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This document signposts support from CLEAPSS to support teachers teaching science who do not have a science background
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A brief overview of the training, required by health and safety regulations, of those who work in school science laboratories.
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This is a COVID-19 supplement and should be read in conjunction with our main guide to non-specialist teachers using labs Guide PS082.As schools return in September 2020 we know of schools, where the ..
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Describes
the legal requirements concerned with school microbiology, and outlines the how the skills of the staff and
students determine the activities that can be carried out.
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This document outlines the key points you need to consider when deciding to keep reptiles as pets in the science department. It gives a summary of the most common types of reptiles kept in schools.
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This guide gives general advice about incubators and incubator ovens, and their use in school science departments.
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This document outlines the key points you need to consider when deciding to keep aquaria as pets in the science department. It gives a summary of the three types of aquaria.
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Describes the skills and expertise that technicians often bring to their job, and how schools can make the best use of these by providing job satisfaction, including an adequate salary.
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This document outlines the key points you need to consider when deciding to keep small mammals as pets in the science department. It gives a summary of the most common types of small mammal kept in sc..
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This document explains the rationale for why CLEAPSS believes that the responsibilities of being the school RPS (Radiation Protection Superviser) should be allocated to a teacher
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Showing results 1 to 10 of 164
