Product Description
Collins Cambridge IGCSE Design & Technology Student’s Book (3rd edition)
Author/s: Dawne Irving-Bell, Gary England, Sarah Finnigan, Matt Mclain, Stewart Ross, David Wooff
Format: Hardcopy
This comprehensive third edition takes a skills-building approach to the Cambridge IGCSE™ and IGCSE™ (9–1) and Design and Technology syllabuses (0445/0979) for first examination from 2028. The Student’s Book is designed to enhance students’ skills and knowledge and to show how their learning can be applied in a range of contexts and careers.
This title is endorsed for the Cambridge Pathway for examination from 2028.
Features:
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Comprehensive coverage: This title covers all four sections of the syllabus: Product Design, Materials, Graphic Products, and The Project. Each section is designed to engage students with accessible explanations and relevant, real-world applications.
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User-friendly design: Features a clear and engaging layout, with key concepts and key terms highlighted and structured sections to facilitate effective learning. A comprehensive glossary of key terms supports self-study and revision.
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Syllabus alignment: All topics and learning aims are meticulously mapped to the Cambridge syllabus, and reflect the new emphasis on sustainable, user-centred and iterative design and emerging technologies.
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Real-life relevance: Design in Action case studies provide inspiring examples of Design & Technology in practice, enriching students’ understanding of the subject.
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Focused on developing skills: Employs a hands-on, active-learning methodology to help learners master all aspects of the design process.
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Review and practice throughout the course: Skills Activity tasks help students develop essential skills, while Knowledge Check questions at the end of each topic test understanding and encourage students to reflect on their progress.
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Supports success: Practice questions with sample responses help students understand how to succeed and improve.
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Enhanced support for all learners: Extension activities challenge advanced learners and foster higher-order thinking skills, while reflective logs encourage students to revisit their learning and identify areas for improvement.
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