Children are conditioned to sitting down and getting things right on paper, with little room for creativity or risk taking. TASC gives children a chance for the 'less academic' to demonstrate their understanding. (Belle Wallace)

The context of all learning needs to be made relevant - learners need to see where the learning leads, how they can use the learning in other situations and through life. (Belle Wallace)

'For once, he didn't have to be dragged out of bed to go to school! He has never been so keen!' (Parent)

'The whole school was buzzing! The children were so engaged!' (Governor)

The quality of the work produced compared to the year before when the TASC approach was not used, was quite astonishing in terms of their thinking and creativity. (Kathryn Wright - Independent RE Consultant)

'Children who are never engaged with learning and who generally need constant supervision just got on with the task --- I realised it was because they had ownership.' (Teacher)

'The celebration of their TASC work sent all children and parents home with smiling faces. We didn't rehearse their feedback to parents, the children explained the kinds of thinking they had been doing quite easily.' (Teacher)

'I realised that TASC is already in my head but I didn't know it! I use the TASC Wheel to guide my thinking.' (Learner)

'I was amazed that he was so confident in front of everyone. He talked about his project without even having a note in front of him.' (Parent)

'I wish that I could have learned like this when I was in school!' (Governor)

'Some children who always struggle were so happy that they could just do 're-thinks'! They realised that TASC is error free because they can go backwards and forwards in the TASC Wheel and put their thinking right!' (Teacher)

'TASC days are a chance to be creative and not have the teachers telling you all the time what to do.' (Learner)

'My mind is usually disorganised and whizzing around! The TASC Wheel helps me to organise my thinking better.' (Learner)

'The atmosphere in the whole school is that children enjoy their learning. You can see it in their faces!' (Governor)

'She has explained the TASC Wheel to us - and she really understands what she is doing!' (Parent)

'I can see the children are motivated and full of energy! The school has the TASC Wheel in every classroom.' (Governor)

'TASC days are exciting because 'you can open up your creative side'. Teachers don't say 'that's wrong' and it takes a lot of pressure off you.' (Learner)

'My class is a very challenging class and I was sceptical that working in the TASC way would make any difference. But I was amazed at what the children already knew and how excited they were because they could choose which questions they wanted to explore.' (Teacher)

The brain needs to be actively and directly involved. Spoon-feeding erodes learners' self-esteem and self-confidence. (Belle Wallace)

Thinking cannot be 'done to' anyone. Learners need to have experiences which provide them with opportunities to think for themselves. (Belle Wallace)

TASC is transparent. It is gender, culture and subject neutral. It works for all as a scaffolding for thinking and problem-solving but not a straitjacket. (Belle Wallace)

'A child who is normally the 'outsider' was an accepted member of the group. I realised that he is an excellent practical problem-solver and when the group praised his work, he just beamed!' (Teacher)

'TASC gives us a full packed education! We didn't realise until afterwards that we had done research, history, ICT, art, craft, DT, drama, speaking and listening. We even did some Literacy and we enjoyed it!' (Learner)

'Some children who are the lowest in ability (language and mathematics) and who are usually very disruptive, really shone when they realised that they could solve the problem in any way they chose.' (Teacher)

We are social beings, and although we need to work alone sometimes, sharing, planning, explaining to and learning from others, is a key factor in clarifying learning. (Belle Wallace)

My school has used TASC Wheel over several years and found it to be an invaluable tool in developing a creative curriculum that has at its centre the empowerment of children as independent learners. (Kevin Harcombe - Teaching Awards NCSL Primary Headteacher of the Year 2007)

'I found I was almost redundant! I had time to observe the children and saw a number of children in a new light.' (Teacher)

'I have never experienced pupils so intent on their chosen project. They were totally engaged and I did not have to keep them on task.' (Teacher)

'TASC days 'confidences us up' so we are not afraid to speak out in front of other people.' (Learner)