International Primary Computing Workbook: Stage 1
International Primary Computing Workbook: Stage 1
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Author(s): Gardner, Tracy
ISBN No.: 9780008683900
Pages: 80
Year: 202409
Format: Trade Paper
Price: $ 17.91
Dispatch delay: Dispatched between 7 to 15 days
Status: Available

The Collins International Primary Computing Stage 1 Workbook is written with a range of international contexts in mind and is designed to be used in lessons alongside the Student's Book. · As an essential companion to the Student's Book, the Workbook offers a range of exciting activities to help students consolidate understanding, think creatively and plan practical tasks, and to record, evaluate and reflect on their learning, supporting metacognition. · The clear and engaging pages offer a mix of fun and varied activities such as quizzes, 'Rate your progress' and reflection tasks as well as structured frameworks to record thoughts and ideas, and develop computational thinking and ensuring no learner is left behind. · End-of-chapter reflection features help students to assess their progress and understand how they can improve. · Following the same chapter and unit structure as the Student's Book, the clearly signalled Workbook activities provide further practice and extension material for learners of all levels, to support and enhance learning. · The Collins International Primary Computing series provides in-depth coverage of the Cambridge curriculum frameworks for Primary Computing (0059) and Primary Digital Literacy (0072), as well as the UK national curriculum for Computing at primary level This resource is not endorsed by Cambridge Assessment International Education. · Workbook exercises will help to develop learners' key computing skills and the principles of computational thinking, such as abstraction and decomposition skills, as well as programming and data literacy. · Clearly follows the topic-based chapters and unit structure of the Student's Book, so learners can find tasks in the Workbook that support and enhance Student's Book learning.


· Gives plenty of opportunity for students to self-evaluate and reflect on progress, supporting their own metacognition and providing evidence for the teacher to assess.


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