Making accurate, manageable assessments of children's scientific understanding, skills and progress is one of the biggest challenges facing primary teachers. In Wales, where Statutory Assessment Tests (SATs) at age 11 were phased out in 2005, teacher assessment has been the only source of pupil attainment data in science for a much longer period than in England, which has necessitated the development of cross-phase moderation and a greater use of e-portfolio systems such as Incerts to track children's progress. Nevertheless, the primary science team at Cardiff Metropolitan University felt that teachers in Wales would benefit from the approaches to classroom and whole-school assessment developed by the Teacher Assessment in Primary Science (TAPS) project at Bath Spa University between 2013 and 2016, particularly the 'pyramid self-evaluation tool,' which helps schools to recognise their strengths and weaknesses in teacher assessment, and the Focused Assessment tasks available on the Primary Science Teaching Trust (PSTT) website (see www.pstt.org. uk). Because the education system in Wales has diverged from England since devolution, including the introduction of a new 5-16 Successful Futures curriculum (Donaldson, 2015), which groups science with technology into a single 'Area of Learning and Experience' (AoLE), the authors wanted to see whether the TAPS project resources would work in a Welsh context. In this article, the authors show the versatility of the TAPS project and how it can be aligned with more than the National Curriculum for England.