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.
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 →
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
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.
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 →
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!
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 →
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 →
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 →
