IPLS Resources Guide

iP iLS
Integrated.
Individual.
International.
Are you in?
iPrimary and iLowerSecondary

curriculum.
Your guide to fully mapped resources
iP iLS
Welcome
In this guide, you’ll find an introduction to Pearson’s complete range of
published resources for international schools teaching our Pearson Edexcel
iPrimary and iLowerSecondary curriculum.
Supporting you all the way from planning to teaching and learning, and through to assessment,
our experts have fully mapped our internationally-renowned published resources* to the
iPrimary and iLowerSecondary learning objectives for years 1–9, so that you can start teaching
straight away, with the peace of mind that you have all you need.
All our carefully selected resources have been written with learners of English as an additional
language (EAL) in mind.
iPrimary iLowerSecondary
Bug Club - our core reading program, Inspire English International -

helping more than a million children Providing 11–14 literacy skills for
learn to read. students to become confident,
self-motivated learners.
Building Blocks - provides the

building blocks for grammar and Maths Progress International -
1 1 – 1 9 P RO G R E S S I O N
Maths Progress
KS3 Maths Progress
ONE
International 11–14
7
Progress with confidence
punctuation success. creating confident and numerate

Our innovative KS3 Maths Progress course embeds evidence-based approaches throughout
our trusted suite of digital and print resources, to create confident and numerate students
able to progress to KS4 and beyond.
Pedagogy at the heart Confidence • Fluency • Problem-solving • Progression

This course is built around a pedagogy based on leading mathematics educational research
and best practice from teachers in the UK. The result is an innovative learning structure
based around 10 key principles designed to nurture confidence and raise achievement.
Delta 1
The 10 key principles of
students, ready for International GCSE

• Fluency • Concrete-pictorial-abstract
• Mathematical reasoning • Relevance
• Problem solving • Modelling
• Multiplicative reasoning • Reflection (metacognition)
• Progression • Linking
Delivering the 2014 National Curriculum, each unit of the course enables progression like this:
Abacus - a unique and flexible

Pi
1, 2, 3
Theta
1, 2, 3
Delta
1, 2, 3
(9–1).
Student Books
primary maths toolkit. Other components include: and Progression Workbooks.

For more information visit www.pearsonschools.co.uk/ks3mathsprogress
ONE
www.pearsonschools.co.uk
Exploring Science International 11–14 -

myorders@pearson.com
ISBN 978-1-4479-6231-1
9 781447 962311
Science Bug International -

inspiring 11–14 science with seamless
an exciting hands-on science progression to Pearson Edexcel
programme designed for today’s International GCSE.
curious kids.
See pages 3-6 for more information. See pages 7-9 for more information.
Teach the iPrimary and iLowerSecondary

curriculum with ease and confidence, using
resources that you know and trust from Pearson.
*Pearson recommends, but does not mandate, the use of our resources for teaching the iPrimary and iLowerSecondary curriculum.
2
iP
Bug Club
for iPrimary English
Bug Club is Pearson’s core whole-school reading program, which combines
stunning books in print and eBook format with an incredible online reading world
and has everything you need to help children catch the reading bug.
Bug Club’s online components are available through ActiveLearn Primary.

Find out more at pearsoninternational-schools.com/bugclub
Teaching Resources
for iPrimary English
We have worked together with authors and schools to create dedicated student and
teacher resources written specifically to work alongside the iPrimary English planning and
give you the confidence to fulfil all the curriculum objectives.
l Building Blocks: Grammar and Punctuation NEW from

The new grammar and punctuation programme consists of structured December
write-on student books, digital teacher guides, unit checkpoints and 2020
progressive tests designed with a methodical and rigorous approach to
ensure 5 to 11-year-olds meet the high expectations of the English curriculum.
Unit 1A | Lesson 1: Identifying adverbials
Grammar for Reading Unit 1A:Fronted adverbials (Reading)
Lesson 1: Identifying adverbials Underline the adverbial in each of the following sentences.
Note what kind of information it adds to the sentence.
Activity 1
1 We could, possibly, restart the game.
Grammar Guide
2 I stay fit because I like going swimming.
3 Fran and I meet up every few weeks.

Kelly quickly kicked the ball with all her strength.
4 With growing impatience, Jack waited for his turn.
 An adverbial could be a single word or a longer phrase.
5 The lunch bell rings at noon.
 An adverbial can add information about a verb, an adjective or another
adverb. The adverbials in the sentence above both add information 6 Their team scored three times in a row.
about the verb.
7 It’s quite hot today, isn’t it?
Underline the adverbial in each of the following sentences.

Activity 3
1 Shana kicked the ball when she was near the goal. Grammar Guide
2 All of a sudden, the lights went out.
Jo saw
Jo suddenly saw a light through the window.
3 I often try eating new foods. a light
If you remove adverbials from a sentence, it should still make sense.
Activity 2
Cross out all the adverbials in the following passage.
Grammar Guide
 Adverbials can add information about any of the following things: Controlling her fear, Sofi slowly opened the door. It creaked as it
swung away. She could see a few stairs in front of her – but nothing
time (e.g. this morning) place (e.g. at home)
manner (e.g. happily) cause (e.g. to help my mum) else. She descended into the blackness. Every now and again, there
degree (e.g. very) number (e.g. twice) was a soft noise from below her. She knew other people would likely
probability (e.g. maybe) frequency (e.g. twice a day) turn back. Sofi hesitated only once before making up her mind. She
wanted to solve the mystery so she could finally go home.
It was extremely hot that day

Copy out the passage, without the adverbials. Does it make sense?
 In the sentence above, the adverbials show degree and time.
If not, check that you have removed all the adverbials, and no other text.
2 3
pearsoninternational-schools.com/buildingblocks 3
iP
nglish
iPrimary E
ok
Ac tivity Bo
l iPrimary English Activity Books
Year 1
2
Year
Our iPrimary English Activity books provide essential
Activity Book
practice of key English skills and explicitly link to the
lesson planning and iPrimary English Anthologies - nglish
iPrimary E
providing a complete teaching and learning experience. Ac tivity Bo
ok
Year 1
1
Year
Activity Book
l iPrimary English Anthology
Convenient and affordable packs of iPrimary
Anthologies, available for fiction and non-fiction. These
anthologies contain all the texts you will need to teach
iPrimary English.
l iPrimary Scheme of Work

Lesson plans written to ensure complete curriculum coverage are included for free with
the iPrimary subscription. Each unit works with a reader to teach a range of key skills
and has a suggested order to teach objectives throughout the year including possible
activities to support learning.
ENGLISH iPrimary
Year 3 English Scheme of Work

Teaching iPrimary English objectives Activities
week
Year 3 R3.3A Answer simple questions about a character, event or piece of information Make predictions; ask and answer simple
Term 1 about which they have read. questions; retell events from a story;
Unit 1: R3.3B Retell two events from a story or sequence in the correct order. sequence three pictures and write two or
Fiction R3.4A Use context to infer the meaning of unfamiliar words. three sentences about each one to tell a
(10 days) R3.4C Use knowledge of other books or films to predict what might happen at story.
the end of a short story or other text. Identify adjectives in expanded noun
R3.6A Point out the conjunctions ‘and’, ‘but’ and ‘because’, and explain how they phrases.
join sentences. Explore characters within a story.
R3.6B Identify adjectives in expanded noun phrases and use the term ‘adjective’. Join sentences using conjunctions: ‘and’,
W3.3B Sequence three pictures and write two or three sentences about each ‘but’ and ‘because’; use subject and object
one to tell a story. pronouns.
W3.3D Re-read own writing, improving it at sentence level. Write a longer description of a character;
W3.5A Say and then write compound sentences using the co-ordinating edit and improve writing.
conjunctions ‘and’ and ‘but’.
W3.5D Use adjectives in expanded noun phrases, in own writing of three or
more simple or compound sentences.
W3.5E Use subject and object pronouns instead of noun/noun phrases.
SL3.2A Give brief descriptions using two or more linked sentences.
SL3.2D With some guidance, take on the role of a character, from a play or other
text, using some knowledge of conventions.
We’ve also mapped some of our Rapid titles to the

iPrimary English curriculum. Children can take advantage
of the proven impact Rapid has on progress in reading.
4 pearsoninternational-schools.com/bugclub
iP
Abacus
for iPrimary Mathematics
Abacus is a unique and flexible maths toolkit that’s carefully crafted, with a
combination of over 10,000 digital and printed resources, to help you inspire
a genuine love of maths and help every child master the maths curriculum.
Abacus gives you freedom when you want it and structure when you choose it.
The digital components of the Abacus programme are available through ActiveLearn
Primary. Find out more at pearsoninternational-schools.com/abacus
MATHEMATICS iPrimary
Year 6 Week 4 Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Find time intervals using the Read the 24-hour clock and know difference; minutes; N5.4B Introduce BIDMAS (order of operations) for +, -, ×, ÷ only.
24-hour clock how many minutes are in an hour hours G5.1G Solve problems involving time, including converting
between 12-hour and 24-hour time.
Teaching Summary
Starter
Tell the time
Show 10:35 on an analogue clock and explain that this is an AM time. Students work in pairs, writing their answers on their whiteboard. One student writes the
time as it would appear on a digital clock, and the other student writes the time in a number sentence, such as 25 to 11. Now show the usual analogue clock time,
then write the time in a number sentence and also show the digital time. Repeat with other times, particularly those ‘to’ the hour. Students swap roles each time.
Teaching
• Explain that when hundreds or even thousands of people enter a marathon, their start times are often staggered, so there not too many people all start at the
same time. Write the start and finish times of two marathon runners on the whiteboard (Anik: 10:14 —14:07 and Anuva: 9:57 — 14:02). Say: Anik thinks he
was faster than Anuva. Do you think he was right? How could you find out?
• Demonstrate using a number line how to count up to find the difference between Anik’s start and finish times.
• Ask students to find the difference between Jill’s start and finish times. Ask: Who was quicker?
• Ask students to work in pairs to think of a start and finish time which would give a time in between the two.
• Say: Anik and Anuva’s friend Jennifer has run lots of marathons and finished in 3 h 24 min. She started at 9:45. Ask students to work out what time she
finished. Students share answers. Do they agree on the finish time? Ask students to explain how they worked out the answer. Sketch a line to show their
steps, adding the hours, then 15 minutes to the next hour, then 9 minutes to finish.
• Explain that Rafi finished at 13:36 and ran his marathon in 3 h 49 min. Ask students to work out what time he started.
• Choose a student to explain how they found Rafi’s start time.
Key Questions
• How could you work out the time of each runner?
• What is the next time to mark on your line? How many minutes to the next hour?
Watch out for Our lesson plans are written to Lesson plans are supported by Abacus
textbooks and by a range of interactive
• Students who have trouble bridging the hour
Our Mathematics Scheme of
• Students who forget there are 60 minutes, not 100 minutes, in the hour give you complete confidence
Work guides you through which that you are covering the teaching tools and other resources on
objectives to teach each week whole curriculum. our ActiveLearn Primary digital service.
and suggests activities to follow.
Copy and complete this table. Fill in the missing times

and positions for each walker in a time trial.
MATHEMATICS iPrimary
Start time End time Time taken Position
Year 6 Mathematics Scheme of Work
Sam 11:44 15:38
Teaching iPrimary Mathematics objectives Activities
week
Year 6 G5.1F Convert between 12-hour time and 24-hour time. Convert between grams and Oliver 10:38 14:53
Term 1 G5.1G Solve problems involving time, including converting between 12-hour and 24-hour kilograms, millilitres and litres,
Week 4 time. millimetres and centimetres,
Isla 10:57 4 hours 12 minutes
N5.4B Introduce BIDMAS (order of operations) for +, –, ×, ÷ only. centimetres and metres, metres
G6.1B Convert between different metric units of measure (answers up to and including 2 and kilometres, and miles and
decimal places). kilometres; revise reading the 24- Craig 11:39 3 hours 42 minutes
G6.1C Read and record times in different units. hour clock and convert 12-hour
G6.1D Solve problems involving converting between units of time (giving answers as times to 24-hour; read and write Millan 16:29 2 hours 16 minutes
mixed units, not decimals). Roman numerals; find time
G6.1E Solve problems involving measure, using all four operations. intervals using the 24-hour clock.
G6.3D Use knowledge of other operations, including fractions, to convert between miles Daniel 11:17 16:28
and kilometres.
Tami 17:16 3 hours 38 minutes
Keira 17:04 4 hours 9 minutes
Interested in using a Maths mastery approach in your school? Our Power

A music track lasts for 8 minutes 47·8 seconds.
If the track is played on the radio, starting at
Maths programme is now mapped to iPrimary. See online for further55 minutes and 12 seconds past 3, what time
did the track finish?
details - pearsoninternational-schools.com/powermaths I am confident with finding time intervals.

38
M01_GM_TB1_L06GBR_8567.indd 38 06/05/2014 10:32
pearsoninternational-schools.com/abacus 5
iP
Science Bug International

for iPrimary Science
Our new International edition of Science Bug has 72 new printed components and
a more flexible approach to topic work. It’s been written to deliver the requirements
of the UK Primary Curriculum, but adapted to meet the needs of international
schools. Packed with online and print resources to help you spark imagination, fuel
curiosity and nurture inspired and confident young scientists! Year 2 Unit: Health and growth Lesson 2
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives
Name the main food groups Understand that different animals eat diet, food groups, healthy, B2.1C Understand what is meant by a balanced diet
and some foods in them different diets; Understand that some unhealthy, treat, energy, B2.1D Know the main food groups and be able to
foods are healthy, and some unhealthy categories categorise food by type
Teaching Summary
Ask the students to discuss what they learned in their last science lesson. Recap and address any misconceptions. Explain that today we will focus on food, which
is a basic need for humans and animals. Ask the students to name some healthy and some unhealthy foods. Tell them that we can sort foods into different
Our Science Bug online components are available through ActiveLearn Primary. categories, called ‘food groups’. These are:
 Fruits and vegetables
Find out more at pearsoninternational-schools.com/sciencebuginternational 


Starchy foods
Meat, fish and eggs
 Sugary and fatty foods
 Milk and dairy foods
Use Which Food group? or write the following words on the board; apple, cheese, chicken, pasta, cabbage, potato, butter, chickpeas. Ask the students to sort
each food into the correct food group.
Ask the students if they think that a human’s diet should have the same amounts of each food group to stay healthy. Reinforce that our diet should have mostly
fruit and vegetables, with good amounts of starchy foods, some meat, fish and eggs and milk and dairy, and small amounts of sugary and fatty foods as a treat.
We call this a balanced diet. Ask what happens if we eat a balanced diet (we are fit, healthy and well; we have lots of energy; we stay a healthy weight). What
about an unbalanced diet? (We can become ill; we have low energy; we can become overweight).
Main Activity
Core
All lesson plans are split into simple, Show or draw an image with the above food groups (if you are using an existing image, make sure the terms used are the same as above). Give the students a
sheet with a large circle divided into five ‘wedges’. Ask them to label each of the wedges around the outside of the circle with each of the food groups. Inside the
circle, draw two or three examples of a food in that group and label them.
easy-to-understand steps, with Support
Give the students words and/or pictures of two or three foods for each group and ask them to sort them into the correct groups.
differentiation for all learners. Extend
Ask the students to add one or two healthy choices, and one less healthy choice in each section.
Plenary
Bring the students back together. What have they put in each food group? Ask the students to ‘vote’ by putting hands up/showing a thumbs up if they agree with
what everyone has said and discuss if necessary.
SCIENCE iPrimary The activities in each Scheme of Work

Year 2 Science Scheme of Work
provide an overview of teaching and
Teaching iPrimary Science objectives Activities give you a starting point if you decide to
create your own planning.
week
Year 2 B2.1A Understand that humans need the correct amounts of water and food to Discuss and understand what humans
Term 1 stay alive. need to survive and be healthy.
Health B2.1B Understand that there are many types of food and humans may have Identify and name the main food groups
and different diets. and some foods in them.
growth B2.1C Understand what is meant by a balanced diet. Explore how exercise keeps us healthy.
B2.1D Know the main food groups and be able to categorise food by type. Be able to show what kinds of care
B2.1E Understand the need for exercise to stay healthy. young humans and animals need.
B2.1F Understand that human and animal offspring need differing types Understand how to use food and
and amounts of parental care while they are growing.
B2.1G Understand that personal and food hygiene is important to maintain health.
medicines safely. Optional online activities help bring
B2.1H Understand why humans take medicines and recognise hazards associated
with taking and storing medicines.
activities to life.
We also recommend our Heinemann Explore

Science programme for use with the iPrimary Science
curriculum. See online for programme details.
6 pearsoninternational-schools.com/sciencebuginternational
iLS
Inspire English
International
for iLowerSecondary English
Inspire English International is a new whole school
programme for teaching the English National Curriculum and
the Pearson Edexcel iLowerSecondary curriculum to 11–14
year-olds. Incorporating inspirational and comprehensive
student books, workbooks and teacher guides, plus digital
resources hosted on ActiveLearn, the programme provides
everything a school - and a student - needs to meet the
demands of both curricula and 21st century education.
Each unit is based around a theme – at the start Activities throughout each unit
you will find a description of this theme and an focus on key skills and help
idea of some of the texts you will explore. structure your learning.
9 10 This section links to pages 6–9 of the Workbook.
Unit 1 Section 1
Telling stories
Heroes and
villains
In this section, you will explore different ways to tell stories and make them successful.
Extract A is taken from a story based on an ancient Greek myth: the twelve tasks of Heracles.
▼ Read Extract A and then answer the questions that follow it.
1 For ten long years, King Eurystheus had been trying to “Go at once to the Underworld,” said Eurystheus, “and
keep a promise he had made to the goddess Hera. He 20 bring me King Pluto’s guard dog, the mighty Cerberus.”
In this unit, you will meet a range of characters in stories who are either had pledged to help her defeat her enemy, Heracles,
Heracles thought about what the king was asking.
heroic or villainous. The stories featured use many techniques to build by creating a series of impossible tasks for Heracles
Cerberus was the most terrifying and powerful dog
suspense, and the heroes find themselves in dangerous situations or 5 to perform. If – and when – Heracles failed at the
who had ever lived. Each of his three heads was more
tasks, he would either die or remain enslaved to
faced with cunning enemies, including a mysterious Count, a sinister Eurystheus forever. And Hera would be delighted.
fearsome than the last, and his tail was a deadly
aunt and fierce wild animals. Will the heroes of these stories win, or will 25 dragon’s. Beside Cerberus, the mighty monsters
There was just one problem. Each time Eurystheus Heracles had already defeated were as puny as
the villains overpower them…? thought he’d come up with a truly impossible puppies. “Very well, Eurystheus,” he said. “I have no
10 task, Heracles seemed to complete it easily. Using choice but to obey.”
In this unit, you will… a mixture of courage, cunning and superhuman
Without another word, Heracles
strength, Heracles had outwitted giants, defeated
30 swept out of the palace. Before
explore different ways to tell stories and make them successful. monsters and even cleared twenty years’ worth of
he reached the outer gates, he
cow dung out of the world’s smelliest stables in a
explore how a writer creates a villainous character and then create your was already planning how he
15 single day. Now, Eurystheus had just one last chance
own villain. would capture the monstrous
to create a mission that even Heracles was bound to
dog, and earn his freedom
explore ways of creating tense, exciting action in a story. fail. So he summoned Heracles into his presence to
35 once and for all.
receive his final, devastating order.
explore the opening of a short story and then write your own.
answer questions on a short extract and write a short descriptive text to assess Activity 1: Picking out the key points
your progress.
The extract sets the scene for the full story: it explains who is doing what, and why.
explore the purposes of ideas in stories and how they are structured. Answer the questions below using as much information as possible from the extract.
explore different ways of ending a story.
1 What does King Eurystheus do, and why? Write one or two sentences explaining
explore different ways of giving the reader information. your answer.
explore sentence structure choices and their impact on the reader. 2 What does Heracles do, and why? Write one or two sentences explaining
your answer.
develop your skills in checking the accuracy and effectiveness of your writing.
3 Look again at your answers to questions 1 and 2. Check that they contain all of the
write a short story to assess your progress in this unit.
following words.
goddess | promise | tasks | dog | Underworld | freedom
By the end of this unit, you will be able to structure and craft a If any of these words are missing, make sure you have included all the relevant
information from the extract. If possible, add more information to your answers.
short story.
M01 iPLS Inspire English Y8 SB8 Global 00725 PDQ v4.2.indd 9 07/02/2020 11:36 M01 iPLS Inspire English Y8 SB8 Global 00725 PDQ v4.2.indd 10 07/02/2020 11:36
Learning objectives are listed here, Digital components are available through ActiveLearn
as well as a clear outcome – so that
subscriptions, for use both inside and outside the
you understand what you will learn by
following the unit. classroom - bringing together your planning, teaching and
assessment across one service.
pearsoninternational-schools.com/inspireenglishinternational 7
iLS
Maths Progress International

1 1 – 1 9 P RO G R E S S I O N
Maths Progress
KS3 Maths Progress

ONE
International 11–14
7
Progress with confidence
our trusted suite of digital and print resources, to create confident and numerate students
able to progress to KS4 and beyond.
Pedagogy at the heart Confidence • Fluency • Problem-solving • Progression
for iLowerSecondary Mathematics

This course is built around a pedagogy based on leading mathematics educational research
and best practice from teachers in the UK. The result is an innovative learning structure
Delta 1
• Mathematical reasoning • Relevance
• Problem solving • Modelling
• Multiplicative reasoning • Reflection (metacognition)
Building on our popular 11–14 UK curriculum Maths course, Maths Progress

International has been redesigned specifically for international students and
Pi Theta Delta
1, 2, 3 1, 2, 3 1, 2, 3
Student Books
provides seamless progression to Pearson Edexcel International GCSE (9–1) Other components include: and Progression Workbooks.
ONE
Mathematics, as well as complete coverage of the Pearson Edexcel iLowerSecondary

For more information visit www.pearsonschools.co.uk/ks3mathsprogress
ISBN 978-1-4479-6231-1
Award and the UK National Curriculum.

9 781447 962311
3
The write-in practice workbooks offer
Equations, functions and formulae extra practice of key content along
Master Check P65 Strengthen P67 Extend P71 Test P75
with dynamic student support.
3.1 Simplifying algebraic expressions

You will learn to:
• Simplify expressions by collecting like terms.
2.1 Factors, primes and multiples
Master
1 Here is a list of numbers. A prime number has exactly

two factors: 1 and itself.
Fluency 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,
15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25
Write these additions as
Circle the prime numbers.
Confidence
multiplications:
• 5+5+5 2 a Write down all the factors of
Guided
Why learn this? • 9+9+9+9+9 i 12 1 × 12 = 12, 2 × 6 = 12, 3 × 4 = 12. Factors are 1, 2, 3, 4, 6, 12
Algebra is a language that people in every • 10 + 10 Explore ii 18 1 × 18, 2 ×
country in the world can understand. It doesn’t • 18 + 18 + 18 + 18 + 18 Why do we ‘simplify’ in algebra? iii 25
need to be translated into Japanese, Spanish b Write down all of the prime factors of each number in part a. A prime factor is a factor
i 2, 3 of a number that is also a
or any other language. prime number.
ii
iii
Exercise 3.1
3 Problem-solving Simon finds all the factors of a number. This is his list.
1 Write using index notation.
Warm up
1, 2, 3, 4, , , 8, 10, 12, , , 20, 24, , , 48, , 80, 120, 240

a 3×3×3×3 b 2×2×2 What are the missing numbers?
The course’s
c 5 × 5 × 5unique
× 5 × 5 × 5 structure follows a mastery approach that aims
Key point
An algebraic expression 4 a Write down all the factors of 6. The highest common factor (HCF)
to nurture confidence, build fluency, improve problem‑solving skills

of two numbers is the largest
b Write down all the factors of 15. number.
e.g. 3x + 2y, contains numbers and
Worked example letters.
c Write down all the factors of 15.
Worked
and develop mathematical reasoning.

d What is the highest common factor (HCF) of 6 and 15? example
Simplify x + x + x Each part of an algebraic expression e Find the HCF of each of these pairs of numbers.
is called a term. i 8 and 20
Think of a rod that is x cm long. ii 9 and 27
x
5 a List the first 8 multiples of 4.
The lowest common
When you put three rods together the total length is 3x cm. b List the first 8 multiples of 8. multiple (LCM) of two
numbers is the smallest
x x x c Write down the common multiples of 4 and 8 that are in both lists. number that is a multiple
3x
STEM links throughout focus on key skills and d What is the lowest common multiple (LCM) of 4 and 8?
of both numbers.
3x
highlight connections to using maths in real life.
So x + x + x = 3x
6 STEM The diagram shows two cogs.

The larger cog has 10 teeth and the smaller cog has 6 teeth.
The cogs start to turn with the black dots next to each other.
2 Simplify What is the smallest number of turns each cog must make
before the black dots are next to each other again?
a n+n
Masterc 2a + 3a Check P65
b y+y+y+y+y
d 5b + 6b P67
Strengthen Key
Extend P71 point Test P75 STEM
e 5a − 3a f 8b − 3b Like terms contain the same letter 6 STEM In physics the formula F = ma is used to calculate force, F,
3.3 STEM: Using formulae

g 7y + 2y − 3y (or do not contain a letter).
where m = mass a =each
Check and Tick acceleration.
box as your Need extra help? Go to page 18 and tick
Discussion Why is x + x + x + x the same as 4x? You simplify an expression by conﬁdence in this the boxes next to Q1–3. Then have a go at
Work out
2 the value of topic
theimproves.
force (F) when them once you’ve finished 2.1–2.6.
collecting like terms.
3 Simplify by collecting like terms. a m = 2, a = 27 b m = 5, a = 32 c m = 25, a= 7
a 2x + 4x + 2 = 6x + u b 2b + 6c − 3c Discussion When F = 20 and a = 5 could you work out the value of m?
International_Maths_Practice_Book_Colour_V5_spreads.indd 2 8/29/19 11:22 AM
You cwill
6ylearn
− 2y +to:
8 − 3b d 4y − 2 + 3y
• Substitute Q3e hint 7 STEM Weight (W) in newtons (N) is calculated using the formula
e 9x + 3into formulae.
− 3y − 7x f 9a − 7b + 2a + 5
9x − 7x = u W = mg, where m = mass in kg and g = acceleration due to gravity in m/s2.
Discussion Are the two expressions 3x + 2y and 2y + 3x equivalent?
a On Earth g = 10 m/s2. Work out the weight, in newtons, of
Topic links: Order of operations, Indices Unit 3 Equations, functions and formulae 54 i a 5 kg dog
Fluency
ii a 70 kg man
Work out:
iii a 30 kg monkey.
Confidence
M03_Equations, Functions and Formula v4.indd 54 • 2+3×4 30/09/2019 16:28

4+5 b On the Moon g = 1.6 m/s2.
•
2 Work out the weight of the dog, the man and the monkey on the Moon.
Why learn this? 4 × (5 + 2) Explore
• F
You can substitute into formulae to work 2 How can you predict your adult height? 8 STEM The formula to calculate pressure (P) in N/m2 is P = , where
A
out all sorts of things – from the volume of F = force in N and A = area in m2. Work out the pressure when
the Earth to the cooking time of a meal.
a F = 20, A = 2
b F = 100, A = 25
Exercise 3.3 9 STEM An engineer uses the formula V = IR to work out the voltage in a
circuit, where I is the current (in amps) and R is the resistance (in ohms).
1 A recipe gives this formula to work out how long it takes to cook a
Work out the voltage, V, of a circuit with
chicken:
1 1 – 1 9 P RO G R E S S I O N 1 1 – 1 9 P RO G R E S S I O N
a current 4 amps and resistance 10 ohms
(50 × mass (in kg) + 40) minutes
Maths Progress Maths
a 2 kgProgress Maths Progress
Warm up
b current 3.1 amps and resistance 15 ohms

KS3 Maths Progress
KS3 Maths Progress
How long does it take to cook chicken?

ONE ONE
KS3 Maths Progress
7 8 9 c current 7.2 amps and resistance 20 ohms.

Progress with confidence Progress with confidence
nce-based approaches throughout International 11–14

our trusted suite of digital and print resources, to create confident and numerate students International 11–14
our trusted suite of digital and print resources, to create confident and numerate students International 11–14
2 STEM To calculate the maximum heart rate when exercising, use
onfident and numerate students able to progress to KS4 and beyond. able to progress to KS4 and beyond.
Digital components are available through

10 The formula for the perimeter of a rectangle is P = 2l + 2w.
Pedagogy at the heart Pedagogy at the heart Confidence • Fluency • Problem-solving • Progression
Confidence • Fluency • Problem-solving • Progression Confidence • Fluency • Problem-solving • Progression
This course is built around a pedagogy based on leading mathematics educational research This course is built around a pedagogy based on leading mathematics educational research
mathematics educational research
n innovative learning structure maximum heart rate = 220 – age in years.
and best practice from teachers in the UK. The result is an innovative learning structure and best practice from teachers in the UK. The result is an innovative learning structure
Theta 1
Work out the perimeter when

Pi 1
dence and raise achievement.

Delta 1
Work out the maximum heart rate for these ages.

a l = 12 cm and w = 2 cm
ActiveLearn subscriptions, for use

bstract • Mathematical reasoning • Relevance • Mathematical reasoning • Relevance
a 18 b 45 c 79
• Problem solving • Modelling • Problem solving • Modelling
• Multiplicative reasoning • Reflection (metacognition) • Multiplicative reasoning • Reflection (metacognition)
gnition) • Progression • Linking
8each unit of the course enables progression like this:
Delivering the 2014 National Curriculum,
b l = 4 m and w = 5 m
course enables progression like this:
3 Work out the value of each expression when a = 3. Q3a hint c w = 10.5 cm and l = 6 cm.
11both
STEM Toinside
convert fromand
°C (C) tooutside theuseclassroom -
a 2a b a+3 c a–5 d a2 e 10 – a
Pi Theta Delta Pi Theta Delta
2a = 2 × a = 2 × u Kelvin (K) scientists the
1, 2, 3 1, 2, 3 1, 2, 3
4 Given x = 3, y = 5, z = 8 work out the value of

a 1, 2, 3 1, 2, 3 1, 2, 3
formula K = C + 273.
bringing together your planning, teaching
Student Books
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z x+y Q4a hint

8 Convert these temperatures to Kelvin.
a xy b xz + 5 c 2(x + 1) d 2 e 2 u×u a 100°C b −20°C c 0°C d −100°C
12 STEM The formula for converting a temperatureone
and assessment across service.
Other components include: and Progression Workbooks.
Other components include: and Progression Workbooks. ONE
E
ONE For more information visit www.pearsonschools.co.uk/ks3mathsprogress
d Progression Workbooks. For more information visit www.pearsonschools.co.uk/ks3mathsprogress
ONE
mathsprogress
Worked example
from Fahrenheit (F) to

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Key point
www.pearsonschools.co.uk ISBN 978-1-4479-6229-8
ISBN 978-1-4479-6231-1
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5(F − 32)
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The formula used to calculate speed is: speed = Celsius (C) is C = .
time A formula is a general rule for a 9
Work out the speed of a cyclist who travels 1000 metres in relationship between quantities. Convert these temperatures into °C.
20 seconds. You use a formula to work out an a 41°F b 59 °F c 77 °F d 23 °F
1000 Substitute the values into the formula. unknown quantity by substituting.
Speed = Write the units.
20 13 Explore How can you predict your adult height?
8 = 50 m/s m/s means metres per second.
pearsoninternational-schools.com/mathsprogressinternational Is it easier to explore this question now you have completed the lesson?
What further information do you need to be able to answer this?
distance
5 STEM Use the formula speed = to work out the speed of 14 Reflect Look back at the formula in Q6.
time Q14 hint
iLS
Exploring Science
International 11-14 EXPLORING
EXPLORING SCIENCE INTERNATIONAL 11–14

7
SCIENCE
EXPLORING
SCIENCE
INTERNATIONAL 11–14
for iLowerSecondary Science 7

Series Editor: Mark Levesley
Inspiring 11–14 science that builds the foundation for
further study INTERNATIONAL 11–14
Exploring Science International sparks your students’ curiosity Mark Levesley, Sue Kearsey, Iain Brand, Penny Johnson
with exciting, real-life science, alongside seamless progression
to International GCSE Sciences.
Key features of the Student Book include:
• real-life science your students can relate to, with stunning
facts, case studies and photographs
• content for a broad and balanced science curriculum,
as well as specific skills and content needed to progress ActiveLearn
to International GCSE Sciences
ActiveLearn provides a full
• full coverage of the content on the UK National Curriculum,
and comprehensive range
Pearson Edexcel International Lower Secondary Award,
of teaching, planning and
and 13+ Common Entrance Exam
assessment support.
7
• STEM spreads focusing on key skills and careers Including videos, animations,
• Working Scientifically spreads focus on the enquiry, worksheets, lesson plans,
Mark Levesley, Sue Kearsey, Iain Brand, Penny Johnson

practical and mathematical skills needed for future progress. assessments and online
homework.
Exploring Science International 11–14 offers a seamless www.pearsonschools.co.uk/ExploringScienceInternational

Student books Workbooks
EXPLORING

8
SCIENCE
EXPLORING
transition between KS3 and KS4 Science. Designed to inspire

SCIENCE
Under the skin
8
9781292294124 9781292294131 9781292294100 9781292294148 9781292294155
Series Editor: Mark Levesley
further study INTERNATIONAL 11–14
The bright colour of a
poison dart frog warns
kill a large animal,
scientists are now
the next generation of scientists, this new edition provides

Exploring Science International sparks your students’ curiosity Mark Levesley,
predators that itsSue Kearsey, Iain Brand,
investigating some Penny Johnson
myorders@pearson.com skin contains a lethal
with exciting, real-life science, alongside seamless progression of the substances in
to International GCSE Sciences. poison. Although the poison to help
just a tiny amount them to design new
Key features of the Student Book include:
would be enough to medicines.
complete coverage of the iLowerSecondary Award.

as well as specific skills and content needed to progress ActiveLearn
• full coverage of the content on the UK National Curriculum,
assessment support.
8
• STEM spreads focusing on key skills and careers Including videos, animations,
Feeling
• Working Scientifically spreads focus on the enquiry, worksheets, lesson plans,
Mark Levesley, Sue Kearsey, Iain Brand, Penny Johnson

blue
homework.
EXPLORING
www.pearsonschools.co.uk/ExploringScienceInternational You can tell how healthy these

birds are by looking at their feet!
Student books Workbooks Sula nebouxii is a species of
9
SCIENCE
seabird. The birds get coloured
EXPLORING compounds (called carotenoids)
SCIENCE from the fish that they eat.

These substances become
concentrated in their feet, which
UK NC, iLS, CEE INTERNATIONAL 11–14
9
makes them blue. The better
Series Editor: Mark Levesley their diet and the healthier they
2 Write down three ways of reducing drag.
8Ie DRAG
are, the bluer their feet
further study
9781292294117 9781292294131 9781292294100
9781292294148 9781292294155
Exploring Science International sparks your students’ curiosity

Mark Levesley, Sue Kearsey, Iain Brand, Sue Robilliard, Penny Johnson
3 Look at photo A. Why do the parachutes need with exciting, real-life science, alongside seamless progression
to have a large area? Key features of the Student Book include:

WHAT IS DRAG AND HOW CAN IT BE REDUCED? 4 Look at photos B and C. Compare the features facts, case studies and photographs
of the two vehicles that will affect their drag. as well as specific skills and content needed to progress ActiveLearn
Any object moving through water or air will have a • full coverage of the content on the UK National Curriculum,
resistance force on it that will slow it down. Water The amount of drag on a moving object depends on and 13+ Common Entrance Exam
assessment support.
its speed as well as its shape. The faster the object is • STEM spreads focusing on key skills and careers
9
Including videos, animations,
resistance and air resistance are types of drag. • Working Scientifically spreads focus on the enquiry, worksheets, lesson plans,
moving, the greater the drag.
Mark Levesley, Sue Kearsey, Iain Brand, Sue Robilliard, Penny Johnson
homework.
1 What is drag? A vehicle travelling at a steady speed has balanced

forces on it. A forwards force from the engine is www.pearsonschools.co.uk/ExploringScienceInternational
needed to balance the drag forces. If the drag is less, D | Drag also occurs when a fluid is moving past an
Student books Workbooks
The drag on a moving object is partly caused by the vehicle will not need such a big force from the object. This car is in a wind tunnel. It is not moving, but
friction between the moving object and the fluid. engine to travel at that speed, and it will not use up air is being blown past it. The smoke helps to show how
This friction can also cause the moving object to as much fuel. the air flows over it.
heat up. This part of the drag is reduced by giving The top speed of a vehicle depends on the force its 9781292294117 9781292294124 9781292294100 9781292294148 9781292294155 Tusk master
the object a smooth surface. engine can produce and on the drag. As the vehicle Elephant tusks are mainly levers to dig for food and
goes faster and faster the drag increases until 5 Athletes often need to make their drag as made of a composite water, and to strip bark
Some of the drag is caused because the object has www.pearsonschools.co.uk material called dentin or from trees. Similar to left-
small as possible. myorders@pearson.com dentine. The same material and right-handed humans,
to push some of the fluid out of the way. The faster eventually it is as big as the maximum force from is found in human teeth. elephants are left- or right-
Elephants use them as tusked.
the object is moving, the more fluid has to be the engine. a| Describe two ways in which the cyclist in
pushed out of the way each second. This part of photo E has reduced his drag.
the drag is reduced by keeping the area that faces b| Explain how reducing his drag helps him
the moving air or water as small as possible, and to go faster.
by giving the object a streamlined shape. This a| Why do objects heat up if they are moving
A | The parachutes on these crates have a large area, 6
makes it easier for the fluid to move around it. so they produce a lot of drag. fast?
b| Use ideas about particles to explain why
the drag is less if an object is moving slowly.
7 Write a 20-second radio advert explaining to
Real-life science your students

drivers why they should drive more slowly.
8 a| Suggest two ways in which a car designer

could increase the top speed of a new car.
b| Explain why each way would work, using
ideas about balanced forces. can relate to, with stunning facts,
case studies and photographs.
9 Suggest why the water speed record is only
E | a competitor in the Asian Track Championships 511 km/h when the land speed record is
in 2018 1227 km/h.
C | The submersible Alvin is used for scientific

B | This submarine has a top speed of exploration of the sea bed. Its top speed is just over
I can …
approximately 65 km/h and a crew of 140. 3 km/h and it has a crew of two. Golf balls have small dimples on ■ describe ways in which drag forces can be increased or reduced
their surface to reduce drag.
■ describe the causes of drag forces
■ describe how drag changes with speed.
144 145
M09_ESWS_8_9618_U8I v6.indd 144 29/04/2019 12:22 M09_ESWS_8_9618_U8I v6.indd 145 29/04/2019 12:22
FORENSIC Clear STEM

7Ea SCIENCE communication
Forensic scientists need to explain clearly what they have
done. An important part of this is their method, which is a
Method
A | Fold a circular filter paper in half.
HOW DOES A FORENSIC SCIENTIST PREPARE EVIDENCE FOR A COURT? B | Fold the filter paper in half again to form a
set of written instructions showing how an experiment is
Exciting STEM spreads focus on

triangular shape.
carried out. The method may also include a diagram of the
Forensic scientists collect materials from crime scenes. apparatus. A clear method lets other scientists repeat an C | Open out one layer of the paper to form a
They may collect soil, burnt or broken materials, hairs experiment exactly, to check the results. It also allows people cone.
key skills and jobs for the future.

and body fluids. The scientists then examine and test in a court to understand easily what a forensic scientist has
the materials in a lab. Their results can be used as done. D | Place the filter paper cone into a filter funnel.
evidence in a court of law. For example, the evidence The Method on the right can be used to filter a sand (or soil)
could be used to show whether a person or vehicle E | Stir the sand mixture with water so that all the
sample using the apparatus in diagram C. It is clear because: sand is suspended.
was in a certain place.
■ it is done in steps, which each have a letter
F| Place the filter funnel into the neck of a conical
each step describes only one action
Using knowledge flask.
■
each step begins with a command word (also called an

of chemistry
■
imperative verb). This keeps the sentence simple. G | Pour the sand and water into the filter paper.
Most forensic scientists have a university degree in
forensic science, or other science followed by forensic 4 Why is it important for forensic scientists to describe filter paper
science training. A forensic scientist needs a good their methods clearly?
understanding of the techniques used to separate and filter funnel
5 ‘Open’ in step C is a command word because it tells
identify small amounts of substances (samples). you to do something. Identify three other command
residue
words in this Method. Explain your choices.
A | Samples of soil can be analysed to help 6 Suggest a part of this Method that could be made
identify where this car has been. clearer by using a diagram rather than words.
Pupil Books
7 Write a method to explain to someone how to set
A common technique is filtration, which separates insoluble
up the apparatus in diagram D. Use all the rules
substances (the residue) from a liquid (the filtrate). When you filter for writing a good method. Compare your method
conical flask
a soil and water mixture, the filtrate contains substances naturally with one written by another student to see if your
available by
found in soil. These substances can be tested to find out what they method could be improved to make it clearer.
are (e.g. by using chromatography, which you will learn about on filtrate
page 80). The substances in a filtrate can be used to tell where
some soil is from. Or the filtrate may contain substances from C | filtering apparatus
Year group or
someone or something, such as a vehicle. beaker
ACTIVITY
water
1 Write down what you think forensic science means. Use the Method above to carry out a
Subject
gauze filtering activity. As you carry out the
2 Give a reason why a forensic scientist needs to know how to Method, think about each instruction:
separate the different substances in a sample. tripod
heat
• is it written as clearly as it could be?
B | This apparatus can be used to 3 Explain why filtration could help analyse where a soil sample source of heat
separate soil from water. originally came from. • is it given in the right order?
(e.g. Bunsen burner)
Try rewriting the method in a way you
think makes it easier to carry out.
D | apparatus for heating water
70 71
EXPLORING
EXPLORING SCIENCE INTERNATIONAL 11–14 PHYSICS Pemny Johnson, Mark Levesley
SCIENCE
EXPLORING
SCIENCE
PHYSICS
Series Editor: Mark Levesley INTERNATIONAL 11–14
PHYSICS Digital components are available through

further study
Exploring Science International sparks your students’ curiosity
with exciting, real-life science, alongside seamless progression
Key features of the Student Book include: Penny Johnson, Mark Levesley
ActiveLearn subscriptions, for use both

ActiveLearn
as well as specific skills and content needed to progress ActiveLearn provides a full
to International GCSE Sciences and comprehensive range
• full coverage of the content on the UK National Curriculum, of teaching, planning and
Pearson Edexcel International Lower Secondary Award, assessment support.
Including videos, animations,
inside and outside the classroom - bringing

worksheets, lesson plans,
• STEM pages focusing on key skills and careers assessments and online
• Working Scientifically pages focus on the enquiry, homework.
practical and mathematical skills needed for future progress.
www.pearsonschools.co.uk/ExploringScienceInternational
together your planning, teaching and

Student books
assessment across one service.

9781292294162
In the blink of an eye

9781292292336 9781292294100 9781292294148 9781292294155
www.pearsonschools.co.uk Peregrine falcons are the have transparent additional

myorders@pearson.com fastest animals on Earth eyelids that they use to
and can dive through the protect their eyes from dust
air at speeds of up to 108 as they dive – a bit like
m/s (390 km/h). The birds wearing goggles
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ACTIVELEARN ONLINE SUBSCRIPTIONS† Chocolate! 978 0 433004 69 1 £5.00
International Bug Club Reception 978 0 435189 39 6 £555.00 Birds of Prey 978 0 433004 80 6 £6.00
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Earth's Amazing Environments 978 0 433004 82 0 £6.00
International Bug Club Bridging 978 0 435182 08 3 £93.00
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YEAR 1 PRINTED TITLES Awesome Animal Adventures 978 0 433004 54 7 £6.00
Cat is Sleeping 978 0 435167 42 4 £4.00 Watching Comets 978 0 435076 06 1 £6.00
Hop, Swim and Run 978 0 433004 62 2 £4.00 Bright Sparks (Bug Club 978 0 435179 68 7 £6.00
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Look Up, Look Down! 978 0 435914 34 9 £4.00
Changing Places 978 0 435075 81 1 £6.00
What is in my Net? 978 0 435914 37 0 £4.00
Globe Challenge: Lost in Egypt 978 1 408273 98 2 £6.00
Eco Apes Use Rubbish 978 0 435914 40 0 £4.00
Real Life: Daredevils 978 0 435075 84 2 £6.00
Eco Apes Save Water 978 0 435914 41 7 £4.00
Mountain Tales of Norway: Happiest 978 0 435143 71 8 £6.00
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King Pip and the Dark Wood 978 0 435167 99 8 £4.00
The Cloud Rider 978 0 435075 85 9 £6.00
Is It Quick? (Phonics Bug 978 0 4330 1945 9 £4.00
In Their Shoes: My Life as a Roman 978 0 435143 93 0 £6.00
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Slave
Pandas (Phonics Bug Non-fiction) 978 1 4082 6049 4 £4.00
Step Inside a Story (Julia Donaldson 978 0 435144 27 2 £6.00
Animal Skeletons (Phonics Bug 978 0 4330 1952 7 £4.00 Plays)
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The Quigleys Wild Life 978 1 408273 82 1 £6.00
Panther and Frog (Phonics Bug) 978 1 408260 50 0 £4.00
Snails (Phonics Bug Non-fiction) 978 1 408260 75 3 £4.00
Daring Deeds (Bug Club Guided 978 0 435180 47 8 £6.00
Go Fish! (Phonics Bug) 978 1 408260 37 1 £4.00 Comprehension)
Chick Gets Lost (Phonics Bug) 978 1 408260 33 3 £4.00 How to be an Explorer 978 1 408274 06 4 £7.00
Rainbows 978 0 435168 23 0 £5.00 Why Does Lightning Flash? and 978 0 435075 89 7 £7.00
I Like to Play 978 0 435168 25 4 £5.00 other startling facts about electricity
I Like to Collect 978 0 433004 89 9 £5.00 How do they make... Bikes 978 0 435143 94 7 £7.00
Senses 978 0 435168 15 5 £5.00 101 Ways to Save the Planet Before 978 1 408273 99 9 £7.00
Bedtime
In Their Shoes: My Life as a Tudor 978 0 435143 95 4 £7.00
Pompom Pets (Phonics Bug Non- 978 0 433019 48 0 £4.00
Schoolboy
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Real Life: Artists 978 0 435075 95 8 £7.00
Whizz! (Phonics Bug) 978 1 408260 94 4 £4.00
Mixed-Up Myths 978 0 435143 75 6 £7.00
Keeping a Pet (Phonics Bug Non- 978 0 433019 50 3 £4.00
fiction) Coming Home 978 0 435915 19 3 £7.00
The Runaway Train (Phonics Bug) 978 0 433019 38 1 £4.00 Rosa and the Runaway Ram 978 0 435143 76 3 £7.00
The Third Whirligig (Phonics Bug) 978 0 433019 41 1 £4.00 Rapid 7B: Polar Peril 978 0 435152 40 6 £7.00
Meerkats (Phonics Bug Non-fiction) 978 1 408260 89 0 £4.00 YEAR 6 PRINTED TITLES
Different Homes (Phonics Bug 978 0 433019 56 5 £4.00 Incredible Quests! (Bug Club Guided 978 0 435185 35 0 £6.00
Non-fiction) Comprehension)
Bug Boy: Spider Camp 978 0 435914 51 6 £5.00 Globe Challenege: Creatures in 978 1 408273 89 0 £7.00
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Draw with Penny 978 0 433004 85 1 £5.00
When Will The Sun Go Out? and 978 0 435075 67 5 £7.00
Jay and Sniffer: The Bike Race 978 0 435914 05 9 £5.00
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This is my Pet! 978 0 433004 87 5 £5.00
Pictures 978 0 435075 74 3 £7.00
Animal Crackers 978 0 435168 31 5 £5.00
Curious cases (Julia Donaldson 978 0 435144 18 0 £7.00
Brave Little Beasts 978 0 435166 79 3 £5.00 Plays)
Oceans 978 0 435166 77 9 £5.00 How to be a Detective 978 1 408274 16 3 £7.00
Horribilly: Slow and Sticky 978 0 435914 58 5 £5.00 Globe Challenege: Rainforests at 978 1 408274 17 0 £7.00
Bumblebees, Sweets and a 978 0 435076 00 9 £6.00 Risk
See-Through Stomach Petronas 978 0 435076 19 1 £7.00
YEAR 3 PRINTED TITLES Find a Way Out! (Julia Donaldson 978 0 435144 23 4 £7.00
Goldilocks and the Big Mess 978 0 435143 29 9 £5.00 Plays)
Tricking Our Eyes 978 0 433004 77 6 £5.00 Jess & Layla's Astronomical 978 0 435165 82 6 £7.00
Pete's Peculiar Pet Shop: Just the 978 0 435914 23 3 £5.00 Assignment
Job Rapid 9B: Running Tracks 978 0 435152 56 7 £7.00
All About Mummies 978 0 433004 66 0 £5.00
Pete's Pet Shop: The Wrong Jumper 978 0 435914 26 4 £5.00
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Abacus International Reception & 978 0 435173 69 2 £342.00 Power Maths Year 2 Textbook 2A 978 0 435189 91 4 £7.00
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Abacus Year 1 Workbook 3 978 1 408278 43 7 £2.00 Power Maths Year 4 Textbook 4C 978 0 435190 22 4 £7.00
Abacus Year 2 Workbook 1 978 1 408278 44 4 £2.00 Power Maths Year 5 Textbook 5A 978 0 435190 28 6 £7.00
Abacus Year 2 Workbook 2 978 1 408278 45 1 £2.00 Power Maths Year 5 Textbook 5B 978 0 435190 29 3 £7.00
Abacus Year 2 Workbook 3 978 0 435155 18 6 £2.00 Power Maths Year 5 Textbook 5C 978 0 435190 30 9 £7.00
PRINTED PUPIL BOOKS Power Maths Year 6 Textbook 6A 978 0 435190 31 6 £7.00
Abacus Year 2 Textbook 978 1 408278 24 6 £9.00 Power Maths Year 6 Textbook 6B 978 0 435190 32 3 £7.00
Abacus Year 3 Textbook 1 978 1 408278 47 5 £9.00 Power Maths Year 6 Textbook 6C 978 0 435190 33 0 £7.00
Abacus Year 3 Textbook 2 978 1 408278 48 2 £9.00 PRINTED PRACTICE BOOKS
Abacus Year 3 Textbook 3 978 1 408278 49 9 £9.00 Power Maths Year 1 Practice Book 1A 978 0 435189 72 3 £2.00
Abacus Year 4 Textbook 1 978 1 408278 50 5 £9.00 Power Maths Year 1 Practice Book 1B 978 0 435189 73 0 £2.00
Abacus Year 4 Textbook 2 978 1 408278 51 2 £9.00 Power Maths Year 1 Practice Book 1C 978 0 435189 74 7 £2.00
MASTERY CHECKPOINTS WORKBOOKS Power Maths Year 4 Practice Book 4B 978 0 435189 88 4 £2.00
Abacus Year 1 Mastery Checkpoints 978 1 292277 31 8 £2.00 Power Maths Year 4 Practice Book 4C 978 0 435189 89 1 £2.00
Workbook Power Maths Year 5 Practice Book 5A 978 0 435190 39 2 £2.00
Abacus Year 2 Mastery Checkpoints 978 1 292277 32 5 £2.00 Power Maths Year 5 Practice Book 5B 978 0 435190 37 8 £2.00
Workbook Power Maths Year 5 Practice Book 5C 978 0 435190 34 7 £2.00
Abacus Year 3 Mastery Checkpoints 978 1 292277 33 2 £2.00 Power Maths Year 6 Practice Book 6A 978 0 435190 38 5 £2.00
Workbook
Power Maths Year 6 Practice Book 6B 978 0 435190 36 1 £2.00
Abacus Year 4 Mastery Checkpoints 978 1 292277 34 9 £2.00
Power Maths Year 6 Practice Book 6C 978 0 435190 35 4 £2.00
Workbook
GUIDE TO TEACHING FOR MASTERY (TEACHER GUIDES)
Abacus Year 5 Mastery Checkpoints 978 1 292277 35 6 £2.00
Workbook Power Maths Year 1 Teacher Guide 1A 978 0 435189 83 9 £42.00
Abacus Year 6 Mastery Checkpoints 978 1 292277 36 3 £2.00 Power Maths Year 1 Teacher Guide 1B 978 0 435189 81 5 £42.00
Workbook Power Maths Year 1 Teacher Guide 1C 978 0 435189 80 8 £42.00
Power Maths Year 2 Teacher Guide 2A 978 0 435189 82 2 £42.00
Power Maths Year 2 Teacher Guide 2B 978 0 435189 79 2 £42.00
TITLE ISBN PRICE QTY Power Maths Year 2 Teacher Guide 2C 978 0 435189 78 5 £42.00
POWER MATHS Power Maths Year 3 Teacher Guide 3B 978 0 435190 16 3 £42.00
Power Maths Year 3 Teacher Guide 3C 978 0 435190 17 0 £42.00
ACTIVELEARN ONLINE SUBSCRIPTIONS†
Subscription Key Stage 1 978 0 435193 94 2 £336.00
Power Maths Year 4 Teacher Guide 4B 978 0 435190 19 4 £42.00
Power Maths International Annual 978 0 435193 95 9 £336.00
Online Subscription Lower Key Stage 2 Power Maths Year 4 Teacher Guide 4C 978 0 435190 20 0 £42.00
Power Maths International Annual 978 0 435193 96 6 £336.00 Power Maths Year 5 Teacher Guide 5A 978 0 435190 40 8 £42.00
Online Subscription Upper Key Stage 2 Power Maths Year 5 Teacher Guide 5B 978 1 292220 91 8 £42.00
PRINTED PUPIL BOOKS Power Maths Year 5 Teacher Guide 5C 978 0 435190 44 6 £42.00
Power Maths Year 1 Textbook 1A 978 0 435189 95 2 £7.00 Power Maths Year 6 Teacher Guide 6A 978 0 435190 41 5 £42.00
Power Maths Year 1 Textbook 1B 978 0 435189 94 5 £7.00 Power Maths Year 6 Teacher Guide 6B 978 0 435190 43 9 £42.00
Power Maths Year 1 Textbook 1C 978 0 435189 93 8 £7.00 Power Maths Year 6 Teacher Guide 6C 978 0 435190 42 2 £42.00
13
iP
Resources for iPrimary Science
Order information
SCIENCE BUG INTERNATIONAL

ACTIVELEARN ONLINE SUBSCRIPTIONS†
YEAR 3 PRINTED WORKBOOKS
Science Bug International 2018 978 1 292262 39 0 £126.00
Animal adaptations 978 1 292296 08 1 £1.00
Year 1 & 2 MEDIUM Subscription
Friction 978 1 292296 09 8 £1.00
Science Bug International 2018 978 1 292262 44 4 £126.00
Year 3 & 4 MEDIUM Subscription Teeth 978 1 292296 10 4 £1.00
Science Bug International 2018 978 1 292262 49 9 £126.00 Using and changing materials 978 1 292296 11 1 £1.00
Year 5 & 6 MEDIUM Subscription Magnets and forces 978 0 435196 68 4 £1.00
YEAR 1 PRINTED TOPIC BOOKS Rocks and soils 978 0 435196 97 4 £1.00
Types of animals 978 0 435197 03 2 £3.00 Light and shadows 978 0 435196 61 5 £1.00
Plants 978 0 435196 78 3 £3.00 Grouping living things 978 0 435195 88 5 £1.00
Living things 978 0 435196 63 9 £3.00 YEAR 4 PRINTED TOPIC BOOKS
Feeding and exercise 978 0 435195 80 9 £3.00 Skeleton and muscles 978 1 292296 00 5 £3.00
Parts of animals 978 0 435196 82 0 £3.00 Sound 978 0 435197 01 8 £3.00
Comparing materials 978 0 435195 56 4 £3.00 Grouping living things 978 0 435195 90 8 £3.00
Light and dark 978 1 292295 91 6 £3.00 Changes of state 978 0 435195 48 9 £3.00
Pushes and pulls 978 1 292295 92 3 £3.00 Electricity 978 0 435195 64 9 £3.00
YEAR 1 PRINTED WORKBOOKS Parts of plants 978 0 435196 90 5 £3.00
Types of animals 978 0 435197 04 9 £1.00 YEAR 4 PRINTED WORKBOOKS
Plants 978 0 435196 80 6 £1.00 Skeleton and muscles 978 1 292296 12 8 £1.00
Living things 978 0 435196 64 6 £1.00 Sound 978 0 435197 02 5 £1.00
Feeding and exercise 978 0 435195 82 3 £1.00 Grouping living things 978 0 435195 88 5 £1.00
Parts of animals 978 0 435196 88 2 £1.00 Changes of state 978 0 435195 50 2 £1.00
Comparing materials 978 0 435195 58 8 £1.00 Electricity 978 0 435195 66 3 £1.00
Light and dark 978 1 292296 03 6 £1.00 Parts of plants 978 0 435196 92 9 £1.00
Pushes and pulls 978 1 292296 04 3 £1.00 YEAR 5 PRINTED TOPIC BOOKS
YEAR 2 PRINTED TOPIC BOOKS Light and sight 978 0 435196 55 4 £3.00
Feeding and exercise 978 0 435195 80 9 £3.00 Human nutrition 978 0 435196 01 1 £3.00
Movement and feeding 978 0 435196 73 8 £3.00 Plant adaptations 978 1 292296 01 2 £3.00
Sound 978 1 292295 94 7 £3.00 Movement and feeding 978 0 435196 73 8 £3.00
Habitats 978 0 435195 96 0 £3.00 Separating Mixtures 978 0 435196 99 8 £3.00
Uses of Materials 978 0 435197 14 8 £3.00 Dangers to living things 978 0 435195 60 1 £3.00
Invertebrates 978 1 292295 93 0 £3.00 Earth and Space 978 0 435195 68 7 £3.00
Space 978 1 292295 95 4 £3.00 YEAR 5 PRINTED WORKBOOKS
YEAR 2 PRINTED WORKBOOKS Light and sight 978 0 435196 59 2 £2.00
Feeding and exercise 978 0 435195 82 3 £1.00 Human nutrition 978 0 435196 39 4 £1.00
Movement and feeding 978 0 435196 71 4 £1.00 Plant adaptations 978 1 292296 13 5 £2.00
Sound 978 1 292296 06 7 £1.00 Movement and feeding 978 0 435196 71 4 £1.00
Habitats 978 0 435196 00 4 £1.00 Separating Mixtures 978 0 435197 00 1 £2.00
Uses of Materials 978 0 435197 20 9 £1.00 Dangers to living things 978 0 435195 62 5 £1.00
Invertebrates 978 1 292296 05 0 £1.00 Earth and Space 978 0 435195 70 0 £2.00
Space 978 1 292296 07 4 £1.00 YEAR 6 PRINTED TOPIC BOOKS
YEAR 3 PRINTED TOPIC BOOKS Our bodies 978 0 435196 75 2 £3.00
Animal adaptations 978 1 292295 96 1 £3.00 Forces 978 0 435195 84 7 £3.00
Friction 978 1 292295 97 8 £3.00 Classifying living things 978 0 435195 52 6 £3.00
Teeth 978 1 292295 98 5 £3.00 Changing circuits 978 0 435195 43 4 £3.00
Using and changing materials 978 1 292295 99 2 £3.00 Types of Change 978 0 435197 06 3 £3.00
Magnets and forces 978 0 435196 66 0 £3.00 Plant life cycles 978 1 292296 02 9 £3.00
Rocks and soils 978 0 435196 94 3 £3.00 YEAR 6 PRINTED WORKBOOKS
Light and shadows 978 0 435196 49 3 £3.00 Our bodies 978 0 435196 76 9 £2.00
Grouping living things 978 0 435195 90 8 £3.00 Forces 978 0 435195 86 1 £2.00
Classifying living things 978 0 435195 54 0 £2.00
Changing circuits 978 0 435195 44 1 £2.00
Types of Change 978 0 435197 12 4 £2.00
Plant life cycles 978 1 292296 14 2 £2.00
14
iP
Resources for iPrimary Science continued
Order information
HEINEMANN EXPLORE SCIENCE - INTERNATIONAL

EDITION
PRINTED STUDENT MATERIALS
Student's Book 1 978 0 435133 55 9 £16.00
Student's Book 2 978 0 435133 56 6 £16.00
Student's Book 3 978 0 435133 57 3 £16.00
Student's Book 4 978 0 435133 58 0 £19.00
Student's Book 5 978 0 435133 59 7 £19.00
Student's Book 6 978 0 435133 61 0 £19.00
Workbook 1 978 0 435133 69 6 £3.50
Workbook 2 978 0 435133 70 2 £3.50
Workbook 3 978 0 435133 71 9 £3.50
Workbook 4 978 0 435133 81 8 £3.50
Workbook 5 978 0 435133 82 5 £3.50
Workbook 6 978 0 435134 22 8 £3.50
Grade 1 Readers 6-pack (one of each title) 978 0 435134 87 7 £32.00
TEACHER MATERIALS
Teacher's Guide 1 978 0 435133 62 7 £29.00
Teacher's Guide 2 978 0 435133 63 4 £29.00
Teacher's Guide 3 978 0 435133 64 1 £29.00
Teacher's Guide 4 978 0 435133 66 5 £29.00
Teacher's Guide 5 978 0 435133 67 2 £29.00
Teacher's Guide 6 978 0 435133 68 9 £29.00
15
iLS
Resources for iLowerSecondary English
Order information
INSPIRE ENGLISH
NEW
INTERNATIONAL
ACTIVELEARN DIGITAL SERVICE†
Inspire English International 978 1 292348 48 3 £649.00
ActiveLearn MEDIUM
DIGITAL STUDENT ACTIVEBOOKS†
Inspire English International Year 978 1 292348 53 7 £163.00
7 ActiveBook MEDIUM
8 ActiveBook MEDIUM
9 ActiveBook MEDIUM
PRINTED STUDENT BOOKS
Student Book Year 7
Student Book Year 8
Student Book Year 9
PRINTED WORKBOOKS
Workbook Year 7
Workbook Year 8
Workbook Year 9
PRINTED WORKBOOKS
Teacher Guide Year 7
I enjoy especially the active learning when I get to group

the students and get them to explore and think through things
together. They are able to learn from one another.
Laida Odaa - English Teacher
Potterhouse School, Kenya
16
iLS
Resources for iLowerSecondary Mathematics
Order information
MATHS PROGRESS
NEW
INTERNATIONAL
ACTIVELEARN DIGITAL SERVICE†
Maths Progress International 978 1 292335 89 6 £865.00
ActiveLearn Digital Subscription
Medium School
DIGITAL STUDENT ACTIVEBOOKS†
Year 7 ActiveBook MEDIUM
PRINTED STUDENT BOOKS
Year 7 Student Book
Year 8 Student Book
Year 9 Student Book
PRINTED WORKBOOKS
Year 7 Workbook
Year 8 Workbook
Year 9 Workbook
17
iLS
Resources for iLowerSecondary Science
Order information
TITLE ISBN PRICE QTY TITLE ISBN PRICE QTY
EXPLORING SCIENCE PRINTED STUDENT BOOKS

Exploring Science International 978 1 292294 11 7 £20.00
INTERNATIONAL 11-14 Year 7 Student Book
ACTIVELEARN DIGITAL SERVICE† Year 8 Student Book
Exploring Science International 978 1 292294 19 3 £865.00 Exploring Science International 978 1 292294 13 1 £20.00
ActiveLearn Digital Service Year 9 Student Book
Medium
DIGITAL STUDENT ACTIVEBOOKS† Biology Student Book
Year 7 ActiveBook Medium Chemistry Student Book
Year 8 ActiveBook Medium Physics Student Book
Exploring Science International 978 1 292293 83 7 £163.00 PRINTED WORKBOOKS
Year 9 ActiveBook Medium
Exploring Science International 978 1 292293 87 5 £163.00 Year 7 Workbook
Biology ActiveBook Medium
Chemistry ActiveBook Medium
Physics ActiveBook Medium
DON’T FORGET...
More size options are available for all of our ActiveLearn and ActiveBook
resources, to suit the needs of your school.
See online for further details - pearson.com/international-schools
SIGN UP FOR A FREE 60 DAY TRIAL
Available for many of our digital resources at

pearsoninternational-schools.com/freetrial
† A Medium size international school subscription (also known as Category B) is 101–300 pupils. Additional international
subscription sizes and prices are available. To learn more, including how to place an order for our digital services, go to
www.pearsonglobalschools.com/orderform
18
iP iLS iG iAL
Seamless progression from age 3 to 19

iPrimary and iLowerSecondary are part of Pearson Edexcel iProgress, our complete series
of academic qualifications and resources for 3 to 19 year-olds, for international schools. The
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Advanced level (IAL), and delivers a seamless and consistent learning journey for students and
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We provide an unparalleled level of support services, tools and resources alongside our
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Updated Nov 2020

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iP iLS

iPrimary and iLowerSecondary

Bug Club - our core reading program, Inspire English International -

punctuation success. creating confident and numerate

Pedagogy at the heart Confidence • Fluency • Problem-solving • Progression

The 10 key principles of

students, ready for International GCSE

Abacus - a unique and flexible

primary maths toolkit. Other components include: and Progression Workbooks.

Exploring Science International 11–14 -

Science Bug International -

Teach the iPrimary and iLowerSecondary

Bug Club’s online components are available through ActiveLearn Primary.

l Building Blocks: Grammar and Punctuation NEW from

3 Fran and I meet up every few weeks.

Underline the adverbial in each of the following sentences.

It was extremely hot that day

Our iPrimary English Activity books provide essential

l iPrimary Scheme of Work

Year 3 English Scheme of Work

We’ve also mapped some of our Rapid titles to the

Year 6 Week 4 Lesson 5

Copy and complete this table. Fill in the missing times

Keira 17:04 4 hours 9 minutes

Interested in using a Maths mastery approach in your school? Our Power

details - pearsoninternational-schools.com/powermaths I am confident with finding time intervals.

M01_GM_TB1_L06GBR_8567.indd 38 06/05/2014 10:32

Science Bug International

Find out more at pearsoninternational-schools.com/sciencebuginternational 

SCIENCE iPrimary The activities in each Scheme of Work

We also recommend our Heinemann Explore

9 10 This section links to pages 6–9 of the Workbook.

Maths Progress International

KS3 Maths Progress

Pedagogy at the heart Confidence • Fluency • Problem-solving • Progression

for iLowerSecondary Mathematics

Building on our popular 11–14 UK curriculum Maths course, Maths Progress

Mathematics, as well as complete coverage of the Pearson Edexcel iLowerSecondary

Award and the UK National Curriculum.

3.1 Simplifying algebraic expressions

1 Here is a list of numbers. A prime number has exactly

1, 2, 3, 4, , , 8, 10, 12, , , 20, 24, , , 48, , 80, 120, 240

to nurture confidence, build fluency, improve problem‑solving skills

and develop mathematical reasoning.

6 STEM The diagram shows two cogs.

3.3 STEM: Using formulae

M03_Equations, Functions and Formula v4.indd 54 • 2+3×4 30/09/2019 16:28

b current 3.1 amps and resistance 15 ohms

KS3 Maths Progress

How long does it take to cook chicken?

7 8 9 c current 7.2 amps and resistance 20 ohms.

nce-based approaches throughout International 11–14

Digital components are available through

Work out the perimeter when

dence and raise achievement.

The 10 key principles of

Work out the maximum heart rate for these ages.

ActiveLearn subscriptions, for use

4 Given x = 3, y = 5, z = 8 work out the value of

z x+y Q4a hint

from Fahrenheit (F) to

EXPLORING SCIENCE INTERNATIONAL 11–14

for iLowerSecondary Science 7

Mark Levesley, Sue Kearsey, Iain Brand, Penny Johnson

Bug Club - our core reading program, Inspire English International -