The Busy Ant Maths Pupil Book 4A contains three levels of differentiated challenge built-in to each lesson as well as extra consolidation and extension activities to ensure rapid progression for every child.

The Busy Ant Maths Pupil Book 5A contains three levels of differentiated challenge built-in to each lesson as well as extra consolidation and extension activities to ensure rapid progression for every child.

The Busy Ant Maths Pupil Book 4B contains three levels of differentiated challenge built-in to each lesson as well as extra consolidation and extension activities to ensure rapid progression for every child.

The Busy Ant Maths Pupil Book 4C contains three levels of differentiated challenge built-in to each lesson as well as extra consolidation and extension activities to ensure rapid progression for every child.

Teaching English in Africa is a practical guide written for primary and secondary school teachers working all over the continent. This book relates the practice of English language teaching directly to the African context. As well as covering the underlying theory of how children learn languages and how teachers can best facilitate this learning, it also provides practical resources and ideas for activities and techniques that have proved successful in English classrooms in Africa, both at primary and secondary level. It is intended to be a practical guide, so references and citations are kept to a minimum and concepts are presented using examples that are likely to be familiar to most teachers working in Africa. If there is a bias in this book, it is towards the needs of teachers working in low-resource, isolated contexts in Africa, as these teachers are so often neglected by literature on teaching methodology.

The Busy Ant Maths Pupil Book 3C contains three levels of differentiated challenge built-in to each lesson as well as extra consolidation and extension activities to ensure rapid progression for every child.

Are current testing practices consistent with the goals of the reform movement in school mathematics? If not, what are the alternatives? How can authentic performance in mathematics be assessed? These and similar questions about tests and their uses have forced those advocating change to examine the way in which mathematical performance data is gathered and used in American schools. This book provides recent views on the issues surrounding mathematics tests, such as the need for valid performance data, the implications of the Curriculum and Evaluation Standards for School Mathematics for test development, the identification of valid items and tests in terms of the Standards, the procedures now being used to construct a sample of state assessment tests, gender differences in test taking, and methods of reporting student achievement.