Primary Science number 2018
Number 2018 - March 2018
|2||ASE and Contents|
|4||Introduction to the TAPS special issue
Sarah Earle introduces TAPS and this special issue of Primary Science.
|5||Teacher assessment in Wales - the TAPS Cymru Project
Bethan Jones, Ruth Coakley, Lisa Fenn, Sarah Earle and Dan Davies show the versatility of the TAPS project and how it can be aligned with more than the National Curriculum for England.
|8||The TAPS pyramid: where, who and how?
Isabel Hopwood-Stephens outlines the success of TAPS through the exploration of their data.
|10||Sponsor page - Collins Snap Science|
|11||Making more effective use of moderation
Pauline Rodger from Holt Primary School discusses how moderation of working scientifically is developing in her school.
|13||Supporting staff to develop a shared understanding of science assessment
Carol Sampey outlines how science and assessment can be brought together effectively through highlighting developments at Shaw Primary.
|15||Assessment of working scientifically – the TAPS Focused Assessment approach
Kendra McMahon explains what Focused Assessments are and why they are effective for both teachers and learners.
|17||Using TAPS Focused Assessments as part of our teacher assessment approach
Kerry-Anne Barber looks at the Focused Assessments in action and her experience of them being translated into practice.
|19||Supporting the teaching and assessment of working scientifically
James Mepsted considers a range of strategies that help to support the teaching of working scientifically within schools and lead to effective assessment.
Asima Qureshi and James Petrucco offer ideas around supporting the transitions between year groups and stages of schooling.
|23||TAPS for pupils
Sarah Earle pulls together this special issue and shows that TAPS is not just for teachers, but also for the learners through the voices of Science Subject Leaders...
|24||News from the Primary Science Teaching Trust (PSTT)|