In the TAPS Transition project (2016-19) researchers and teachers work collaboratively to develop support for valid, reliable and manageable teacher assessment.  At the heart of the TAPS pyramid is the notion that teaching, learning and assessment in science can be supported by developing a shared understanding of progression in scientific learning. The TAPS Transition project has explored a range of ways to move from ‘two tribes’ to ‘shared understanding’, which will support a more coherent experience of science for learners.  Key findings include the importance of: dialogue between teachers to develop a shared language and active pupil involvement e.g. opportunities for Y6/7 to work together.

Examples from the project are embedded into the pyramid examples and the Y6/7 focused assessment activities, together with further information about the TAPS Transition project, can be found on the main TAPS page of the PSTT website.