Beruflich Dokumente
Kultur Dokumente
Catalogue
Contents
Contents
Publishing principles 1
Minimus 24
Mathematics resources 25
Coding Club 26
Keep in touch 27
cambridge.org/primary
Our publishing principles
Everything we do begins with a firm understanding of your needs, and the challenges particular to
primary teaching. We speak to thousands of teachers when we develop our primary resources, which
means you’ll find content and features that support you. For example: teachers often tell us they feel
the need to be experts across the curriculum. We know this can be challenging, so we include full
lesson guidance and subject-specific vocabulary support in all our teacher’s resources.
We learn from, and work with, leading education experts in Cambridge and around the world to bring
the best teaching and learning practices into all our resources. We always take an active, investigatory
approach, because, along with our partners, we believe it helps children learn more effectively. In
primary, we work in partnership with the University of Cambridge (NRICH) and the UCL Institute of
Education to create our primary maths resources and Cambridge Reading Adventures.
From building language competence and encouraging self-reflection, to using feedback to raise
attainment, we use practical and proven learning approaches. We know that children learn best
through doing, which is why active learning is at the heart of our primary resources. Whether making
skeletons in science or writing biographies in English, learners develop critical-thinking skills and
extend their vocabulary.
We make careful choices using clear language, supporting illustrations and grammar to support
Better Learning. We also provide subject-specific vocabulary support.
We do extensive and ongoing research with teachers to make sure our digital resources best support
teaching and learning. After talking to teachers about their needs, we developed Digital Classroom –
on-screen versions of Cambridge Reading Adventures books to help you bring lessons to life.
Our active approach to teaching and learning encourages the development of 21st century skills
needed for students to succeed in future education, at work and in life.
cambridge.org/primary 1
Penpals for
Penpals for Handwriting
Supported by
Handwriting
Second edition
Penpals for Handwriting is our handwriting scheme for 3 to 11 year olds. The fun
characters teach children about the different letter shapes, as they progress through
five stages to develop a fast, fluent handwriting style.
The series is ideal for whole-class teaching and includes digital resources with
interactive content, including animations of patterns, letters and joins.
including:
b
found.
3. Encourage children to make straight lines in physical
responses, following simple instructions.
4. Skywrite straight lines together.
5. Use the language of handwriting with children c
2 Teacher-led activity
about them
with their fingers. Look at the images and talk about 3 Extra support and home practice
the straight lines and crosses found in our environment.
Look at the images of other children’s work. • Revisit the F1 continuous provision ideas.
• Try: Invite children to use the interactive activity. Use the • Use the IWB to further explore the patterns.
pen tools to draw straight lines and crosses on screen. • Encourage children to use small whiteboards to
practise the pattern.
• Check children’s sitting position, angle of paper,
Teacher’s Book
that shows progression of skills and links to English By Gill Budgell & Kate Ruttle
Assessment
Assessment is a key part of monitoring a child’s Unit 29 Assessment
•
•
•
Check the joins.
Check correct letter and word spacing.
Check use of the baseline.
2 Using the Workbook (p30)
d Homework
4 Common errors
46 Term 3
Penpals Interactive
Our whole-class interactive DVD supports students
with letter formation, gross motor skills and more.
It includes:
• ‘Penpals Gym’ that provides motor skills warm-up
videos with audio
• Letter formation and key join animations that
teach children perfect handwriting technique
• Video guidance on correct posture and pencil
grip for right and left-handed pupils
2 cambridge.org/primary
Penpals for Handwriting
9781316501375 Budgell, Ruttle: Penpals for Handwriting Year 2 Practice Book C M Y K
Year 2 Practice Book
Penpals for Handwriting is a complete handwriting
scheme for teaching children aged 3–11. It ensures
progression through five developmental stages.
The practice books are designed for guided group
work and individual practice, following whole-class
teaching using the interactives.
• introduction and practice of all six joins Unit 5 Practising horizontal join, no ascender: ow, ou
• focus on tricky joins to e and s
• writing words, phrases and sentences Practise the joins.
Read and write
Hoúw do yoúu
2 noúw
Our practice books have a range of activities www.cambridge.org
Practice Book coúunt coúws? doúwn
to help your learners improve their handwriting. throúw
These include: With a
oúur
coúwculator!
• Opportunities to practise pattern, letter and Practise the pattern. oúut
join formations
• Highlights common exception/ 6
high-frequency words
• Reinforcement work on phonics
• GPS-linked write-in workbooks from
Foundation 2 to Year 6
Write-in workbooks
Available in packs of 10, our workbooks provide extra
practice opportunities. This helps students master
letter formation and joins while improving their speed Unit 13 P Improving handwriting: the importance of spacing
and fluency. They are: m<a<n-e©a<t<i<n<g s©h<a<ñ¡@k Notice the letter spacing
and the use of the hyphen.
6
1 Write each phase. Add a hyphen to each one to make the meaning clear.
Penpals Font CD
Check:
14
education.cambridge.org
Font CD-ROM
Adrian Williams & Rosemary Sassoon
cambridge.org/primary 3
Penpals for Handwriting
Year
Teacher Resource
Whole-class Teaching F1 (3–5 years) F2 / P1 Y1 / P2 Y2 / P3
ForGross
more information For more information on the product, and for technical support, • Gross and fine motor
For more information on the product, and for technical support, • and fineon the product, and for technical support,
motor • Gross andinformation
For more fine motoron the product, and for technical support, • Gross and fine motor
visit education.cambridge.org/penpals.
visit education.cambridge.org/penpals. visit education.cambridge.org/penpals. visit education.cambridge.org/penpals.
skills practice skills practice skills practice skills practice
Interactive
Interactive
Interactive
Interactive
This product is sold on a perpetual site and network licence. This product is sold on a perpetual site and network licence. This product is sold on a perpetual site and network licence. This product is sold on a perpetual site and network licence. • Animated handwriting
• Bank of patterns • Animated handwriting • Animated handwriting
models models
System requirements models
System requirements • Animated
System mark-making
requirements System requirements
Microsoft® Windows® 7/8/9 or Mac OS® X v.10.8/10.9/10.10 Microsoft Windows 7/8/9 or Mac OS X v.10.8/10.9/10.10 Microsoft® Windows® 7/8/9 or Mac OS® X v.10.8/10.9/10.10
Microsoft® Windows® 7/8/9 or Mac OS® X v.10.8/10.9/10.10 • Activities for practice
® ® ®
practice
RM® Community Connect® 4 network
• Activities for practice
RM® Community Connect® 4 network
• Activities for practice
RM® Community Connect® 4 network
RM® Community Connect® 4 network
Microsoft® Windows® Server 2008/2012 network Microsoft® Windows® Server 2008/2012 network and assessment
Microsoft®
Windows® Server 2008/2012 network and assessment
Microsoft®
Windows® Server 2008/2012 network and assessment
F2 2
© Cambridge-Hitachi 2015
F1 1
© Cambridge-Hitachi 2015 © Cambridge-Hitachi 2015 © Cambridge-Hitachi 2015
F1 F2 1 2
Interactive Interactive Interactive Interactive
978-1-84565-338-5
By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle
9 781845 653385
Pupil Resource
Intervention Books
Securing Letter
Formation
Intervention
1
By Gill Budgell & Kate Ruttle
rbnh
• Around 1–2 years.
cados
• Penpals for Handwriting is the UK’s • Use of upper body muscles.
favourite handwriting scheme. The • Movement comes mainly from the shoulder
mkp
their own word-processing. • Movement is still quite stiff but there may be
gqef
Sassoon Penpals Is your body a some wrist movement.
Joined Line* • The fonts will work in Microsoft® Word®, fist width away
ABCDE
other programs that support from the desk? 3 Holds pencil between thumb and two fingers:
no longer using whole-hand grasp.
Sassoon Penpals Tracker OpenType fonts. Are your
feet flat on • Around 3–4 years.
Peripherals
• Sassoon Penpals Joined will join • Both of these grips are the crude beginnings of
as you type*, using the joins
the floor? the tripod grip. The hand tends to move as a
unit, with limited wrist movement.
System requirements
recommended in Penpals for Are all chair
PC: Microsoft® Windows® XP(SP 3)/ Handwriting. legs touching Children at this stage need more experiences that
FGHIJ
a will strengthen their muscles (cutting, working with
Vista/7/8 and 10 the ground? dough etc.) to increase readiness for a precision
Mac®: OS X v.10.5.8/10.6.8/10.8/10.9/10.10 “ Although researched as a reading Supported by the Supported by the pen hold.
RM® Community Connect® 4 network font, the letters represent the • Type documents or display
Microsoft® Windows® Server 2008/2012 network movement, proportion and basic materials in the Penpals font
Font CD-ROM
Securing Letter
young children reading and
Please note: The ligatures for the Joined school network Is there a circle
handwriting can be the same.”
KLMNO
and Joined Line versions of the font will only
work with Microsoft® Office® 2010 and 2011, on • Print and semi-cursive gap between your 4 Moving towards the tripod grip.
Formation
Windows® and Mac® respectively. Rosemary Sassoon thumb and finger?
options available • Around 4–6 years.
Software © Cambridge-Hitachi 2016 * Microsoft® Word® 2010 (PC) and 2011 The lower case alphabet Long-legged giraffe letter family Zig-zag monster letter family
• Holds pencil near point between first two fingers
and thumb and uses it with good control.
(Mac) users only.
Joins in Is your paper tilted • Finger movements and wrist now in play.
• Moving to a comfortable and efficient tripod
Microsoft ® at a slight angle?
P aQbRcSdTe
grip: a precise three-way or tripod use of thumb,
Word® 2010 index and middle fingers.
1
and above!
Font CD-ROM
l i t
Supported by the Supported by the
u j y
pqrst © Cambridge-Hitachi 2015
Supported by the
© Cambridge-Hitachi 2015
Supported by the
uvwxyz
Supported by the
© Cambridge-Hitachi 2015
4 cambridge.org/primary
Key Stage 2
Penpals for Handwriting Year 3 Interactive supports direct Penpals for Handwriting Year 4 Interactive supports direct Penpals for Handwriting Year 5 Interactive supports direct Penpals for Handwriting Year 6 Interactive supports direct
teaching to the whole class via interactive whiteboard. teaching to the whole class via interactive whiteboard. teaching to the whole class via interactive whiteboard. teaching to the whole class via interactive whiteboard.
This digital resource includes: This digital resource includes: This digital resource includes: This digital resource includes:
• Penpals gym video warm-ups to develop and refine • Penpals gym video warm-ups to develop and refine • Penpals gym video warm-ups to develop and refine • Penpals gym video warm-ups to develop and refine
gross and fine motor skills gross and fine motor skills gross and fine motor skills gross and fine motor skills
• animated introductions of trickier joins and revision • animated introductions of , p b joins • animated introduction of sloped writing for speed • explorations of alternative letter shapes and joins
of key issues • a gallery of handwriting examples for Assessment for personal style
• major revision of key handwriting issues
• a gallery of handwriting examples for Assessment for Learning discussion. • examples of handwriting for different purposes
• a gallery of handwriting examples for Assessment
for Learning discussion. • a gallery of handwriting examples for Assessment
for Learning discussion.
Penpals for Handwriting Year 5 Interactive complements for Learning discussion.
Penpals for Handwriting Year 3 Interactive complements the Penpals for Handwriting Year 5 Teacher’s Book.
Penpals for Handwriting Year 4 Interactive complements
the Penpals for Handwriting Year 3 Teacher’s Book. Penpals for Handwriting Year 6 Interactive complements
the Penpals for Handwriting Year 4 Teacher’s Book.
the Penpals for Handwriting Year 6 Teacher’s Book.
For more information on the product, and for technical support, •For
Gross and fine on
more information motor
the product, and for technical support, For more information on the product, and for technical support, ForGross
• more information
and fineon the product, and for technical support,
motor • Gross and fine motor
visit education.cambridge.org/penpals. • Gross and fine motor
visit education.cambridge.org/penpals. visit education.cambridge.org/penpals.
skills
visit practice
education.cambridge.org/penpals.
skills practice skills practice skills practice
Interactive
Interactive
Interactive
Interactive
3 5 6
© Cambridge-Hitachi 2015 © Cambridge-Hitachi 2015 © Cambridge-Hitachi 2015
4
© Cambridge-Hitachi 2015
3 4 5 6
Interactive Interactive Interactive Interactive
By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle
Pupil Resource
Intervention Books
Securing Securing
the Joins Fluency
Intervention
2 Intervention
3
By Gill Budgell & Kate Ruttle By Gill Budgell & Kate Ruttle
PENPALS for
Hdiig Licence
Peripherals
Certificate School:
Name:
Hh Ii Jj Kk Ll Mm Nn Oo
Date:
© Cambridge-Hitachi 2015 © Cambridge-Hitachi 2015
for
excellence in
Signature: Pp Qq Rr Ss Tt Uu Vv Ww
© Cambridge-Hitachi 2015 © Cambridge-Hitachi 2015
Signed
Date
© Cambridge-Hitachi 2015
Xx Yy Zz
© Cambridge-Hitachi 2015
cambridge.org/primary 5
Scope and sequence
Penpals for Handwriting
Units introducing new letters or joins are flagged with coloured dots.
6 cambridge.org/primary
9 Writing words with double ss letters: o+ o, o+ a
Term 1 Term 1
1 Practising diagonal join to ascender: t< h, c· h 1 P
ractising joining through a word in stages: no
2 Practising diagonal join, no ascender: a< i, a< y ascenders or descenders
3 Practising diagonal join, no ascender: i< r, e © r 2 P
ractising joining through a word in stages:
4 Practising horizontal join to ascender: w# h, oß@h parallel ascenders
cambridge.org/primary 7
Term 2 15 Spacing between letters
Penpals for Handwriting
29 Assessment 2 P
ractising sloped writing: diagonal join to
ascender: t< h, s © h, n< b, n<d, h< t , s © t
30 Revising capital letters
3 P
ractising sloped writing: diagonal join, no
ascender: a< i, a< y, k< n, e © r, iÿ, e © n
4 P
ractising sloped writing: diagonal join to an
Year 4/Primary 5 anticlockwise letter: a<c, s © c, b © o, d<a, e © a, h< o
5 P
ractising sloped writing: horizontal join to
Term 1 ascender: w# h, w# l, oß@h, oß l, o ® #f, @o ß b
• 1 Introducing diagonal join from p and b to 6 P
ractising sloped writing: horizontal join, no
ascender: p © h, p © l, b © l ascender: o ú i, o ú y, o ú u, o ú p, v} e
• 2 Introducing diagonal join from p and b, no 7 P
ractising sloped writing: horizontal join to an
ascender: b © u, b © i, b ¿, p © u, p © i, p ¿ anticlockwise letter: o+ o, o+ a, w>a, w>o, v>a, v>o
• 3 Introducing diagonal join from p and b to an 8 Practising sloped writing: joining from r: r>a, r} e,
anticlockwise letter: p © a, p © o, p µ[, b © a, b © o, b µ[ r¬@i, r>o, r¬@u
4 Revising parallel ascenders and descenders: b© b, p© p 9 Practising sloped writing: joining from s: s © h, s © u,
5 Break letters: x, z s © c, s © l, s © w, s © p
6 Spacing in common exception words 10 End-of-term check
7 Consistent size of letters Term 2
8 Relative size of capitals 11 P
ractising sloped writing: proportion – joining
9 Speed and fluency from f to ascender: _ ‹@ # l, _ ‹@#õ ª
8 cambridge.org/primary
16 Practising sloped writing: size, proportion and 15 Improving handwriting: the importance of
Term 1
• 1 Style for speed: crossbar join from t: t ô h, t ® i, t ® r,
t › a, õ ª õ ª
• 2 Style for speed: looping from g: \l, \i, \r, \a, \g
•3 Style for speed: looping from j and y: Ø , ]o, ó,
{r, {o
• 4 Style for speed: looping from f
• 5 Style for speed: different joins to s
• 6 Style for speed: looping from b
• 7 Style for speed: joining from v, w, x and z
8 Handwriting for different purposes: abbreviations
9 Spacing between words
10 End-of-term check
Term 2
11 Improving handwriting: the importance of
consistent sizing
12 Improving handwriting: the importance of
proportion
13 Improving handwriting: the importance of
spacing
14 Improving handwriting: the importance of
consistent sizing of parallel ascenders and
descenders
cambridge.org/primary 9
Penpals for Handwriting
Penpals for Handwriting
“The resources are really user friendly, the staff really like them.”
Carla Gotch, Tennyson Road Primary School
10 cambridge.org/primary
Bring your
lessons to life with
Digital Classroom
• Project on-screen versions of your print
books for simple yet effective teaching
• Zoom and pan around the pages as well
as highlighting and annotating text and images
• Play audio and video straight from the page
without switching platforms
• Developed with teachers around the world
Adventures
Series editors: Sue Bodman and Glen Franklin,
UCL Institute of Education
Created in partnership with the UCL Institute of Education Books to develop confident,
(IOE), the world’s leading University for Education*, the
series includes 144 titles across 11 Book Bands and four
enthusiastic readers
new Strands taking readers beyond White Band. You can • Every child will find something they love: a mix of fiction
use Cambridge Reading Adventures on its own, or to and non-fiction with diverse topics for readers
support your teaching in English, maths and science. • Children progress from simple words at Pink A Band,
to books with up to 3,500 words at Voyagers Strand
12 cambridge.org/primary *UCL IOE is ranked number one in the world for education by QS World University Rankings.
Cambridge Reading Adventures
Would you like on-screen versions of print
books for front-of-class teaching?
Bring your lessons to life with Digital Classroom – perfect for
introducing a text or leading sessions with your class.
• Show pages from the book for reading with your whole class
• Zoom, highlight and annotate on screen with a range of easy-to-use tools
• Download for offline use
• Listen to audio in British or American English accents to help your
learners understand correct pronunciation and intonation
• Available as a 12-month single-user licence
Teacher resources
Everything we do begins with a firm understanding of your needs and aspirations. So as well as teacher support in each of the
readers, the series also includes three teacher’s resources – Early, Transitional and Conventional.
• Support on the theory and practice of teaching reading • Guidance and templates help you assess and manage each
child’s progress
• Teaching guidance in every book covers learning outcomes,
developing comprehension, grammar and sentence • A benchmark title in each level helps you determine every
structure, as well as curriculum links learner’s reading level
Suggested follow-up
activities, including
Full guidance following up grammar
on how to run a objectives, and creative
guided reading writing ideas.
lesson in class:
introduction,
teaching elements
such as phonic
decoding, reading
aloud, checking
comprehension and
new vocabulary.
NEW Pink A to Blue Bands Early Cambridge Elevate Digital Classroom Access Card (1 year) 978-1-108-46561-8
NEW Pink A to Blue Bands Early Teaching and Assessment Guide with Cambridge Elevate 978-1-108-58510-1
NEW Green to White Bands Transitional Cambridge Elevate Digital Classroom Access Card (1 year) 978-1-108-46563-2
NEW Green to White Bands Transitional Teaching and Assessment Guide with Cambridge Elevate 978-1-108-61243-2
NEW Pathfinders to Voyagers Conventional Cambridge Elevate Digital Classroom Access Card (1 year) 978-1-108-46573-1
NEW Pathfinders to Voyagers Conventional Teaching and Assessment Guide with Cambridge Elevate 978-1-108-64787-8
cambridge.org/primary 13
Pink A and B
Cambridge Reading Adventures
For new readers, Pink A and B Band books support children initially learning to
use a book.
• Range of fiction and non-fiction
• Books in Pink Band have around 30–60 words, feature colourful illustrations
and highly predictable language
Pink A Band
Games 978-1-316-60084-9
Photos 978-1-108-40066-4
Pink B Band
Red
In Red Band, a sense of story begins to be developed.
• Illustrations remain supportive, but children have to use some decoding skills
• These books have more complex sentence structures with less repetition to
help students learn high-frequency words
Seagull 978-1-316-50310-2
14 cambridge.org/primary
Cambridge Reading Adventures
Yellow
Yellow Band develops longer story plots, helping readers build their inferential skills.
• More emphasis on understanding through reading and less on using illustrations to
convey meaning
• Repetition is used as a dramatic device, rather than a way of learning important words
My School 978-1-107-55000-1
Stars 978-1-316-50315-7
Non-Fiction
Playgrounds 978-1-316-50318-8
Help! 978-1-108-40815-8
Blue
Blue Band stories become slightly more complex than Yellow Band, with several
characters and episodes within the story to help develop comprehension.
• Greater variation in sentence patterns helps students self-correct independently
• Vocabulary in non-fiction titles becomes more technically specific
• Less common words are supported by illustrations, providing opportunities to build
word-reading power and knowledge of spelling patterns in English
Crabs 978-1-108-43537-6
cambridge.org/primary 15
Green
Cambridge Reading Adventures
Fiction titles usually feature several characters and story events are more
developed, often lasting through several pages.
• Longer, more complex words require readers to apply word-solving skills
• Longer sentence structures focus on the use of punctuation
• Books contain topic-specific vocabulary with moderate support from the illustrations
and new words are often repeated to help learners
Orange
Orange Band stories are longer than in previous bands, featuring more events and
greater complexity.
• Illustrations provide support for just one aspect of the story per page
• Sentence structures become more complex, with some use of the conditional
tense (e.g. sentences that speculate what could happen, normally containing
the word ‘if’)
• Children will recognise a large number of the high-frequency words used in this
band, helping them become fluent and develop their understanding
• High-frequency words in each book are no longer specified from Orange Band onwards
16 cambridge.org/primary
Turquoise
Motorcycles 978-1-107-57624-7
How Chocolate is Made 978-1-107-57616-2
Clever Computers 978-1-316-50331-7 Non-Fiction
Draw the World 978-1-107-57684-1
Purple
The Purple Band includes storylines that often reflect character and/or author viewpoint,
providing opportunities to discuss character motivation and response.
• Story language develops further, with phrases found in traditional tales and storytelling,
such as ‘long, long ago’ and ‘once upon a time’
• Non-fiction texts offer more in-depth information and technical vocabulary than
previous bands
Pterosaur! 978-1-107-55108-4
cambridge.org/primary 17
Gold
Cambridge Reading Adventures
Gold Band books are for children approaching independence in predicting and
evaluating story development.
• Chapter books build tension, giving the opportunity for more sustained reading
• Texts become longer to match growing reading stamina
• More complex language structures throughout
• Illustrations now offer only general support to the story
White
White Band titles match the growing maturity of the reader and stories provide
opportunities to explore ‘why?’ questions when responding to texts.
• Readers encounter complex sentences with a wide range of grammar, such as ‘we’re’
and ‘they’re’
• Non-fiction topics may employ different genre styles across one text
18 cambridge.org/primary
Our Pathfinders, Wayfarers, Explorers
cambridge.org/primary 19
Strand 1: Pathfinders
Cambridge Reading Adventures
• Pupils begin to justify their point of view about what they read
• Stories and subject matter are suited to growing maturity of the reader
• Literary devices that convey emotions begin to emerge
Strand 2: Wayfarers
• Developing knowledge and skills of reading non-fiction across a range of subjects,
texts integrate a good deal of dialogue alongside literary language
• Children working at this Strand will be reading beyond what is on the page
• Readers will need to infer characters’ feelings, thoughts and motives from their
actions, justifying these with evidence
Timbuktu 978-1-108-41085-4
Diving Under the Waves 978-1-108-41164-6 Non-Fiction
Who is the Greatest? 978-1-108-43617-5
20 cambridge.org/primary
Strand 3: Explorers
Skyscrapers 978-1-108-41189-9
Dolphins in the Wild 978-1-108-40583-6 Non-Fiction
The Changing Climate 978-1-108-40578-2
Strand 4: Voyagers
• Readers will be able to discuss how language is used and how the words chosen
cause reactions and inferences in the reader
• Texts will use writing devices like flashbacks, parody, summary and commentary
• Stories are longer (short novel) and follow a range of characters
• Fiction books contain chapters offering opportunities for sustained reading, while
others may be shorter but with deeper inferential meaning
cambridge.org/primary 21
Cambridge Reading Adventures
Ar iof es
G i ng • Arif Goes Shopping • Animal Homes
Sho p p
What goes into the trolley?
• Please Stop, Sara! • I Can Help
• The Tractor
• Photos
Cambridge Reading Adventures is a ground-breaking Primary
guided reading series which offers a wide variety of engaging texts.
The series has been created by Cambridge University Press in collaboration
with the UCL Institute of Education’s International Literacy Centre. Each book is
carefully positioned in reading bands. This gradient of challenge will support teachers to
ensure progress. Teacher’s notes are provided inside every book with full guidance to get
the most out of every reading session.
Pink A band
Charlotte al-Qadi
Rupert Van Wyk
Institute of Education
Pink B • Omar’s First Day • The Last Lemon • My Dad is a Builder • Where do they
at School • Our Den Grow?
Om r’s
First D y • Leela Can Skate • Who Lays Eggs?
Om r’s t School
First D y
t School • Hello Baby • Looking After
• School Lunch Animals
Omar is going to school.
What will he see there?
Red • Omar Can Help • Look! It’s Baby • The Enormous • In the Sea
Enormous
The
Duck Watermelon • Houses and
Watermelon • Leopard and • Seagull Homes
The Enormous
Watermelon
Ravi and Mum find an
his Spots • Imani’s Library • The Weather
• Bedtime on Book Today
enormous watermelon.
What should they do
with it?
Yellow • Late for School • Little Tiger • The Boy who • My School
Hu Can Roar! Said No • Playgrounds
STARS • Diego Fandango • Where Are My • Stars
9781316503157 KUBUITSILE: STARS YELLOW NON FICTION CMYK
STARS
What are stars made of?
When can we see stars?
Find out in this book.
• Oh Bella! Shoes? • The Big City
• A House for Snail
• Help!
Cambridge Reading Adventures is a ground-breaking Primary guided reading
series which offers a wide variety of engaging texts. The series has been created
by Cambridge University Press in collaboration with the UCL Institute of Education’s
International Literacy Centre. Each book is carefully positioned in reading bands. This gradient
of challenge will support teachers to ensure progress. Teacher’s notes are provided inside every
book with full guidance to get the most out of every reading session.
Yellow band
Lauri Kubuitsile
Institute of Education
Blue • A Day at the • The Pumpkin • Lost! • It’s Much Too Early! • My First Train Trip
Museum Monster • Suli’s Big Race • Making a Car
Suli’s
Big Race • The Show and • The Big Pancake • The Mean Monkey • On the Track
9781316600863 EELES: SULI’S BIG RACE BLUE FICTION CMYK
Suli’s
Big Race
Alex Eeles
• Crabs
Who will win the race?
Institute of Education
Green • Hide and Seek • The Lion and • Turtle is a Hero • Take Zayan with • Baking Bread
Turtle is the Mouse • Up, Up, Elephant! You! • A Drop of Rain
Turtle is
a Hero • Big Bugs
• Dressing for
a Hero
Turtle loves to swim
and he likes to sleep
on the beach too.
the Weather
One day he makes
a new friend.
Gabby Pritchard
Institute of Education Fabrizio di Baldo
Orange
• For Today, For • Sang Kancil • The Best Little • The Great Inventor • Finn Saves • Super Malls
Tomorrow and Crocodile Bullfrog in the the Day • Town
Su pe r
Ma lls
Su pe r • Omar in Trouble Forest Underground
M al ls
9781316503355 ANITA GANERI: SUPER MALLS ORANGE NONFICTION C M Y K
Institute of Education
Turquoise • Sang Kancil and • Little Fennec • The Great • Clever Computers
Claire Llewellyn
is Made
Cambridge Reading Adventures is a ground-breaking Primary guided reading
series which offers a wide variety of engaging texts. The series has been created
by Cambridge University Press in collaboration with the UCL Institute of Education’s
International Literacy Centre. Each book is carefully positioned in reading bands. This gradient
of challenge will support teachers to ensure progress. Teacher’s notes are provided inside every
book with full guidance to get the most out of every reading session.
• A Dark Winter
Turquoise band
Institute of Education
22 cambridge.org/primary
Cambridge Reading Adventures
Band International Traditional Animal Everyday Adventure Non-Fiction
School Series Tales Tales Tales Stories
Gold • Tefo and the • Yu and the Great • Lost at Sea • Rags to Bags
Lucky Football Flood • Sang Kancil and • Scarface: The
Yu and
the Great Boots the Farmer Real Lion King
9781107562257 BRADMAN: YU AND THE GREAT FLOOD GOLD FICTION CMYK
Yu and
the Great
Flood
Tony bradman NICOLA HITORI DE
• Animals of
Flood
Yu is good at solving problems.
But can he beat Gong Gong
the water monster?
the Ice Age
• Giants of the
Ocean
Cambridge Reading Adventures is a ground-breaking Primary
guided reading series which offers a wide variety of engaging texts.
The series has been created by Cambridge University Press in collaboration
with the UCL Institute of Education’s International Literacy Centre. Each book is
carefully positioned in reading bands. This gradient of challenge will support teachers to
ensure progress. Teacher’s notes are provided inside every book with full guidance to get
the most out of every reading session.
Gold band
• A World of
Institute of Education
Deserts
• Tigers of
Ranthambore
White • Don’t Give • The Great Escape • The Silk Road • Sticks and Bricks
Up Yet! • Mei and the • The Great Escape and Bits of Stone
Pirate Queen • Mei and the • The Great
Pirate Queen Migration
Mei runs away from
home. What will happen
• The Mobile
Continent
when she is captured by
the Pirate Queen?
Institute of Education
Sauropods
• What’s for Lunch?
Cheetah Family
Nate perferspit, si con con
reic tet labor sim et ium abo.
Nam seriore, sum hicimporest
haribus.
Institute of Education
The
Mystery l • You and Me • Who is the
of So
Blurb to be added here
Greatest?
Institute of Education
Lauri Kubuitsile Xavier Bonet
Chris Oxlade
Institute of Education
Institute of Education
cambridge.org/primary 23
Minimus
Minimus
Minimus is our lively introduction to Latin for children aged seven and over. Students
enjoy a mix of myths, stories, grammar support and historical background while
discovering the Latin language and the culture of Roman Britain.
Pupil’s book
Our pupil’s book is the perfect companion to learning
Latin – discover Roman Britain brought to life with
myths, stories and illustrations. Inside, you’ll find
cross-curricular activities for geography, history,
RE and art.
Teacher’s resource
Our teacher’s resource provides full support for
non-specialist teachers, including worksheets about
life in Roman times, suggested practical activities
and translations of the Latin passages.
Audio CD
The audio CD provides help with Latin pronunciation
and contains lively readings of the Latin texts to help
motivate pupils.
Barbara Bell
MINIMUS
Starting out in Latin
Joint Association of Classical Teachers
Available titles:
Minimus Pupil’s Book 0 521 65960 4
Minimus Teacher’s Resource Book 0 521 65961 2 Barbara Bell
Minimus Cassette 0 521 00511 6
24 cambridge.org/primary
Mathematics resources
Mathematics Resources
From creating maths word problems to our helpful primary maths whiteboard resource,
explore our mathematics collection below.
Helps children to use and apply key
calculation skills
Helps children to use and apply key
calculation skills
Visit www.cambridge-hitachi.com/apex
for more information about the Apex Word
Word Problems Ages 7-8 Visit www.cambridge-hitachi.com/apex
for more information about the Apex Word
Word Problems Ages 10-11
problems. Select one or two-step questions,
Problems range. Problems range.
For help using Apex Maths Word Problems For help using Apex Maths Word Problems
3 6E
email techsupport@cambridge-hitachi.com email techsupport@cambridge-hitachi.com
‘create worksheet’ and you’re done. You can Harrison Primary School, Hampshire A problem-solving
Harrisonresource thatHampshire
Primary School, saves you time A problem-solving resource that saves you time
3
DVD-ROM 3, UK edition DVD-ROM 6E, UK edition
cambridge.org/primary 25
Coding Club
Coding Club
Challenge your students to create their own mystery game or e-book reader with this
series of coding books. With clear explanations and a step-by-step layout, the series
starts with basic skills and works its way up over three flexible levels.
Cod
Clu ing
9781107623255 Roffey: Coding Club Python Next Step Level 2 Cover. C M Y K
Next
entry.get() applies the get() function to the entry widget. This collects whatever text
has been typed in to this text entry box and assigns it to the entered_text variable.
Next we clear the text box widget called output with this widget’s delete() method.
This takes two arguments. The 0.0 says start deleting from line 0 (i.e. before line 1) and
before character 0 (i.e. the beginning). END is a constant that always refers to the position
after the last character in the text box. We could also have replaced END with a
Steps
line.character index but END is easier.
level 2 For example, my_string = "text| widget box" the cursor is at index position (1.4).
Chris Roffey The next line of code finds the definition in the dictionary using the entered text as the key.
Finally, this is added to the text box widget called output using the widget’s insert()
method. This takes two arguments:
1 where to start the insertion: (END) i.e. the beginning (we have just cleared output)
2 what to insert: the definition found in the dictionary in the previous line.
Cod
9781107666870 Roffey: Coding Club Python Building Big Apps Level 3 Cover. C M Y K
Clu ing
b
Python
Building
BIG Apps level 3
Chris Roffey
26 cambridge.org/primary
Keep in touch
Keep in Touch
Whether you want more details on any of our resources,
or you would like to place an order, we’d love to hear from you.
cambridge.org/primary 27
Notes
Keep in Touch
28 cambridge.org/primary
Notes
Notes
cambridge.org/primary 29
cambridge.org/primary