ASE 2027 Annual Conference: Full Schedule

The ASE is delighted to be hosting its’ 2027 Annual Conference at the University of Northampton from 7th to 9th January.

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08:45 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 08:45 - 09:40 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Matt Endean is the Deputy Director of CLEAPSS, an advisory service supporting practical science and technology in schools in the UK. A former teacher, he specializes in health and safety, risk assessment, and laboratory design. Matt plays a pivotal role in developing guidance and... Read More →

Sponsors

CLEAPSS

Founded in 1963, CLEAPSS supports safe, engaging, and innovative practical activities in science (as well as design & technology and art & design). We provide schools and college staff with expert advice, training, resources, and trusted guidance. Providing staff with access to CLEAPSS... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

08:45 GMT

From Typhoid Mary to airborne diseases: Transmission and tracking

Thursday January 7, 2027 08:45 - 09:40 GMT

LH127 (Learning Hub Level 1)

This session explores how Micro: bit technology can be used alongside case studies and practical classroom activities to help students investigate how diseases spread.

Developed during the COVID pandemic through collaborative teacher learning, the approach was designed to model both airborne and more traditional contact-based transmission. Participants will see how these activities can support engagement with current, real-world science through problem solving, discussion, and enquiry.

The session will share the background to the work, outline how the activities were developed for classroom use, and demonstrate how Micro: bits and disease-transmission scenarios can be used to promote STEM learning and scientific sensemaking. Resources will be shared digitally with attendees.

1. Use case studies and Micro: bit technology to engage students in investigating disease transmission through relevant, real-world contexts.
2. Plan opportunities for students to apply science inquiry and problem-solving approaches as they analyse evidence and identify possible sources of infection.
3. Adapt an integrative STEM activity that supports exploration, sensemaking, and discussion of disease transmission in the classroom.

Speakers

Christine Royce

Professor, Shippensburg University, USA

Beverly DeVore-Wedding

Retiring President, NSTA, America

Thursday January 7, 2027 08:45 - 09:40 GMT
LH127 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy, Using AI and technologies in teaching and learning
Key Stage / Audience Type 14-16, Post-16, Teacher Developers, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

08:45 GMT

What do I need to do to be ready for biology curriculum 2028?

Thursday January 7, 2027 08:45 - 09:40 GMT

LH322 (Learning Hub Level 3)

Join the team working with the Department for Education to develop the reformed Science Programmes of Study in England and GCSEs subject content as we outline the priorities and evidence underpinning the drafting process. This session focuses on Biology at KS3 and KS4 plus transition from KS2 and KS1.

Please note the other sessions in the conference programme, on KS1 and KS2, and on chemistry and physics at KS3 and KS4.

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Lauren McLeod

Head of Education Policy, Royal Society of Biology

Lauren joined the Royal Society of Biology as Head of Education Policy in July 2017. Previously she has worked on gender projects, including Opening Doors, and higher education projects as part of the education team at the Institute of Physics, and as a science teacher in North L... Read More →

Sponsors

SEPA

The Science Education Policy Alliance (SEPA) brings together the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Royal Society of Chemistry to coordinate and collaborate on science education policy, with Professor Dame Athene Donald... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Curriculum Change in England, Leadership
Key Stage / Audience Type 11-14, 14-16
Social media handle(s) @theASE

08:45 GMT

Why did they leave? Exploring the reasons physics teachers left teaching

Thursday January 7, 2027 08:45 - 09:40 GMT

LH321 (Learning Hub Level 3)

There continues to be a physics teacher recruit and retention crisis across the nations of the UK.
There is little point in governments investing heavily in teacher recruitment if qualified teachers then leave the profession in large numbers.

With this in mind, Mark Whalley and Stuart Farmer have conducted research in both England and Scotland into identifying the reasons why physics teachers have recently left the profession. In this session, these reasons will be explored and comparisons made between the situations in Scotland and England, which factors are in common and which are different in the two nations where there has been an increasing divergence in educational policy in the last two decades. How do factors such as accountability and performativity, administrative workload, pupil behaviour, relationships with colleagues, and career progression routes impact on teacher wellbeing and their decisions to stay or leave teaching?

Speakers

Stuart Farmer

Learning and Skills Manager, IOP and Perimeter Institute

I was a teacher of physics in Scotland for over 30 years before becoming the Scottish Education Manager for IOP in February 2019. Throughout this time I have been active in curriculum and assessment development and providing professional learning for teachers. I am a former Chair... Read More →

Mark Whalley

Senior Lecturer in Education, University of Chester

I'm a senior lecturer in Educational Leadership at the University of Chester. My main teaching covers Professional Learning and Change Leadership but I also tutor across the MA Educational Leadership programme. My principal research interest is in teacher retention and by focusing... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Recruitment Retention and Wellbeing, Research
Key Stage / Audience Type Teacher Developers, Initial Teacher Educators, 11-14, 14-16, Post-16, Advisors/Consultants, Researchers

08:45 GMT

BERG: Learning about biology in the Early Years

Thursday January 7, 2027 08:45 - 09:40 GMT

LH231 (Learning Hub Level 2)

The initial learning about biological organism, naming, form and function, begins in the earliest years before any formal learning facilitation and builds on the child’s understanding. These foundations are rarely discussed in training and with communities. This talk will cover how earliest learners construct undemanding of themselves and other organisms in form, function and habitat. This knowledge is from research, teaching and observations. Learners learn their biology beginning with experiencing their needs and actions as a biological organisms. Such understanding forms the basis of their subsequent interpretation of species and is the basis of subsequent anthropomorphic interpretations. Their interactions and observations of the Environment and organisms, contributes to their understanding in three categories, identified from everyday environment Applying a grounded theory analysis of the observations they made and what caught their interest, and on their narratives verbal and actions. These categories emerged:

1. NAMING and HABITATS - identification of organisms, naming, personal names, everyday names and scientific perhaps, locations, criterial attributes.

2. SYSTEMS - interrelationships horizontally and vertically.

3. TIME – much is not instant - germination, dimension, evolution, life cycles, change in form and function which for the early years is a very difficult idea. Identify the sequence in which names, form, function and behaviours are learnt.

The learner’s understanding develops progressively with age and opportunities to observe and interact with plant and animals. As children are biological beings, they acquire an understanding of basic life functions from first-hand experience as well as a rudimentary understanding of the biological form and function of organisms in their relationship with the environment, (Ghazili and Tolmie, 2014).

In the first quarter of the 21st century, the situation has not improved since educational researchers wrote in at the turn of the century that’ insufficient work has not been done on how children view living organisms in their environment ,Tunnicliffe and Reiss, 1999a). Such acquisition of understanding is in stages. From the first image animal shape in a soft toy replicating an animal to sightings in the environment, or images on various media. And Plant sightings in their everyday. lants are frequently neglected in formal study, there id still a ‘plant blindness’ (Wandersee and Schussler, 2001).

As the. Early leaner meets various organisms they acquire some understanding which is extended through formal teaching. Young children name animals and plants. Usually the first name becomes the superordinate category. For example, if the first object noticed and named in the sky is bird, anything else observed thereafter, e.g. a plane is called ‘bird’. Similarly green ‘objects’ that do not move around are ‘plants’, subcategories referred to by everyday names such as weeds, fruits, vegetables, flowers, trees. grass . This learning persists often in everyday life for use however, despite subsequent teaching. Learning about the biological world is crucial in developing understanding and action in managing a sustainable world (Tunnicliffe and Reiss, 1999) but there is a long way to go yet.

Speakers

Dr Lady Sue Dale Tunnicliffe

Patron / Retired Reader in Science Eduction IOE, CASTME and UCL IOE

Dr Sue Dale Tunnicliffe was Reader in Science Education at UCL IOE, an experienced teacher of all ages, as well as at universities. Sue is a Former OFTSED inspector and Head of Education at the Zoological Society and has published both academic papers and 13 books . Sue is particularly... Read More →

Sponsors

Miss Estruch Teach & Tell

Miss Estruch Teach & Tell is the proud sponsor of the Biology Education Research Programme (BERG) on Thursday of Conference,

'Teach & Tell is run by Miss Estruch (Katie Estruch), a biology teacher since 2009 and former Head of Department, now helping teachers get their most valu... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH231 (Learning Hub Level 2)

Primary

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type 5-7, 7-11, 0-4, Trainee Teachers, Researchers

08:45 GMT

Co-designing an assessment matrix for thinking scientifically outdoors

Thursday January 7, 2027 08:45 - 09:40 GMT

LH115 (Learning Hub Level 1)

This session aims to enable participants to:

• Understand how children’s thinking scientifically can be assessed meaningfully in outdoor primary science
• Explore a research informed Thinking Scientifically Assessment Matrix that supports progression across primary phases
• Engage with examples of how the matrix has been co designed and trialled with experienced teachers in real classrooms
• Consider how assessment can strengthen, rather than constrain, outdoor science learning
• Reflect on how a shared assessment framework can support trainee teachers, Early Career Teachers and whole school professional learning

Outdoor science offers rich opportunities for curiosity, talk, investigation, and sense making; yet many teachers report uncertainty about how to assess thinking in these spaces. In this interactive session, participants will be introduced to a Thinking Scientifically Assessment Matrix designed to support assessment for learning in outdoor primary science. They will explore how the matrix makes children’s scientific thinking visible, supports progression over time, and aligns with everyday classroom practice rather than adding to the teacher's workload. Drawing on real examples from classrooms, the session will share how teachers have trialled the matrix outdoors, what has been learned through co-design, and how assessment has been embedded into practical, exploratory learning. Participants will be invited to engage with sample learning scenarios, consider where evidence of thinking might be captured, and reflect on how a shared framework could support consistency across year groups or within professional learning communities. The session will be relevant for classroom teachers, subject leaders, mentors, and those supporting teacher development.

By the end of the session, participants will be able to:
• Identify key features of progression in children’s scientific thinking across the primary age range, in outdoor contexts.
• Use an assessment matrix to recognise and interpret evidence of thinking in outdoor science lessons
• Adapt assessment approaches to support exploratory, enquiry rich learning
• Apply shared assessment language to support planning, reflection, and professional dialogue within and across schools
• Support trainee teachers and Early Career Teachers in developing confidence with assessment of primary science, particularly in outdoor and enquiry based contexts
• Integrate a research informed assessment framework within ITE programmes to strengthen coherence between university based theory and school based practice
• Consider next steps for embedding the assessment of thinking scientifically within their own settings

This session draws on EdD research, which focused on the creation and application of a Thinking Scientifically Assessment Matrix designed to articulate progression in children’s scientific thinking. The research explored how early career teachers used the matrix to support planning, teaching, and assessment in primary science, particularly in outdoor learning contexts, where assessment is often perceived as challenging or impractical. Building on this work, I am currently collaborating with experienced primary teachers through a structured programme of professional learning and classroom trialling. Together, we are refining the matrix through lesson observations, peer discussion, and shared analysis of children’s learning. This knowledge exchange approach values teacher expertise alongside research informed pedagogy, with the long term aim of making outdoor science learning assessable, sustainable, and impactful beyond the Early Years.

Speakers

Rebecca Lee

Class Teacher, Kimberley Primary School

Aamir Khalique

Class Teacher, Roundhill Primary School

Thursday January 7, 2027 08:45 - 09:40 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom, Assessment
Key Stage / Audience Type Teacher Developers, 5-7, 7-11, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

08:45 GMT

Co-developing spatial computing climate change play toolkit with children

Thursday January 7, 2027 08:45 - 09:40 GMT

LH124 (Learning Hub Level 1)

This interactive workshop introduces a proof-of-concept student toolkit for using spatial computing to support climate change education in primary-aged multicultural settings. The session draws on my doctoral research at the University of Leeds, which examines how spatial computing can be co-developed within a climate change play curriculum with Indonesian and Malaysian children living in the UK.

The aim of the session is to share a research-informed and practice-facing approach to climate change education that is child-centred, culturally responsive and suitable for primary-aged learners. Rather than presenting technology as a novelty, the session considers how virtual reality, augmented reality, digital mapping, LEGO robotics and 3D modelling can help children explore climate change causes, impacts, mitigation and adaptation through active, visual and playful learning.

The session will begin with a short introduction to the research context and the meaning of spatial computing in primary climate change education. I will then share examples from six participatory workshops, showing how children’s discussions, drawings, digital artefacts, mapping activities and reflections shaped the toolkit’s content, learning approaches and activity design. These examples will include children’s use of VR to explore climate-affected environments, digital maps to compare climate issues across countries, LEGO sensors to model environmental systems, and AR/3D modelling to design climate solutions.

The main focus will be the student toolkit developed from the research. By the time of the conference, this toolkit will have been reviewed with children through a co-review workshop. This is not presented as a final validation exercise, but as part of the wider co-development process, where children’s responses help refine the clarity, relevance and usability of the resource.

Participants will examine selected toolkit activities and consider how they might work in primary classrooms, after-school clubs, teacher education or informal learning settings. Using a short feedback template, they will reflect on the toolkit’s climate change content, use of spatial computing, opportunities for children’s participation, cultural responsiveness and practical classroom feasibility.

By the end of the session, participants will be able to identify ways of using spatial computing to support climate change learning, explain how children’s contributions can inform curriculum development, and critically consider how a proof-of-concept toolkit can be adapted for their own educational context.

Speakers

Muhammad Zulfadhli Kamarudin

Postgraduate Researcher, School of Education, University of Leeds

Thursday January 7, 2027 08:45 - 09:40 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Sustainability climate change and environmental issues, Using AI and technologies in teaching and learning
Key Stage / Audience Type International, Initial Teacher Educators, Trainee Teachers, Early Career Teachers, 7-11, Researchers

08:45 GMT

(Pearson): Practical science models that schools can actually deliver

Thursday January 7, 2027 08:45 - 09:40 GMT

LH125 (Learning Hub Level 1)

This collaborative session invites teachers and leaders to reflect on practical science models that are realistic, workable and educationally valuable. It will explore how practical assessment and practical learning can be designed in ways that support classroom delivery, gather meaningful feedback and balance ambition with the operational realities schools face.

Participants will also explore what makes practical science both educationally valuable and operationally manageable; to surface the barriers schools face in delivering practical science well; and to discuss models that could improve consistency, feasibility and learner experience. Participants will leave with a set of practical design considerations, examples of alternative delivery models and prompts for reviewing practical science in their own context.

Speakers

Shauna O'Brien

Head of Science, Pearson

Poppy Pan

Lead Specialist - Science, Pearson

Thursday January 7, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Practical work including beyond the classroom
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators

08:45 GMT

AI integration in science education

Thursday January 7, 2027 08:45 - 09:40 GMT

LH113 (Learning Hub Level 1)

Artificial Intelligence (AI) is rapidly transforming how students access information, construct knowledge, and engage with scientific ideas. For science educators, this presents both exciting opportunities and important responsibilities. This session explores how AI can be meaningfully and ethically integrated into science teaching to support inquiry-based learning, deepen conceptual understanding, and strengthen assessment practices across primary and secondary contexts.

Rather than positioning AI as a replacement for traditional teaching approaches, the session emphasises its role as a powerful partner in learning. Participants will explore how AI tools can help students generate hypotheses, visualise abstract processes, interpret data, model scientific phenomena, and refine scientific explanations. Practical classroom examples will demonstrate how AI can scaffold thinking while maintaining the integrity of disciplinary knowledge and scientific reasoning.

A key focus of the session is supporting teachers in developing students’ scientific literacy in an AI-rich environment. As learners increasingly rely on intelligent systems to gather and synthesise information, they must also learn to question sources, evaluate outputs critically, and recognise limitations and bias within AI-generated responses. Strategies will be shared for helping students become reflective users of AI who can distinguish between evidence-based reasoning and plausible but inaccurate outputs.

Participants will also examine how AI can support inclusive science education. AI-powered tools can help differentiate instruction, provide accessible explanations, support multilingual learners, and offer alternative ways for students to demonstrate understanding. Examples will highlight how thoughtful integration of AI can increase participation and confidence among learners who may otherwise feel excluded from science learning.

Assessment is another important dimension addressed in the session. As AI tools become more widely available, educators are reconsidering how to design tasks that promote authentic scientific thinking. The session will present approaches for designing assessments that value process, reasoning, and interpretation over simple recall, while also using AI to support formative feedback and student reflection. These approaches encourage learners to engage more deeply with scientific practices such as modelling, argumentation, and evaluation of evidence.

Ethical considerations will be woven throughout the session, including responsible classroom use, transparency, data awareness, and supporting students to understand how AI systems function. Participants will leave with practical strategies for introducing AI in ways that align with curriculum expectations and uphold professional standards.

This interactive session is designed for educators who are curious about using AI in science education but want practical guidance grounded in pedagogy rather than technology alone. Through discussion, examples, and collaborative reflection, participants will develop confidence in identifying opportunities where AI can enhance—not replace—effective science teaching.

By the end of the session, participants will have concrete ideas they can adapt immediately within their own classrooms and departments to support thoughtful, future-ready science learning.

Speakers

Tammie Schrader

Science Education Consultant, Oakesdale School District/Hagan Foundation

Thursday January 7, 2027 08:45 - 09:40 GMT
LH113 (Learning Hub Level 1)

Suitable for All key stages

Theme Practical work including beyond the classroom, Using AI and technologies in teaching and learning
Key Stage / Audience Type International

08:45 GMT

Under the microscope: What science teachers really think about the New Curriculum

Thursday January 7, 2027 08:45 - 09:40 GMT

LH323 (Learning Hub Level 3)

This session will unpack the biggest trends shaping science teaching right now, including how teachers are reacting to the changes to the national curriculum, and what it all means for anyone just starting out in the profession.

Teacher Tapp surveys over 10,000 teachers every day, giving us a unique, real-time picture of what's changing in science classrooms, from practical work and curriculum shifts to workload and AI adoption.

Speakers

Grainne Hallahan

Head of Community, Teacher Tapp

Thursday January 7, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Curriculum (General), Curriculum Change in England
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Researchers, Initial Teacher Educators

09:55 GMT

BERG: Re-framing the quadrat beyond counting daisies

Thursday January 7, 2027 09:55 - 10:50 GMT

LH231 (Learning Hub Level 2)

The session presents a research-informed reconceptualisation of the quadrat through two complementary lenses.
First, informed by Barad’s agential realism and sociomaterial perspectives, we consider how tools actively shape knowledge, attention, and experience. Through iterative design and reflection, we have developed approaches that disrupt conventional ecological practices, incorporating art (e.g. Dürer’s Great Piece of Turf), narrative, and structured noticing to broaden engagement with ecological complexity.

Second, LCT (Maton), particularly its semantic dimension, offers a framework for analysing how learning moves between concrete experiences and abstract concepts. In ecology, this involves shifts between everyday observations and disciplinary language. Examining these shifts across classroom and field contexts helps explain how knowledge and disciplinary understanding develop. This work builds on Sanders and Davies (2023) and aligns with current priorities in science education.

Participant Experience
Participants will rethink the quadrat as a tool for exploring ecosystems, interdependence, scale, and human–environment relationships. Drawing on Barad and Maton, we examine how every pedagogical choice creates an “agential cut,” foregrounding certain aspects of the natural world while excluding others.

Participants will engage with the Toothpick Safari, a flexible, narrative-based alternative to traditional quadrat work. Examples from school and teacher education contexts show how this approach encourages richer discussions about interdependence, multiple scales (micro to macro), deep time, evolution, and human impact.

The session models how uncertainty and open-ended inquiry can be productive in teaching, supporting deeper ecological understanding. Participants will also reflect critically on their own use of tools, tasks, and instructions.

Outcomes - by the end of the session, participants will be able to:

Recognise the agential cuts within their teaching practices

Use quadrats to support narrative, relational, and inquiry-based learning

Design adaptable outdoor activities that prioritise noticing over counting

Explain how material tools shape what counts as knowledge in science

Connect classroom and outdoor learning to support ecological understanding and disciplinary language development.

This session supports teachers, teacher educators, and outdoor learning practitioners to rethink the quadrat as more than a measuring device, positioning it instead as a tool for ecological inquiry. Participants will explore how Karen Barad’s concepts of agential cuts and intra-action can deepen outdoor science learning, and how Legitimation Code Theory (LCT), particularly semantics, helps explain shifts between classroom preparation, fieldwork, and follow-up meaning-making.

Through first-hand, narrative-based approaches, participants will experience alternatives to traditional quadrat activities used with school students and pre-service teachers. The session also invites critical reflection on how teaching decisions influence what students notice, value, and come to understand in ecology.

This work arises from concerns that ecology teaching often prioritises counting and sampling over relationships, meaning-making, and ecological thinking. Drawing on collaborative work across teacher education contexts in London and Gothenburg, involving both pre-service teachers and school students, we began to question the pedagogical role of familiar tools such as quadrats.

Speakers

Charlotte Lennartsdotter

Doctoral Student, University of Gothenburg

Dawn Saunders

Professor in Biology Education, University of Gothenburg

I am excited by art/ecology, indoor/outdoor science education border crossings and particularly enjoy working with research questions that emerge from teaching.
Especially excited by plant-based science. Looking forward to the conference. #plant-blindness #plant awareness disparit... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 09:55 - 10:50 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Practical work including beyond the classroom, Research
Key Stage / Audience Type 14-16, Researchers, International

09:55 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 09:55 - 10:50 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 09:55 - 10:50 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

09:55 GMT

Harnessing the power of biology teaching to inspire students

Thursday January 7, 2027 09:55 - 10:50 GMT

LH324 (Learning Hub Level 3 lab-type space)

Biology teaching, from global biomes to the regulation of metabolism, has the power to inspire students about the natural world. Since the publication of The Economics of Biodiversity: The Dasgupta Review (2021) and the National Security Assessment on global ecosystems (2026) there is a strong argument for biology teaching having a duty to inspire students and play a role in creating a society fit for the challenges humanity faces.

This session will explore what we can do as members of the biology education community to instil a lifelong love of life in our students. Themes will include inter-relationships between topics, the wonder of biology, scientific thinking skills, and connection to the biology around us.

You will leave with ideas that you can use when planning lessons, developing teaching resources, organising schemes of work, or when influencing the national curriculum and exam specifications.

Session Outcomes:
•Apply at least one new idea to their own lesson planning, resource development or curriculum influence.
•Identify ways to bring wonder, curiosity and real world relevance into everyday lessons or resources.
•Explain why inspiring biology teaching matters for students and society.

Please feel free to attend the sponsored tea/coffee available for Biology educators available after this session on Learning Hub Level 2 foyer outside of rooms 231.

Speakers

Dan Jenkins

Head of Gatsby Plant Education Programme, Science and Plants for Schools (SAPS)

Dan is Head of the Gatsby Plant Science Education Programme and directs the Science and Plants for Schools project. For over 10 years Dan has developed practicals and resources for SAPS and is a dab hand at getting any plant to behave in the school lab. Dan’s background in plant... Read More →

Chris Graham

Sustainability Lead and Teacher of Biology, Hills Road Sixth Form College / SAPS

I am the Sustainability Lead, a teacher of OCR's Level 3 Certificate in Sustainability, and a Biology teacher at Hills Road Sixth Form College as well as the visiting teacher at Science and Plants for Schools (SAPS). I have over 20 years experience as a teacher and have been leading... Read More →

Exhibitors

Science & Plants for Schools (SAPS)

Science and Plants for School (SAPS)

Science & Plants for Schools (SAPS) creates opportunities for teachers, technicians and students to find out more about plants and to become more interested in plant science.

We know that good teachers and technicians can bring plant science alive and we want to help them. We are doing this by working with curriculum developers, producing useful teaching resources, enabling teachers to share ideas through our website, and encouraging plant scientists to... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Sustainability climate change and environmental issues, Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Post-16, Teacher Developers, Advisors/Consultants, Initial Teacher Educators, Early Career Teachers, Trainee Teachers

09:55 GMT

Making physics concepts stick through narrative, models and analogies

Thursday January 7, 2027 09:55 - 10:50 GMT

LH321 (Learning Hub Level 3)

Physics is full of abstract ideas. For many students, these concepts can feel remote and inaccessible. Narrative and analogy offer powerful ways to bridge that gap.

This interactive session will explore how storytelling, models, and analogies can transform the teaching of physics. We will look at classic examples such as the “rope” model of current electricity or the “dice roll” analogy for nuclear decay alongside original classroom tested narratives I have developed. We will discuss how these approaches benefit student learning, from reducing misconceptions to increasing engagement.

We will also consider the limitations of analogies, how encouraging students to recognise where a model breaks down can be beneficial to understanding. Given time, there will be an opportunity for participants to share their own analogies and reflect on how narrative can enrich their teaching practice as well as how AI can play a role in this style of teaching.

Outcomes: By the end of the session, participants will be able to:
•Identify effective uses of narrative, storytelling, models, and analogies in physics teaching.
•Apply at least two new analogies or narratives in their own lessons.
•Evaluate the strengths and limitations of analogies to avoid reinforcing misconceptions.
•Develop strategies to make abstract concepts more memorable and engaging for students aged 11–18.

Background: Over 30 years of teaching physics to students aged 11–18, I have found that physics concepts - from Newton’s laws to nuclear decay - often become more accessible when framed through narrative or analogy. My classroom practice has involved developing stories and models that resonate with learners, drawing on both established teaching analogies and my own creations. These approaches have consistently helped students connect new ideas to prior knowledge, making difficult concepts memorable and meaningful.

Speakers

Nicholas Hulbert

Head of Physics, Tanglin Trust School

Thursday January 7, 2027 09:55 - 10:50 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Early Career Teachers, Trainee Teachers, 11-14, 14-16, Post-16

09:55 GMT

Pedagogical approaches for teaching emotive issues in primary science

Thursday January 7, 2027 09:55 - 10:50 GMT

LH125 (Learning Hub Level 1)

Aims of this session:
> To raise awareness of the link between the primary National Curriculum content and the lived experiences of children and families.
> To help delegates pre-empt potentially emotive issues within the science National Curriculum and consider sensitive pedagogical responses.

Emotive issues in science, really? Science is often considered to be a fact-based subject; we don’t always anticipate that science lessons may evoke emotional responses from children (or their families).

During this session, we aim to consider the primary science curriculum through the eyes of a child who may find some topics challenging. These are not always the topics that we expect, and there are more than you might think. If you’re a child who does not live with biological relations, how do lessons on inherited traits in humans feel to you? If your parents struggle to afford good-quality food, what do activities highlighting a healthy diet mean to you?

We will consider how topics such as these can be addressed with sensitivity in the classroom without watering down or avoiding the scientific content.

Outcomes: Delegates will be introduced to a different mindset when teaching science.
Delegates should be able to identify aspects of the primary National Curriculum which may evoke an emotional response or cause unintended upset to the children they teach and their families.
Delegates should leave the session with some ideas about how they would/would not teach potentially emotive topics.

We are experienced teacher educators who have supported student teachers to get to grips with the science National Curriculum. We have also sat with students who have regretted the approaches they took in lessons when they taught the science curriculum in a factually correct way but did not fully consider the lived experiences of the children they teach. This prompted us to develop a taught session, called ‘Teaching science with sensitivity’, which we deliver to all our trainees. Feedback from students is always positive, and we would be keen to share our work with a wider audience. In doing so, we appreciate that many delegates have rich experience that they could contribute to discussion within the session.

Topics that we include are:

The human body, including physical differences, the importance of exercise, a healthy diet, hygiene/dental health and hygiene, drugs and alcohol. Potential concerns: Body differences, body image, addiction within the family, and the impact of socio-economic backgrounds.

Living, dead and things that have never been alive - Potential concern: death.
Food chains – Potential concern: awareness of the brutality of predation.
Fossils and evolution - Potential concern: conflict with science and families’ cultural/religious beliefs.
Living things and their habitats, life cycles and reproduction - Potential concern: sustainability/habitat destruction.
Inheritance and Selection – Potential concern: upset caused to children who do not live with their biological parents.

Speakers

Nicola Treby

Associate Professor and Head of Primary Core Subjects, University of Roehampton

Vanessa Matthews

Senior Lecturer in Primary Science and Assistant Programme Leader BA year 2, University of Roehampton

Thursday January 7, 2027 09:55 - 10:50 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy, Recruitment Retention and Wellbeing
Key Stage / Audience Type 5-7, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

09:55 GMT

Purposeful practical work for inclusion in primary science

Thursday January 7, 2027 09:55 - 10:50 GMT

LH115 (Learning Hub Level 1)

Aims: This session aims to share research findings and new professional development resources for purposeful practical work to support inclusion in primary science. We will consider examples of adaptive teaching and how practical work can be used to enable children to sense that science is ‘for them’ and is accessible to their needs.

The purposeful use of practical work in primary science provides a range of opportunities for inclusive practice. Drawing on research from the Nuffield and Comino Foundation funded practical work project (2023-26), this session will consider how purposeful practical work can be used most effectively to support all learners. With examples from across the four nations of the UK, we will discuss adaptive teaching and the importance of essential experiences to support disadvantaged learners. We will use the outcomes of the research projects and the examples from a range of schools to stimulate discussion and reflection on the nature of inclusive practical work in primary science. Links will be made across research projects such as SEERIH’s ‘Shining a light on inclusive science’ and the Teacher Assessment in Primary Science (TAPS) projects, to show how key messages align across the primary science community.

Outcomes: Attendees will develop an awareness of the research base for practical work in primary science and become familiar with the proposed pedagogy model. By discussing examples selected from the professional development materials, they will reflect on practice in their own context.

Background: The Nuffield Foundation funded research project (2023-25) considered practical work from a primary perspective, proposing a pedagogy model to support practice. With support from the Comino Foundation, the project follow-on (2025-26) involved visits to 30 teachers in 20 schools across the four nations of the UK. The new bank of professional development videos model adaptive teaching and purposeful use of practical work in primary science.

Speakers

Lynne Bianchi

Professor / Director, SEERIH, University of Manchester

Vice Dean for Social Responsibility, Equality, Diversity, Inclusion & Accessibility
Director of Science & Engineering Education Research and Innovation Hub
Comino Foundation Associate
Great Science Share for Schools Campaign Director
Principal Fellow of the HEA
RSA Fellow

@Uo... Read More →

Sarah Earle

Professor of Science Education, Bath Spa University

Sarah Earle is Professor of Primary Science Education at Bath Spa University. Previously a primary school teacher, she now leads the Teacher Assessment in Primary Science (TAPS), the Focus4TAPS professional learning programme and Nuffield research into practical work projects. She... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom
Key Stage / Audience Type 5-7, 7-11, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

09:55 GMT

Behind GCSE science pathways: How science HoDs make curriculum decisions

Thursday January 7, 2027 09:55 - 10:50 GMT

LH344 (Learning Hub Level 3 lab-type space)

This session shares findings from an Interpretative Phenomenological Analysis (IPA) doctoral study exploring how Heads of Science experience and make sense of GCSE science pathway decisions in secondary schools.

Rather than focusing on outcomes alone, the session explores the lived realities of curriculum decision-making — including tensions between accountability measures, student perceived ability, staffing constraints, and aspirations for equity in science education.

Participants will gain insight into how departmental leaders interpret and negotiate competing pressures when constructing science pathways, and how these decisions shape access to science at Key Stage 4. The session will invite reflection on how curriculum structures are experienced in practice, and what this means for equity and progression in science education.

Speakers

Stephanie Featherstone

Doctoral Researcher, University of Dundee

I am a science educator and researcher with experience teaching and leading science departments across a range of UK schools. I am currently Head of Science at Radnor House Sevenoaks and have previously held senior leadership roles in science education. My doctoral research explored... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Other, Curriculum (General), Leadership, Research
Key Stage / Audience Type Researchers, Initial Teacher Educators, 14-16

09:55 GMT

Keynote: Disciplinary oracy in the science classroom

Thursday January 7, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Oracy is set to have a renewed emphasis in the revised National Curriculum, but what is the opportunity for oracy in the science classroom? In this keynote, Amy Gaunt will explore what it means to learn to and through talk in science, supporting students to develop their disciplinary knowledge and understanding while also learning to speak, listen and communicate like scientists.

Through discussion and practical activities, delegates will experience oracy in action and consider the opportunities for creating authentic and meaningful contexts for talk across their own science classrooms and departments.

Speakers

Amy Gaunt

Amy Gaunt is Director of Education at Voice 21, the national oracy charity which exists to increase access to high-quality oracy education.

She is co-author of Create an Oracy Curriculum (2026) and Transform Teaching and Learning through Talk: the Oracy Imperative (2019... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Curriculum (General)
Key Stage / Audience Type International, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Researchers, Teacher Developers, Trainee Teachers

10:50 GMT

Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell)

Thursday January 7, 2027 10:50 - 11:15 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

If your focus is teaching or supporting biology lessons, come along for a networking session with complimentary tea/coffee and a muffin, to discuss how Miss Estruch Teach & Tell can support your practice!

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 10:50 - 11:15 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Post-16, FE/Skills, Initial Teacher Educators, Early Career Teachers, International, Teacher Developers

10:50 GMT

Physics and tea with the IOP

Thursday January 7, 2027 10:50 - 11:15 GMT

Learning Hub Level 3 landing space (outside 344-347)

We'd love to talk about physics education and how we can help you, your school or your MAT - and we've got treats. Join the IOP team to tell us what's going well and what you think we should be doing to support the profession.

Speakers

Eleanor Wylie

Professional Support Coach, Institute of Physics

Ian Horsewell

Professional Community and Retention Strategic Lead, Institute of Physics

Sponsors

Institute of Physics (IOP)

The Institute of Physics (IOP) is the professional body and learned society for physics in the UK and Ireland, with an active role in promoting co-operation in physics around the world. We strive to make physics accessible to people from all backgrounds.

Come along and visit an

... Read More →

Thursday January 7, 2027 10:50 - 11:15 GMT
Learning Hub Level 3 landing space (outside 344-347)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Early Career Teachers, Initial Teacher Educators, Post-16, Teacher Developers

11:15 GMT

(AQA): From curiosity to confidence: Securing practical progression from KS3-KS5

Thursday January 7, 2027 11:15 - 12:10 GMT

LH321 (Learning Hub Level 3)

This CPD session explores how science teachers can effectively plan for and support strong progression in practical work from KS3 through to KS5. Moving beyond isolated experiments, the session focuses on how practical skills develop over time, building from curiosity and engagement in KS3 to confidence, independence, and precision at A-Level. Teachers will consider how to sequence practical experiences, reinforce key skills, and ensure students are well-prepared for the increasing demands of assessed practical work. The session emphasises the importance of coherence and continuity in developing scientifically skilled and confident learners.

By the end of this session, participants will be able to:
> Identify the key components of effective practical progression from KS3 to KS5.
> Recognise gaps and inconsistencies in students’ practical skills development.
> Apply strategies to support a coherent and purposeful approach to practical work across the curriculum.

The session will explore what effective practical progression looks like across the secondary phase, using examples to highlight how skills can be built and revisited over time. Teachers will engage in activities to map practical skills, analyse current practice, and identify opportunities to strengthen progression. Through discussion and practical approaches, participants will develop strategies to ensure students move from early curiosity to confident, capable practical scientists by the end of KS5.

Speakers

Lisa Mooney

Subject Support Manager - Science, AQA

Frank Lowor

Subject Support Manager - Science, AQA

Frank is a highly experienced educator and assessment specialist with over two decades of service in science education. He has held leadership roles including Head of Science and Head of Vocational Science, teaching GCSE and A-level sciences across multiple schools. Currently serving... Read More →

Sponsors

AQA

Proudly partnering the ASE for their 2027 Annual Conference.

Since 1903, we’ve been rewarding achievement by designing and delivering fair and inclusive assessment. We do this because we believe that quality assessment is an essential ingredient for a good education. We’re the most chosen exam board in England and we set and mark the papers

... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type 14-16, 11-14, Post-16

11:15 GMT

(IRIS) From enrichment to entitlement: teaching research and innovation at secondary school

Thursday January 7, 2027 11:15 - 12:10 GMT

LH323 (Learning Hub Level 3)

Curriculum debate across the four nations keeps returning to one question. What is science education for? The answers point towards young people who can ask a good question, weigh evidence and contribute something new. Yet working scientifically is often reduced to practical technique, and the disciplinary knowledge behind real research goes untaught. Where research does appear it is usually optional, so the students who would gain most are least likely to meet it.

The Institute for Research in Schools (IRIS) has worked with over 10,000 students to carry out research. Getting Started with Research is what teachers told us they need to support research and innovation in schools.

What you get: Getting Started with Research is a free lesson programme for students, fully resourced and ready to teach. Lesson plans, slides, worksheets and a knowledge progression map. It builds a shared model of the research cycle, then teaches how researchers find and judge evidence, how curiosity becomes a testable question, who does research, and how students plan an enquiry of their own.

It is designed the way you already plan. Outcomes first, knowledge specified lesson by lesson, misconceptions named, retrieval and modelling built in, reading age controlled. It strengthens working scientifically rather than competing with it, and it maps to the curriculum in all four nations.

Aims and outcomes - In this session we will:

> show why research and innovation are better taught explicitly than left to chance

> walk through the lesson sequence and the knowledge each lesson builds

> show how it fits existing schemes of work, progression pathways and the enrichment you already run

Delegates will leave able to identify where research knowledge is currently assumed rather than taught in their own curriculum, and with free access to the full programme. Time is protected for questions.

Speakers

Georgina Lott

Head of Education Innovation, Institute for Research in Schools (IRIS)

Kelly Murfet

Education Innovation Lead, Institute for Research in Schools (IRIS)

https://www.linkedin.com/in/kelly-murfet-8a9065348/

Sponsors

Institute for Research in Schools (IRIS)

The Institute for Research in Schools
Our mission is to change the culture in UK education so that every young person experiences real research.

We do this by:Providing opportunities for young people to carry out research projects and share their findings with the worldEmpowering... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Research, Curriculum (General)
Key Stage / Audience Type 11-14, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Researchers, Teacher Developers

11:15 GMT

BERG: From sequence to species: Learning through DNA barcoding

Thursday January 7, 2027 11:15 - 12:10 GMT

LH231 (Learning Hub Level 2)

This session will explore how the practical Barcoding For Beginners project is being used to investigate invertebrate biodiversity with learners in years 10-13. Hear about the impact of authentic scientific investigation and collaboration on educators and students and see the resources available to support this inquiry-based project using molecular biology techniques, bioinformatics and transferable skills.

Launched in September 2024, Barcoding For Beginners is a project by Wellcome Connecting Science, funded by a Royal Society SEED Partnership grant. It provided funded CPD for eligible educators, a series of resources, equipment and consumables to support a 10 hour DNA barcoding project in the classroom. This session will discuss the findings from this two year project and examine the impact on educators and learners of completing inquiry-based science, using molecular biology equipment, supported by scientists in the field.

This session will discuss and showcase:
• how DNA barcoding has been used in schools and FE colleges for practical, inquiry-based projects investigating invertebrate biodiversity in years 10 - 13
• how using practical project work can enhance understanding of molecular biology techniques in the curriculum
• the positive engagement of educators and technical staff with Barcoding for beginners CPD and resources
• the impact on practical molecular biology ability, transferable skills and career awareness in participating students
• one of the bioinformatics exercises to showcase how interrogating open access databases can be used in teaching

Attendees will:
• understand the structure and impact of the Barcoding for beginners programme and how it can be applied in school and colleges
• hear about the impact the practical investigations had on students engagement with molecular biology and bioinformatics and their development of practical skills.
• discuss how a DNA barcoding project fits with the curriculum and can be integrated into teaching
•t rial a bioinformatics element from the project to demonstrate how the project can enhance students’ domain-specific skills

Speakers

Francesca Gale

Head of Science Engagement and Enrichment, Welcome Connecting Science

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 11:15 - 12:10 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, FE/Skills, Technicians

11:15 GMT

Challenges of the primary to secondary maths transition.....parallels for science?

Thursday January 7, 2027 11:15 - 12:10 GMT

LH013 & LH014 (Learning Hub Ground Floor)

This session explores research by Axion Maths on the transition from primary to secondary school which can make or break a pupil's attitudes towards maths and school, and EEF research on whether setting is better than mixed ability classes, and prompts discussion questions on whether there are parallels for secondary science.

This session is supported by a Department for Education funded initiative, led by Mathematics in Education and Industry (MEI), in partnership with ASE as part of the Advanced Maths Support Programme (AMSP).

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

David Thomas OBE

CEO, AxioM Maths

Jeremy Hodgen

Professor of Mathematics Education, University of Nottingham

Professor of Mathematics Education
Emeritus Professor of Mathematics Education, UCL
Visiting Professor, Norwegian University of Science and Technology (NTNU)
Associate Director: Policy and Impact
Observatory for Mathematical Education

Jen Shearman

Chief Learning Officer, MEI

Thursday January 7, 2027 11:15 - 12:10 GMT
LH013 & LH014 (Learning Hub Ground Floor)

11-19

Theme Curriculum (General)
Key Stage / Audience Type 11-14, 14-16
Social media handle(s) @theASE

11:15 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 11:15 - 12:10 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 11:15 - 12:10 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

11:15 GMT

Beyond chick hatching: Humane alternatives for teaching life cycles

Thursday January 7, 2027 11:15 - 12:10 GMT

LH125 (Learning Hub Level 1)

Speakers

Daisy Hall

Science Education and Outreach Manager, Animal Aid

Thursday January 7, 2027 11:15 - 12:10 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom
Key Stage / Audience Type 5-7, 7-11, 0-4, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators
about <br>

11:15 GMT

Building professional curiosity, joy and agency in trainee teachers

Thursday January 7, 2027 11:15 - 12:10 GMT

LH115 (Learning Hub Level 1)

At the Nottingham Institute of Education, we have remained committed to ensuring that professional curiosity, agency and joy underpin our science provision across our primary initial teacher education (ITE) programmes. Maintaining this ambition against a national context of financial pressures in the university sector while meeting government reforms as articulated through the Initial Teacher Training Early Career Framework (ITTECF), the introduction of ITAP (Intensive Training and Practice) and the new OFTSED ITT Inspection Framework has not been easy. Our concern is that some of these challenges are contributing to a constrained provision of primary science in ITE.

We know that we are not alone and we would like to use this session as an opportunity to collectively celebrate and identify next steps in nurturing professional curiosity, agency and joy for our next generation of primary science teachers.
We invite you to join us in this interactive presentation where you will be able to share and reflect on how science is positioned in your own teacher educator settings.
(Outcomes) By the end of the session, you will:
• Gain a developed awareness of practice-based approaches (e.g. outdoor learning, informal contexts, micro-teaching, practitioner research projects) for embedding professional curiosity and developing critical research engagement in primary science ITE.
• Critically reflect on how ITE programmes currently develop research engagement and how this can establish professional agency.
• Consider wider possibilities, through the ASE and beyond, that will empower student teachers and ECTs in their professional development of their subject, curriculum and pedagogical knowledge in primary science.

Aims:
• Understand how science can be given a strong, coherent and joyful profile across a primary ITE curriculum
• Explore how purposeful and critical engagement with research can be scaffolded for student teachers and ECTs.
• Collaborate as a community of teacher educators to support the identification of practical strategies that can embed professional curiosity and joy in primary science ITE.

Background: At the Nottingham Institute of Education, we have remained committed to ensuring that professional curiosity, agency and joy underpin our science provision across our primary initial teacher education (ITE) programmes. Working as a team of primary science initial teacher educators in England, we have reflected on how to maintain this ambition against a national context of financial pressures in the university sector while meeting government reforms as articulated through the Initial Teacher Training Early Career Framework (ITTECF) and the introduction of ITAP (Intensive Training and Practice. Our concern is that some of these challenges are contributing to a diminished and constrained provision of primary science in ITE.

Our approach has evolved through our ITE undergraduate and postgraduate curriculum design, collaboration with expert practitioners, specialist science expertise within our university and local partnership schools. External examiner feedback and student outcomes have supported the development of this approach, highlighting its impact on confidence, agency and subject knowledge.

We will reflect on how we have deliberately designed, within our primary ITE curriculum, opportunities that encourage a critical engagement with research in primary science. This includes utilising external evidence-informed professional support such as the Primary Science Enhancement Award (PSEA), embedding science within ITAP so that foundational teaching foci, such as high-quality talk and questioning, can be developed through the lens of primary science and promoting practitioner enquiry in primary science within our final dissertation action research projects.

Speakers

Alison Murphy

Senior Lecturer, Nottingham Trent University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

I started my professional career as a classroom teacher and science lead in a London primary school. I was and remain passionate about classroom learning that promotes a scientific mindset alongside the development of an understanding of key scientific concepts. This professional... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy, Recruitment Retention and Wellbeing
Key Stage / Audience Type Teacher Developers, 5-7, 7-11

11:15 GMT

A novel way of teaching inheritance to students using forensic science.

Thursday January 7, 2027 11:15 - 12:10 GMT

LH124 (Learning Hub Level 1)

The aim of this session is to demonstrate novel techniques for teaching Primary and Secondary students about inheritance, in the context of Forensic Science and real life applications to solving crimes.

The workshop is based on research being conducted by scientists at the Earlham Institute. One of the problems faced by forensic scientists is accurately analysing data which contains DNA from more than one person.

For example, if someone has been stabbed, there will be epithelial/blood cells from the suspect on the knife. However, if a victim has bled, these cells will be outnumbered by cells from the victim. This makes analysis difficult. Researchers are using a cell sorting machine to collect individual cells from the evidence. The students will have a go at this and compare the results, to existing analysis techniques.

The workshop starts with the crime - “Murder at the Boutique Hotel” (Secondary), “Pizza Thief at the Boutique Hotel” (Primary). Initially, they must think about where the evidence will be at the crime scene. We talk about cells, organs, and organ systems and where cells are in the body. We think about where the suspect will have touched as they move through the hotel, “Every contact leaves a trace”. I have a Lego model of the Hotel and crime scene. Students must add crime markers to indicate where we are most likely to find DNA evidence.

I demonstrate how DNA is extracted from the samples. I show the students the cell sorting machine the scientists use, then they use my mini cell sorters, to manually separate blood and epithelial cells. The suspect epithelial cells they collect glow in UV light. The students place these in their dark rooms to see how many epithelial cells are from the suspect. We then move on to the analysis.

The students are shown a DNA profile. I explain to them how the DNA profile is generated. To understand it they learn about microsatellites, which have different repeat numbers. We use a simple demonstration of a sentence, “The Cat Sat on the Mat,” to show this. I then demonstrate why for each part of the DNA on the DNA profile there are two numbers. One is inherited from Mum, the other from Dad. I use baubles and limbo poles to explain this! This is the section that teachers will really love. It is a great visual way of getting children to see exactly how genetic information is inherited.

Another set of poles is used to demonstrate what happens currently when we analyse a mixed DNA profile (DNA from two people). We talk about homozygote and heterozygotes, and how we use this information to analyse the data.
Students compare their data, with data from the Research Scientists new technique. The students can see how this new technique could revolutionise analysis of mixed DNA profiles! We identify which student is the murderer/thief and they are arrested.

The outcome is that teachers will have a tool box of practical demonstrations they can use to teach students about inheritance in way that they can understand, engage with and understand the importance of what they are learning in application to real life science.

Speakers

Mandy Hartley

Science Educator, The Little Story Telling Company

Thursday January 7, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, Initial Teacher Educators, Advisors/Consultants

11:15 GMT

AI use in Trainees and Early Career Teachers

Thursday January 7, 2027 11:15 - 12:10 GMT

LH324 (Learning Hub Level 3 lab-type space)

This session will explore how AI is influencing trainee and early career teachers beyond practical use, focusing on professional identity development in a changing educational landscape.

You will hear findings from research into how trainee teachers are currently using AI to support planning, learning, reflection, and professional practice, alongside key themes around confidence, dependency, authenticity, and perceptions of expertise.

The session will then examine how AI may shape identity development during the transition from training into independent practice, raising questions around autonomy, judgement, professional voice, and the evolving role of the teacher.

The final part of the lecture will introduce the next phase of research focusing on ECTs, exploring identity development in the early years of teaching and launching a wider survey to gather insight into lived experiences of AI use in practice.

Outcomes:
Following this session, participants will hopefully be able to:

* Recognise key patterns in how trainee teachers engage with AI.
* Critically consider how AI may shape professional identity and autonomy.
* Reflect on implications for teacher education, mentoring, and induction.
* Identify emerging challenges around authenticity, confidence, and dependency.
* Engage with research-informed discussion around AI and identity development.
* Consider how AI use may influence teachers beyond efficiency and workload.

This session is grounded in research conducted at the University of Warwick exploring how trainee teachers are engaging with AI and how this intersects with their developing professional identity. As AI becomes increasingly embedded in educational practice, it raises important questions not only about workload and efficiency, but about how emerging teachers construct confidence, autonomy, expertise, and authenticity.

The project has explored how trainee teachers use AI for planning, idea generation, academic support, and reflective practice, alongside wider considerations around ethics, professional boundaries, and dependency. This work has led to a broader interest in how AI may continue to shape identity formation beyond initial teacher training. What the research has shown is that trainees are using AI, and the project is investigating what this means for both ITE and schools going forward.

The next phase of this research expands to newly practising teachers, examining how Early Career Teachers navigate AI use while developing identity, confidence, and professional agency in their early years of practice and we hope to promote this phase at the ASE Conference.

Speakers

Jonty Leese

Associate Professor and Head of International PGCE Programmes, University of Warwick

Joanna Pellereau

PGCE Course Science Lead, Warwick University Centre for Teacher Education

Having been a physics teacher and Head of Department for over a decade, I am now Physics PGCE lead and a teaching fellow at the Centre for Teacher Education at the University of Warwick. I also take on freelance work and have supported OUP with the Kerboodle resources for the new... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research
Key Stage / Audience Type Researchers, Early Career Teachers, Trainee Teachers, 5-7, 7-11, 11-14, 14-16, Post-16, Initial Teacher Educators, Advisors/Consultants

11:15 GMT

Explore how to tackle climate change using science and global perspectives

Thursday January 7, 2027 11:15 - 12:10 GMT

LH113 (Learning Hub Level 1)

This session aims to inspire and equip teachers to think beyond the science curriculum to integrate ways of knowing from science with those from other disciplines, which include philosophy, ethics and worldviews to tackle the challenge of climate change. This supports the intention of the recent curriculum and assessment review, which aims to help learners understand that global challenges, both social and environmental require attention to scientific knowledge and cultural skills.

I have taken this approach because as a science teacher of 20 years I realised we give children the scientific skills to tackle problems, but most challenges they will face are not ones that science alone can solve. I now work at the Faraday Institute for Science and Religion, a Cambridge based research and educational institute, where we take the approach that integrating ways of knowing from science with those that consider worldviews, philosophy, ethics helps respond to big questions in a more holistic manner enabling a more effective response. Using this approach, I developed this classroom resource on climate change to help children understand why not everyone is doing everything they can to combat it, as I have taught so many children the science of climate change and they don’t then understand why everyone is not doing everything they can to combat it. It draws on ideas from journals like national geographic and discussion with colleagues.

It will explore the nature of science, through a presentation helping teachers consider the power of science with their learners, but also the limits of science; like those of instruments, timelines, complex systems and the human element and how other ways of knowing, like those from RE, which considers world views, can be helpful for tackling our big questions, like climate change. It will then review the classroom resource on climate change and this will lead into a discussion of the opportunities and challenges of this approach.

It will give you ideas and resources to help learners to consider how an individual's world view can be more important in motivating them to act or not act in response to climate change than being presented with the science and how to respond to this constructively. This will help you manage topics that can open discussions that can be emotive and challenging, encouraging you to embrace this aspect of science learning and develop wider skills in your students; It will help learners to develop oracy and debating skills. It is suitable for learners from all phases, but specifically those at KS2 and 3, covering key parts of the curriculum, but will also appeal to teachers supporting students in extracurricular activities, like science debating clubs.

Speakers

Cathy Priest

Training Lead of the Youth and Schools Team, Faraday Institute for Science and Religion

I taught secondary school science for 20 years in the UK and abroad and led KS4, Biology and Physics departments. I now work at the Faraday Institute for Science and Religion as the training lead in the youth and schools' team, developing and delivering CPD for in service and trainee... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH113 (Learning Hub Level 1)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 7-11, International

11:15 GMT

Preparing future teachers for generative AI: critical, creative, and ethical

Thursday January 7, 2027 11:15 - 12:10 GMT

LH322 (Learning Hub Level 3)

The session will explore how student teachers currently use generative AI critically, ethically and practically as part of their developing professional practice. Rather than presenting generative AI as a shortcut or a threat, the session will position AI as a tool that requires teacher judgement, subject knowledge and careful pedagogical decision-making. The session will highlight research conducted into how student teachers currently use generative AI in their teaching practice.

Participants will be able to:
- describe emerging patterns in how student teachers are using generative AI in their preparation, planning and professional learning;
- identify key opportunities, concerns and support needs arising from student teachers’ current AI use;
- evaluate AI-generated educational materials using criteria such as accuracy, appropriateness, inclusion, bias and pedagogical value;
- distinguish between AI use that supports professional learning and AI use that risks over-reliance or weak pedagogical decision-making;

Speakers

Ryan Gallagher

Programme Director in Science Education, University College Cork, Ireland

Stephen Murphy

Deputy Programme Director in Science Education, University College Cork, Ireland

Thursday January 7, 2027 11:15 - 12:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type Teacher Developers, Trainee Teachers, Early Career Teachers, Initial Teacher Educators

12:25 GMT

(AQA): Cracking the Challenge: Understanding standard demand questions in science

Thursday January 7, 2027 12:25 - 13:20 GMT

LH323 (Learning Hub Level 3)

This CPD session supports science teachers in developing a deeper understanding of standard demand questions in science assessments. Often forming the core of exam papers, these questions require students to apply knowledge accurately and interpret information with precision. However, many learners struggle to translate their understanding into secure responses.

This session explores what makes standard demand questions challenging and how teachers can better prepare students to meet these expectations. By focusing on the link between knowledge, application, and exam technique, teachers will be equipped to strengthen student performance in this crucial area.

By the end of this session, participants will be able to:
Identify the defining features of standard demand questions in science assessments and mark schemes.
Recognise common student errors, misconceptions, and gaps in application.
Apply strategies to support students in interpreting and responding accurately to standard demand questions.

The session will explore the structure and demands of standard demand questions, using real assessment materials to highlight where students commonly succeed and struggle. Teachers will engage in activities to analyse question types, review authentic student responses, and unpick the skills required for success. Through discussion and practical strategies, participants will develop approaches to help students improve accuracy, confidence, and consistency when tackling this essential component of science assessments.

Speakers

Damien Gent

Subject Support - Science Lead, AQA

Sponsors

AQA

Thursday January 7, 2027 12:25 - 13:20 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type 14-16

12:25 GMT

BERG: Collaborating on AI, assessment, and inclusion in HE biosciences

Thursday January 7, 2027 12:25 - 13:20 GMT

LH231 (Learning Hub Level 2)

This interactive session will explore how collaborative, cross-institutional communities of practice can support higher education science educators in responding to emerging pedagogical challenges. The session will introduce the collaborative work of the BERG Higher Education Working Group through two current thematic areas: AI and assessment and decolonising the curriculum.

Through a series of short reflective case studies and emerging examples from participating HEIs, contributors will share approaches, challenges, and ongoing questions relating to inclusive curricula, assessment design, and the impact of generative AI on teaching and learning.

Participants will then be invited to discuss their own institutional experiences, challenges, and priorities within these areas. The session will encourage collaborative dialogue across disciplines and institutions, recognising that many of these challenges extend beyond bioscience education alone.

The session will conclude with a shared reflection on the role of collaborative networks and communities of practice in supporting responsive, inclusive, and evidence-informed approaches to science education in higher education.

Outcomes: - Participants will be able to:

Share current challenges and emerging practices relating to AI, assessment, and inclusive curricula within higher education science education.

Reflect on how different HEIs are responding to shared pedagogical and curricular challenges.

Discuss opportunities and barriers associated with collaborative approaches to educational change.

Consider how cross-institutional communities of practice can support ongoing professional dialogue and development.

Higher education science educators are navigating rapid pedagogical, curricular, and technological change. In response to shared challenges across the sector, members of the Biology Education Research Group (BERG) Higher Education Working Group, part of the Royal Society of Biology, established collaborative thematic groups focused on AI and assessment, and decolonising the curriculum. These groups bring together educators and academics from multiple HEIs to share practice, reflect on emerging challenges, and explore approaches to inclusive and responsive science education.

Speakers

Caroline Smith

Assistant Head of School - Curriculum Innovation and Student Experience, University of Westminster

Sarah Rayment

Nottingham Trent University, Senior Lecturer in Molecular Sciences

Dr Sarah Rayment is a senior lecturer in bioscience within SST. She is co-course leader for Bioscience courses with Integrated Foundation year and centre director for the bioscience scholarship research centre. She is passionate about skill development: whether through authentic student... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Other, Using AI and technologies in teaching and learning
Key Stage / Audience Type Post-16, FE/Skills

12:25 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 12:25 - 13:20 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 12:25 - 13:20 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

12:25 GMT

Sequencing for Success: Building Scientific Writing Over Time

Thursday January 7, 2027 12:25 - 13:20 GMT

LH322 (Learning Hub Level 3)

Scientific writing is a core disciplinary skill, yet many students struggle to express their understanding clearly and accurately. This session focuses on how departments can build writing successfully over time, rather than addressing it reactively at GCSE.

Participants will explore how careful curriculum sequencing ensures that students develop the knowledge, vocabulary, and structures needed before being asked to write extended responses. The session will consider how writing can be built progressively, moving from oral rehearsal to structured written outcomes.

A central focus will be the role of oracy. Delegates will examine how structured talk, including the use of sentence stems, purposeful questioning, and guided discussion, supports students to clarify their thinking and practise disciplinary language before writing. The importance of consistent routines across a department will be emphasised to ensure coherence for students.

The session will also explore how scaffolds can be used effectively within modelling. Rather than being treated as standalone supports, tools such as writing frames, exemplars, and success criteria will be examined as part of an explicit teaching process. Participants will consider how these scaffolds can be introduced, modelled, and gradually removed to support independence without reducing challenge.

Throughout, there will be a strong emphasis on aligning approaches across Key Stage 3 and Key Stage 4 to ensure that students are prepared for the demands of GCSE.

Outcomes
By the end of the session, participants will be able to:
•Explain how scientific writing can be developed progressively through curriculum sequencing
•Identify effective strategies for embedding oracy to support disciplinary writing
•Use scaffolds purposefully within modelling to support students’ written responses
•Recognise how to build consistency in approaches to writing across a department
•Take practical next steps to improve students’ confidence and accuracy in scientific writing

Background: In my current role, I work with a wide range of schools, often in areas of high deprivation, where scientific writing is frequently identified as a key barrier to success at Key Stage 4. A common challenge is that writing is addressed too late, rather than being deliberately developed across Key Stage 3.
I have developed and delivered CPD on scientific writing through Ark Curriculum Plus, working with partner schools to embed disciplinary literacy within science curricula. This builds on over ten years of classroom experience teaching science in diverse contexts. My approach draws on this work with departments, supporting both leaders and teachers to align curriculum sequencing, pedagogy, and assessment to improve students’ written responses.

Speakers

Rosie Lloyd

Senior Delivery Manager, Ark Curriculum Plus

Thursday January 7, 2027 12:25 - 13:20 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

12:25 GMT

Honorary and Professional Members lunch (invitation only)

Thursday January 7, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

This professional registration lunch (by invitation only) is for those Honorary ASE members and member-science teachers and technicians who have gained professional registration or Chartership: CSciTeach, RSci or RSciTech, all of whom are invited to join Lynn Ladbrook, the ASE's CEO along with the Chair Trio for the Association.

New Honorary members will also be announced. Honorary Membership is the ASE's highest honour and is awarded to those individuals that have made outstanding contributions to the work of the ASE in at least two of the following areas:
National affairs of the Association
Regional affairs of the Association
Science education in general (at a national or international level)

Speakers

Lynn Ladbrook

Chief Executive, Association for Science Education

Emily Perry

Professor of Education, Manchester Metropolitan University

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Claire Seeley has been a teacher for over thirty years in a wide variety of contexts including both inner city and rural schools England. Claire is also a Primary Science Consultant, providing both continuing professional development and initial teacher training. She has a passion... Read More →

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

I worked in primary schools for over twenty years as a classteacher, senior leader and Deputy Headteacher. I taught across Key stages 1, 2 and 3 in UK and in Spain. During this time I developed a passion for science, art and design, improvised drama, assessment for learning, creativity... Read More →

Rob Butler

Registrar, Association for Science Education

I'm a Chartered Science teacher, the registrar and Project Officer for the ASE (running the Keeping Science Practical project).
I'm a senior professional development leader for the Science Learning Partnership network and I help the Science Council promote their professional registers. I'm an ex-special school senior leader, an ex-science teacher and an OUP author. I jointly run the ASE's Inclusive Science Educati... Read More →

Thursday January 7, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

12:25 GMT

Patterns in the Solar System

Thursday January 7, 2027 12:25 - 13:20 GMT

LH125 (Learning Hub Level 1)

Science is a powerful process that gives structure to our innate ability to find patterns in the world around us.

Patterns observed by Galileo only make sense if our model for the solar system is Sun-centred.

Come explore the Patterns in the Solar System, Perimeter Institute’s newest free classroom resource. Engage in activities to explore Galileo’s observations, identify patterns, and think scientifically.

Speakers

Alan Denton

Physics coach, Perimeter Institute

Stuart Farmer

Learning and Skills Manager, IOP and Perimeter Institute

Thursday January 7, 2027 12:25 - 13:20 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 7-11, 11-14, 14-16

12:25 GMT

Using a dual lens to strengthen subject specific CPD in science

Thursday January 7, 2027 12:25 - 13:20 GMT

LH344 (Learning Hub Level 3 lab-type space)

How often do we engage with subject‑specific CPD as busy science teachers and how often does it genuinely change what we do in the classroom?

In this session, you will explore a practical model for developing subject knowledge and pedagogical content knowledge simultaneously using a learner–practitioner lens. Drawing on real case studies from secondary schools and ITT, we will examine how short, expert explanation videos can be used not as “off‑the‑shelf solutions” but as tools for deliberate professional learning.

You will be guided through how teachers and trainees are supported to:

Watch explanations first as learners to strengthen subject understanding

Revisit them as practitioners to analyse pedagogy, misconceptions, and explanations

Use structured reflection tools, including a CoRe tool, to make tacit expert thinking visible

The session will model reflection activities used in practice and invite you to critically consider how this approach could strengthen subject‑specific CPD in your own context — whether as a classroom teacher, mentor, or subject leader.

By the end of the session, participants will be able to:

Have a greater awareness of the research basis on the merits and challenges of effective subject specific CPD as well as the importance of development subject matter knowledge and pedagogical content knowledge to develop expert subject teaching.

Have an awareness of how you can and the benefits of applying a learner–practitioner lens to analyse explanations of challenging science concepts.

Know how to use a CoRe tool to support the development of pedagogical content knowledge for themselves and others

Consider applications for their own education settings ways to design subject‑specific CPD that is embedded, scalable, and sensitive to real‑world constraints.

Speakers

Catherine Leeson

Subject Development Lead - Science, Teach First

Bethany Howes

Subject Development Lead - Science, Teach First

Thursday January 7, 2027 12:25 - 13:20 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Teacher Developers, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

12:25 GMT

The language of discovery: Making scientific vocabulary work for everyone

Thursday January 7, 2027 12:25 - 13:30 GMT

LH127 (Learning Hub Level 1)

The session begins with everyday objects that prompt close observation, enabling learners to notice patterns and features that naturally lead into specific primary science phenomena. Each activity is deliberately structured with scaffolds that support pupils in articulating their ideas and using scientific language with increasing confidence. In line with research emphasising science as a distinct linguistic practice (Lemke, 1990), the session foregrounds opportunities for learners to develop and apply scientific vocabulary through guided talk, modelling, and structured interaction.

All materials have been developed directly from classroom practice and draw on a range of pedagogical approaches, including inquiry‑based learning, dialogic teaching, and explicit vocabulary instruction, to ensure accessibility for all learners. The design of the session reflects current evidence that vocabulary must be explicitly taught and embedded within meaningful contexts to support understanding, as highlighted by the Education Endowment Foundation.

Speakers

Hellen Remant

Science Education Consultant, Putting Learning First

Thursday January 7, 2027 12:25 - 13:30 GMT
LH127 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom, Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11

13:35 GMT

(MiniOne Systems) Who's Baby Luna's Father? Using DNA Fingerprinting to Solve a Mystery

Thursday January 7, 2027 13:35 - 14:30 GMT

CH314 (Creative Hub Level 3)

Embark on a hands-on adventure and join marine biologists in their quest to uncover the mystery of Luna's father! Meet Luna, an adorable whale calf, and become part of a passionate team determined to solve this heart-warming puzzle using gel electrophoresis and DNA fingerprinting.

Speakers

Erika Fong

Director, MiniOne Systems

Molecular Biology Anywhere and for Everyone! The game changing MiniOne Electrophoresis System was first of its kind designed specifically for teachers and students to have equal access to key biotech techniques with engaging activities. Whether used in the classroom lab or at home... Read More →

Sponsors

MiniOne Systems (Embitec)

Browse our webpage at https://eu.theminione.com for links to:

> The MiniOne Electrophoresis System
> The New e-Pipette
> The MiniOne Incubator
> The Let it Glow Bacterial Transformation MiniLab
> Pipetting and Gel Loading Practice Kits
> MiniOne MiniLabs - complete lab kits for ha

... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, Technicians, FE/Skills

13:35 GMT

(STEM Learning) Subject Knowledge for Physics Teaching (SKPT - a taster session for bringing physics to life in the classroom

Thursday January 7, 2027 13:35 - 14:30 GMT

LH125 (Learning Hub Level 1)

Subject Knowledge for Physics Teaching (SKPT) courses are delivered by The Ogden Trust in partnership with STEM Learning and are fully funded by the Department for Education, to provide free physics professional development for teachers teaching physics outside their specialism.

Delivered by an expert practitioner in a supportive learning community, teachers build their competence and confidence to bring physics to life in the classroom.

The programme is delivered in a range of formats that best meet the needs and requirements of schools and teachers.

Pop into this taster session to find out more about how this course could enhance your science teaching career pathway to teach physics as an additional specialism.

Speakers

Elizabeth Calvert

SKPT Programme Manager (Science and STEM Engagement Lead), STEM Learning UK

Thursday January 7, 2027 13:35 - 14:30 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Teacher Developers

13:35 GMT

A gender/sex debate in biology

Thursday January 7, 2027 13:35 - 14:30 GMT

LH321 (Learning Hub Level 3)

Aims:
- To create a safe space for debate where people can explore their own understanding of gender/sex
- To deconstruct some ideas about classification systems and essentialism.

Objectives:
- To be able to answer the question “What is a woman?”
- To be able to answer pupils’ questions about gender/sex more confidently
- To be able to name and explain several examples of organisms that are outside of the gender/sex binary

In this workshop I will create a space where we are able to debate about gender and sex, we will be looking for the grey areas and discovering how and why things are not always as binary as they seem. Using my gender studies background I will share with you some philosophical ideas about gender/sex and oppression. We will explore how queer nature can be, and share exceptions to the sexual binaries in humans, and many other organisms.

Speakers

Helen Stamp (she/her)

Freelance educator specialised in gender/sexuality diversity and feminisms

As a teenager, I was drawn to gender/women's studies as an option for my undergraduate degree, but as I was not sure about the career options, I chose a "safer" degree in Biology and Education. After 11 years as a biology teacher, I was lucky enough to be able to return to university... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 11-14, 14-16, Post-16, Early Career Teachers, Trainee Teachers

13:35 GMT

Bringing STEM careers into secondary science lessons

Thursday January 7, 2027 13:35 - 14:30 GMT

LH324 (Learning Hub Level 3 lab-type space)

The Gatsby Benchmarks of Good Careers Guidance highlight the importance of linking curriculum learning to careers, yet many teachers face the challenge of fitting meaningful careers education into an already crowded curriculum.
The Scientists Making a Difference book and supporting teaching resources have been created by the Gatsby Charitable Foundation, Imperial College London and What on Earth! Books to help schools address this challenge quickly and easily.

The book features 47 diverse scientists working across a wide range of STEM careers, alongside a comprehensive teacher resource pack. Designed for use with students aged 11–16, the resources provide curriculum-linked activities that enable teachers to embed STEM careers into existing science lessons with minimal planning required.
All UK state-funded secondary schools received free copies of the book and teacher resource pack in September 2026. You can also access a digital copy of the teaching resources at www.scientists-making-a-difference.com.
This practical session will introduce attendees to the Scientists Making a Difference resources and demonstrate how they can be used within existing schemes of work. Covering varied lesson activities, worksheets, presentations and curriculum mapping documents, the session will walk you through how the resources can not only help schools in achieving the Gatsby Benchmarks of Good Careers Guidance, but also inspire students through contemporary examples of scientists who’ve undertaken a variety of career pathways.
Attendees will leave with:

a clear understanding of how to access and use the Scientists Making a Difference resources, to integrate STEM careers education into science lessons.
Increased confidence in supporting careers education through the curriculum.

There will be opportunities for discussion and questions throughout the session, and attendees will all receive a hard copy of the teacher guide to support implementation within their own schools.

The session is underpinned by the evidence base that informed the Gatsby Benchmarks of Good Careers Guidance, particularly Benchmark 4: Linking Curriculum Learning to Careers. Research has highlighted the importance of helping young people understand the relevance of curriculum subjects to future education and employment pathways. Scientists Making a Difference has been created by the Gatsby Charitable Foundation, Imperial College London and What on Earth! publishing to provide practical, curriculum-linked resources that support schools in embedding STEM careers within secondary science teaching.

Speakers

Jennifer Marchant CSciTeach

Teacher and STEM Writer, What On Earth Books

Sponsors

Scientists Making a Difference

Scientists Making a Difference is a book and set of educational resources, including videos, a teachers’ guide and worksheets, designed to inspire pupils aged 11–16 to explore the many routes into science careers.
Created by Gatsby Charitable Foundation, Imperial College Londo... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Research, Curriculum (General), Practical work including beyond the classroom, Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16

13:35 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 13:35 - 14:30 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 13:35 - 14:30 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

13:35 GMT

(CLEAPSS) Observing practical primary science lessons: A framework for leaders

Thursday January 7, 2027 13:35 - 14:30 GMT

LH124 (Learning Hub Level 1)

Observing a practical science lesson is very different from observing a standard lesson, yet most science leads and senior leaders receive little or no training in how to do it well.

This interactive session introduces a structured framework developed by CLEAPSS Primary to help you focus on what really matters when observing practical science. Using video clips from a real lesson and guided discussion, you will explore key focus areas including purpose, lesson practicalities, adaptive teaching, and purposeful feedback, each supported by prompts to help you make confident, considered judgements.

By the end of the session, you will leave with a practical tool you can use straight away to observe lessons, structure your thinking, and provide feedback that makes a real difference to science teaching in your school.
Ideal for: science leads, senior leader with responsibility for science and consultants who support schools to improve science.

By the end of this session, delegates will be able to:
• Describe how observing a practical science lesson differs from most others
• Use a structured framework to focus your observations on what matters most in practical science
• Apply a set of guided prompts to make confident, concise judgements across all aspects of a practical lesson
• Recognise what high-quality practical science looks like across key domains, including purpose, lesson practicalities, adaptive teaching, and purposeful feedback
• Provide clear, evidence-informed feedback that supports teacher development and improves outcomes for pupils

CLEAPSS exists to support effective practical work in schools. Our experience working with schools nationwide means we are uniquely placed to know what makes a strong practical science lesson. Generic lesson observation training leaves many leaders, even experienced ones, ill-equipped to evaluate the learning that a practical lesson brings, or to make meaningful recommendations for improvement. CLEAPSS’ wealth of experience in this area has been distilled into a simple, accessible resource that helps practitioners focus on what really matters.

Speakers

Sally Fulford

Primary Consultant, CLEAPSS

Ex -secondary and primary science teacher now working (and loving my roles) as a consultant for Primary CLEAPSS, the Ogden Trust, PSQM, TAPS and more. Based in Devon.

Jason Harding

Primary Section Leader, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 13:35 - 14:30 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Leadership
Key Stage / Audience Type 5-7, 7-11, Teacher Developers, Initial Teacher Educators, Advisors/Consultants
Social media handle(s) @cleapss_primary

13:35 GMT

Climate change in the new primary curriculum

Thursday January 7, 2027 13:35 - 14:30 GMT

LH115 (Learning Hub Level 1)

Climate change is one of the most significant challenges that humankind has ever faced and providing high quality climate change and sustainability education is imperative. The session will explore the interdisciplinary nature of climate change within the primary curriculum. It will consider how learning might be best sequenced and connected to instil in pupils an understanding of the science, geographical impacts, possible mitigations and adaptations of climate change.

The government’s response to the Curriculum and Assessment Review clearly positions climate change and sustainability education within the remit of science and geography. Through a range of practical activities the session will demonstrate how to plan and implement a coherent approach to the teaching and learning of climate change.
Delegates will be prompted to discuss the specific elements that are to be taught within and across the two subjects as well as the possible connections with other foundation subjects such as citizenship and DT. Ofsted outline the importance that learning does not occur in silos and this is particularly pertinent for global issues such as climate change where pupils need to gain an in-depth understanding of the processes that underpin anthropogenic climate change as well as the wide range of impacts. The session will explore how to ensure that climate change education is relevant, hopeful and accessible in part be focusing in on small scale local impacts as well as the large scale global affects of climate change.

There will be the chance to discuss how geographical thinking can be used to interpret scientific data and imagine a range of possible futures, empowering pupils to be part of the solution as informed and active global citizens.

Outcomes:
> Understanding of how to effectively embed climate change content across the primary curriculum
> Make connections between the causes and effects of climate change

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Joe Cannell

Primary Curriculum Lead, The Geographical Assocation

Thursday January 7, 2027 13:35 - 14:30 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Curriculum Change in England, Sustainability climate change and environmental issues, Leadership
Key Stage / Audience Type 5-7, 7-11

13:35 GMT

Designing inclusive science pedagogy for every child to achieve and thrive

Thursday January 7, 2027 13:35 - 14:30 GMT

LH322 (Learning Hub Level 3)

This session invites you to rethink what inclusion looks like in science classrooms.

With increasing expectations that every child will achieve and thrive, teachers are navigating a complex challenge: how to meet diverse needs without lowering expectations or adding unsustainable workload. In science, this is intensified by the demands of the subject—specialist vocabulary, abstract ideas, and practical enquiry.
Rather than focusing on intervention after difficulty arises, it introduces a model of inclusion by design, where potential barriers are anticipated and addressed during planning. Drawing on principles from Universal Design for Learning (UDL) and SEND-informed practice, the session will show how small, intentional choices in teaching can widen access to scientific thinking.

We will explore how to:
•design lessons that support engagement, understanding and participation for all learners
•shift from ‘doing’ science to thinking scientifically
•broaden what counts as evidence of learning

Along the way, we will consider some critical questions:
•Who gets to feel like a scientist in our classrooms?
•Which aspects of our teaching unintentionally create barriers?
•And what might it mean to design differently?

This session is lecture-style but will include brief reflection points to connect ideas to your own practice. By the end of the session, participants will be able to:
•Identify common cognitive, linguistic and participation barriers within science lessons
•Explain the principles of an anticipatory, UDL-informed approach to inclusive pedagogy
•Analyse their own teaching or curriculum materials in terms of access, engagement and expression
•Apply at least one practical strategy (e.g. multi-modal representation, structured participation, flexible outcomes) to redesign a science activity
•Critically reflect on how current practices may privilege particular learners and how this could be adapted

Speakers

Katy Bloom

Associate Professor ITE & Science Lead, York St John University

Thursday January 7, 2027 13:35 - 14:30 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Inclusion and Diversity including SEND, Leadership
Key Stage / Audience Type Teacher Developers, 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

13:35 GMT

Do AfL practices provide feedback for teachers and guidance for learners?

Thursday January 7, 2027 13:35 - 14:30 GMT

LH013 & LH014 (Learning Hub Ground Floor)

This talk and discussion is a tribute to Professor Paul Black, whose pioneering work in classroom assessment practices for around 40 years transformed the way that assessment is used to help children learn.

While most teachers are aware of Assessment for Learning, many do not know its origins and the reasons why and how formative assessment has become more valued and recognised in promoting learning. This talk goes back to the seminal paper and the studies that Paul Black and Dylan Wiliam considered in their review of formative assessment that they published in 1998. It will look at studies done by the King's team from 1999- 2026 by considering vignettes of classroom practice and snippets of classroom interactions, so that you can understand some of the reasons project teachers began to change their classroom assessment practices. It will then challenge the audience to think about the classroom assessment they do,or they support others in doing, and explore how assessment has shaped and focused their teaching and impacted on the ways that children learn.

Paul Black passed away peacefully on May 16th 2026, leaving a profound legacy in science education and assessment; his impact has been phenomenal and continues to influence teachers of all phases and at all stages of their career.

Speakers

Chris Harrison

Professor of Science Education, King’s College London

Researcher keen to work at classroom level. Teacher educator. Research interest: Assessment and especially Assessment for Learning. Inquiry in science/experimental science. Professional Learning and practice-based evidence. Big, big ASE enthusiast!!

Thursday January 7, 2027 13:35 - 14:30 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Assessment
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers, Teacher Developers

13:35 GMT

Harnessing game based learning in science

Thursday January 7, 2027 13:35 - 14:30 GMT

LH344 (Learning Hub Level 3 lab-type space)

Game-Based Learning (GBL) offers powerful opportunities to enhance engagement, motivation, and conceptual understanding in science education. As science educators seek approaches that support curiosity, resilience, and active participation, well-designed learning games—both digital and non-digital—can create meaningful contexts in which students explore scientific ideas through investigation, collaboration, and problem-solving. This session explores how game-based approaches can be integrated thoughtfully into science teaching to support disciplinary knowledge, scientific practices, and inclusive classroom participation.

Rather than treating games as rewards or add-ons, the session focuses on using game-based strategies as structured learning experiences that align with curriculum goals and support progression in scientific understanding. Participants will explore how game mechanics such as challenge, narrative, feedback, role-play, and iteration can be used to strengthen students’ reasoning, modelling, and evidence-based thinking. Examples will include classroom-ready activities that support topics such as ecosystems, forces, energy, particle models, and scientific enquiry skills across primary and secondary settings.

A key emphasis of the session is the role of games in supporting inquiry-based science learning. Game environments naturally encourage experimentation, hypothesis testing, and revision of ideas—processes that mirror authentic scientific practice. Participants will consider how carefully designed gameplay can help learners explore complex systems, visualize abstract concepts, and develop persistence when working through challenging ideas. These approaches help students move beyond memorization towards deeper conceptual understanding.

The session will also highlight how game-based learning can support inclusion and participation. Games can provide alternative entry points into science for learners who may not respond as positively to traditional instructional formats. Collaborative gameplay can encourage discussion, peer explanation, and shared reasoning, helping to build confidence and scientific identity among a wider range of students. Examples will demonstrate how low-cost and accessible game strategies can be adapted for diverse classroom contexts without requiring specialist technology.
Assessment is another important focus. Participants will explore how teachers can use gameplay to gather evidence of student thinking through observation, dialogue, and reflective activities embedded within game experiences. Approaches will be shared for designing purposeful learning games that make students’ reasoning visible while maintaining high expectations for scientific accuracy and rigor. These strategies support formative assessment while promoting engagement and curiosity.

Importantly, the session will address how teachers can select or adapt games in ways that maintain strong pedagogical purpose. Participants will consider how to evaluate whether a game supports conceptual learning rather than distraction, and how gameplay can be integrated within sequences of lessons rather than used in isolation. Practical frameworks will help teachers identify opportunities where game-based approaches can enhance—not replace—effective science teaching.

This interactive session is suitable for educators across primary and secondary phases who are interested in expanding their teaching repertoire through evidence-informed and classroom-ready strategies. Through discussion, shared examples, and collaborative reflection, participants will leave with practical ideas they can adapt immediately to support engaging, rigorous, and inclusive science learning through game-based approaches.

Speakers

Ed Walsh

Science Education Consultant, Ed Walsh Consulting

An author and CPD presenter, I was a teacher for 20 years, 12 of them as team leader. I then worked as a consultant, supporting teachers and science teams, training teachers and developing curriculum materials. I am now a Series Editor for Collins, CPD Trainer for AQA and Development... Read More →

Tammie Schrader

Science Education Consultant, Oakesdale School District/Hagan Foundation

Thursday January 7, 2027 13:35 - 14:30 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research, Using AI and technologies in teaching and learning
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

14:30 GMT

Inside nature: Transforming zoo post‑mortems into powerful biology Education

Thursday January 7, 2027 14:30 - 15:40 GMT

LH323 (Learning Hub Level 3)

Ever wondered how to bring real-world science into your classroom in a meaningful and engaging way? This session introduces Inside Nature, a free resource developed by ZSL that transforms real animal post-mortems into curriculum-linked learning experiences.

You’ll gain insight into the full journey—from veterinary investigation to classroom resource—including the scientific, ethical, and creative decisions involved. Through examples and discussion, we’ll explore how authentic science can enhance engagement, deepen understanding, and make abstract concepts tangible for students.
Whether you’re looking to enrich your curriculum, improve practical engagement, or connect students with real scientific careers, this session will provide inspiration and ready-to-use ideas.

Outcomes: By the end of this session, participants will be able to:
Explain how authentic scientific practices can be adapted into curriculum-aligned resources
Identify effective strategies for using real-world science to enhance student engagement and understanding
Evaluate the use of multimedia approaches (e.g. dissection footage, animation) in supporting learning
Plan how to incorporate similar approaches or resources into their own teaching context

Background: At ZSL, every animal that dies in our care undergoes a post-mortem (necropsy) conducted by specialist veterinary pathologists. These examinations contribute to animal welfare, global research, and the advancement of veterinary knowledge.

Recognising that many secondary schools face barriers to accessing real-world science experiences, ZSL’s Conservation Education team developed Inside Nature. This project bridges classroom learning and authentic scientific practice by transforming real post-mortems into curriculum-linked resources. Drawing on collaboration between educators, scientists, and creative teams, the project translates complex, sensitive material into impactful, accessible teaching tools

Speakers

Robyn Meehan

Senior Learning Officer, Zoological Society of London

Thursday January 7, 2027 14:30 - 15:40 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Post-16, FE/Skills

14:45 GMT

BERG: Weird biology - powerful learning through unusual examples

Thursday January 7, 2027 14:45 - 15:40 GMT

LH231 (Learning Hub Level 2)

Biology is full of phenomena that seem almost unbelievable: fish that shoot jets of water to catch prey, fungi that manipulate insect behaviour, mammals with unusual resistance to disease, plants that trap animals, and organisms capable of remarkable regeneration. Yet these examples are far more than curiosities. Used thoughtfully, they can become powerful tools for teaching fundamental ideas such as adaptation, natural selection, transport, communication, homeostasis, ecology and disease.

This session will showcase a range of striking biological examples most suitable for Key Stages 4 - 5. For each example, participants will consider the core concept it helps to teach, why it is memorable, and how it might be introduced through images, short video clips, questioning, retrieval practice or discussion. Examples will be chosen to show how a single case study can often be adapted for different ages and levels of prior knowledge.
The session will also explore principles for selecting effective examples: ensuring clear curriculum relevance, avoiding novelty for novelty’s sake, linking surprising contexts back to core biological ideas, and using examples to deepen understanding rather than replace it.

Delegates will leave with a bank of ready-to-use examples alongside a practical framework for identifying and evaluating further case studies of their own. Whether teaching GCSE or A-level biology, participants should gain ideas that can be implemented immediately to enrich lessons and strengthen student learning.

As a result of attending, participants will be able to:

• select unusual biological examples that align clearly with curriculum concepts from KS4 to post-16;
• use images, short clips and questioning to turn examples into effective teaching episodes;
• explain how curiosity, relevance and novelty can support memory and engagement;
• adapt examples for different age groups, specifications and levels of prior knowledge;
• identify further case studies that can enrich their own biology curriculum.

This session is grounded in a combination of classroom practice, cognitive science, subject-specific pedagogy and professional reflection.

Speakers

Aaron Bridges

Head of Science, Eton College

As a classroom biology teacher and Head of Science, I have long been interested in why some explanations and examples remain with students while others are quickly forgotten. Biology provides a wealth of extraordinary organisms, behaviours and adaptations, yet teaching can sometimes... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 14:45 - 15:40 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 14-16, Post-16

14:45 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 14:45 - 15:40 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 14:45 - 15:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

14:45 GMT

Climate change solutions in secondary physics, chemistry and biology

Thursday January 7, 2027 14:45 - 15:40 GMT

LH322 (Learning Hub Level 3)

The CAR and Shadow CAR reports both highlighted the importance of teaching not just about the causes and impacts of global warming, but also the solutions. Climate change solutions cover both mitigation (reducing the amount of warming) and adaptation to the impacts of the warming. Teaching about solutions links well to green careers, demonstrates the relevance of core curriculum science to real-world issues and can reduce climate anxiety.

In this talk, we will explore a wide range of technological and nature-based solutions to climate change which have clear links to 11-16 biology, chemistry and physics. In particular, we will promote a synoptic teaching approach - climate change is a multi-disciplinary problem that requires a multi-disciplinary approach to both learning and solutions. Systems thinking is key, as the climate system spans school science topics and disciplines, and can be enabled through an awareness of topic sequencing.

We will explore a broad range of solutions, including but not limited to Direct Air Capture, enhanced chemical weathering, the carbon cycle impacts of protecting sea-otters, whales and elephants, using physics to cool urban areas, as well as exploring why air conditioning is a maladaptation to climate change and tree planting may be a panacea.

Speakers

Ellie Pinches

Education Officer, Royal Meteorological Society

Thursday January 7, 2027 14:45 - 15:40 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type Teacher Developers, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

14:45 GMT

How student‑led questions and feedback support learning and self-regulation

Thursday January 7, 2027 14:45 - 15:40 GMT

LH115 (Learning Hub Level 1)

This session will explore:
• Teachers and students’ perceptions on the effectiveness of student-led questioning and feedback in engaging students in science.
• Share a more effective model of classroom discourse and how it has enhanced teaching and learning in the science classroom.
• Provide participants opportunities to share ideas and knowledge on pedagogical approaches to authentic assessments and opportunities for collaboration.

To address the underlying concerns regarding students’ learning in science, a more responsive teaching approach and assessments are relevant. This must be student-led to promote self-regulation, feedback, identify areas of weaknesses and support peers in the process (Chen & Chang, 2022). This can be facilitated through a constructivist learning environment where students can collaboratively share knowledge and ideas whilst making meaning from different concepts (EEF, 2024), with added benefits of reducing cognitive load.

This presentation will:
• Share how we trained students to use taxonomy of learning to create questions for their peers through modelling and locating these question types within their epistemological framework for learning (Elby & Hammer, 2010).
• Discuss how the OSLA (2012) model was used to assess and grade students’ presentations and implications on learning.
• Highlight teachers’ roles as facilitators of learning and reviewers of epistemological resources and framing (Elby & Hammer, 2010).
• Discuss how problem-based learning (PBL) was used to develop problems and scenarios used in the study, and how this promoted pedagogy and students’ learning.

By attending the session, participants can learn from the approach to this study as discussed above and would be able to contribute other areas not mentioned, share knowledge and network with others for future research collaboration.

Background information: Working with various secondary schools and teachers has enabled me to provide different types of support ranging from research to pedagogy and linking theory to practice. This presentation is inspired by research conducted in a secondary school with science teachers and their students. At the time, the school was concerned about students’ lack of interests in science and poor outcomes from GCSEs. This became an opportunity for me to conduct research and find possible means to improve teaching and learning at the school. I was familiar with the school due to insider knowledge in the science department and from working with the science teachers. The school was in one of London’s deprived Boroughs where achievements is below the national average and fewer students move on to post-16 let alone studying science subjects at A’ levels and BTEC.

Speakers

Ade Magaji

Associate Professor, University of Greenwich (Education and Centre for Thinking and Learning)

Thursday January 7, 2027 14:45 - 15:40 GMT
LH115 (Learning Hub Level 1)

11-19

Theme Assessment
Key Stage / Audience Type Researchers, 11-14, 14-16, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

14:45 GMT

Metals are solid aren’t they? Tackling misconceptions through responsive teaching

Thursday January 7, 2027 14:45 - 15:40 GMT

LH125 (Learning Hub Level 1)

How can children’s misconceptions be identified and addressed to secure scientific understanding?

This session explores how formative assessment approaches can be used not just to identify misconceptions, but to inform responsive teaching and curriculum planning. Drawing on their own extensive experience in the classroom and from working with hundreds of teachers in primary schools, the presenters will share practical strategies, diagnostic tools and planning approaches that help teachers discover and tackle common misunderstandings in science. Participants will leave with materials for adapting sequences of learning, examples of pupil thinking and tested classroom-ready resources that make a difference to developing more accurate scientific thinking.

This session is aimed at classroom teachers and science leaders, and aims to:

• Share evidence from research, including issues common misconceptions that children hold.
• Discuss evidence-informed resources and practical strategies that teachers can use to understand and address common misconceptions that children hold in science. Examples will be used from schools that have trialled these materials and approaches and reflected on their effectiveness
• Give participants opportunity to try out and discuss some of the resources to identify their own misconceptions
• Encourage participants to reflect on which strategies might be most useful to address the needs of the children in their schools, and begin to plan how to audit, implement and review actions to adapt teaching and planning.

Speakers

Jo Montgomery CSciTeach

Primary Science Education Consultant, Dr Jo Science Solutions

RSC Excellence in Primary Education Prize 2024. With both a teaching and science background, Dr. Jo Montgomery has more than 20 years’ experience working with children and schools to support science education from Early Years to university. Passionate about encouraging curiosity... Read More →

Alex Farrer

PSQM Development Lead, Primary Science Quality Mark

PSQM Professional Learning Partner.
Primary Science Teaching Trust Fellow.
Member of the PSQM Expert Advisory Group.
Member of the ASE Teacher Developers’ Committee.
Accredited trainer of the Primary Science Capital Teaching Approach.
Co-author of the PSTT resources See Through Sci... Read More →

Thursday January 7, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Assessment
Key Stage / Audience Type Early Career Teachers, 0-4, 5-7, 7-11, Trainee Teachers

14:45 GMT

Working scientifically in Early Years (nursery and reception)

Thursday January 7, 2027 14:45 - 15:40 GMT

LH124 (Learning Hub Level 1)

Aims:
> To provide examples of good practice in working scientifically in the Early Years.
> To clarify what the different areas of working scientifically are and how best to use them in every day science in Nursery/Reception.

Objectives:
> To allow practitioners to see the possibilities when using the different areas when working scientifically in class with young children.
> To provide examples of work and discuss what other people do in class to enhance the different areas when working scientifically.
> To enable other practitioners to share good practice with both myself and the group in discussion.

As an experienced teacher of 37 years, PSTT Fellow and Early Years Educational Consultant, I want to share my ideas and knowledge with others, having seen that working scientifically is often overlooked with young children but there are lots of opportunities to be had.

Speakers

Elaine Arbuckle

Early Years Education Consultant, Half Pint Science

Thursday January 7, 2027 14:45 - 15:40 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 0-4, 5-7

14:45 GMT

How to use CASE pedagogy to improve student understanding of the control of variables in science investigations

Thursday January 7, 2027 14:45 - 15:40 GMT

LH344 (Learning Hub Level 3 lab-type space)

Are your students struggling to reliably control variables in their science investigations? In this session, we will explore how the first five lessons of the CASE pedagogy can transform how your students approach fair testing and multivariable problems. You will be introduced to the 5 pillars of CASE; Concrete Preparation, Cognitive Conflict, Social Construction, Metacognition, and Bridging.

Rather than just teaching the "rules" of investigations, you will learn how to facilitate metacognitive dialogue that forces students to reconstruct their own understanding. We will also showcase the "CASE for Teachers" online course. Using real classroom transcripts from the course workbook, you will practice evaluating student cognitive levels (from early concrete to late formal) to inform your questioning strategies.

Aims:
Share pedagogical approaches: Introduce the 5 pillars of Cognitive Acceleration through Science Education (CASE) to help bridge the cognitive readiness and demand gap.

Solve recurring classroom problems: Provide specific strategies from the first five CASE lessons to help students master the control of variables in investigations.

Improve student thinking through dialogue: Disseminate methods for using classroom dialogue transcripts to accurately evaluate and strategically elevate student cognitive levels.

Showcase a new resource: Launch the "CASE for Teachers" online course by demonstrating its interactive workbook and video simulations.

Background: Research indicates a significant gap between the high formal cognitive demands of the science curriculum—which requires abstract reasoning like controlling variables—and the actual developmental readiness of early secondary students. Many students naturally struggle to isolate variables to ensure a "fair test." Drawing on the proven CASE intervention, this session explores how shifting our pedagogy towards five constructivist pillars can systematically upgrade student thinking from concrete observations to formal scientific reasoning.

Speakers

Alex Black

Council Member, Lets Think Forum

Thursday January 7, 2027 14:45 - 15:40 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Researchers, 11-14, 7-11

14:45 GMT

Planning for dialogue and learning through action: lessons from Tonga

Thursday January 7, 2027 14:45 - 15:40 GMT

LH113 (Learning Hub Level 1)

This workshop draws on our experience of co-writing the primary science curriculum, teacher guides, pupil books and designing teacher training in the Kingdom of Tonga, a Pacific island nation with a rich culture that is vulnerable to climate change.

In this workshop we will also draw on the expertise of the science educators in Tonga, whose voices will be included by video recording. The work was funded by The World Bank as part of larger collaboration between Tonga’s Ministry for Education and Training and The Curriculum Foundation.

In this engaging workshop combining activity and dialogue we will:
> Explain the internationally used 5E framework for active learning and how it is supported by educational neuroscience
> Explore alternatives to screen-led teaching and how we can support oracy - developing scientific vocabulary and dialogue
> Expand perspectives by sharing what we have learned about curriculum design and pedagogy through co–designing primary science curriculum and pedagogy for the Kingdom of Tonga: a Pacific island nation with a culture of humility, humour and ‘talanoa’ (dialogue).
> Invite the audience to reflect on how these insights might inform their own teaching.

Participants will leave the session with:
> A framework for progressive planning
> Ideas for developing oracy
> An enriched view of science education in a global world
> Questions about the potential for pupil books as an alternative to screens

Kendra is best known for researching primary science education, currently drawing together educational neuroscience with research in science education and dialogic talk. Philippa is a highly regarded writer of science learning and teaching materials, with considerable experience of leading change internationally. Both are experienced at leading teacher professional development.

Speakers

Philippa Gardom-Hulme

Science Education Writer, Trainer and Consultant, The Curriculum Foundation

Philippa has written a wide variety of school science resources, including Activate and Complete Lower Secondary Chemistry for Oxford University Press. She has created innovative activities bringing contemporary science into the classroom for ASE, the European Union, Practical Ac... Read More →

Kendra McMahon

Professor in Science Education, The Curriculum Foundation & Bath Spa University

Thursday January 7, 2027 14:45 - 15:40 GMT
LH113 (Learning Hub Level 1)

Suitable for All key stages

Theme Curriculum (General)
Key Stage / Audience Type International, 5-7, 7-11, 11-14, Advisors/Consultants, Initial Teacher Educators

14:45 GMT

Presidential Address: We need to talk about equity: Dilemmas, threats and possibilities for science education

Thursday January 7, 2027 14:45 - 15:40 GMT

LH013 & LH014 (Learning Hub Ground Floor)

2026 saw issues of equity, diversity and inclusion thrust violently into the academic and educational spotlight. EDI has been the subject of intense, polarised and painful debate across national and international media, with events that have shaken the academic world to devastating effect.
This presidential address explores the motive of what it means to talk/ speak about equity within science education. It engages with a range of discursive challenges relating to equity issues, spanning resistance to equity through the accusation that “you can’t say anything these days”, to the practical dilemmas that STEM educators may encounter, such as not knowing ‘what you can or can’t say’, through to issues of ‘voice’ and injustice and whose voices are valued, recognised or marginalised and excluded within STEM learning spaces.
The presentation concludes with some possibilities for supporting greater equity, justice and inclusion in and through science education and how educators might speak more justly and productively about equity issues.

Speakers

Professor Louise Archer OBE

ASE President / Karl Mannheim Chair of Sociology of Education, UCL Institute of Education

I am currently the Karl Mannheim Professor of Sociology of Education at UCL IOE (2017-) and co-chair of the Sociology Activity Group (with Jessica Ringrose). Previously I was Professor of Sociology of Education at King's College London, where I was also the Director of the Centre... Read More →

Thursday January 7, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Chair Chat

Thursday January 7, 2027 15:40 - 16:10 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2027. The Chair is a vital role to the ASE, and the elected Chair provides an authoritative voice for the thousands of members that the ASE supports, along with those working within the wider science education community. Those elected remain part of our Chair Trio for 3 years.

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in one of the ASE journals? First time attending our flagship Conference?

If this is your first ASE Conference, then please come along and say Hello.

We look forward to hearing your questions and will endeavour to answer them or point you in a selection of possible right directions!

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 15:40 - 16:10 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Meet the ASE Teacher Developers Committee

Thursday January 7, 2027 15:40 - 16:10 GMT

LH322 (Learning Hub Level 3)

ASE Teacher Developers' supports those whose roles include:

> The design, coordination and facilitation of professional development , mentoring and coaching, whether in school, schools groups or external
> Subject and departmental leadership

If this is you, come along to the "Meet the ASE Teacher Developers Committee" during Thursday afternoon tea break of Annual Conference 2027. We'll share upcoming activities led by the committee and talk about the ways you can get involved. We are keen to hear your views about how the ASE Teacher Developers group can support you and your colleagues.

We look forward to listening to your questions and will endeavour to answer them!

Speakers

Katy Bloom

Associate Professor ITE & Science Lead, York St John University

Thursday January 7, 2027 15:40 - 16:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Leadership, Curriculum (General), Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, 5-7, 7-11, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators, Post-16, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

16:10 GMT

(Educake) Encouraging independent revision at A-level with Hitchin School Girls

Thursday January 7, 2027 16:10 - 17:05 GMT

LH323 (Learning Hub Level 3)

This session will include input from Hitchin School Girls who will give insights and practical tips on how to encourage independent revision for students.

There will be lots of visuals in this practical session with some discussions in smaller groups.

Thursday January 7, 2027 16:10 - 17:05 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16

16:10 GMT

CLEAPSS hands-on workshop drop-in

Thursday January 7, 2027 16:10 - 17:05 GMT

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 16:10 - 17:05 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

16:10 GMT

Departmental improvement journeys in practical science

Thursday January 7, 2027 16:10 - 17:05 GMT

LH324 (Learning Hub Level 3 lab-type space)

The recent curriculum review recognised the importance of good quality purposeful practical science. In this workshop we will share the journeys of some of the schools on our Keeping Science Practical project - hear from the schools how they consistently improved practical provision in their own schools (and the impacts of these changes).

Speakers

Rob Butler

Registrar, Association for Science Education

Thursday January 7, 2027 16:10 - 17:05 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Practical work including beyond the classroom, Leadership
Key Stage / Audience Type Teacher Developers, Technicians, 11-14, 14-16, Advisors/Consultants
Social media handle(s) @theASE

16:10 GMT

They pass exams - but can’t think: fixing “doing science”

Thursday January 7, 2027 16:10 - 17:05 GMT

LH322 (Learning Hub Level 3)

Students can often produce correct answers in science - yet struggle when asked to explain, justify, or apply their thinking.

This session explores why this happens, and what teachers can do about it.

Participants will begin by examining real examples of student responses that achieve marks but reveal limited understanding. From this, we will identify key barriers, including over-reliance on recall, weak disciplinary language, and limited experience of constructing explanations.

The session will then focus on practical strategies that have been tested in the classroom, including:

Explicitly modelling how to “think like a scientist”
Teaching students how to build explanations, not just recognise them
Using scaffolds that are deliberately faded to promote independence
Designing questions that reveal and develop thinking, not just check answers

Participants will actively apply these approaches by improving a weak student response and adapting a task for their own context.

The session prioritises clarity, realism, and immediate classroom application. By the end of the session, participants will be able to:

Recognise when students are succeeding without understanding
Diagnose specific weaknesses in students’ scientific thinking
Implement structured approaches to improve explanations and reasoning
Adapt existing tasks to better develop disciplinary thinking

Speakers

Emma Swift

Vice Principal, Alvaston Moor Academy

Thursday January 7, 2027 16:10 - 17:05 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Teacher Developers, 11-14, 14-16

16:10 GMT

BERG: Cultivating curiosity: high-quality plant science education for all

Thursday January 7, 2027 16:10 - 17:05 GMT

LH231 (Learning Hub Level 2)

In this interactive session, participants will be invited to join a community of experienced educators with plant-based interests, but the session will cater for all levels of experience and expertise. Participants will, for example, have the opportunity to review creative and inspiring plant practicals to engage their classes with plant science and learn about current best pedagogy for the classroom. Participants will also have the opportunity to get involved in an emerging plant science education community to join up secondary and higher education.

The 50-minute session divided as follows

0-40 minutes – 4 x Lightning presentations by multiple presenters sharing good practice, organisations and resources for researchers and educators to take away, use, develop and adapt in their own teaching. Attendees will have the opportunity and be encouraged to record questions from these sessions for a Q& A and plenary at the end. Participants will be divided into groups to discuss and share good practice and their views on what is needed to advance the teaching of plants in schools including areas such as specific support and resources needed plus areas for future research. These will be fed back and captured on a Padlet and will be used to identify barriers to plant science education in the classroom and guide future research and solutions. This will provide the means to advance plant science education considering educator feedback.

Outcomes: After attending, participants will be able to:

> Utilise and share current best practice, research and resources in plant science education
> Identify and access key plant science education organisations and projects
> Join, or be able to refer to, a community of other educators interested in plant science
> Co-create recommendations to inform future research and support

This session will be run by the BERG Plant Science Education Working group. The group, set up in March 2025, comprises of a diverse range of educators, researchers and representatives of plant-related organisations. We recognise the fundamental need to share positive plant teaching practices, shape learning opportunities, and research to improve plant science education in general.

Speakers

Anna Newman-Griffis

Durham University, Assistant Professor in Biosciences

Haruko Okamoto

Associate Professor in Biochemistry, University of Sussex

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 16:10 - 17:05 GMT
LH231 (Learning Hub Level 2)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, Trainee Teachers, Initial Teacher Educators

16:10 GMT

Click, create, captivate: Use video media to engage and challenge learning

Thursday January 7, 2027 16:10 - 17:05 GMT

LH127 (Learning Hub Level 1)

Aims:
•Learn about a range of free digital platforms that can be used to create video content
•Understand how the use of video content can transform learning, as shown by the PIC/RAT model
•Learn how to create their own videos or templates to scaffold tasks for pupils
From TikTok to Teams calls, many platforms offer video editing software features for free, therefore creating video content has never been easier.

‘If you truly understand something, you can teach it to others’
Getting pupils to make their own videos gives every learner a voice and develops a variety of additional transferable skills, ranging from literacy and oracy to collaboration and digital skills.

Join Dr Ben Scott as he showcases examples of pupil’s work that demonstrate their understanding of science ranging from digital lab report videos, creating models of atomic concepts and revision videos. These tasks engage and challenge learners to be more creative in how they express their understanding. Apart from showcasing some of his favourite go to tools, he will also demonstrate how he uses rubrics to design and mark these types of assessments.

Outcomes:
-Be more confident about harnessing video editing software in their own classrooms
-Be able to design rubrics to create and mark their own pupil video assignments
-Record their own videos to help support their own lessons and learners

Since Covid, Ben has been passionate about the use of technology in teaching and found many digital tools remained in his classroom when he returned to face-to-face teaching. This led to him becoming a digital research and development coordinator as part of the Teaching and Learning school team. Ben has been selected as a UK Adobe Innovator for the last two years, recognised for his creativity in science teaching. He is also a founding member of the National PedTech Partnership, a UK focus group of digital thought leaders who are developing a pedagogy first, technology second approach within their school institutions. Using a variety of digital tools, he continues to implement innovative ways to challenge pupil’s learning, through engaging and creative means, to assess their knowledge and understanding. Creating YouTube style video content has been particularly powerful.

Speakers

Benjamin Scott

Science Teacher, Dr Challoner's High School

Thursday January 7, 2027 16:10 - 17:05 GMT
LH127 (Learning Hub Level 1)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type Early Career Teachers, 11-14, 7-11, Trainee Teachers, 14-16, Post-16

16:10 GMT

Supporting students’ epistemological science beliefs in STEM education

Thursday January 7, 2027 16:10 - 17:05 GMT

LH344 (Learning Hub Level 3 lab-type space)

My aim with this session is to:
• raise awareness of students’ epistemological beliefs;
• discuss how these beliefs influence students’ participation and engagement; and
• illustrate how these beliefs can be supported towards a more sophisticated understanding through STEM educational practices.

Recent studies in Denmark have shown that students in many cases associate acquisition of scientific knowledge with passive memorization of facts and scientific concepts. I will address the challenges arising from this research and introduce a framework for understanding the concept of epistemological beliefs. This will be used to highlight the findings of a case study I conducted in an eighth-grade physics class in Denmark.

My hope is that the participants will gain a more complex understanding of students’ conception of scientific knowledge and of what we’re teaching the students about science besides the concepts, methods and practices. This will enable the participants to identify indicators of epistemological beliefs among their own students and to discuss initiatives to support more sophisticated beliefs about knowledge, knowing and learning in their own classrooms.

I completed my master’s thesis on this subject at the University of Copenhagen, where I recently finished my master’s degree in STEM education. I investigated this topic through research into academic literature and a case study in a lower secondary school class, where I conducted observations in a STEM physics course and did three semi-structured interviews with six students.

Speakers

Mads Kofod

Master's Graduate (STEM Education), University of Copenhagen

Thursday January 7, 2027 16:10 - 17:05 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, 7-11, 11-14, Initial Teacher Educators, International

16:10 GMT

International panel: How the global science teaching workforce is preparing students to be future-ready and to thrive

Thursday January 7, 2027 16:10 - 17:20 GMT

LH321 (Learning Hub Level 3)

Our society is facing technological advancement, environmental challenges, and evolving labour market demands. As such, science education is increasingly expected to equip young people with the knowledge, skills, and dispositions needed to deal with these issues and thrive in an uncertain future. Science teachers are at the forefront of this effort, adapting curricula, pedagogies, and assessment practices to prepare students for a complex and interconnected world.

The panel discussion will explore how the global science teaching workforce is responding to these challenges and opportunities. Drawing on international perspectives, it will examine the ways teachers are fostering critical thinking, real world problem-solving, creativity, scientific literacy, collaboration, inquiry-based learning, sustainability, digital technologies, and adaptability essential for future readiness. This includes highlighting how science educators are empowering learners not only to succeed academically, but also to contribute meaningfully to their communities and address global challenges. The discussion will reflect on the pivotal role of the science teaching profession in shaping resilient, informed, and engaged citizens who are prepared to thrive in the future and help create it.

Thursday January 7, 2027 16:10 - 17:20 GMT
LH321 (Learning Hub Level 3)

Suitable for All key stages

Theme Recruitment Retention and Wellbeing
Key Stage / Audience Type International

16:10 GMT

PANEL: Subject Leaders - Leading through challenge and change

Thursday January 7, 2027 16:10 - 17:25 GMT

Creative Hub Atrium Level 1

This panel discussion is for all Secondary Science Leaders; experienced, new to and aspiring. Come along and hear from colleagues working at the chalk face who will share their insights into some of the key challenges facing schools and leaders. There will be plenty of opportunity for you to share and discuss the many challenges of leading in Science.

As well as discussing your own successes and challenges, topics are also likely to include:

> Recruitment and retention
> developing your team - planning and leading CPD
> Supporting non-specialists and non-scientists
> Leading curriculum change
> The road ahead for science leadership

Speakers

Martin Reece

Science Education Consultant

Thursday January 7, 2027 16:10 - 17:25 GMT
Creative Hub Atrium Level 1

11-19

Key Stage / Audience Type 11-14, 14-16, Post-16
Social media handle(s) @theASE

16:10 GMT

Primary Speed Science

Thursday January 7, 2027 16:10 - 17:25 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Get up close with some of the most experienced voices in primary science in this fast-paced, high-energy session. In Primary Speed Science, you’ll rotate between tables, spending a focused eight minutes with each expert - just enough time to ask questions, explore ideas, and gain practical insights you can take straight back to your setting.

Whether you’re grappling with curriculum design, enquiry, assessment, or subject leadership, this is your chance to have real conversations with people who’ve been there and done it. No long talks, just sharp thinking, honest answers, and meaningful connections.

Speakers

Angharad Pass

Primary Science Specialist Education Consultant

The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz

Thursday January 7, 2027 16:10 - 17:25 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

Theme Other
Key Stage / Audience Type 0-4, 5-7, 7-11
Social media handle(s) @theASE

17:30 GMT

ASE Reception

Thursday January 7, 2027 17:30 - 19:30 GMT

Leathersellers Hide (Learning Hub Level 4)

The ASE Reception (formerly known as the Members Reception) is an open event for everyone, whether you are an ASE Member or not - it's an opportunity to say hello and network with others after an inspirational first day at Conference. Join us for a glass of bubbly to celebrate the ASE!

The ASE Books of the Year winners will also be announced, as well as the CASTME awardees. We look forward to welcoming everyone on Thursday evening of 2027.

Special Service Awards will also be announced.

Everyone is invited to have their first drink, compliments of the ASE. A PAYG will remain open for the evening until 21.30 for continued networking and socialising.

The Alexander Award: The Alexander prize is awarded annually, to a woman or group that includes women who has made a significant contribution to the scientific, technological, engineering or mathematical (STEM) education of girls or women, in situations of scarce resources.

It is granted in memory of Sir Norman Alexander, a physicist who held various roles in Nigeria, Ghana, Mauritius, Botswana, Lesotho and Swazliand. Sir Norman was married first to Elizabeth Alexander a pioneering scientist herself who carried out research in radar, geology, and tropical soils and then, after her death to Constance Geary, chief women education officer in Northern Nigeria. Mary Alexander, Sir Norman's daughter established the award in Sir Norman’s name, for women and girls in recognition of the pioneering working carried out by his wives and daughter.

CASTME Awards: CASTME’s mission is to raise the general level of STEM education in commonwealth countries and beyond. They support and promote education at all levels, working in partnership with schools, colleges, civil society organisations and industry across the world. Their awards scheme recognises innovation, awareness raising, and sustainability across science education.

Speakers

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers