the students' understanding of key concepts and adds focus to their revision.

Key Features

Clear and concise explanations of all the essential content that students need to learnTips and notes to provide helpful guidance on key points for examination practiceProgress checks and sample examination style questions with answers to test understanding of the main conceptsExample questions and answers to highlight common mistakes or misunderstandingsChapter containing geographical skills required, different types of questions and techniques for writing answers to facilitate and focus students' revision efforts

David Davies is a highly experienced lecturer, teacher and examiner of Geography. He has taught for 37 years at various levels both in the UK, as well as in secondary schools abroad. He has travelled extensively and has organised many Geography and Environmental Science field study courses.

®

Cambridge IGCSE®



Hum

anities

Cambridge IGCSE® Development Studies Wendy Taylor • Written for the Cambridge IGCSE Development Studies syllabus (0453).

• Learning objectives and summaries provide comprehensive coverage and guidance.

• Maps, illustrations, tables and �gures facilitate a holistic approach to the strategies studied in the text.

978-1-107-67077-8 Coursebook

Cambridge IGCSE® India Studies Nigel Price, Mike Wells, Nicholas Fellows and Anjali Tyagi • Adopts an enquiry-based approach with a strong focus on developing skills and

modes of thinking towards the emergence of contemporary India.

• Of interest to not only those living in the sub-continent and non-resident Indians across the globe, but to anyone anywhere wanting to understand the contemporary world.

978-0-521-14923-5 Coursebook

Cambridge IGCSE® Travel and TourismJohn D. Smith and Fiona Warburton • Covers the content of the Cambridge IGCSE Travel and Tourism syllabus.

• Written in a clear and accessible style, the book o�ers comprehensive coverage with an international perspective and in-depth analysis of all topics.

• Contains case studies and illustrative examples encouraging subject-based knowledge.

978-0-521-14922-8 Coursebook

Cambridge IGCSE®




44 education.cambridge.org/cie

Accounting / Econom

ics

Cambridge IGCSE® AccountingCatherine Coucom

• Written speci� cally for the Cambridge IGCSE Accounting syllabus (0452).

• Accounting principles and practices are explained in the Coursebook and accessible for students whose � rst language is not English.

• Workbook featuring guidance on preparing for the examination and techniques for use within the examination.

978-1-107-62532-7 Coursebook978-1-107-66201-8 Workbook978-1-139-85863-2 e-Book

Cambridge IGCSE® EconomicsSusan Grant

• Coursebook draws extensively on real world examples to explore economic concepts, theories and issues.

• Contains a number of activities (based on examples from around the world) which are designed to facilitate students’ easy understanding of the key concepts.

• Workbook designed to help learners develop their understanding of economics with multiple-choice questions.

978-1-107-61233-4 Coursebook978-1-107-61231-0 Workbook

Cambridge IGCSE®



45education.cambridge.org/cie

BREAKTHROUGH TO ENGLISH FOR BIOLOGY92 10 ELECTROMAGNETISM

1 Write concise instructions for the experimental procedure. Write in short sentences, so that each sentence describes a single step in the procedure. The first sentence has been done for you.

Connect the two ends of a long electrical wire to a sensitive voltmeter.

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

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

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

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

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

2 Summarise what is observed in the experiment.

When the magnet is held stationary next to the wire, ...................................................................

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

By contrast, when the magnet is moved next to the wire, .............................................................

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

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

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

3 Summarise the scientific explanation for these observations.

When the field lines of the magnet cut across the wire, ...............................................................

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

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

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

Conversely, when the magnet is stationary, ....................................................................................

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

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

The linking word ‘however’ is a synonym of ‘but’. (A synonym is a word with a similar meaning to another word.) We use ‘However’, ‘Conversely’, and ‘By contrast’ when we want to contrast two opposing facts, ideas or concepts.

9781107680852chapter_p002-104.indd 92 7/26/13 12:52 PM

6 PLANT NUTRITION 9310 ELECTROMAGNETISM

Exercise 10.4 Using transformers

In this exercise, you will describe the construction and use of transformers.

1 The diagram on the left shows the circuit symbol for a transformer. On the right is a drawing of a transformer. Label the drawing using the same labels as those that are shown on the circuit symbol.

2 Complete the following sentences, choosing the correct word from each pair.

a A transformer is used to change the voltage of a supply of alternating/direct current.

b The transformer in the drawing is a step-up/step-down transformer. We know this because it has more/fewer turns on its secondary coil.

c If a 10 V supply is connected across the primary coil, the voltage across the secondary will be greater/less than 10 V.

d To connect a 12 V radio to the mains supply, a step-up/step-down transformer must be used because the mains voltage is greater/less than 12 V.

3 Transformers are used in the grid system which distributes electricity from power stations to the many users who may be several hundred kilometres from where the power is generated. This is shown in the picture below.

a

primary coil core secondary coil

transformer

b

power station

25 kV,4000 A

500 kV, 200 A

25 kV,4000 A

transformer transformer

400 V

230 V

230 V

homes

factory

office

power lines

9781107680852chapter_p002-104.indd 93 7/26/13 12:52 PM

Cambridge Breakthrough to CLIL*Cambridge Breakthrough to CLIL is a new ‘breakthrough’ course for English as a Second Language candidates at Cambridge IGCSE level. It helps students get the most out of their studies when learning subjects through the medium of English.

Each workbook contains exercises set within the context of core topics to consolidate understanding, embedding practice in aspects of language central to the subject in question.

� e workbook should be used alongside a core textbook as well as classroom instruction, and may be used within the classroom or as a self-study or homework resource.

978-1-107-69983-0 Biology Workbook978-1-107-68085-2 Physics Workbook978-1-107-63855-6 Chemistry Workbook

NEW

NEW

NEW

Cam

bridge Breakthrough to CLIL

Bilingual Education

* We are working with Cambridge International Examinations towards recommendation of these titles

Exercises develop understanding of

subject knowledge, as well as aspects of English

such as meaning of words and sentence

construction.

Language boxes help students understand

aspects of English grammar and

vocabulary. � e language � le at the

back of the book gives more information.


Economics, English, Biology and A

ccountsCambridge O Level

Cambridge O Level EconomicsSusan Grant • Draws extensively on real world examples to explore

economic concepts, theories and issues. • Workbook builds skills and enables students to assess

their progress.


Cambridge O Level Biology Revision Guide*Ian J. Burton • Written for Cambridge O Level syllabus 5090. • Reinforces knowledge of the terms • Attractive design and layout to enrich the learning

experience • Clear and detailed explanations of all concepts using

well-labelled diagrams, tables and photographs

978-1-107-61450-5 Coursebook

Cambridge O Level English 2nd Edition*Helen Toner and John Reynolds • Written for students preparing for the O Level in

English Language. • Written in a clear and accessible style, the book o� ers

comprehensive coverage of the revised syllabus.

978-1-107-61080-4 Coursebook

Cambridge O Level Principles of AccountsCatherine Coucom • Written speci� cally for the Cambridge O Level

syllabus. • Applies international accounting terminology.


NEW

NEW

NEW

*We are working with Cambridge International

Examinations towards endorsement of this title

* We are working with Cambridge International

Examinations towards endorsement of this title

47education.cambridge.org/cie education.cambridge.org/cie

Mathem

athics, Physics, Statistics and Com

merce

Cambridge O Level

Cambridge O Level Mathematics 1 and 2Audrey Simpson • Provides for the two-year course leading to the

Cambridge O Level examinations in Mathematics. • Designed to be worked through sequentially and can be

used both as a classroom textbook and for self-study. • Hints and Tips throughout support students through

their course and as they prepare for examintion.

978-0-521-18604-9 Coursebook Vol. 1978-0-521-18605-6 Coursebook Vol. 2

Cambridge O Level StatisticsDean James Chalmers • An invaluable resource to those studying Statistics and/

or Probability on any other syllabus at a similar or higher level.

• Aims to serve as a basic introduction to the study of Statistics and Probability.

978-0-521-16954-7 Coursebook

Cambridge O Level PhysicsDavid Sang and Graham Jones • Matches the requirements of the Cambridge O Level

Physics syllabus.

• Accompanying CD-ROM contains a complete answer key and teacher’s notes


Cambridge O Level CommerceMary Trigwell-Jones • Written speci�cally for students preparing for the

Cambridge O Level examination in Commerce.

• Can also be used for the Cambridge O Level Commercial Studies examination and other public examinations in Commerce.

978-0-521-72793-8 Coursebook

Endorsed by Cambridge

International Examinations





* This title has not been through the Cambridge endorsement process


Teacher ResourcesCambridge Teacher Series

Excellence in Bilingual Education: A Guide for School PrincipalsPeeter Mehisto • � e � rst guide to focus on the development and

organisation of a bilingual education programme from the perspective of the school principal.

• Suggests how the major stakeholders – principal, teachers, students and parents – can work together e� ectively as a cohesive team.

978-1-107-68147-7 Excellence in Bilingual Education: A Guide for School Principals

Teachers Learning: Professional Development and EducationEdited by Colleen McLaughlin • Published with the University of Cambridge Faculty

of Education, this collection of academic essays, raises questions about the teacher’s role and profession; knowledge and knowledge creation and issues of power, status and development.

978-1-107-61869-5 Teachers Learning: Professional Development and Education

Language Awareness in Teaching: A Toolkit for Content and Language TeachersTimothy Chadwick • Helps teachers to develop language awareness to

support their students with the academic language they need to be successful in subjects taught through English.

• Includes language issues that relate directly to Cambridge IGCSE exams.

978-1-107-61828-2 Language Awareness in Teaching: A Toolkit for Content and Language Teachers

Teacher Education and Pedagogy: � eory, Policy and PracticeEdited by Michael Evans • A collection of academic essays on the topic of teacher

education and pedagogy with a particular focus on initial teacher training. Research, theory, policy and practice are the key themes and perspectives that structure the discussions and arguments in this book.

978-1-107-62655-3 Teacher Education and Pedagogy: � eory, Policy and Practice


Cambridge International AS and A LevelCambridge International AS and A Levels are internationally benchmarked quali� cations providing excellent preparation for university education. � ey are part of the Cambridge Advanced stage.

� ey are taken in over 125 countries and o� er a choice of 60 di� erent subjects. Cambridge International AS and A Level quali� cations are widely recognised and valued by universities and employers alike. Some US universities give up to a year’s credit as a result. Every year, thousands of Cambridge International A Level students gain places at good universities worldwide - including the UK, USA, Canada, New Zealand and Australia.

Schools and learners � nd Cambridge International AS and A Levels very � exible. Schools can o� er almost any combination of the wide choice of subjects available. Learners have the freedom to select the subjects that are right for them - they either follow a broad course of study, or specialise in a particular area.

� e Cambridge International AS and A Level Series

Business Economics Computing

Chemistry Physics Biology

Accounting English Language and Literature

Applied ICT Sociology

Mathematics � inking Skills

History


ScienceCambridge International AS & A Level

Cambridge International AS & A Level BiologyMary Jones, Richard Fosbery, Jennifer Gregory, Dennis Taylor, Phil Brad� eld

• NEW for the Cambridge AS and A level Biology 9700 syllabus, for examination from 2016.

• A fully updated and rigorous Student’s Coursebook, providing the best of Cambridge teaching and learning.

• Free resource pack to accompany textbook is available on CD-ROM or accessible online. Featuring additional practical skills material, and worked examples to build examination skills.

• Contemporary themes in the new syllabus explored in depth, with animations and presentations making the toughest concepts clearly accessible to students

• Presentations and practical demonstrations to support teachers and students with limited access to apparatus and resources.

• Fully interactive ebook with a full range of enhancements to enrich the teaching and learning experience.

978-1-107-63682-8 Coursebook with CD-ROM and online 978-1-107-70045-1 Interactive eBook978-1-107-63688-0 Teacher’s Resource Pack CD-ROM and online978-1-107-70044-4 eBookFor additional component information check our website for details

Coming Summer 2014

Coming Summer 2014


Our resources now include:CoursebooksFree material available online and on CDQuali� cation IntroStudy tipsHow to use resourcesDetailed answers and workings to all questions and tests in print bookPractical work explanationsRecommended resourcesTaster of e-book unit

Interactive e-book:Tough concepts explained in video/audioPresentation, practical demosTest yourself questions and activities (formative, progress checker, summative)Oline checklist to assist progress and revisionExam style practical activities and editable questions for grade enhancementLibrary of Animations

Teacher Resource Pack (online platform only)Delivery plan templateBank of practice questions to support summative, formative and general practice Additional touch concept supportAdditional animationsPresentation to support di� erentiationHomework sheetPractical worksheetsLearner version of quizzesLearner version of homework sheets

Revision cards


NEW


Science Cambridge AS & A Level ChemistryLawrie Ryan, Roger Norris and Mike Wooster

• NEW for the Cambridge AS and A level Chemistry 9701 syllabus, for examination from 2016.


• Featuring additional practical skills material and worked examples to build examination skills.

• Contemporary themes in the new syllabus explored in depth, with animations and presentations making the toughest concepts clearly accessible to students.



Cambridge International AS & A Level

Coming Summer 2014


Interactive e-book:Tough concepts explained in video/audioPresentation, practical demonstrationsTest yourself questions and activities (formative, progress checker, summative)Online checklist to assist progress and revisionExam style practical activities and editable questions for grade enhancementLibrary of Animations

Teacher Resource Pack (online platform only)Delivery plan templateBank of practice questions to support summative, formative and general practice Additional touch concept supportAdditional animationsPresentation to support di� erentiationHomework sheets



NEW


ScienceCambridge AS & A Level PhysicsDavid Sang, Graham Jones, Gurinder Chadha and Richard Woodside

• NEW for the Cambridge AS and A level Physics 9702 syllabus, for examination from 2016.


• Featuring additional practical skills material and worked examples to build examination skills.

• Free resource pack to accompany textbook is available on CD-ROM or accessible online.

• Physicists and engineers engaging students and raising the pro� le of physics as a career choice.




Coming Summer 2014


Interactive e-book:Tough concepts explained in video/audioPresentation, practical demonstrationsTest yourself questions and activities (formative, progress checker, summative)Online checklist to assist progress and revisionExam style practical activities and editable questions for grade enhancementLibrary of Animations

Teacher Resource Pack (online platform only)Delivery plan templateBank of practice questions to support summative, formative and general practice Additional touch concept supportAdditional animationsPresentation to support di� erentiationHomework sheets


NEW



Business


Cambridge International AS & A level BusinessPeter Stimpson and Alastair Farquharson

• Written in a clear and accessible style, the Coursebook o�ers comprehensive coverage of the Cambridge syllabus 9707 that guides students through content and methodology, including a wide range of international case studies, definitions of key terms and a wealth of practice materials.

• �is full colour, illustrated new edition student resource now includes the following resources and features:

• De�nitions and Top Tips providing extra key topic-based information.

• Using and interpreting data feature to highlight and demonstrate the importance of numeracy both in terms of calculations and interpreting numerical data.

• Exam support contextualising requirements of de�ne, explain, analyse etc., with worked examples.

• Interactive eBook and teacher resource pack to support enhanced delivery.

Check website for details Coursebook with CD-ROM and onlineCheck website for details Interactive eBookCheck website for details Teacher’s Resource Pack CD-ROM and onlineCheck website for details eBookFor additional component information check our website for details


Our resources now include:CoursebooksFree material available online and on CD Detailed answers including workings to all questions in CoursebookActivity worksheetsActivity guidance and explanationsRecommended resourcesAnimated graphs from the CoursebookToken code for a taster/sample of the interactive e-book

Interactive e-book:Features will allow notes, voice notes, highlighting, weblinks, linking to additional content, linking to other pages/books, ‘canvas’ (for showing workings), bookmarking, search, enhanced glossary, save data, sync data, TOC navigation, jump to speci�c page, resource library.Additional content for each subject also available. See website for details.

Teacher Resource Pack (online platform only)Delivery/lesson plan templates

Question bank to support formative, progress check and summative question stylesAdditional ‘tough concept’ videos

Additional animations

Presentations for each Chapter to support stretch and struggle

Homework sheets

Revision �ash cards

NEW


EnglishCambridge International AS & A Level

Cambridge International AS & A level English LiteratureElizabeth Whittome

• Fresh up-to-date content, covering the latest syllabus for Cambridge International AS and A Level English Literature (9695).

• Coursebook written by established author and examiner Elizabeth Whittome. Accessible guidance to help students achieve success. It contains activities, practical student support and tips; the content is clearly signposted to enable users to �nd key set texts and sections within the book.

• Interactive eBook includes interactive quizzes, video , audio, animation and additional activity.

• �e Teacher Resource Pack is available as an online resource or CD-ROM bank includes assessment resources and guidance to help students to prepare for their examinations. It contains support resources to help with both the teaching and learning of English Literature. Many di�erentiated and printable resources as well as interactive activities.


Cambridge International AS & A level English LanguageSteve Je�rey and Marilyn Rankin

• Fresh up-to-date content, covering the latest syllabus for Cambridge International AS and A Level English Language (9093).

• Coursebook written by experienced examiners Steve Je�rey and Marilyn Rankin. Accessible guidance to help students achieve success.

• Coursebook contains activities, practical student support and tips; the content is clearly signposted to enable users to �nd key extracts and sections within the book. �ere is a focus on developing analytical language skills.

• Interactive eBook includes interactive quizzes to support progress, checks and assessment preparation, video, audio and essay planning tools.

• �e Teacher Resource Pack is an online resource bank includes assessment resources and guidance to help students to prepare for their examinations. It contains support resources to help with both the teaching and learning of English Language Many di�erentiated and printable resources as well as interactive activities.


NEW

NEW




Sociology


Cambridge International AS & A level Sociology*Chris Livesey

• Written by a highly experienced author, Cambridge International AS and A Level Coursebook provides comprehensive support for the Cambridge 9699 syllabus.

• Discussion of signi� cant sociological research, case studies, explanation of key terms and questions within the text reinforce knowledge.

• Introduction contextualises the content covered within each chapter and o� ers an engaging start.

• Learning objectives clearly set out the aims.

• Key terms enhance understanding of the text and questions within the chapter aid self assessment.

• � e book helps students to prepare for examination with each chapter culminating in exam-style questions and a further chapter dedicated to revision, and examination skills and practice.

• Current edition still available 978-0-521-53214-3

978-1-107-67339-7 Coursebook Coming Soon Teacher’s CD-ROM

48

U4: The relationship between theory & methodsU4: The relationship between theory & methods

49

Positivist & anti-positivist approachesWe can examine the relationship between theory and methods in more detail by illustrating how three di�erent theoretical approaches, positivism, interpretivism and realism, construct this relationship.

Positivism�is approach argues it’s both possible and desirable for sociologists to study social behaviour using similar methods to those used to study the natural world. We can examine this belief by identifying some of its key ideas, beginning with the basic principle social systems consist of structures existing independently of individuals.

Institutions represent behaviour at the macro (or very large group) level of society. As individuals we experience social structures as forces bearing down on us, pushing us to behave in certain ways and shaping our behavioural choices. An example of how an institutional structure works is language.

To be part of a society we must communicate both verbally (words) and non-verbally (gestures). As conscious individuals we exercise some choice over which language we speak, but our freedom is actually limited for two reasons:

1 To engage in social action we must “speak the same language” – speaking Spanish to people who don’t understand it, for example, is a recipe for confusion.

2 Whatever language we use it remains a language, with a structure of rules (grammar) that must be obeyed if people are to communicate.

In other words, although we have a measure of choice in our daily lives this is constrained by social structures – in this example the structure of (di�erent) languages.

For positivists, therefore, where social action is determined by structural forces it makes sense to study the causes of behaviour; the structural coercion that makes people choose one action over another, rather than their e�ects – the di�erent choices they make. Social structures, therefore, are seen as real, objective, forces that act on people

U4:The relationship between theory & methods

Learning objectivesThe objectives of this chapter involve understanding:

Positivist, interpretivist and realist approaches to the relationship between sociological theory and methods

Practical, ethical and theoretical research considerations.

Concepts of validity, reliability, objectivity and representativeness.

Triangulation and methodological pluralism.

This chapter expands on the relationship between theory and methods by focusing on the concept of methodology. This initially involves outlining how different theoretical approaches, such as positivism, interpretivism and realism, construct this relationship. We then broaden the perspective to include the role of methodological concepts, such as reliability, validity, objectivity and representativeness as ways

of assessing the value of different research methods. The chapter further examines how practical, ethical and theoretical research considerations may in�uence the construction and conduct of sociological research before closing with an outline of how concepts of methodological pluralism and triangulation can be used to improve data reliability and validity.

Introduction

48

Coercion: a force that makes people choose one action over another, often against their will

Collective conscience: the expression of a society’s “collective will” that bears down on individuals and shapes their beliefs and behavioural choices.

KEY TERMS

in ways they are powerless to prevent. Durkheim (1895), for example, theorised structural forces in terms of the collective conscience – the expression of a society’s “collective will” that bears down on individuals and shapes their beliefs and behavioural choices.

Structure, therefore, determines action because to engage in social action we must “speak the same language”, something we can’t do without social structures. Just as natural scientists have observed the e�ects of “unseen forces” such as gravity or electro-magnetism, social structures are unseen forces whose e�ect can also be observed using similar techniques to those of the natural sciences:

Systematic observation Rigorous testing Quantitative measurements that create reliable

knowledge.

More speci�cally, knowledge is created by:

Observing social behaviour Developing and testing hypotheses Analysing and evaluating evidence.

�is systematic process culminates in the development of explanatory theories that explain the initial observations and predict future behaviours. In this respect scienti�c research must satisfy two conditions:

1 It must explain something, such as why some children achieve more in an education system than others, rather than simply describe it.


Coming Summer 2014

Learning objectives clearly set out the aims

of the chapter

De� nition of key syllabus terms

NEW


History


Cambridge International AS Level History • Written in clear and accessible language, the series

equips students to succeed in their course.

• Features include key questions, timelines, de� nitions of key terms, pro� les of key � gures, notes to highlight signi� cant points and formative questions to consolidate learning.

• Specially written to cover the three theme-based options for Papers 1 and 2.

• Together the three coursebooks o� er comprehensive coverage of the AS part of the Cambridge 9389 syllabus for History.

• Written in an accessible and engaging manner, using detailed study of both primary and secondary sources.

• Exam support is provided in a � nal Examination skills chapter o� ering advice on exam technique and how to approach source investigation and structured essay questions.

• Teacher’s Resources coming soon. Check website for details.

978-1-107-61323-2 Cambridge International AS Level History: International History 1871–1945 Coursebook

978-1-107-67960-3 Cambridge International AS Level History: History of the USA 1840–1941 Coursebook

978-1-107-61324-9 Cambridge International AS Level History: European History 1789–1917 Coursebook

NEW NEW

NEW


Key � gures give detailed pro� les of important

individuals

De� nitions of key terms enhance understanding

of the text



Economics

Cambridge International AS & A level EconomicsColin Bamford and Susan Grant

• Written in a clear and accessible style to cover the content of the Cambridge 9708 syllabus. � e Coursebook includes thought-provoking topics and information-rich texts that will challenge students’ opinions, educate them about economics and its impact on global development and business, and inspire classroom discussion. Texts remain accessible to teenagers.

• � e Coursebook provides an emphasis on core content and terminology through a coherent and systematic approach to the syllabus coupled with an analytical approach. Students go beyond the meaning of new concepts and de� nitions to learn holistically about a variety of strategic solutions.

• Accompanying Student’s CD-ROM providing answers to all the Coursebook activities.

• Teacher’s Resource CD-ROM featuring a range of activities for each chapter including multiple-choice, data response and essay questions as well as homework suggestions and schemes of work

• Interactive eBook to support a fully enhanced teaching and learning experience




Our resources now include:CoursebooksFree material available online and on CDGeneral examination and assessment tipsDetailed answers including workings to all questionsActivity worksheetsActivity guidance and explanationsRecommended resourcesAnimated graphs from the CoursebookToken code for a taster/sample of the interactive e-book

Interactive e-book:eBook platform features will allow notes, voice notes, highlighting, weblinks, linking to additional content, linking to other pages/books, ‘canvas’ (for showing workings), bookmarking, search, enhanced glossary, save data, sync data, TOC navigation, jump to speci� c page, resource library.Additional content for each subject also available. See website for details.

Teacher Resource Pack (online platform only)Delivery/lesson plan templates

Question bank to support formative, progress check and summative question styles

Additional ‘tough concept’ videos

Additional animations

Presentations for each Chapter to support stretch and struggle

Homework sheets

Revision � ash cards

NEW


Hum

anitiesCambridge International AS & A Level

� inking Skills: Critical � inking and Problem SolvingJohn Butterworth and Geo� � waites

• � inking Skills is the only endorsed book that provides complete coverage of the Cambridge AS and A Level � inking Skills syllabus. It o� ers substantially updated, new and revised content and also contains extensive extra material to cover related awards.

• Written by experienced and highly respected authors, the coursebook features clearly focused and di� erentiated units, stimulating student activities with commentaries to develop analytical skills, summaries of key concepts to review learning, end-of-chapter assignments to reinforce knowledge and skills, and a mapping grid to demonstrate the applicability of each unit to awards including Critical � inking, BMAT and TSA.

978-1-107-60630-2 � inking Skills: Critical � inking and Problem Solving

Critical � inking: An Introduction Alec Fisher • Critical � inking: An Introduction has been

extensively revised with updated examples and a brand new chapter on how to obtain reliable information from the internet. It is suitable for a wide range of students in schools, colleges and universities and may also be used for self-study.

• � is stimulating coursebook aims to teach critical thinking skills – the ability to interpret, analyse and evaluate ideas and arguments. Alec Fisher’s approach is based on a widely shared conception of critical thinking and covers many of the basic skills and competencies displayed by good critical thinkers.

978-1-107-40198-3 Critical � inking: An Introduction

* This title has not been through the Cambridge endorsement process



*We are working towards an Apple iBook textbook. Check our website for details.


Com

puting / Mathem

atics


Cambridge Advanced Level MathematicsHugh Neil, Douglas Quadling, Steve Dobbs and Jane Miller

• Written to match the contents of the Cambridge syllabus.

• Each book covers one syllabus unit (except P2 and P3, which are covered in a combined volume).

• Syllabus content is arranged in chapters to provide a viable teaching course.

• Clear explanation of mathematical concepts, terminology and notation, with results and procedures appearing in boxes for easy reference.

• Revision exercises and practice exam papers are featured throughout.

978-0-521-53015-6 Mechanics 1978-0-521-53016-3 Mechanics 2978-0-521-53011-8 Pure Mathematics 1978-0-521-53012-5 Pure Mathematics 2 & 3978-0-521-53013-2 Statistics 1978-0-521-53014-9 Statistics 2




Revision Guide

ISBN 978-1-107-69055-4

Pip

erCom

puting

Completely Cambridge – Cambridge resources for Cambridge qualificationsCambridge University Press works with Cambridge International

Examinations, and experienced authors, to produce high-quality endorsed textbooks and software that support Cambridge teachers and encourage Cambridge learners.

To find out more about Cambridge International Examinations visitwww.cie.org.uk

To find out more about Cambridge University Press, visiteducation.cambridge.org/cie

Cam

bridge International AS and A Level Revision G

uide

Cambridge International AS and A Level Computing Revision Guide provides a full coverage of the three theory papers for Cambridge International AS and A Level Computing (9691) syllabus.

Written in an easy-to-follow style, the book helps in reinforcing students' understanding and provides guidance on revision.

Key Features

Introductory chapter on how best to revise and decide on strategiesChapters organised to exactly match the syllabus contentProgramming concepts using pseudocodeHints, notes and cross-referencing to reinforce learningFrequent 'Progress Check' questions to build confidenceEnd-of-chapter past examination questions with example answers to assess learning

Tony Piper has taught Computing in schools and colleges in the UK for thirty years after gaining a Post Graduate Diploma in Computer Science. He has been an examiner for over ten years. He is currently working as a consultant, and devotes himself to writing textbooks and developing teacher's resources. He has contributed to over 100 textbooks which are used in schools around the world.

9 7 8 1 1 0 7 6 9 0 5 5 4

Cambridge International AS and A Level

Tony Piper

Computing

Cambridge International AS and A Level ComputingChris Leadbetter, Roger Blackford and Tony Piper

• Written for the Cambridge International Examinations Computing (9691) syllabus, this title follows the syllabus in a chronological fashion to allow easy navigation and a logical progression through the course.

• Activity and discussion boxes throughout the book can be used for class or group work or independent investigation.

• ‘Test yourself ’ questions (with answers) at the end of each chapter are written in an exam style to encourage familiarity and con� dence with examinations; the useful ‘Hints’ provide additional support for those who need it.

978-0-521-18662-9 Coursebook


Cambridge International AS and A Level Accounting Harold Randall and David Hopkins • O�ers thorough coverage of the AS and A Level topics in both �nancial and

management accounting.

• Includes the latest changes to the syllabus, especially the introduction of International Accounting Standards (IAS).

• An ideal resource to support teaching and learning for use both during the course and as an aid to revision.

978-1-107-69062-2 Coursebook978-1-107-61351-5 Revision Guide978-1-139-85864-9 e-Book

Cambridge International AS and A Level Travel and Tourism • �eme based chapters, each dealing with a particular topic

• Clear and detailed explanations of all concepts using diagrams, �owcharts, contemporary photographs and examples as appropriate

• Wide variety of activities and end of chapters questions to check and facilitate students’ understanding

• Contains case studies and illustrative examples encouraging subject-based knowledge as well as a truly international approach

978-1-107-66472-2 Coursebook

Cambridge International AS and A Level Applied ICTBrian Sargent and Graham Brown • Helps to prepare students for the examination and helps them to develop, and

learn to apply, a wide range of ICT skills.

• Accompanying CD-ROM is referenced throughout the book and contains raw source-data �les, answers to the theory questions and sample model answers for the activities in practical chapters.






*We are working with Cambridge


towards endorsement

of this title

Applied IC

T / A

ccounting / Travel and TourismCambridge International AS & A Level

NEW


Other Resources

Re�ections on Teaching Today and Tomorrow • Aids teacher and trainer

development, o�ering a new approach to teaching, facilitating active learning and encouraging more re�ective practitioners.

• Advice on key points of principle and practise.

978-0-521-72754-9 Re�ections on Teaching Today and Tomorrow

Developing Teaching and Learning • Exploration of concepts

surrounding teaching and learning that are essential to professional practice.

• Guidance on main themes and activities supporting new teaching approaches, facilitating active learning and re�ective practice.

978-0-521-18335-2 Developing Teaching and Learnings

Cambridge International Diploma for Teachers and Trainers • Designed speci�cally

for international teaching and training environments.

• �is textbook guides students through the four assessed modules of the diploma.

978-8-175-96349-8 Cambridge International Diploma for Teachers and Trainers

Cambridge International Diploma for Teachers and Trainers • Designed speci�cally

for international teaching and training environments.

• �is workbook guides students through the four assessed modules of the diploma.

978-8-175-96350-4 Cambridge International Diploma for Teachers and Trainers, Workbook

Steps to Academic Writing Marian Barry

• For students of English who are planning to go on to study at an English-Speaking university or professional training.

• Exercises will help students develop their academic writing skills and express themselves in a mature and appropriate way.

• Covers essay-writing, report writing, describing visual information and writing CVs.

• �is material is recommended by Cambridge International Examinations in the resource list for Cambridge International AS level English Language.

978-0-521-18497-7 Paperback

Teacher and Student ResourcesRecommended by Cambridge International Examinations


Penpals for HandwritingPenpals is the complete handwriting scheme from Cambridge. Aimed at 3-11 year olds, teaching children to use a fast and �uent handwriting style to help them achieve their potential in writing.

Focused on whole-class teaching using CD-ROMs for the interactive whiteboard, and Big Books for group work, this scheme will signi�cantly improve all levels of handwriting in your school.

For a full list of ISBNs visit education.cambridge.org/penpals

Cambridge ICT Starters�is series has been designed to support learners who are following the Cambridge Information and Communication Technology (ICT) Starters syllabus. �is set of books provides full coverage of all the modules. �e sections of the books correspond to the modules and follow the order in which the modules appear in the syllabus.

Key Features • A close match to the content and order of the Cambridge ICT Starters syllabus

• An easy-to-follow format

• Learning objectives to help teachers

• Clear step-by-step instruction in using a computer

• Stimulating fun-to-do activities

• Optional challenge and extension activities at the end of each module

• Online web resources can be downloaded from www.cambridgeindia.org

ICT Starters

978-1-107-62499-3 978-1-107-62506-8 978-1-107-62513-6 978-1-107-62519-8 978-1-107-62515-0 Initial Steps Next Steps Stage 1 Next Steps Stage 2 On Track Stage 1 On Track Stage 2

Other Resources



Recommended by Cambridge International Examinations

Primary


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Introducing...

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