Models of scientific understanding are examined, leading to the claim that knowledge acquisition is a necessary but insufficient condition for succ
NEW guidance on Outdoor Learning, Assessment and Senior Leadership.
ASE Education Group
Alan Haigh discusses why we need to teach children to think and how best to do it.
In our Primary Science interview, science educators Alan Peacock and Mick Dunne reflect on their own experiences of what science was like in Englan
Championing research-informed teaching through exploration of the EEF Improving Secondary Science guidance and ways of implementing research into p
An article about research-informed practice focusing on preconceptions – children's naive ideas about science; through learning theory, teachers ca
This article considers how working as part of a professional learning community can support a collaborative and evidence-informed approach to impro
Cutting-edge science research can provide incredible stimulus to primary school children's emergent ideas in science.
Alison J. Trew
Teaching early-years through mixed-age play.
Asima Qureshi and James Petrucco offer ideas around supporting the transitions between year groups and stages of schooling.
TAPS aims to develop support for a valid, reliable and manageable system of primary school science assessment.
Bath Spa University
Showing the versatility of the TAPS project and how it can be aligned with more than the National Curriculum for England.