Introducing the TAPS pyramid model
Issue 140 | Page 24 | Published Nov 2015
Description
Sarah Earle, TAPS project lead, explains how this supports teacher assessment.
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Bert Nagel explains how it is possible to have 20 or more marble tracks running for several weeks in your classroom.
Amy Strachan on the dangers of squeezing science in the curriculum and how to inject science throughout the timetable.
Pauline Patterson from the Cams Hill Science Consortium shares a collection of their ideas on approaches and activities for teaching key ideas in...