Description
Sarah discusses why assessment is not something that happens in the plenary at the end of a lesson; it starts with planning and should be embedded throughout your teaching.
More from this issue
Louise talks about giving children the bigger picture around science and STEM and making it relevant.
Journal Article
Ben outlines using questioning to gauge understanding and change the way that science is recorded.
Journal Article
Lynne writes about building resilience in an ever-changing digital landscape and the benefits of putting science into context.
Journal Article