ASE 2027 Annual Conference

This CPD session supports science teachers in strengthening the connection between practical work and exam success in A-level Biology. While practical experiences are central to the subject, students often struggle to translate hands-on understanding into high-quality written responses in assessments.

This session explores how practical skills, knowledge, and exam technique intersect, helping teachers bridge the gap between classroom practice and examination performance. By focusing on how practical work is assessed, teachers will be equipped to maximise the impact of practical activities on student outcomes.

Session Outcomes:
By the end of this session, participants will be able to:
Identify how practical skills and knowledge are assessed in A-Level Biology examinations.
Recognise common weaknesses in how students apply practical understanding in written responses.
Apply strategies to better integrate required practical work with exam preparation and assessment success.

The session will explore the relationship between practical work, CPAC and exam performance, using real A-Level Biology questions and mark schemes to highlight key demands. Teachers will engage in activities to analyse how practical knowledge and skills are examined, review student responses, and identify where marks are gained and lost. Through discussion and practical strategies, participants will develop approaches to ensure that practical experiences translate into confident, accurate, and successful exam performance.

Speakers

Damien Gent

Subject Support - Science Lead, AQA

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 →

Friday January 8, 2027 08:45 - 09:40 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type Post-16

08:45 GMT

(OUP) Critical and scientific thinking in the age of AI

Friday January 8, 2027 08:45 - 09:40 GMT

Science teachers are increasingly working with students who encounter AI-generated information every day, both inside and outside school. From chatbot explanations to AI-generated revision materials and scientific imagery, young people are already navigating a world where information can appear authoritative while containing inaccuracies, misconceptions or fabricated content. This session argues that AI literacy belongs within science education because scientific thinking provides one of the strongest frameworks for evaluating AI-generated information critically and responsibly.

This interactive workshop will explore how KS3 science classrooms can support students in developing critical disciplinary literacy in response to the growing influence of generative AI. Rather than focusing on specific tools or software, the session will examine how existing approaches in science education, including evidence evaluation, identifying misconceptions, questioning claims, and communicating scientific ideas accurately, can help students engage thoughtfully with AI-generated content.
The session also considers the increasing importance of supporting students to critically engage with misinformation, disinformation and misleading online content, including scientific conspiracy claims and AI-generated inaccuracies encountered beyond the classroom.

Participants will leave with:
a clearer understanding of the implications of generative AI for science education;
practical classroom strategies for developing critical AI literacy through science;
approaches for helping students evaluate scientific claims and information critically;
increased confidence in discussing AI, accuracy, misinformation and scientific communication within KS3 science contexts;
ideas for embedding AI literacy within existing science curricula and pedagogical approaches.

Speakers

Emma Darcy

AI and Technology for Learning Consultant

Sponsors

Oxford University Press

As part of one of the world’s great universities, we’re driven by a love of learning and a deep conviction that education is a universal good.

For us, every child deserves to be taught by brilliantly professional teachers, working in close partnership with engaged parents, using the best and most inspiring learning resources, technology, and teaching methods. To that end, we work with the brightest, most creative educational... Read More →

Friday January 8, 2027 08:45 - 09:40 GMT
LH127 (Learning Hub Level 1)

11-19

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

08:45 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 08:45 - 09:40 GMT

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

Steve Jones

Director, CLEAPSS

Steve taught science in secondary schools for 28 years before moving into advisory work, initially for Hertfordshire and then as a regional adviser for the Secondary National Strategy - Always passionate about practical work Steve believes that hands-on activities are quite simply... 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 →

Friday January 8, 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

Teaching scientific enquiry

Friday January 8, 2027 08:45 - 09:40 GMT

Conducting experiments is seen as a valuable, if not essential, part of physics education. However, such activities are also costly and time-consuming. Moreover, it is often reported that these activities hardly contribute to the students’ content knowledge, nor that they enhance students’ view on how science works or teaches them how to plan an inquiry independently.

In this interactive presentation, I highlight our approach to teaching scientific inquiry - engaging students in scientific inquiry through a focus on argumentation. I will elaborate on the various studies conducted on teaching scientific inquiry to 14-16y olds (culminated in the dissertation 'Development of a teaching-learning sequence for scientific inquiry through argumentation in secondary physics education').

In addition to a brief overview of the scientific findings, I engage participants hands-on in the activities, provide practical advice and materials that can be directly applied in the own classroom setting.

Speakers

Freek Pols

Assistant Professor, Delft University of Technology

Friday January 8, 2027 08:45 - 09:40 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Practical work including beyond the classroom, Subject knowledge & pedagogy
Key Stage / Audience Type 14-16

08:45 GMT

The future of the physics teaching workforce

Friday January 8, 2027 08:45 - 09:40 GMT

The last year has seen radical changes in the numbers of trainee physics teachers recruited, retained as well as those returning to the profession.

What does the future hold?

The Institute of Physics laid out its own vision for a thriving teaching workforce in its 3Rs report, published in September 2025. What has changed since then and what have we learned?

Speakers

Chris Shepherd

Manager (Teaching Workforce), Institute of Physics

Gemma Butt

Project Officer (Teaching Workforce), Institute of Physics

Friday January 8, 2027 08:45 - 09:40 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Recruitment Retention and Wellbeing
Key Stage / Audience Type Teacher Developers, 11-14, 14-16, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

08:45 GMT

Update from CLEAPSS

Friday January 8, 2027 08:45 - 09:40 GMT

Keep up to date with the latest guidance, resources, and support available from CLEAPSS.

This session provides an overview of recent changes and important safety updates. Ideal for technicians, teachers, and leaders who want to stay informed and confident in their practice. Join us to ask questions, discuss any concerns, and gain a clear understanding of safe and effective approaches.

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

Friday January 8, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, Initial Teacher Educators, Advisors/Consultants
Social media handle(s) @cleapss

08:45 GMT

100% Compliant! Policy to classroom practice - lessons to be learnt

Friday January 8, 2027 08:45 - 09:40 GMT

The aim of this session is to report on early findings from a current research study that takes forward recommendations from the PCAG report (Primary Science Teaching Advisory Group, 2023). The study extends the work into testing the Framework within primary schools, in particular junior classes (7-11 year olds). The overarching purpose has been to explore the shifts in teachers’ planning and practice required to interpret and implement a curriculum aligned to the Framework.

Findings draw on professional reflections from primary science subject leaders and align to evidence from the State of the Nations in Primary Science Learning Report (ImpactEd, 2025). What has emerged stimulates and informs policy makers, practitioners and senior leaders to question and consider the levers and challenges in designing a curriculum for the future. The session informs on how teachers perceive, interpret and apply policy recommendations into day-to-day classroom settings. This falls at a time where England awaits the outcomes of the Curriculum & Assessment Review (DfE, 2024) and when other nations in the UK are reviewing the purpose and nature of primary science education.

Expected outcomes of the session will be that participants are increasingly aware of the real world experiences and challenges that influence primary science classroom practice. This will especially focus on the different ways in which schools manage curriculum implementation across different settings. They will have:

* a greater awareness of the real world experiences and challenges that influence primary science classroom practice.
* reflected on the differences in science learning emerging across different school settings.
* considered their readiness to offer primary science teachers support and guidance ahead of or when new curricula guidance is published.

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 →

Alex Sinclair

Associate Professor; Primary Science Course Lead; Ex Co-Chair of ASE (23/24), St Mary's University, Twickenham

I am Associate Professor and Primary Science Lead for the Initial Teacher Education programmes at St Mary’s University, Twickenham. As a member of the Primary Science Curriculum Advisory Group (PCAG) I was involved in producing the Framework for a Future Primary Science Curriculum... Read More →

Friday January 8, 2027 08:45 - 09:40 GMT
LH124 (Learning Hub Level 1)

Theme Curriculum Change in England, Research
Key Stage / Audience Type 7-11, Advisors/Consultants, Initial Teacher Educators, Researchers

08:45 GMT

Closing the primary science CPD gap: flexible models that work (White Rose Education)

Friday January 8, 2027 08:45 - 09:40 GMT

Participants will be invited to explore an emerging solution: online, on-demand professional development for teachers. Drawing on experience of working with schools and delivering primary science CPD across a range of settings and contexts, we will examine how on-demand PD can support improvements in teacher confidence and subject knowledge, critically evaluate the strengths and limitations of digital professional development. Participants will be invited to reflect on the limitations that are experienced within their own settings.

The session will position on-demand CPD not as a replacement for all professional learning, but as a pragmatic, forward-thinking response to current system challenges; offering a way to broaden participation and improve consistency in primary science teaching, while encouraging participants to discuss how these approaches align with their own contexts.

Session format:
•Explore and briefly discuss key findings from the State of Primary Science 2025 report related to CPD access and teacher development
•Discuss on-demand CPD in primary science, examining design principles that promote engagement, retention and classroom impact
•Critically evaluate the strengths and limitations of online approaches, including issues of motivation, accountability and depth of learning
•Share and reflect on examples of how on-demand CPD might support improvements in subject knowledge, pedagogy and confidence

Intended outcomes:
•Interpret key CPD-related findings from State of Primary Science 2025
•Evaluate how on-demand CPD can support teacher confidence and subject knowledge
•Critically assess strengths and limitations of digital professional development
•Identify practical approaches for implementing or advocating scalable CPD solutions.

Speakers

Joe Partridge

Primary Science Specialist, White Rose Education

With over a decade of experience as a teacher, I specialise in STEM subjects and digital content creation. In my current role at White Rose Education I develop resources that support primary teachers, aligning with the national curriculum and fostering engagement in science. Through... Read More →

Dan Breeze

Head of Primary Science, White Rose Education

Sponsors

White Rose Education

White Rose Education is proud to sponsor the Primary Programme of the ASE 2027 Annual Conference

Created by teachers, mathematicians and scientists, White Rose Education is dedicated to helping every teacher become a world-class teacher.

White Rose Science takes the highly successful approach we pioneered with White Rose Maths and transfers it to the primary science curriculum. It uses a “small steps” approach to science teaching, and closely follows the national curriculum for science for years 1 - 6. It gives

... Read More →

Friday January 8, 2027 08:45 - 09:40 GMT
Leathersellers Hide (Learning Hub Level 4)

Theme Subject knowledge & pedagogy, Leadership
Key Stage / Audience Type Teacher Developers, Early Career Teachers, Trainee Teachers, 5-7, 7-11

08:45 GMT

Inclusive approaches to thinking scientifically

Friday January 8, 2027 08:45 - 09:40 GMT

This session explores how inclusive pedagogies can support all learners, including those with SEND, to participate meaningfully in thinking scientifically. Bringing together expertise from higher education, primary initial teacher education, and specialist SEND practice, the presenters examine how scientific thinking can be made accessible without reducing challenge or disciplinary authenticity.

The session aims to critically examine how processes associated with thinking scientifically (observing, predicting, questioning, testing ideas, interpreting evidence, and communicating explanations) are experienced by diverse learners across educational contexts. Drawing on examples from primary ITE and specialist SEND settings, the session will explore pedagogical approaches that enable participation in scientific enquiry through multimodal communication, adapted practical work, scaffolding, and collaborative learning. This session will consider how inclusive approaches can broaden participation in scientific thinking while maintaining intellectual rigour and curiosity.

Intended outcomes for participants include:
• developing a deeper understanding of inclusive science pedagogy;
• identifying practical strategies to support diverse learners in thinking scientifically;
• critically reflecting on barriers to participation
• considering how scientific enquiry can be adapted while preserving authentic engagement with scientific ideas.

The session is underpinned by research in inclusive pedagogy and science education, including work relating to Universal Design for Learning, participation in scientific enquiry, and dialogic and multimodal approaches to learning. It also draws on the presenters’ professional practice and experience across teacher education and specialist SEND contexts.

Speakers

Anna Stanton

Science leader and teacher, Rowangate School

Helen Tiplady

Senior Lecturer in Education, University of Northampton

Helen is a Senior Lecturer in Education at the University of Northampton where she is Curriculum Lead for the science and Design and Technology modules. She joined the University of Northampton after teaching for 16 years in primary education, where she was also an Assistant Head... Read More →

Friday January 8, 2027 08:45 - 09:40 GMT
LH113 (Learning Hub Level 1)

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 5-7, 7-11, Early Career Teachers, Trainee Teachers

08:45 GMT

Are we the change? Making ESD effective through inner development

Friday January 8, 2027 08:45 - 09:40 GMT

The aim of this session is to invite science teachers practising ESD to honestly examine their inner relationship to change-making, and discover what the IDG framework offers in response. Also to equip participants with practical, IDG-grounded techniques to help pupils experience sustainability as a way of living, not merely a body of knowledge.

"ESD is more than knowledge and skills — it is a way of living." If this is true: Are we living it? And what might quietly prevent us?

This workshop holds space for both. You'll be invited to notice — honestly and without judgement — how your own sustainability work feels from the inside: the urgency, the satisfaction, the fatigue, and perhaps the subtle resistance when genuine progress appears. You'll encounter the identity trap: the deeply human tendency to become so invested in change-making as a source of meaning that we unknowingly slow our own progress.

Far from a counsel of despair, this is an opening. The IDG framework offers a practical map of the inner capacities that ESD actually demands — and techniques for cultivating them, in yourself and in your pupils.

You'll leave knowing which IDG dimensions your teaching currently develops and which remain untouched — and with a few concrete techniques to help yourself and your pupils experience sustainability as lived reality rather than distant abstraction.

Participants should be able to:
> Recognise the identity trap in their own ESD practice and approach it with curiosity rather than resistance
> Identify which IDG dimensions their current teaching cultivates and which remain underdevelope
> Apply at least one embodied, IDG-grounded technique to help pupils experience sustainability as a way of living

Background: A 2010 School Science Review article observed that ESD requires "tenacity and a specific way of working — it is a way of living." Yet years working across sustainability groups revealed a paradox for me: the more committed the change-maker, the more likely they were to have lost felt, embodied connection to what a sustainable future actually looks like to inhabit. Busy change-making had quietly replaced the lived experience of the change itself.
A second, more confronting pattern emerged: we often unknowingly derive identity, purpose, and meaning from the change-making process. When genuine solutions surface, they are subtly resisted — completing the work would require reinventing ourselves. Kegan and Lahey (2009) name this the immunity to change: competing commitments operating largely beneath awareness.

The Inner Development Goals framework (IDG Foundation, 2021), co-created with over 1,000 researchers and practitioners, maps 23 inner skills across five dimensions — Being, Thinking, Relating, Collaborating, and Acting — as the missing complement to the SDGs, and offers a rigorous developmental path for the inner work ESD actually demands.

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

Friday January 8, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type FE/Skills, Initial Teacher Educators, Advisors/Consultants, Trainee Teachers, Early Career Teachers, International

09:55 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 09:55 - 10:50 GMT

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

Friday January 8, 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

Making STEM accessible: Creating a 'safe-to-fail' environment for SEND students

Friday January 8, 2027 09:55 - 10:50 GMT

Failure and experimentation are fundamental parts of STEM, but in practice SEND students can find the 'trial and error' of STEM incredibly challenging. By creating scaffolded, flexible lesson plans and building our own STEM confidence, we can deliver more accessible and inclusive lessons for our students in environments where they truly feel safe. In this interactive workshop the Lightyear Foundation and members of their youth advisory panel will share their lived experiences, explore best practice and facilitate a space for teachers to grow their skills and confidence in inclusive STEM.

Outcomes:
- Participants will understand some of the barriers facing disabled and neurodivergent students in STEM, and how they can be reduced or removed.
- Participants will be feel more confident delivering accessible and inclusive STEM lessons.
- Participants will feel empowered to reach out to each other & the SEND in STEM Network for support.

Background: As a disabled-led organisation specialising in accessible and inclusive STEM, we regularly work with teachers who struggle delivering STEM lessons with their SEND students. One of the main barriers they face is the emotional dysregulation which can follow an "unsuccessful" science experiment, or a tricky maths problem. Teachers tell us that "SEND students aren't allowed to fail", and when this combines with their own low subject confidence, teachers can end up feeling anxious and unsure about their STEM lessons. Our experience delivering accessible and inclusive STEM, combined with the expertise of our youth advisory panel, has shown us that embracing failure as a fundamental part of STEM is just one of the practical steps that can lead to 'safe-to-fail' classroom environments, and grow student and teacher confidence.

Speakers

Hannah Ford Tomlinson

Communities & Partnerships Programme Manager, Lightyear Foundation

Friday January 8, 2027 09:55 - 10:50 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 11-14, 14-16

09:55 GMT

My pipette is a lab - the many uses of the single-use pipette

Friday January 8, 2027 09:55 - 10:50 GMT

CH314 (Creative Hub Level 3)

In this session participants will engage in experiments which are conducted solely in a plastic pipette. We will do four experiments on kinetics, equilibrium and extraction.

Participants will measure with and combine different compounds in a pipette and they will observe changes inside the pipette bulb. Our aim is to showcase an easy method to do popular practicals at a lower cost, both timewise and financially. Participants will be left with experiments that work and can be directly applied in their classroom in the same week if they wish. My interest in microscale practicals is born out of necessity - in my country labs are greatly lacking.

In the last 10 or so years I teach teachers in microscale methods and try new experiments in my classroom. In the last few years I work closely with colleagues from UK (school teachers and CLEAPSS) to develop new experiments.

Speakers

Nasko Stamenov

Lecturer, Sofia University, Sofia, Bulgaria

Nasko Stamenov is a chemistry educatior and communicator. He holds a MSc in Materials' science from the Sofia University, Bulgaria, where he currently teaches 'Methodology of the chemistry experiment'. As sciemce communicator Nasko has a weekly show on the Bulgarian National tele... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
CH314 (Creative Hub Level 3)

11-19

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

09:55 GMT

Post-16 chemistry masterclass: IR & 1H NMR spectroscopy

Friday January 8, 2027 09:55 - 10:50 GMT

This session will cover IR spectroscopy - interpretation of spectra to determine functional groups & fingerprinting using example spectra run by volunteer delegates to exemplify key teaching and examination points; ditto for 1H NMR spectroscopy - methods of interpreting spectra to determine molecular structure and predicting spectra from known structures - again to exemplify key teaching and examination points.

Outcomes: delegates will be more au fait with what a good examination answer looks like for both IR and 1H NMR and the classic student misconceptions to avoid.

Speakers

Peter Hoare

STEM Outreach Officer, Newcastle University

I am a former chemistry teacher (20 yrs) now working in STEM Outreach at a Russell Group University (16 years) and an experienced (31 yrs) A-level chemistry examiner for a major English exam board. I run many masterclasses, A-level Revision Workshops and Spectroscopy in a Suitcase... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type FE/Skills, Advisors/Consultants, Post-16, Early Career Teachers, Trainee Teachers

09:55 GMT

Research in action: unlocking better science teaching

Friday January 8, 2027 09:55 - 10:50 GMT

This session will explore how action research has been used to drive meaningful and sustained improvements in science teaching and learning at The Manchester Grammar School. Framed around the principle of teachers as researchers, we will share how small-scale, classroom-based inquiry has empowered colleagues to take ownership of their professional development and directly shape departmental practice.

Over the course of the session, we will present a series of practitioner-led research projects carried out across the science department. We will outline how these projects were structured, supported, and embedded into a wider CPD programme, including the role of collaborative discussion, learning walks, and professional dialogue.

Crucially, we will evaluate the impact of this approach beyond individual classrooms, demonstrating how insights from action research have informed departmental priorities, strengthened consistency in teaching, and contributed to a culture of reflective practice. We will also reflect on the challenges of implementing this model and how they were addressed to ensure engagement and sustainability.

The session will include opportunities for discussion, enabling participants to consider how a similar approach could be adapted to their own contexts. Attendees will leave with practical strategies for embedding action research into CPD and for fostering a culture where evidence-informed practice can thrive.

Speakers

Anna Wicking

Assistant Head (Professional Development and Digital Innovation), The Manchester Grammar School

Jason Ashton

Physics Teacher, The Manchester Grammar School

Friday January 8, 2027 09:55 - 10:50 GMT
LH323 (Learning Hub Level 3)

11-19

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

09:55 GMT

Why girls choose A-level physics - findings from an EdD research project

Friday January 8, 2027 09:55 - 10:50 GMT

Curious to know why girls do choose physics A-level? This session presents the results and conclusions from a doctoral research project recently conducted in England.

Outcomes – Participants will be able to reflect on the uptake of A-level physics by girls in their school and take ideas from the research to employ in their own setting.

Following on from the results presented at ASE 2026 Annual Conference, this session will present the final results and findings from my EdD doctoral thesis into why girls do choose to study A-level physics. It is aimed at secondary school teachers and leaders looking to increase the numbers of girls choosing the subject, as well as researchers interested in physics education. There will be time allocated at the end of the presentation for comments, questions and discussion.

Background – At ASE Conference 2026, I presented the initial findings from my doctoral research project and in this session I will share the findings and conclusions presented in the thesis. The research draws upon my experience of teaching GCSE and A-level physics. Initially I was curious to know why girls who enjoyed physics at GCSE and were achieving top grades were not choosing to take the subject to A-level. The numbers of girls choosing A-level physics have remained stable over a few decades, so I decided to find out what it is about these girls to explain why they choose A-level physics through the use of focus groups and semi-structured interviews.

In my experience, girls studying A-level physics regularly outperformed the boys (in tests and conducting practical work) and so I wanted to know more about their reasons for choosing a subject that many girls choose not to study.

Speakers

Gill Clarke

Doctoral Researcher, Oxford Brookes University

Friday January 8, 2027 09:55 - 10:50 GMT
LH344 (Learning Hub Level 3 lab-type space)

11-19

Theme Other, Research
Key Stage / Audience Type 14-16, Post-16, Researchers, 11-14, Initial Teacher Educators

09:55 GMT

Engineering art: build a pantograph (a copying machine STEM challenge)

Friday January 8, 2027 09:55 - 10:50 GMT

In this engaging, hands-on session, participants will explore how a simple machine can transform drawings in surprising ways. They will begin by discovering what a pantograph is and how it has been used throughout history — from copying drawings before photocopiers to its role in modern machines.
Participants will then build their own working pantograph using simple classroom materials. Once assembled, they'll experiment with enlarging and shrinking drawings, seeing their designs change size. Along the way, they'll explore how pantographs are connected to levers and linkages, and how these ideas are used in real engineering. This session combines creativity with practical problem-solving and is designed to be accessible, fun, and easy to replicate in your own classroom.

Outcomes - by the end of the session, participants will be able to:
> Deliver a structured pantograph lesson within a primary classroom setting
> Explain and model the link between pantographs and levers using simple language
> Construct and troubleshoot a basic pantograph design
> Anticipate and address common pupil misconceptions and challenges
> Adapt the activity for different abilities and classroom contexts
> Facilitate pupil reflection and evaluation within a STEM-focused lesson
> Curriculum Links (UK KS2)
> Science (Year 5): Forces – understanding mechanisms including levers, pulleys, and gears
> Design & Technology: Design, make, and evaluate functional products; develop technical knowledge of mechanical systems
> Art & Design: Develop drawing techniques and scale images
> History (optional link): Study of inventions and technological development over time

Speakers

Maren Kelly

Head of STEM, St Catherine's Prep School

Friday January 8, 2027 09:55 - 10:50 GMT
LH115 (Learning Hub Level 1)

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

09:55 GMT

Supporting STEM play and learning in Early Years

Friday January 8, 2027 09:55 - 10:50 GMT

Play is key for young children’s learning, and the world around them is a source of wonder and interest. Using play based methods, NUSTEM have developed a resource to help early years educators introduce young children to STEM careers.

The resources are designed to support adults without a science or STEM background to confidently engage children with science and careers. In this session we will look at why it’s important to introduce STEM careers into early years and how we can help children playfully explore the world around them through the award-winning Play, Be, C resource.

As a result of this session, participants will be more aware of how children's career understanding can be supported even at this young age, and considered how they could make use of the Play, Be, C resource in their setting.

Speakers

Melanie Horan

Outreach Officer, Northumbria University

Carol Davenport

Professor of STEM Engagement, Northumbria University

Friday January 8, 2027 09:55 - 10:50 GMT
LH113 (Learning Hub Level 1)

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

09:55 GMT

Keynote: Raising the bar - ambition, curiosity and depth in science

Friday January 8, 2027 09:55 - 10:50 GMT

What does an ambitious science education look like from primary through to secondary? This session will explore how we can keep expectations high for all pupils, prioritise depth before pace, and use rich texts, images, examples and questions to provoke curiosity and build secure knowledge.

Mary Myatt will consider what happens when we move beyond coverage and activity and give pupils the intellectual substance and time they need to think, make connections and encounter the power of the discipline. The session will also explore how assessment can support, rather than distort, this ambition.

Speakers

Mary Myatt

Educational writer, speaker, blogger, consultant, Myatt & Co

I'm Mary Myatt an education adviser, writer and speaker working with schools, trusts and organisations across the UK. My work focuses on curriculum, teaching and learning, leadership and, increasingly, how we make Key Stage 3 more ambitious and intellectually generous for every pupil... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

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

09:55 GMT

Technicians TBC

Friday January 8, 2027 09:55 - 10:50 GMT

Speakers

Tracy Sherwood-Farnfield

Senior Science Technician, The School of Science and Technology

Friday January 8, 2027 09:55 - 10:50 GMT
LH346 (Learning Hub Level 3 lab-type space)

Key Stage / Audience Type Technicians

09:55 GMT

Technicians TBC

Friday January 8, 2027 09:55 - 10:50 GMT

Speakers

Margaret Louis

Senior Scientific Officer, SSERC

Alan Purves

Science Technician, SSERC

Friday January 8, 2027 09:55 - 10:50 GMT
LH345 (Learning Hub Level 3 lab-type space)

Key Stage / Audience Type Technicians

09:55 GMT

Technicians: The Reactivity Series - two practical investigations for the classroom

Friday January 8, 2027 09:55 - 10:50 GMT

CH208 (Creative Hub Level 2)

The reactivity series is a key concept in chemistry, but it can sometimes be challenging to demonstrate in a way that is both visually engaging and memorable for students. This practical session will explore two engaging experiments that bring the reactivity series to life and provide opportunities for discussion around chemical reactions, observations, and practical technique.
The session will focus on two demonstrations/experiments:
Tin Hedgehogs – an engaging investigation that demonstrates the displacement of copper by tin and provides a striking visual result.

Metal vs Metal – an investigation using aluminium, copper and sodium chloride to explore relative reactivity and encourage students to think critically about what constitutes evidence for a reaction.

Tin Hedgehogs
Participants will investigate the reaction between tin and copper ions, observing the formation of copper on the surface of tin to create the distinctive “tin hedgehog” structure. The experiment provides a visually striking way to introduce displacement reactions and allows technicians to discuss reagent preparation, equipment requirements, practical setup and safe working practices.The activity also provides an opportunity to explore the chemistry behind the observations, including electron transfer and why a more reactive metal can displace a less reactive metal from its compound.

Metal vs Metal – Aluminium, Copper and Sodium Chloride. The second investigation will look at the interaction between aluminium and copper in the presence of sodium chloride. This practical provides an opportunity to challenge students' assumptions about metal reactivity. Participants will consider what happens when the metals interact, why aluminium can behave unexpectedly due to its oxide layer, and how the presence of sodium chloride can influence the process.

Speakers

Paula Egan

Science Technician (Chemistry), Brighton college

Friday January 8, 2027 09:55 - 10:50 GMT
CH208 (Creative Hub Level 2)

Key Stage / Audience Type Technicians

09:55 GMT

Technicians: You are never a “lone” - teamworking and teambuilding for all technicians

Friday January 8, 2027 09:55 - 10:50 GMT

Whether you are a lone technician, part of a team or leading a team you will need the support and co-operation of others to make your life easier and get the job done. In this workshop we will look at teams you might be part of, even as a lone technician and ways to communicate and build relationships to build a strong team or support network. We will cover dealing with different people in a team, looking how personalities may differ within a team, how to approach those difficult conversations and how to get things done.

Speakers

Jane Oldham RSciTech

Lead Science Technician and Outgoing Chair of ASE, De Ferrers Academy and Association for Science Education

Currently immediate Past Chair of the ASE 25-26 and the Lead Science Technician at the de Ferrers Academy, a large multi-site academy in the Midlands.
Jane has been a Science Technician for 20 years, currently leading a team of 6 technicians, where she specialises in supporting KS4 and KS5 chemistry. She is passionate about continuing professional development opportunities for science technicians... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH347 (Learning Hub Level 3 lab-type space)

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians

10:50 GMT

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

Friday January 8, 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

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 →

Friday January 8, 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

Friday January 8, 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 →

Friday January 8, 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

10:50 GMT

Chair Chat

Friday January 8, 2027 10:50 - 11:15 GMT

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

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 →

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 →

Emily Perry

Professor of Education, Manchester Metropolitan 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 →

Friday January 8, 2027 10:50 - 11:15 GMT
Leathersellers Hide (Learning Hub Level 4)

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

11:15 GMT

Creativity & curiosity for all: the impact of student-led science

Friday January 8, 2027 11:15 - 12:05 GMT

This interactive workshop explores the impact of project-based learning in science education, including through the lens of the CREST Awards, a nationally recognised framework for student-led STEM project work. Drawing on research evidence and programme evaluation, as well as the stories and experiences of teachers and young people- the session will examine how structured project work can enhance student engagement, attainment, and the development of wider scientific skills.

The session begins by situating project-based learning within the broader evidence base- which will be based on a report by Jennifer De Witt, including research demonstrating improvements in outcomes when students engage in inquiry-driven projects.

Participants will then explore CREST as a case study of effective implementation. CREST provides a flexible, student-led approach to project work across age phases, supporting engagement with real-world scientific challenges. Evaluation evidence indicates that participation can lead to improved attainment and progression into STEM, alongside enhanced confidence and aspiration.

A central feature of the workshop is a panel discussion bringing together teachers and CREST graduates. This provides an opportunity to explore lived experiences of project work, including its impact on motivation, identity, and classroom practice. Delegates will engage directly with panellists through facilitated discussion and audience questions.

The session concludes with structured reflection and planning, enabling participants to identify practical strategies for embedding project work within their own settings.

By the end of the session, participants will:

Understand the evidence base underpinning project-based learning in science education
Explore how CREST operationalises effective project work in practice
Reflect on the impact of project work through teacher and student perspectives
Identify practical approaches to embedding project-based learning in their own contexts
Develop one actionable change informed by evidence and discussion

Speakers

Maria Rossini

Head of Education, British Science Association

Talk to me able making STEM accessible to all young people, lego, disability and anything related to CREST www.crestawards.org

Gemma Butt

Project Officer (Teaching Workforce), Institute of Physics

Friday January 8, 2027 11:15 - 12:05 GMT
LH324 (Learning Hub Level 3 lab-type space)

Key Stage / Audience Type Teacher Developers, 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, Researchers

11:15 GMT

(AQA): Practical Power: classroom practice and exam success in A-level chemistry

Friday January 8, 2027 11:15 - 12:10 GMT

This CPD session supports chemistry teachers in strengthening the link between practical work and examination success in A-Level Chemistry. Although practical activities are a fundamental part of the subject, students often find it challenging to convert their experimental experience into precise, high-quality written answers.

This session examines how practical understanding, subject knowledge, and exam technique work together, enabling teachers to better connect classroom investigations with assessment performance. By focusing on the ways practical work is examined, teachers will be able to enhance the impact of practical teaching on student outcomes.

By the end of this session, participants will be able to:
> Identify how practical knowledge and skills are assessed within A-Level Chemistry examinations.
> Recognise common issues in the way students interpret and apply practical understanding in written responses.
> Apply strategies to more effectively link required practical work with exam preparation and student success.

The session will explore the relationship between practical work, CPAC requirements, and exam performance, using authentic A-Level Chemistry questions and mark schemes to highlight key expectations. Teachers will take part in activities to examine how practical skills and concepts are assessed, analyse student responses, and pinpoint where marks are achieved or missed. Through reflection, discussion, and practical strategies, participants will develop approaches to ensure that practical experiences are translated into accurate, confident, and successful examination performance.

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

Friday January 8, 2027 11:15 - 12:10 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type Post-16

11:15 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 11:15 - 12:10 GMT

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

Friday January 8, 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

New to Science Leadership

Friday January 8, 2027 11:15 - 12:10 GMT

Leading people is not the same as teaching students! Middle leaders are the engine room of schools and are worth investing in.

In this session, we will draw on the New to Science Leadership course (the most recent cohort led in autumn 2026 by ASE in partnership with Astin Consulting) to answer questions such as:

- what kind of training best prepares teachers for leading their peers?
- is leading the same as managing?
- how to prepare for a difficult conversation, how to run an effective departmental meeting, how to lead change?

Ideal for teachers new to leadership (or aspiring to), or those responsible for developing new leaders.

Speakers

Christina Astin

Coach and Education Consultant, Physics Partners and Astin Consulting

http://www.linkedin.com/in/christina-astin

Friday January 8, 2027 11:15 - 12:10 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Leadership
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Teacher Developers
Social media handle(s) @ChristinaAstin, @astin_consulting

11:15 GMT

Panel: Thriving and surviving your first few years (for Early Career Teachers)

Friday January 8, 2027 11:15 - 12:10 GMT

Come along and listen to the panel, chaired by Martin Reece - a mix of ECT's, mentors and teachers in the early stages of their careers.

They will share their professional insight into their successes and challenges so far. What have they learnt? What would they recommend? What would they do differently? Listen to their top tips on how to manage wellbeing alongside the daily demands of teaching and hear how they have steered their ongoing professional development.

Join us. Listen. Ask questions and come away feeling enlightened!

Speakers

Martin Reece

Science Education Consultant

Friday January 8, 2027 11:15 - 12:10 GMT
Leathersellers Hide (Learning Hub Level 4)

11-19

Theme Other
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Initial Teacher Educators, Post-16, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

PISA 2025: Outcomes and implications for the Teaching and Learning of science

Friday January 8, 2027 11:15 - 12:10 GMT

The primary focus of the PISA Assessment in 2025 was on the outcomes of school science education for 15-year-olds. The 2025 Assessment framework, which was the basis of testing in over 90 countries in 2025, introduced three new elements.
First, two of the original competencies in the 2015 framework were merged. This change enabled the introduction of a new third competency that measured students’ ability to “research, evaluate and use scientific information for decision making”.
Second, because of the importance of educating students about the environment, climate change a specific focus on environmental education was added. The framework for this was elaborated in the document Agency in the Anthropocene.

This framework has three new competencies with a focus on education for sustainability and climate change. Finally, the concept of attitudes to science has been broadened to the notion of science identity which introduces the notion of capital. This talk will explain these changes, their rationale and illustrate ways in which they were measured with sample items. In addition, it will present the findings from the results published in September 2026, and discuss their implications.

Speakers

Jonathan Osborne

Professor, Stanford University

My career started by teaching science in London comprehensives in 1972 for 9 years. Curently I am the Kamalachari Professor in Science Education, Emeritus, in the Graduate School of Education, Stanford University in California but now back in the UK. I was President of the US National... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

11-19

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

11:15 GMT

Promoting argument-driven explanation in Earth & Environmental Science

Friday January 8, 2027 11:15 - 12:10 GMT

In this session attendees will be introduced to Model-Evidence-Link (MEL) instructional materials designed to assist American learners as they construct arguments to evaluate the plausibility of evidence connected to models and the research base that supports using these scaffolds. These MEL diagrams allow students to think critically about socio-scientific issues by evaluating connections between lines of evidence and alternative explanatory claims.

Explorations that utilize the MEL scaffold promote changes in epistemic judgments, including claim plausibility, and help students move toward a more civically minded and scientific stance. Student discourse is a critical part of these activities and include negotiation toward scientific consensus.

MEL activities for available for teaching about socio-scientific issues include climate change, dead zones, energy, extreme weather, fracking, freshwater resources, fossils, moon formation, nuclear energy, origins of the universe, soil and food security and wetlands. All materials are freely available under a Creative Commons license. Participants receive access to all instructional materials and instructional guides, found here:

https://serc.carleton.edu/mel/index.html

Speakers

Donna Governor

President, NSTA, America

Lorraine Ramirez-Villarin

Associate Professor, University of North Georgia, USA

Friday January 8, 2027 11:15 - 12:10 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type Researchers, 11-14, 14-16, Teacher Developers, International

11:15 GMT

Rising to the challenge: improving pedagogy & practice in physics education

Friday January 8, 2027 11:15 - 12:10 GMT

This session will look at two specific EEF guidance reports in detail with a physics-specific lens: Improving Secondary Science and Effective Professional Development. We will draw on a wider evidence-base concerning the challenges of adult behaviour change and its influence on improving teacher practice. This session will consider individual and organisational impact and will be relevant to teachers and leaders of physics.

Background: The Ogden Trust has worked closely with Durrington Research School and The EEF on the Working Through Others programme, a new pillar of The EEF's impact work focused on developing and delivering evidence-informed practice. The results of this collaboration have informed The Ogden Trust's new strategy and programme development.

Speakers

Jackie Flaherty

Head of Teaching and Learning, The Ogden Trust

Ben Crockett

Co-Director, Durrington Research school

Ben is an Assistant Director at Durrington Research School, and Assistant Headteacher at Durrington High having joined the school in 2013. Ben has previously been head of Geography. As part of his wider school role, Ben in responsible for ensuring the quality and consistency of... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH127 (Learning Hub Level 1)

11-19

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

11:15 GMT

Primary Science: programme of study reform for England

Friday January 8, 2027 11:15 - 12:10 GMT

Join the team working with the Department for Education to develop the reformed Science Programmes of Study in England as we outline the priorities and evidence underpinning the drafting process. This session focuses on KS1 and KS2, including preparation for KS3.

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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Alex Sinclair

Associate Professor; Primary Science Course Lead; Ex Co-Chair of ASE (23/24), St Mary's University, Twickenham

Bryony Turford

Primary Science Professional Development Leader, Primary Science Geeks

I have been delivering high quality professional development for leaders, classroom practitioners, trainees and ECTs for over 20 years. I am a Chartered Science Teacher (CSciTeach) and have been involved with ASE for many years, most recently as curriculum drafter for the new National... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Theme Curriculum Change in England, Leadership
Key Stage / Audience Type 5-7, 7-11, Advisors/Consultants
Social media handle(s) @theASE

11:15 GMT

Teaching climate adaptation: Lessons and resources from the Adapt-Ed Project

Friday January 8, 2027 11:15 - 12:10 GMT

This session will walk participants through what we learned from Adapt-Ed about teaching climate adaptation effectively at primary level. We will share key findings on what worked, what surprised us and what the children and teachers told us about the experience. Participants will have hands-on time with the curriculum resources and materials developed through the project, all of which are freely available to download and use. There will be space to discuss how the approaches might translate to your own school context and ask questions about the research and delivery model.

Outcomes:
By the end of the session, participants will be able to:
• Explain the difference between climate mitigation and adaptation and why both matter in primary education
• Access and use Adapt-Ed curriculum resources and teacher CPD materials in their own setting
• Identify at least two place-based or experiential approaches to teaching climate adaptation that are realistic for a primary classroom
• Reflect on how climate adaptation themes can connect to existing curriculum areas in science and beyond

Background: Climate change education in schools has tended to focus on mitigation - reducing emissions - while adaptation, preparing children and communities for the impacts already underway, has received far less attention. Yet UK schools are already experiencing those impacts directly, from overheating classrooms to local flooding, and children in disadvantaged areas are disproportionately affected.
Adapt-Ed was a collaborative research project led by Sheffield Hallam University with The Green Estate, Sheffield City Council and Let's Go Zero, working with primary schools in disadvantaged Sheffield neighbourhoods. The project developed and delivered teacher CPD, curriculum resources and immersive outdoor learning experiences focused on flood risk, drought, overheating, food security and nature-based solutions. Robust evaluation tracked changes in children's ecological literacy, connectedness to nature and pro-environmental attitudes using the 2-MEV (Two Major Environmental Values) scale.

Speakers

Lee Jowett

Climate Change and Sustainability Fellow, Sheffield Hallam University, Sheffield Institute of Education

LinkedIn https://www.linkedin.com/in/lee-jowett-6553a531/

Friday January 8, 2027 11:15 - 12:10 GMT
LH115 (Learning Hub Level 1)

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 5-7, 7-11

11:15 GMT

A science ed community lens to 'Every Child Achieving and Thriving' (2026)

Friday January 8, 2027 11:15 - 12:10 GMT

The Government paper (DfE) published 2026, Every Child Achieving and Thriving underpins national vision, drive and strategy for inclusion in schools.

This session will facilitate a professional ponder on the document key messages through a science educator perspective. What resonates for you? What might you do more or do less in your future work in and with schools?

Speakers

Tina Whittaker

PSQM Development Lead, Hub Leader, Independent Consultant, Independent Consultant

Building Capacity in the primary science landscape, Working collaboratively, Systems leadership, School improvement, School self review ( & Deep Dives), nurturing leaders & outreach

Laura Oakes

School Science Subject Leader, The Crescent Academy

Friday January 8, 2027 11:15 - 12:10 GMT
LH113 (Learning Hub Level 1)

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 7-11, 11-14

11:15 GMT

Technicians: Fearless physics

Friday January 8, 2027 11:15 - 12:10 GMT

Come along to this session to alleviate anxieties, boost confidence and make physics fearless. With a focus on the required practicals for GCSE combined science, the session will cover subject knowledge, equipment and provide some troubleshooting tips and tricks.

Speakers

Becky Daniels RSciTech

Science Technician, St Peter's CofE Academy

Friday January 8, 2027 11:15 - 12:10 GMT
LH345 (Learning Hub Level 3 lab-type space)

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians

11:15 GMT

Technicians: Owl pellet dissection

Friday January 8, 2027 11:15 - 12:10 GMT

Suitable for primary or secondary age students, owl pellet dissections are a great way to develop observational skills, learn about what owls eat, the skeleton, and more.

This will be a hands on session where you can learn how to safely dissect owl pellets and discover the tiny bones of animals that the owls cannot digest.

Speakers

Fiona Roberts RSciTech

Senior Science Technician, Morley Academy Leeds

Friday January 8, 2027 11:15 - 12:10 GMT
LH346 (Learning Hub Level 3 lab-type space)

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians

11:15 GMT

Technicians: SEND, science practicals and science clubs

Friday January 8, 2027 11:15 - 12:10 GMT

In this session we will demonstrate and discuss how to support SEND students in science practicals and share ideas for SEND science club activities, including demonstrating good use of the Widgit software for work sheets.
Technician delegates will benefit from sharing the ideas and resources to help SEND/EAL students in their practice.

Speakers

Mark Hanson

Science Technician, Washwood Academy

Jane Parry

Senior Science Technician, Saltley Academy

Friday January 8, 2027 11:15 - 12:10 GMT
LH347 (Learning Hub Level 3 lab-type space)

Theme Curriculum (General), Subject knowledge & pedagogy, Practical work including beyond the classroom
Key Stage / Audience Type Technicians

12:25 GMT

(Pearson) Science reform in action - what comes next for teachers and learners?

Friday January 8, 2027 12:25 - 13:20 GMT

Science education is entering a pivotal period of change. This interactive, evidence-informed session will explore how reform can translate ambitious national intent into qualifications, assessment and classroom practice that work for teachers and learners. Drawing on Pearson’s engagement with teachers, science leaders, students and subject communities, the session will consider what successful reform should achieve , what different stages of science reform could mean for subject leaders, teachers and students, and what schools will need to implement changes successfully.
Session aims

Make science reform tangible and relevant for classroom practitioners and leaders.
Surface practitioner priorities, risks and implementation need so that teacher and learner experience informs future qualification thinking.
Build confidence by identifying proportionate preparation schools can undertake while policy and qualification details continue to develop.

Delegate takeaways

A phased school-readiness checklist.
Practical actions departments can begin without overcommitting.
A sharper understanding of potential implications for learners, teachers and departmental delivery.
Questions and discussion prompts to use with departments, senior leaders and trust teams.

This session is followed by a catered lunch, sponsored by Pearson, for secondary educators and early career teachers or trainees. Please join us to continue the networking opportunity and further explore how Pearson can support you.

Speakers

Shauna O'Brien

Head of Science, Pearson

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Friday January 8, 2027 12:25 - 13:20 GMT
LH013 & LH014 (Learning Hub Ground Floor)

11-19

Theme Assessment, Inclusion and Diversity including SEND, Leadership
Key Stage / Audience Type 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Teacher Developers

12:25 GMT

Beyond keywords: Disciplinary literacy in Post-16 science curricula

Friday January 8, 2027 12:25 - 13:20 GMT

LH231 (Learning Hub Level 2)

This interactive session will explore how disciplinary literacy can be embedded into post-16 science curricula to support learners in moving beyond the memorisation of key terms towards reading, writing, reasoning and communicating like scientists.

The session draws on work developed at Milton Keynes College Group within a growing sixth form context, where disciplinary literacy has been used as a curriculum design principle across A Level and Applied Science provision. The approach was developed in response to a familiar post-16 challenge: learners may know isolated scientific vocabulary, but struggle to interpret exam questions, explain processes precisely, evaluate evidence, or communicate using the conventions of the discipline. Drawing on research-informed practice in disciplinary literacy, curriculum design, and assessment, the session will show how science teachers can make the hidden demands of scientific reading, writing, and thinking more explicit.

Participants will examine examples of how diagnostic questions can reveal gaps in conceptual understanding, command-word interpretation, and scientific reasoning. The session will also consider how independent study booklets and structured writing tasks can help learners practise the forms of explanation, evaluation and evidence use required in Biology, Chemistry and Forensic Science. There will also be a demonstration of tools which are used to identify specific AO gaps which relate to terminology/application of language and how we address it.

During the session, participants will be able to review sample resources, view the tools we use and given time to consider how similar approaches could be adapted for their own phase, subject or qualification context.

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

1. Identify the specific literacy demands within post-16 science tasks;
2. Distinguish between teaching scientific vocabulary and developing disciplinary scientific thinking.
3. Use diagnostic questions to uncover barriers to scientific understanding.
4. Adapt examples of disciplinary literacy resources for Biology, Chemistry, Forensic Science or related pathways.
5. Consider how disciplinary literacy can support curriculum planning for academic, applied and future technical science routes.

The session is intended for science teachers, curriculum leaders, post-16 practitioners and anyone interested in strengthening students’ access to complex scientific knowledge through practical, evidence-informed pedagogy.

Speakers

Afsan Redwan

Deputy Head of Sixth Form, Milton Keynes College

Friday January 8, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

12:25 GMT

Bring climate change to life through chemistry and real-world contexts

Friday January 8, 2027 12:25 - 13:20 GMT

How can chemistry lessons help learners make sense of climate change and sustainability?

In this session, we explore how sustainability contexts can bring chemical concepts to life and connect them to the global challenges of climate change.

We use examples from historical developments and current research to show how chemistry underpins a range of climate solutions. We will look at how chemists and scientists tackle these issues, helping learners see the relevance of their studies beyond the classroom.

We will explore ready-to-use resources and approaches, and reflect on how teachers could adapt these for their own settings. We will also draw on findings from the Green Shoots report to show how teachers can embed climate change and sustainability more consistently and meaningfully into chemistry teaching.

Speakers

Rebecca Laye

Education coordinator, professional development & regional engagement, Royal Society of Chemistry

Emma Lumb

Education coordinator, community engagement, education strategic programmes, Royal Society of Chemistry

Friday January 8, 2027 12:25 - 13:20 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, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers

12:25 GMT

Chemical grenades

Friday January 8, 2027 12:25 - 13:20 GMT

Most teachers have been confronted in the classroom by a "chemical grenade" - a question from a pupil that may or may not have been intended to cause damage, but which was also both hard to answer and very interesting, often just touching the edges of the syllabus.

By sharing some of the most interesting chemical grenades from my teaching, I hope to outline an approach to answering these questions in the pursuit of developing teachers' chemistry knowledge and ability to explain abstract concepts from physical an inorganic chemistry at GCSE and A-level in a "rigorous but hand waving" way that pupils might appreciate.

Some grenades to be considered, most drawn from A-level pupils, include: "When an equilibrium responds to an increase in pressure, does the pressure ever return to its old value?", "If copper complexes are coloured because of d-d transitions, why don't they just re-emit the light they absorbed?", "How do chiral molecules rotate plan polarised light differently when they are randomly oriented?", "Why doesn't adding a solid to an equilibrium mixture change the position of equilibrium?"

I hope to show that working out the answers to these questions, and then how to present the answer to pupils, can be tricky, but also leads to a better understanding of the chemistry being taught.

Speakers

Matthew Smith

Head of Chemistry, St Pauls School

Matthew has been teaching high school chemistry for 16 years and is in charge of a team of 13 chemists at St Paul's School. His department teaches about 750 pupils and has been building microscale and small scale chemistry into their curriculum for several years, and he and his team... Read More →

Friday January 8, 2027 12:25 - 13:20 GMT
LH127 (Learning Hub Level 1)

11-19

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

12:25 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 12:25 - 13:20 GMT

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

Friday January 8, 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

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

Friday January 8, 2027 12:25 - 13:20 GMT

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 Physics KS3 and KS4 plus transition from KS2 and KS1.

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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Rachel Hartley

Pedagogy and Professional Practice Strategic Lead, Institute of Physics

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 →

Friday January 8, 2027 12:25 - 13:20 GMT
LH323 (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

12:25 GMT

Building scientific literacy through explicit vocabulary teaching

Friday January 8, 2027 12:25 - 13:20 GMT

Scientific literacy is not secured by asking pupils to remember more scientific terms. In primary science, pupils need the language to think, reason, explain, compare, justify and connect ideas. This session will explore how schools can move beyond vocabulary word lists towards an explicit, progressive and purposeful approach to scientific vocabulary teaching.

The session is informed by Recommendation 1 of the EEF Improving Primary Science guidance, which identifies vocabulary as an important factor in improving pupils’ science learning. However, the session is designed to be relevant beyond England. Pupils in any science curriculum need support to move between everyday language, general academic language and precise scientific terminology. Words such as force, solution, current or material can carry everyday meanings that interfere with scientific understanding, while Tier 2 words such as compare, evidence, cause, effect, increase and decrease often provide the language pupils need in order to reason scientifically.

I will share learning from my current PSTT-funded scientific vocabulary project, which supports a primary school to review existing vocabulary provision, distinguish between Tier 2 and Tier 3 words, refine definitions, identify polysemous words and decide where vocabulary is best taught across the curriculum. The project includes baseline audit tools, pupil vocabulary tasks, CPD, implementation support and the development of a vocabulary progression resource.

The session will use this project as a case study to explore how schools can move from isolated vocabulary activities towards a coherent, curriculum-led approach to scientific literacy. Participants will consider how one school is reviewing its identified key vocabulary, separating Tier 2 and Tier 3 terms, defining words more precisely and selecting teaching approaches to support pupils’ scientific talk and writing.

The session will be interactive. Participants will work with a sample primary science vocabulary list to identify Tier 2, Tier 3 and polysemous words, consider which words are doing the most conceptual work and decide where vocabulary should be explicitly taught, revisited and applied. I will then share a practical five-step model emerging from the project: audit, classify, sequence, teach and evaluate. This model is intended to help teachers and science leaders move from isolated vocabulary activities towards coherent curriculum implementation.

Participants will leave with a clearer understanding of why Tier 2 vocabulary often needs to be taught before Tier 3 terminology, how everyday meanings can obstruct scientific understanding, and how vocabulary can be planned progressively across a primary science curriculum. They will also take away a practical framework for reviewing vocabulary in their own setting and identifying manageable next steps.

Speakers

Rachael Cuthbert

Primary Education Specialist / Author, Independent Consultant

Friday January 8, 2027 12:25 - 13:20 GMT
LH113 (Learning Hub Level 1)

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11, Early Career Teachers, Trainee Teachers

12:25 GMT

Cultivating a science mindset through outdoor learning

Friday January 8, 2027 12:25 - 13:20 GMT

This interactive workshop invites participants to explore how outdoor learning can transform the teaching of primary science. Using The Croft on the Heath as a real case study, the session will share practical examples of how outdoor environments have been used to deepen scientific enquiry, increase engagement and develop children’s understanding of the natural world.

Participants will explore how outdoor learning supports working scientifically through observation, questioning, classification, measurement and investigation. The workshop will include examples of curriculum-linked activities, discussion around developing a whole-school mindset and opportunities for participants to reflect on how outdoor science could work within their own settings regardless of space, budget or experience.

The session will also provide practical guidance on funding opportunities, including grant applications and community partnerships that can support the development of outdoor learning spaces and resources.

Participants should expect a collaborative and reflective session with practical ideas that can be adapted immediately within primary science provision.

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

* identify practical ways to embed outdoor learning within primary science teaching
* adapt existing science units to include meaningful outdoor enquiry opportunities
* develop strategies to build staff confidence and pupil engagement in outdoor science
* recognise how outdoor learning can support progression in working scientifically skills
* identify potential funding opportunities and next steps for developing outdoor science provision within their own setting

Background: This workshop is rooted in the ongoing development of The Croft on the Heath at St Mary’s First School. Created through grant funding, community support and a shared vision for nature-connected learning, the project has transformed both the physical environment and the approach to teaching science across the school. Drawing on leadership experience, Forest School principles and classroom practice, the session reflects on how outdoor learning has evolved from isolated enrichment activities into a whole-school pedagogical approach that values curiosity, exploration and pupil-led enquiry.

The workshop also reflects on the challenges faced during implementation, including staff confidence, curriculum integration and sustaining momentum, alongside the strategies that enabled outdoor learning to become embedded within science teaching.

Speakers

Nicky Malkin

Teacher, St Mary's First School, Uttoxeter

Dawn McCann

Teacher, Hillside Primary School

Friday January 8, 2027 12:25 - 13:20 GMT
LH124 (Learning Hub Level 1)

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

12:25 GMT

Terri and the Time Machine: learning from 4 years delivering arts-based, oracy-rich science

Friday January 8, 2027 12:25 - 13:20 GMT

More than a dozen schools in deprived areas of the North West are currently delivering their Year 3 science curriculum via an extended story involving a Black female engineer rocketing around time and space in a cardboard time machine. Why? What has this unique project taught us about the power of story and simple stage magic to engage learners? Is there a particular power to performers in role? What do teachers get out of it? How can SLT members support their teachers to find the elusive “why” in the existing science curriculum – and how do we encourage children to talk more in our science classrooms?

Participants will leave with some answers to those questions - plus ideas for how to make use of some of the key elements of this successful oracy-rich programme in their own classrooms.

Aims: to share learning from an innovative arts-based learning project in Manchester, and explore what elements of the programme can be taken forward by educators more widely - including feeding into a brand-new arts-based learning programme currently being developed in Morecambe Bay by the same company.

Background: "Terri and the Time Machine" is currently being delivered in over a dozen North West primary schools. It is an arts-based creative programme delivering the whole of the Year 3 science curriculum, funded by the Paul Hamlyn Foundation. Professor Lynne Bianchi (SEERIH) provided expert advice during development. In-depth evaluation was conducted throughout the initial three years by Dr Zoe Crompton (Manchester Metropolitan University). The fully-funded period came to an end in July 2025; but 14 schools are continuing to participate, thanks to extended support from the PHF and financial contributions from the schools involved. Why? What is the benefit of teachers working with a theatre company, and what have we discovered by undertaking this unique project?

Speakers

Sarah Punshon

Artistic Director, One Tenth Human

Friday January 8, 2027 12:25 - 13:20 GMT
LH115 (Learning Hub Level 1)

Theme Research, Inclusion and Diversity including SEND
Key Stage / Audience Type Researchers, 7-11
Social media handle(s) @onetenthhuman

12:25 GMT

Technicians Lunch with Technician Awards

Friday January 8, 2027 12:25 - 13:20 GMT

Creative Hub Atrium Level 1

All those registered with a Technicians day ticket are warmly invited to the Techs day lunch, during which the Technician awards will be presented, as follows:

> Newcomer of the Year – recognising a technician who has made an exceptional impact early in their career

> Outstanding Contribution – celebrating an individual who goes above and beyond to support science teaching and learning

> Lifetime Achievement – honouring long-term commitment, expertise, and service to the technician profession

Speakers

Lynn Ladbrook

Chief Executive, Association for Science Education

Rachael Bailey

Chair of ASE Technicians Committe / Senior Science Technician, The Orme Academy

I've been a school science technician since 2010, currently a senior science technician at The Orme Academy part of Shaw Education Trust, previous to this I was a senior analytical chemist in the pharmaceutical industry.

I have also worked alongside STEM learning as a lead PDL... Read More →

Friday January 8, 2027 12:25 - 13:20 GMT
Creative Hub Atrium Level 1

Key Stage / Audience Type Technicians
Social media handle(s) @theASE

12:25 GMT

Frontier Science: Engineering the future

Friday January 8, 2027 12:25 - 13:30 GMT

In this talk, IChemE President Ollie Folayan will share his journey into chemical engineering, describe a day in the life of an engineer, talk about the work he has done to widen access to underrepresented groups and highlight the forces shaping engineering in the future.

Speakers

Ollie Folayan FREng CEng FIChemE

Head of Process Engineering, Costain

Friday January 8, 2027 12:25 - 13:30 GMT
LH345 (Learning Hub Level 3 lab-type space)

Theme Frontier Science
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, FE/Skills, Technicians, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Early Career Teachers, Post-16, Teacher Developers
Social media handle(s) @OllieFolayan74

12:25 GMT

What's the point of teaching science? What we've found from research

Friday January 8, 2027 12:25 - 13:30 GMT

Science is a mandatory subject across most nations, and we too often take its privileged position for granted. Much has been written about the purpose of education but far less when it comes to the specifics of science education.

Science teaching and curriculum development should be grounded in sound reasons for its presence on the curriculum along with what it should contain and what it should stand for. Over the last year data has been gathered, supported by the ASE, to probe how science teachers perceive the purpose of science education. Surveys have been able to establish certain standpoints are more widely help than others; in this presentation we will look at this research and its findings, and look at science education through the lenses of utility, curiosity, culture and citizenship. This research has implications for all involved in science education, from the classroom through to curriculum policy makers.

By the end of the session colleagues will hopefully have some alternative perspectives on why science education is so important and why its importance will only grow over time.

Speakers

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 →

Friday January 8, 2027 12:25 - 13:30 GMT
LH344 (Learning Hub Level 3 lab-type space)

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

13:35 GMT

(OUP) Making Practical work meaningful in KS3 science

Friday January 8, 2027 13:35 - 14:30 GMT

This session responds directly to current priorities in science education, including the Curriculum and Assessment Review’s emphasis on clarifying the purpose and expectations of high-quality practical work, and wider concerns about the effectiveness of practical science in supporting learning.

There is increasing focus on ensuring that practical work has a clear and explicit purpose, supports both knowledge building and disciplinary thinking, and is used selectively and effectively, rather than routinely.
This session builds on:
• Curriculum and Assessment Review (clarity of purpose in practical work)
• Gatsby Good Practical Science (purposeful and planned practicals)
• Research on substantive vs disciplinary knowledge and working scientifically

It is designed to help teachers move from 'doing practicals' to 'designing learning and progression through practicals'.

Outcomes - participants should be able to:
• Understand what makes practical work purposeful and meaningful
• Be able to identify and avoid common pitfalls and misconceptions in practical science
• Gain a clear framework for designing and evaluating practical activities
• Leave with adapted practical ideas ready to use at KS3
• Feel more confident in making intentional decisions about when and how to use practical work

Participants will leave better equipped to ensure that practical work supports deep understanding and scientific thinking, rather than simply engagement or completion of tasks.

Background and context: Practical work is a central feature of science teaching, yet evidence and inspection findings suggest that it is often:

•overly procedural
•weakly linked to conceptual understanding
•focused on task completion rather than reasoning
•does not adequately prepare students for practical work at GCSE
•does not address misconceptions

Speakers

Amanda Clegg

Science and Leadership Consultant, AKC Educational Consultancy

With over 30 years as a teacher and senior leader, I'm passionate about transforming science education through high-quality practical work, team leadership, bespoke cpd and coaching that makes a real difference.
I thrive on mentoring educators to reach their full potential—watch... Read More →

Karen Collins

Educational Consultant, Apogee Education, Learning and Development

@kcoscience

Sponsors

Oxford University Press

Friday January 8, 2027 13:35 - 14:30 GMT
LH124 (Learning Hub Level 1)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, Early Career Teachers, Trainee Teachers

13:35 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 13:35 - 14:30 GMT

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

Friday January 8, 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

Ideas exchange to catalyse and support school and research partnerships

Friday January 8, 2027 13:35 - 14:30 GMT

In this session I am to explore ‘what works’ in initiatives that support schools and universities/researchers to work together.

Welcoming educators, senior leaders, and STEM professionals with experience funding or supporting research in schools to an exploratory workshop finding out what works to involve young people directly in research and innovation. Come along to learn more. Discussions will also inform the design of a new grant aimed at supporting educators to build the confidence and capacity to tap into existing programmes connecting schools and researchers or run their own research projects.

Outcomes: Participants will share and learn about best practice in integrating participating in research in teaching and learning approaches.

Participants will connect with others with an interest in supporting a culture of research and innovation in UK schools.

Participants will influence the design of a pilot grant being developed by the British Science Association.

There are a number of ways that schools can engage with researchers, including through schemes like IRIS, Orbyts and the Royal Society Partnership scheme. However visibility of, and access to these opportunities is not always consistent. With funding from UKRI, the British Science Association will be supporting UK schools in challenging circumstances to deepen their relationships with research and researchers; by taking part in existing schemes or running their own research projects.

The workshop is for educators, senior leaders, and STEM professionals with experience of funding, supporting, or brokering relationships with research and researchers, as well as educators interested in connecting their students with real research.

Speakers

Susan Matambanadzo

Education Manager, British Science Association

Friday January 8, 2027 13:35 - 14:30 GMT
LH321 (Learning Hub Level 3)

11-19

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

13:35 GMT

Mathematics support for serving science teachers - seeking a way forward

Friday January 8, 2027 13:35 - 14:30 GMT

Building on our work investigating the mathematical skills of trainee science teachers, in this session we will explore the needs of serving teachers. The aim of the session is to inform our next steps to support trainees and serving science teachers with the maths skills required to teach GCSE sciences.

In this session we will:
(a) identify mathematical skills challenges
(b) revisit issues experienced by trainees
(c) identify the issues for serving teachers using:
(i) a survey of GCSE Examiners’ reports
(ii) an overview of existing CPD provision for serving teachers together with lessons from uptake and evaluation information.

Working closely with trainee teachers, we have begun to review existing resources that might help teachers to improve their maths skills.
In this session participants will be asked about:
(a) the resources teachers and teacher developers use to develop maths skills of serving teachers
(b) whether an online self-assessment tool would be helpful
(c) what additional CPD provision may help
(d) the possible role of online asynchronous support
(e) resources that might support science teachers to improve their maths skills pedagogy

Background: With over 60 years of Physics teaching experience between them as well as a background of supporting Science teachers with Physics, Ally Davies, Liz Nourshargh and Caroline Neuberg have been working together on the maths skills of trainee science teachers since 2021, initially as part of the IOP Physics Teacher Educator Programme. Since then, they have presented at conferences, published a paper, written maths support materials and delivered Maths CPD on behalf of a number of organisations. As they continue to work with trainee Science teachers and deliver maths CPD for a variety of organisations, they aim to ensure that the tools developed are suitable for and freely available to all Science teachers.

Speakers

Ally Davies

Consultant, Ally Physics

At this conference I'll be speaking about recent work on maths skills of trainee science teachers and considering what support might be helpful for in service teachers of science.
In my semi-retirement, I'm also working to improve representation of minoritised groups/identities... Read More →

Caroline Neuberg

Senior Lecturer in Education / Consultant, Leeds Trinity University

Dr. Caroline Neuberg is a Senior Lecturer in Secondary Education at Leeds Trinity University (LTU). The second Intensive Training and Practice (ITAP) completed by her science trainees focuses on signature pedagogies, dedicated to practical work. Many of the trainees, who have experienced... Read More →

Friday January 8, 2027 13:35 - 14:30 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

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

13:35 GMT

Primary TeachMeet Lightning Talks

Friday January 8, 2027 13:35 - 14:30 GMT

Creative Hub Atrium Level 1

Fast, focused, and full of inspiration, our TeachMeet Lightning Talks are a celebration of ideas that work.

Hear from fellow primary educators sharing short, sharp insights from their classrooms: something they’ve tried, something that’s shifted practice, or something that’s made a real difference to pupils.

From rethinking the curriculum to small tweaks with big impact, each talk offers a glimpse into real practice – honest, practical, and usable. Dip in, get inspired, and leave with a handful of ideas you’ll want to try straight away.

This session is coordinated by the ASE Primary Committee who will be present to help and support throughout the session - come along and join in!

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

Friday January 8, 2027 13:35 - 14:30 GMT
Creative Hub Atrium Level 1

Theme Curriculum (General)
Key Stage / Audience Type 0-4, 5-7, 7-11, Advisors/Consultants, Trainee Teachers, Early Career Teachers, Teacher Developers, International
Social media handle(s) @theASE

13:35 GMT

Developing metacognitive skills through the science curriculum

Friday January 8, 2027 13:35 - 14:30 GMT

Metacognition has been shown, through numerous studies (including the two superb EEF reports) to be an incredible important pedagogical approach to supporting the improved attainment of our learners. However, metacognition is notoriously a difficult to understand approach, that is so often invisible in lesson.

Understanding what to do is not always obvious - which is exactly the purpose of this session. The purpose of this session is to not just illuminate precisely what metacognition is, but also to explore a number of different approaches (with examples) of what it looks like in the science classroom.

All attendees will leave with a clearer understanding as to the importance of having a metacognitive focus in their teaching, and a greater set of tools to be able to develop meaningful opportunities for metacognitive development in their classrooms.

Speakers

Nathan Burns

Teacher Educator, Mr Metacognition Limited

Friday January 8, 2027 13:35 - 14:30 GMT
LH113 (Learning Hub Level 1)

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

13:35 GMT

From clean air to biodiversity: Building student agency in real-world science (Earth Museum)

Friday January 8, 2027 13:35 - 14:30 GMT

This session explores how EarthLearn and EarthTogether are supporting schools to develop a coherent, future-facing approach to environmental science education, Moving beyond single-issue topics, these initiatives connect themes such as air quality, climate and biodiversity through real-world student-driven enquiry. Drawing on the Air We Breathe programme as a case study from King's Group Academies, we will demonstrate how local contexts can be used to engage students with global challenges, build data literacy and foster meaningful action. We will also introduce Minibeasts and Me, a new biodiversity-focused programme that extends this model into the study of ecosystems and the natural world.

Participants will gain insight into how authentic contexts, collaboration across schools and partners, and a strong emphasis on student agency can transform science learning. Through interactive discussion and practical examples, the session will consider how these approaches can be adapted across different settings and phases. Aligned with the conference theme, this session highlights how working together can support the development of connected, relevant and empowering science education that equips young people to understand and shape their world.

Speakers

Janet Owen FRSA, AMA

Executive Director, The Earth Museum

Pauline Stirling

Learning Coordinator, The Earth Museum

Louisa Perkins

The Earth Museum

Sponsors

Earth Museum

From global to local - learning that connects communities.
One of the most powerful aspects of our learning platform is its' ability to bridge the global and the local. As well as presenting global programmes, we bring together community-centres stories from around the world and weave meaningful connects between them - helping learners understand... Read More →

Friday January 8, 2027 13:35 - 14:30 GMT
LH323 (Learning Hub Level 3)

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 7-11, Early Career Teachers, FE/Skills, Trainee Teachers, Advisors/Consultants

13:35 GMT

Helping KS2 children understand climate change: practical lessons

Friday January 8, 2027 13:35 - 14:30 GMT

LH229 (Learning Hub Level 2)

Climate change is now part of everyday classroom conversation, yet many primary teachers still feel uncertain about how best to explain complex climate topics in a balanced, age-appropriate and scientifically confident way.

This highly practical and interactive workshop draws on lessons learned through delivering climate workshops to KS2 pupils in primary schools across the Midlands, together with the development of The Climate Classroom educational podcast and companion educational materials.

The session will focus on practical, classroom-tested approaches for helping children understand key climate ideas clearly: what greenhouse gases do, why the planet is warming, how food, transport and materials connect to climate, and how solutions and innovation can be discussed without creating fear or confusion.

Participants will experience adaptable techniques including role play, discussion prompts, short quizzes, visual imagery and simple explanation frameworks designed for KS2 and early KS3 pupils.

The session will also consider how teachers can prepare well using reliable materials and trusted scientific sources, while still responding honestly to unexpected pupil questions that may need follow-up after the lesson.

Sources discussed will include NASA, NOAA, the IPCC, the WMO and the UK Met Office.

Participants will leave with practical classroom strategies, classroom-tested activity ideas, greater confidence in discussing climate change, and examples of freely accessible climate literacy resources suitable for KS2 and early KS3 classrooms.

Speakers

Graham Davies

Climate Educator & Podcast Host, The Climate Classroom

Friday January 8, 2027 13:35 - 14:30 GMT
LH229 (Learning Hub Level 2)

Theme Subject knowledge & pedagogy, Sustainability climate change and environmental issues
Key Stage / Audience Type 7-11, 11-14, Teacher Developers
Social media handle(s) @grahamtheclimateclassroom

13:35 GMT

Sonification – using sound to creatively communicate and explore data in the classroom

Friday January 8, 2027 13:35 - 14:30 GMT

In science we predominantly represent data numerically or graphically. Teachers, and students, are comfortable with the idea that we can represent the world by a series of numbers or a line on a graph.

Sonification is an approach to treating and analysing data through sound to create an auditory display. One example that has been fairly widely used is the representation of astronomical data and concepts, including in planetaria. One benefit for astronomers of using sound is because the dataset are extremely large which can make it hard to plot the data in a conventional manner i.e. graphically. However, sound can have a range of parameters such as pitch, volume, tempo and type of instrument. This variety means that it is possible to represent and comprehend a much more complex data set using sound.

In addition, sonification also has use to support people who are blind or vision impaired to access data and visual information more readily.

In this session, participants will make their own (simple) sonifications of different data, and consider how they could use sound to help students explore data in their classrooms.

Speakers

Carol Davenport

Professor of STEM Engagement, Northumbria University

Antonio Portas

Assistant Professor, Northumbria University

Friday January 8, 2027 13:35 - 14:30 GMT
LH322 (Learning Hub Level 3)

Theme Inclusion and Diversity including SEND, Using AI and technologies in teaching and learning, Subject knowledge & pedagogy
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16

13:35 GMT

Teaching about ‘AI in real-world science’ in the science classroom

Friday January 8, 2027 13:35 - 14:30 GMT

AI technology is changing the fabric of scientific knowledge building. In biology, for example, AlphaFold predicts the structure of proteins and other biomolecules, changing how drugs are developed and diseases are studied. In medicine, AI-powered image generation is changing medical diagnostics. In chemistry, AI tools are automating and accelerating organic chemistry and material discovery. In physics, complex AI-based simulations accelerate research across topics, while AI-based robotics is driving change in engineering. Further, scientific inquiry requires new skills for scientists, such as designing ‘AI experiments’, navigating data ethics and governance, evaluating AI models, and interpreting AI system output.

How, then, is school science changing to teach about this new way of scientific working and these new discoveries? What new AI-related real-world science concepts and skills might be taught?

The aim of this workshop is to start this discussion. We will lead a workshop to brainstorm candidate uses of AI in real-world science and consider what concepts and skills might be introduced at different stages of science education.
We will provide examples of how basic AI literacy concepts have been introduced in existing AI lessons covering topics such as ecosystems and healthcare. We will use these to spark discussion on what content might be taught in classroom science lessons to showcase `AI in real-world science’. We are particularly interested in stimulating discussion on how scientific inquiry in school might change in the light of AI technology.

The outcome from this workshop will be that participants will become more familiar with AI literacy concepts and begin to form ideas about what AI literacy for Science might look like. They will also start to develop ideas for lessons that introduce `AI in real-world science’ into their science classrooms. We do not have the answers to what should be taught and how about `AI in real-world science’, but as computer science education researchers, we would like to facilitate this discussion with science educators to help work towards this goal.

Speakers

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Ben Garside

Senior Learning Manager, Raspberry Pi Foundation

Friday January 8, 2027 13:35 - 14:30 GMT
LH125 (Learning Hub Level 1)

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

13:35 GMT

Technicians TBC

Friday January 8, 2027 13:35 - 14:30 GMT

Friday January 8, 2027 13:35 - 14:30 GMT
LH345 (Learning Hub Level 3 lab-type space)

Key Stage / Audience Type Technicians

13:35 GMT

Technicians: Science practicals as careers

Friday January 8, 2027 13:35 - 14:30 GMT

Students often ask, "When will we ever use this or how is this ever used in real life?"
In this session, we will look at different activities that can be used in lessons or as STEM club activities and how they can be related to careers in the real world.

By doing this we may be able to inspire future STEM enthusiasts.

Speakers

Rachael Bailey

Chair of ASE Technicians Committe / Senior Science Technician, The Orme Academy

Friday January 8, 2027 13:35 - 14:30 GMT
LH347 (Learning Hub Level 3 lab-type space)

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians

13:35 GMT

Technicians: Working with glass

Friday January 8, 2027 13:35 - 14:40 GMT

CH208 (Creative Hub Level 2)

Come along and have a go and making some simple glass items to gain confidence when heating and bending glass. You can keep everything you make, options will include delivery tubes, stirring rods, glass spreaders and U bend tubes amongst others. If you have a glass cutter in your department – bring it with you!

Speakers

Tracy Sherwood-Farnfield

Senior Science Technician, The School of Science and Technology

Friday January 8, 2027 13:35 - 14:40 GMT
CH208 (Creative Hub Level 2)

Key Stage / Audience Type Technicians

13:45 GMT

(Pearson) ECT's & Secondary educators' lunch

Friday January 8, 2027 13:45 - 14:30 GMT

Pearson is delighted to offer a catered lunchtime networking opportunity to all Early Career Teachers and Trainees, as well as secondary teachers.

Come along and talk to us about what we can offer and how we can support you in your school.

Speakers

Shauna O'Brien

Head of Science, Pearson

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Poppy Pan

Lead Specialist - Science, Pearson

Sponsors

Pearson

At Pearson, we create meaningful learning experiences for people of all ages. Our mission? To help students, educators, and businesses make progress toward their personal and professional goals. Explore learning for every stage of life with Pearson.

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Friday January 8, 2027 13:45 - 14:30 GMT
LH013 & LH014 (Learning Hub Ground Floor)

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Early Career Teachers, Post-16, Trainee Teachers

14:45 GMT

Engaging young people in science through animal behaviour

Friday January 8, 2027 14:45 - 15:40 GMT

Animal behaviour is an inherently fascinating subject that helps students make sense of the natural world — and of themselves. From communication and courtship to cooperation, learning and survival, students instinctively connect their own experiences with the behaviour of other animals, whether wild or domestic.

As Education Officer for The Association for the Study of Animal Behaviour and an experienced classroom teacher, I will showcase a range of free, classroom-ready resources and practical activities designed to support teachers in delivering specification content through engaging examples from animal behaviour.

This interactive session will provide delegates with adaptable strategies, discussion ideas and active-learning approaches suitable for a wide range of ages and abilities, from primary through to A level.

This session is ideal for teachers looking for practical, memorable and enjoyable ways to teach biology content, particularly early-career teachers or non-specialists seeking fresh approaches. Activities and resources suitable for primary, secondary and post-16 teaching will be included throughout.

Speakers

Charlotte Evans

Education Officer, Association for the study of animal behaviour

Friday January 8, 2027 14:45 - 15:40 GMT
LH124 (Learning Hub Level 1)

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Early Career Teachers, Trainee Teachers

14:45 GMT

Building fluency in organic mechanisms (White Rose Education)

Friday January 8, 2027 14:45 - 15:40 GMT

This session explores how a mechanistic approach can improve the teaching of organic chemistry at post-16, helping students move beyond surface memorisation to genuine understanding. Drawing on evidence from examiners’ reports and common errors seen in student work, we will examine why students often struggle with mechanisms and how a more structured, language-rich approach can overcome these barriers.

Delegates will consider how to build student fluency in recognising key features of reactions before tackling mechanisms themselves. This includes confidently identifying homolytic versus heterolytic fission, and distinguishing between addition, substitution, and elimination through analysis of overall equations.
Participants will engage with a range of carefully designed, classroom-tested strategies to scaffold learning across the two years of the course. These include:

•Dual coding approaches to represent mechanisms visually and verbally
•Activities matching mechanistic steps to their chemical meaning
•Diagnostic tasks that require students to select or justify the next step in a mechanism
•Completion and sequencing exercises to reveal and address misconceptions

All resources are grounded in research-informed practice and refined through extensive classroom experience.
The session concludes with dedicated time for reflection and collaboration. Delegates will work in groups to adapt and design resources for their own teaching contexts, ensuring that ideas can be implemented immediately and effectively in the classroom.

Speakers

David Fairclough

Secondary Science Specialist, White Rose Education

Sponsors

White Rose Education

Friday January 8, 2027 14:45 - 15:40 GMT
LH322 (Learning Hub Level 3)

11-19

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

14:45 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 14:45 - 15:40 GMT

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

Friday January 8, 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

Tale of two stems - growing and genotyping anthocyaninless brassicas (Part 1) (MiniOne Systems)

Friday January 8, 2027 14:45 - 15:40 GMT

CH314 (Creative Hub Level 3)

PLEASE NOTE THIS SESSION HAS A MAXIMUM CAPACITY OF 24 - on a first-come, first-served basis on the day (Sched is not used for pre-booking.)

Plants are one of the most versatile and accessible model systems in science education — bridging the gap between the macro world students can see and the molecular world that drives it. Anthocyanins, the powerful antioxidants behind the rich colours of grapes, blueberries, and purple cabbage, offer a stunning entry point into both cell biology and genetics — and they're hiding in plain sight.

This two-part session takes you on a journey from plant to pipette. Beginning with phenotype, you'll learn how to reliably germinate rapid cycling brassica seeds to cotyledons in as little as 72 hours — giving your students visible, measurable results within a single school week. From there, we'll connect what students can observe with their own eyes to the molecular evidence beneath the surface.

In this first session, we'll walk you through the full workflow: scoring plants based on their phenotypic purple pigmentation, performing a DNA extraction, and preparing samples for PCR of the anthocyanin/anthocyaninless genetic marker. By the end, you'll have the confidence and the practical know-how to bring authentic plant molecular biology into your classroom.

All delegates participating in Part 1, are welcome to join the Embitec team for tea/coffee and cakes during the break, before Part 2 commences.

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 →

Friday January 8, 2027 14:45 - 15:40 GMT
CH314 (Creative Hub Level 3)

11-19

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

14:45 GMT

Teaching climate change through biodiversity and ecosystems

Friday January 8, 2027 14:45 - 15:40 GMT

Climate change education is becoming increasingly important within secondary science education. However, biodiversity, ecosystems, and climate change are often taught separately, limiting opportunities for students to develop connected understanding of environmental issues and sustainability challenges.

This session introduces an integrated curriculum framework developed to support the teaching of climate change through biodiversity and ecosystems in Malaysian secondary schools. The curriculum was developed as part of a PhD project using a design-based research approach informed by curriculum analysis, teacher perspectives, and iterative refinement.

The session aims to support secondary science teachers and curriculum developers in exploring practical approaches for integrating climate change concepts within existing science and geography topics. Participants will be introduced to the structure of the curriculum framework, including integrated learning objectives, inquiry-based learning approaches, differentiated learning strategies, and examples of classroom activities.

Examples from selected lesson plans and teaching materials will be shared to demonstrate how biodiversity and ecosystems can be connected meaningfully to climate change using local environmental contexts and real-world environmental issues. The session will also discuss practical considerations identified during teacher piloting and curriculum refinement, including curriculum alignment, classroom feasibility, and interdisciplinary integration.

Participants will have opportunities for brief reflection and discussion on how similar approaches could be adapted within their own educational contexts.

Participants will:

- identify practical approaches for integrating biodiversity and climate change concepts within secondary science education
- explore curriculum integration strategies and lesson design approaches
- reflect on teacher-informed approaches to climate change education
- consider how curriculum materials could be adapted for their own contexts

Speakers

Mardhiah Hanum Omar

PhD Researcher, University of Leeds

Friday January 8, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, International

14:45 GMT

Is science for everyone? Tackling unconscious bias in primary schools.

Friday January 8, 2027 14:45 - 15:40 GMT

Many children do not think that science is relevant or important to their lives, now or in the future. Research shows that children are already being influenced by gender-based beliefs at 7 years old or even earlier and have made up their minds before the age of 11 that science is not for them. Teachers can play a key role in challenging these views before they become too entrenched. The Science 4 Everyone materials are a range of freely accessible resources that teachers and school leadership teams can use to raise awareness of unconscious bias and its potential to influence pupils’ science capital and attitudes towards science. They are used in this session to reflect on challenges faced when making science accessible to all.

The presenters will use their extensive experience from the classroom and from working with teachers and students in both the informal and formal science education sector to reflect on what makes the most difference to ensuring that children believe science is for everyone.

This session is aimed at classroom teachers, science leaders and teacher developers who work with them, and aims to:
• Share evidence from research, including issues around unconscious bias and stereotype threat and their relation to pupils’ science career ambitions.
• Outline resources and effective practical strategies that teachers have found to be effective. Examples will be used from schools and informal settings that have promoted inclusion and equity by using these materials and approaches
• Give participants opportunity to try out and discuss some of Science4Everyone practical toolkit materials that can be readily integrated into curriculum design to address the unconscious biases that we all hold
• Encourage participants to reflect on which strategies might be most useful to address the needs of the children in their schools and reflect on how to audit, implement and review actions to inspire all children to see science as meaningful and relevant in their own lives.

Participants will:
• know more about unconscious bias and its impact on inclusive science teaching, the support freely accessible from the Science 4 Everyone materials and the links to research evidence about the importance of pupils developing a science identity.
• reflect on what is working well in their own setting and where improvements could be made.
• have opportunity to reflect on which strategies might be most useful and begin to plan how they could audit needs, implement priorities and review actions as part of a development cycle.

Speakers

Francesca Gale

Head of Science Engagement and Enrichment, Welcome Connecting Science

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 →

Friday January 8, 2027 14:45 - 15:40 GMT
LH115 (Learning Hub Level 1)

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 0-4, 5-7, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Teacher Developers

14:45 GMT

Making Primary Science Meaningful

Friday January 8, 2027 14:45 - 15:40 GMT

This session explores how to make primary science teaching engaging and relevant by connecting new learning to prior knowledge and building progression across key stages. It considers the importance of purposeful practical work, where activities have a clear learning focus and are explicitly linked to scientific concepts.

The session also explores how meaningful primary science can be hands-on, curiosity-driven and connected to real-world contexts and pupils’ experiences, helping children see science as relevant to their lives and the wider world.

Speakers

Nicky Waller

Advisory Teacher for Primary Science, University of York

Friday January 8, 2027 14:45 - 15:40 GMT
LH127 (Learning Hub Level 1)

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11

14:45 GMT

(OCR) Improving accessibility of assessment in the classroom

Friday January 8, 2027 14:45 - 15:40 GMT

The session will follow our own involvement in understanding accessibility and improvements in accessibility in formal assessments for Cambridge OCR.

During 2026 Mike Jackson was on a panel for SecEd to speak about accessibility which builds on conversations within the organisation as well as learning from teachers who have fed back from both summative assessments and practical endorsement adaptations (e.g. for blind students).

Speakers

Andri Achilleos

Biology Subject Advisor, OCR

Andri Achilleos was a teacher for ten years before joining OCR in January 2019 as the subject advisor for A Level Biology. She studied Biology at University of Bristol and completed an MA in Science Education at University of York. She has taught in Birmingham as Teacher in charge... Read More →

Mike Jackson

Physics Subject Advisor, Cambridge OCR

Subject Advisor for Physics (and science at GCSE) for Cambridge OCR. I'm passionate about inclusion, access to education (including first generation to Higher Education) and sustainability and environment. Life long motorsport fan and Trekkie who loves being in the great outdoors... Read More →

Sponsors

Cambridge OCR

We are a leading not-for-profit UK Exam Board. As part of Cambridge University Press & Assessment, a department of the University of Cambridge, we have access to unrivalled expertise and research capacity across assessment and examinations.

We provide qualifications which engage people of all ages and abilities at school, college, in work or through part-time learning programmes. Our general and vocational qualifications equip students with the knowledge and skills they need for their future, helping them achieve their

... Read More →

Friday January 8, 2027 14:45 - 15:40 GMT
LH321 (Learning Hub Level 3)

Theme Inclusion and Diversity including SEND, Assessment
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16

14:45 GMT

Education system building

Friday January 8, 2027 14:45 - 15:40 GMT

Central aims for the session: (a) to support participants in understanding what constitutes educational system building and (b) how to categorise and evaluate their own leadership efforts to identify key areas of focus for continuous improvement.

Education system building is an empirically evidenced approach to educational improvement. System building involves teachers and school leaders collaborating to organise, support, and manage teaching and learning across five key domains of practice:

1. Building educational infrastructure: designing formal teaching materials (schemes of work, assessments) and establishing social resources for learning (norms, values, and relationships among students, teachers, and leaders)

2. Teacher professional learning for supporting use of infrastructure in practice: formal CPD, coaching, and opportunities for peer learning (co-planning, peer observation, lesson study, collaborative data analysis)

3. Managing environmental relationships: navigating external environmental influences (exam boards, DfE, inspection bodies, cultural and political shifts), and engaging environmental actors (universities, professional bodies, community actors)

4. Monitoring and managing performance for continuous improvement: monitoring and evaluating teaching and learning (data analysis, staff appraisal, observations of teaching and department routines, and designing mechanisms for teacher feedback), and identifying areas for continuous improvement

5. Developing and distributing academic leadership: structuring teams and roles (HODs, curriculum leads), and encouraging leadership of initiative across all staff

In reflecting on my work as a HOD in three schools, I can organise my activities into each of these domains, and identify domains where my efforts are focused in an average week. I can also compare across my different schools and see how work in each domain looked different depending on the context. This can be a useful framework for reflection to identify 'gaps' in our leadership practice.

However, this lens is most powerful for helping us coordinate improvement efforts across these domains. For example, it can help us to identify when data being collected is not being used to (re)design students’ educational experiences, or staff appraisal routines are not used to shape teacher learning initiatives and/or (re)configure informal leadership roles. A system building frame also helps leaders to conceptualise why some approaches that explicitly work across domains, like lesson study, can be incredibly powerful.

In this session, I will outline the key findings from the education system building research coming out of the US, and draw on my experience as a science leader in England to reframe this for a UK educational context, as well as provide participants with an opportunity to audit their own leadership practice, and learn from other leaders how their work looks similar/different through a system building lens.

Speakers

Emily Seeber

Head of Science, Lord Wandsworth College

Friday January 8, 2027 14:45 - 15:40 GMT
LH344 (Learning Hub Level 3 lab-type space)

Theme Leadership, Research
Key Stage / Audience Type Teacher Developers, Initial Teacher Educators, Advisors/Consultants, Researchers

14:45 GMT

Talking Science: who needs teachers anymore? Teaching science in the age of AI (SEPA)

Friday January 8, 2027 14:45 - 15:40 GMT

This year's Talking Science explores the evolving role of teachers in a world increasingly shaped by artificial intelligence. As AI transforms how young people learn, communicate and access knowledge, what does this mean for the future of science teaching? The session will consider both the opportunities and challenges facing science educators in supporting young people to become scientifically literate.
Following short stimulus inputs from our speakers, delegates will discuss and prioritise their recommendations for policy and practice that will help ensure the benefits of AI are realised equitably across science education. The discussion will explore implications for curriculum, assessment, teacher expertise, equity and students' future engagement with science.
SEPA intends to produce a short summary of key themes emerging from the discussion.

In common with our previous Talking Science sessions, this session promises thought-provoking insights and lively debate. We look forward to seeing you there and your contributions.

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 www.se-pa.co.uk

Refreshments will be served at the end of this session, courtesy of SEPA, for 25 minutes.

Speakers

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Miles Berry

Professor of Computing Education, University of Roehampton

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Sponsors

SEPA

Friday January 8, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type 11-14, 14-16, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

14:45 GMT

Technicians: Less is more: the benefits of a microscale approach

Friday January 8, 2027 14:45 - 15:40 GMT

This session will highlight the vast multitude of benefits felt by staff and students when employing a microscale approach to practical work.

There will be hands-on opportunities to try out some microscale favourites plus hints and tips for where to start with the set up if you’re new to microscale and how to convince your teaching staff to make the switch!

Speakers

Becky Daniels RSciTech

Science Technician, St Peter's CofE Academy

Friday January 8, 2027 14:45 - 15:40 GMT
LH347 (Learning Hub Level 3 lab-type space)

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians

14:45 GMT

Technicians: When enthusiam meets zero time

Friday January 8, 2027 14:45 - 15:40 GMT

Join us for a practical and hands-on session where we’ll provide support to run a fresh new science club or transition activity where we do the hard work for you.
We’ll share quick ideas and free resources that you can use immediately and will take the strain of ideas and time. We’ll identify time saving strategies, budget busting ideas and filling your science cup up again!
Perfect for anyone looking to give their transition days or science clubs a facelift!

Outcomes:
As a result of attending our session, you will be able to:
•Leave with ideas, practical solutions and time and money saving tips!
•Reflect on current practice and share with other delegates
•Explore issues specific to technicians providing enrichment support

The aims of this session are to:
• Support technicians with ideas and resources for transition activities and science clubs
• Plenty of pick up and go plans with low prep, high impact
• Identify time and money saving methods of running enrichment activities more effectively

Background:
We have been creating digital resources to support educators to run their own in house science clubs for more than 4 years. These resources are age and thematically organised. Initially our packs were just for primary age range as we both have a primary background. The more time we spent chatting with educators of all ages since the inception of My Science Club, the more the idea of supporting secondary colleagues kept arising. Technicians in particular, spent time on our stands and in our sessions telling us they wished something like this existed for secondary as they never seem to have enough time to pull together ideas for content or had run out of ideas and needed a fresh approach. We suggested that our Upper Primary Packs would work well initially but it lit a fire in our bellies that this could grow into something bigger and support more educators to provide engaging enrichment activities and make their lives easier. In January 2026, we launched our first lower secondary packs adapted from the upper primary content. Now, alongside the talented Dr Jo Montogmery, we are now creating bespoke packs for secondary with primary versions. Both of which can be used effectively in transition activities and lower secondary science clubs.

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 →

Paul Tyler

Director, My science Club

Friday January 8, 2027 14:45 - 15:40 GMT
LH345 (Learning Hub Level 3 lab-type space)

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians, 11-14
Social media handle(s) @DrJoScience

16:10 GMT

CLEAPSS hands-on workshop drop-in

Friday January 8, 2027 16:10 - 17:05 GMT

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

Friday January 8, 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

ECTS, techs and teachers working together

Friday January 8, 2027 16:10 - 17:05 GMT

Join the past Chair of the ASE's National Technician Committee and the past ASE Chair of the Association, for insights into school science technicians and teachers including trainees, NQTs and RQTs working together - how they collaborate to optimise best working practices!

Speakers

Jane Oldham RSciTech

Lead Science Technician and Outgoing Chair of ASE, De Ferrers Academy and Association for Science Education

Friday January 8, 2027 16:10 - 17:05 GMT
LH347 (Learning Hub Level 3 lab-type space)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type Technicians, Early Career Teachers, Trainee Teachers, 11-14, 14-16

16:10 GMT

Frontier Science: What we learn(ed) from rainbows

Friday January 8, 2027 16:10 - 17:05 GMT

Unexpectedly, many concepts and practices central to our physics today, that students and educators could find interesting, originated in the study of rainbows.

Speakers

Michael Berry

Emeritus Professor of Physics, University of Bristol

Friday January 8, 2027 16:10 - 17:05 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Frontier Science
Key Stage / Audience Type 14-16, Post-16, International, Initial Teacher Educators, Trainee Teachers, Early Career Teachers, FE/Skills, Teacher Developers

16:10 GMT

Integrated instructions and microscale practical work

Friday January 8, 2027 16:10 - 17:05 GMT

Effective practical work can be challenging for students for many reasons, not least the overload on their working memory. Students’ understanding of the chemical concepts underlying a practical observation or measurement relies on them cognitively attending to a wide range of matters: their theoretical understanding of the world, new and recalled skills and knowledge, instruction in written and verbal form, the materials and equipment, and the social environment of the classroom.

This session will discuss two key aspects of improving students’ experience and engagement with practical work. Microscale practical tasks make use of smaller quantities of chemicals, simpler equipment and techniques, and a more rapid progression from start to observations and measurements. Integrated instructions use simplified guidance incorporated into diagrammatic representations of equipment and method. Participants will see how these approaches have been embedded throughout the chemistry curriculum, including the selection of suitable tasks, typical student responses and outcomes, and the process of securing staff buy-in. Links will be drawn between examination syllabuses and the conceptual understanding developed through these practicals.

Outcomes: Participants will be able to identify opportunities for microscale practical work, adapt instructions to reduce extraneous demand, and plan steps for implementation in their own departments.

Speakers

Bob Worley

Part Time Advisor, CLEAPSS

Bob Worley FRSC MSc was the 2021 winner of the Royal Society of Chemistry Prize for Excellence in Secondary Education. He taught for 20 years and afterwards became the Senior Advisor at CLEAPSS dealing with school chemistry laboratory safety, from which he pioneered microscale chemistry... Read More →

David Paterson

Assistant Head Teacher, Aldenham School

Friday January 8, 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, Teacher Developers, 14-16, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers, Advisors/Consultants

16:10 GMT

Preparing for participation: Lesson prep and high participation strategies

Friday January 8, 2027 16:10 - 17:05 GMT

During the session, we will:

* Explain what we mean by lesson preparation, and some key strategies that secure high participation in lessons (including Call and Response, Turn and Talk, mini-whiteboards)
* Share our experiences embedding these in our own practice, and in establishing these across departments and schools
* Facilitate discussion on how these practices might be applied in attendee's contexts

As a result of the session:
* Teachers will have a new approach to lessons - preparation rather than planning
* Teachers will have a good understanding of some high participation strategies that they can use in the classroom
* Leaders and teacher developers will have advice and ideas for implementing these in their contexts

Background: Historically, the quality of teaching and learning (and in turn student outcomes) in science lagged behind other subjects in our MAT and the national picture for science. This led to a period of reflection and learning, drawing on works from the 'CogSciSci' network of authors and bloggers, the 'In Action' series of books and 'Teach Like A Champion'. One output of this was what we called a Framework for Good Science Teaching, which put checking for understanding as one of the 4 central pillars, and in particular the use of high participation strategies to ensure all students cognitively participate in the lessons. Beyond this, the whole purpose of the framework was to move colleagues away from 'lesson planning' - typically endless resource creation - to 'lesson preparation', where staff intellectually engage with the resources available to consider how to best use them with their students. We will talk about our experiences across the Trust, and within one specific school where this has had significant impact on students' understanding of science. We intend to support further learning on these strategies through online webinars and writings in ASE publications, for attendees to continue their professional development.

Speakers

Deb Barnett

Director of Science, Co-op Academies Trust

Laura Dufty

Head of Science, Co-op Academies Trust

Friday January 8, 2027 16:10 - 17:05 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

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

16:10 GMT

Tale of two stems - growing and genotyping anthocyaninless brassicas (Part 2) (MiniOne Systems)

Friday January 8, 2027 16:10 - 17:05 GMT

CH314 (Creative Hub Level 3)

PLEASE NOTE THIS SESSION HAS A MAXIMUM CAPACITY OF 24 - on a first-come, first-served basis on the day (Sched is not used for pre-booking.)

Plants are an ideal model system to teach macro and molecular levels of biology. Anthrocyanins are powerful antioxidants found in many of our favourite produce, including grapes, blueberries and purple cabbage.

In this second session, the molecular evidence comes to life. Taking the PCR products prepared in Part 1, you'll load and run your samples on the MiniOne Electrophoresis System — visualising the DNA banding patterns that reveal the genotype of each plant. Within minutes, the gel tells the story: which plants carry two functional copies of the anthocyanin gene, which carry one, and which carry none.

With results in hand, the real scientific thinking begins. Students will compare their molecular data directly against the phenotypes they scored in Part 1 — connecting the visible purple or green pigmentation of each plant to the genetic evidence on the gel. It's a genuine eureka moment: the bridge between what students can see and what the DNA reveals.

This session brings Mendelian genetics off the page and into the lab in the most tangible way possible. Dominant and recessive alleles are no longer abstract concepts — they are visible bands on a gel, matched to living plants sitting right in front of your students.

Speakers

Erika Fong

Director, MiniOne Systems

Sponsors

MiniOne Systems (Embitec)

Friday January 8, 2027 16:10 - 17:05 GMT
CH314 (Creative Hub Level 3)

11-19

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

16:10 GMT

(CLEAPSS) Promoting oracy through practical science

Friday January 8, 2027 16:10 - 17:05 GMT

This hands-on workshop will feature two CLEAPSS primary practical activities, which offer opportunities to practise oracy skills. Through active participation attendees will start to appreciate how a range of strategies to support oracy can be incorporated into these and other practical activities.

All our activities use easily accessible resources and are developed with teachers and trialled in schools with children. You will leave with practical ideas and guidance to use in your own classroom and to share with your colleagues.

Participants will be able to reflection on how oracy strategies can be used in practical work and leave the session with experience of taking part in practical science activities.

Helen and Kathryn are both experienced primary school teachers who work for CLEAPSS as Primary Consultants, supporting schools to deliver safe and effective practical science activities. In addition to this, Helen and Kathryn work for a range of primary science organisations. Through their ongoing work in classrooms, Helen and Kathryn recognise the need for teachers to embed strategies that develop pupils’ oracy during science lessons.

Speakers

Helen Spring CSciTeach

Primary Science and Outdoor Learning Consultant, Spring Learning

I am a Primary Science and Outdoor Learning Consultant for Spring Learning and a Primary Consultant for CLEAPSS, as well as the author of 'Teaching Primary Science Outdoors'. I am the co-chair of the ASE's Primary Science Committee, a Primary Science Quality Mark hub leader and... Read More →

Kathryn Horan CSciTeach

Primary Consultant, CLEAPSS

I am a Primary Consultant at CLEAPSS. CLEAPSS are the practical work people, promoting safe and effective practical work in schools and colleges that are teaching pupils from reception (age 4-5) up to age 18.

In addition to my work as a Primary Consultant for CLEAPSS, I am also a PSQM Professional Development Partner, a Lead Facilitator for STEM Learning, and chair of the ASE Yorkshire Regional Committee. In my role as an independent consultant and author, I have worked with a wide ran... Read More →

Sponsors

CLEAPSS

Friday January 8, 2027 16:10 - 17:05 GMT
LH124 (Learning Hub Level 1)

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11, Early Career Teachers, Trainee Teachers
Social media handle(s) @cleapss_primary

16:10 GMT

Teacher confidence: The key missing link in primary science improvement

Friday January 8, 2027 16:10 - 17:05 GMT

Teacher confidence is frequently discussed in primary science, yet it is rarely treated as a strategic priority within school improvement planning or within the support structures offered by organisations working alongside schools. This session explores the argument that meaningful and sustained improvements in primary science cannot happen without intentional investment in teacher confidence.

Drawing on examples from classroom, school and trust-level practice, participants will reflect on how confidence influences curriculum enactment, practical science, pupil engagement and teaching quality. The session will explore why confidence is often overlooked because it is perceived as difficult to measure, despite its clear impact on outcomes for both teachers and pupils.

Participants will also be challenged to consider the extent to which current professional development and science support models genuinely create space for teachers to develop confidence over time. Rather than viewing confidence as a by-product of training, the session will argue that it should be deliberately planned for, revisited and evaluated as part of sustainable improvement work.

The session will further explore the link between teacher inclusion and pupil inclusion, recognising that teachers who feel disconnected from science or perceive the subject as “not for them” may find it more challenging to deliver engaging and ambitious science experiences for children.

Through discussion, reflection and analysis of case studies, participants will leave with practical ideas for how teacher confidence can become a visible and valued part of school improvement conversations and wider science support programmes.

Participants will:
> Reflect on the impact of teacher confidence on science teaching, learning and inclusion
> Consider examples of how schools, trusts and science organisations can intentionally developed teacher confidence over time
> Consider how teacher confidence could be incorporated into improvement planning, professional development and external science support programmes
> Identify practical ways to revisit, monitor and evaluate teacher confidence within their own contexts
> Recognise teacher confidence as a strategic factor in achieving sustainable improvement in primary science

This session draws on my experience as a primary teacher, Science subject leader and nationally recognised Science consultant, working with schools, trusts and organisations to improve science provision across a range of contexts. Through this work, a recurring theme has emerged: where teachers lack confidence in science, this significantly influences the quality of teaching, curriculum enactment and pupil engagement.

My interest in this area has developed through supporting teachers and leaders over time and recognising that confidence is often treated as incidental rather than intentional within school improvement. Schools readily plan and budget for curriculum resources, schemes and assessment systems, yet teacher confidence is rarely identified as something that can be deliberately developed, revisited and evaluated. Equally, organisations supporting schools in science education often focus on provision, resources or subject knowledge without explicitly addressing how teachers experience science themselves.

This is particularly important within primary science, where some teachers may feel that science “isn’t for them”, limiting participation, risk-taking and engagement within the subject. The session also reflects current national priorities outlined in Every Child Achieving and Thriving (2026), particularly the emphasis on sustainable school improvement, workforce development and inclusive practice. While inclusion is often discussed in relation to pupils, this session considers the importance of inclusion for teachers too: if teachers themselves do not feel included, capable or confident within science, this inevitably impacts the experiences and opportunities available to children.

Speakers

Becki Price

Science consultant and teacher, The Willows Primary School

Chris Wemyss

Teacher and Subject Leader, Gladstone Primary School

Friday January 8, 2027 16:10 - 17:05 GMT
LH115 (Learning Hub Level 1)

Theme Recruitment Retention and Wellbeing
Key Stage / Audience Type 5-7, 7-11, Advisors/Consultants, Teacher Developers

16:10 GMT

Two-eyed seeing: Indigenous and local knowledges in primary science

Friday January 8, 2027 16:10 - 17:05 GMT

Every child deserves to see themselves and their cultures reflected in science. This interactive session offers a practical framework for doing that, without adding pressure to an already full curriculum. We'll introduce "two-eyed seeing" and share six dimensions of holistic science learning, then move quickly into short hands-on tasks. You'll sit briefly in a yarning-circle-inspired opener, try a story-to-science mapping using the emu life-cycle example, sketch a seasonal plan around a "class tree", audit a familiar lesson using nature-as-teacher prompts (symbiosis, hedgehog foraging, squirrels storing acorns), and rewrite a paragraph of planning language to shift from "resources" towards respect, reciprocity and responsibility. You'll leave with an A4 planning mat, a sensitivity checklist, and at least one concrete change you can make to next week's science lesson.

The aims of this session are to:
•Explain the principle of ‘two-eyed seeing’ and why it strengthens primary science.
•Explore six dimensions of holistic scientific literacy.
•Participate in practical activities to showcase how six dimensions of scientific literacy can be embedded in the primary science curriculum.
•Apply a simple cultural-sensitivity checklist when planning.

Outcomes:
Participants will leave able to articulate two-eyed seeing to a colleague, integrate at least one Indigenous or local knowledge example into an existing science unit, apply a cultural-sensitivity checklist when planning, and use relational language that positions children as part of, not separate from, nature.

Background
This session draws on our work at UCL and experience working in Jamaica, Singapore, The Gambia, Japan, Senegal and Australia, synthesised in our recent research in planetary-conscious pedagogy (Strachan & Markwick, 2025). It has been shaped by classroom practice, conversations with community knowledge holders, and research on science capital (Godec et al., 2017), storytelling in science (Salehjee, 2020; Fishman, 2020), and two-eyed seeing (Hatcher et al., 2009). We approach the examples with humility, acknowledging that all knowledge, including modern science, is interpreted through a cultural lens.

Speakers

Andy Markwick

Lecturer in Primary Science Education, University College London

Amy Strachan

PPrimary Science Lecturer and STEM consultant, University College London

Friday January 8, 2027 16:10 - 17:05 GMT
LH321 (Learning Hub Level 3)

Theme Sustainability climate change and environmental issues, Subject knowledge & pedagogy
Key Stage / Audience Type International, 5-7, 7-11

16:10 GMT

Food, cooking and STEM "Science on Stage" Booklets

Friday January 8, 2027 16:10 - 17:05 GMT

LH229 (Learning Hub Level 2)

A selection of experiments both demonstrated and trialled from the six recent freely downloadable Science on Stage booklets. Experiments suitable for all ages covering a wide range of topics but each easily accessible in school and home these will open many opportunities. We will demonstrate some uses of household items and offer participants an opportunity to try themselves.

The booklets also provide an ideal resource of CPD. and the demonstrations will include opportunities for Q&A.

Speakers

David Featonby

European Deputy Chair of Executive Board / Retired Teacher, Science on Stage

Ruth Oliveira

Science Coordinator at Portuguese School / Science on Stage Ambassador, Nobel Algarve British International School

Friday January 8, 2027 16:10 - 17:05 GMT
LH229 (Learning Hub Level 2)

Theme Practical work including beyond the classroom
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Trainee Teachers

16:10 GMT

Panel: Planning and upskilling CPD for curriculum reform

Friday January 8, 2027 16:10 - 17:05 GMT

This panel brings together CPD, curriculum and science leaders to share how they are approaching the challenge of preparing themselves and their colleagues for the new Programme of Study. Hear how schools are identifying professional learning needs, developing subject knowledge and pedagogical expertise, and planning CPD to build staff confidence and capacity ahead of implementation.

The panel will provide an opportunity to hear directly from those working at the chalkface about the approaches they are taking, the challenges they are encountering and the priorities they have identified as they prepare for curriculum reform.

The discussion will consider the importance of sustained professional learning and how schools can make the most of the time available before September 2028, rather than treating curriculum change as a one-off and finite task.
Whether you are a science leader, curriculum leader, teacher developer or involved in planning professional learning, join us to hear practical experiences and ideas that can inform your own approach to preparing for the new curriculum.

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Friday January 8, 2027 16:10 - 17:05 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Theme Curriculum Change in England, Leadership
Key Stage / Audience Type 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Teacher Developers
Social media handle(s) @theASE

16:10 GMT

The silent teacher: How classroom design co-creates science learning

Friday January 8, 2027 16:10 - 17:05 GMT

You may know the idea of the Third Teacher: the Reggio Emilia principle that the physical environment is as formative as any instructor. What might this mean for your science classroom?

This interactive workshop explores how conscious spatial design — layout, naturalness, stimulation, and pupil-controlled affordances — can deepen engagement, support scientific thinking, and strengthen collaborative inquiry. The session itself is designed to demonstrate the very principles it explores.

You'll move through three activities — individual reflection, small-group application, and collective visioning — surfacing answers grounded in your own classroom experience and actionable research. You'll leave with concrete techniques to apply immediately, and the opportunity to help shape what comes next: a founding circle for a UK-wide action research network exploring classroom design in secondary science at scale. This is the future of science education — and we'll build it together.

Participants will be able to:
•Reflect critically on how their classroom's physical features currently support or constrain pupil engagement, cognition, and behaviour
•Apply evidence-based spatial design techniques to enhance science learning outcomes immediately
•Join a founding action research network with shared resources, peer collaboration, and opportunities to both contribute to and benefit from emerging findings

This session aims to:
• convene a founding circle for a UK-wide action research network exploring the transformative potential of classroom design in secondary science settings
• empower teachers and practitioners with evidence-based, immediately applicable answers, built directly from their own classroom experience

Background: Across years of action researching transformative learning experiences, a pattern emerged: expert facilitators consistently build a deliberate relationship with the physical space before their sessions begin. This observation sparked a master's thesis — An Architecture for Empowerment: Exploring How Physical Environments Co-Create Human Capacity — synthesising environmental psychology, 4E Cognition, neuroscience, and architectural theory. Its core finding: physical environments are not backdrops to learning but active co-creators of cognitive, emotional, and relational capacity. Science classrooms — with their fixed benches, equipment-laden surfaces, and competing sensory demands — represent a largely untapped frontier for this work.

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

Friday January 8, 2027 16:10 - 17:05 GMT
LH344 (Learning Hub Level 3 lab-type space)

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

16:10 GMT

Technicians: Make and take hands-on workshop

Friday January 8, 2027 16:10 - 17:05 GMT

Come and get hands-on with some fun activities and ideas perfect for use in lessons and science clubs.

Activities may include making a doppler ball, handy material test kit, LED torch, pinhole camera, chromatography trolls and more and browse an array of ideas and worksheets to print out at home.

Please drop in and join us!

Speakers

Sarah James

Science Technician, Fairfax Multi Academy Trust

Friday January 8, 2027 16:10 - 17:05 GMT
LH346 (Learning Hub Level 3 lab-type space)

Key Stage / Audience Type Technicians

17:10 GMT

Meet the ASE 11-19 Committee

Friday January 8, 2027 17:10 - 17:30 GMT

If you are a secondary teacher or science education consultant, come along to the "Meet the 11 to 19 Committee" session at the end of Friday of Annual Conference 2027.

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 for one of the ASE journals?

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

Speakers

Rebecca McCready

Chair of ASE 11 to 19 Committee, Duke's Secondary school, SE Northumberland

Friday January 8, 2027 17:10 - 17:30 GMT
LH323 (Learning Hub Level 3)

11-19

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

17:10 GMT

Meet the ASE Primary Committee

Friday January 8, 2027 17:10 - 17:30 GMT

If you are a primary science educator, come along to the "Meet the Primary Committee" session at the end of Friday of Annual Conference 2027.

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 Primary Science or one of the ASE journals?

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

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

Friday January 8, 2027 17:10 - 17:30 GMT
LH124 (Learning Hub Level 1)

Theme Curriculum (General), Leadership, Recruitment Retention and Wellbeing, Subject knowledge & pedagogy
Key Stage / Audience Type 0-4, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, Initial Teacher Educators, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

17:10 GMT

Meet the ASE Technicians Committee

Friday January 8, 2027 17:10 - 17:30 GMT

If you are a science technician, come along to the "Meet the Technicians Committee" session at the end of Friday of Annual Conference 2027.

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 for one of the ASE journals or webpages, or presenting at one of our events and sharing your practice?

We look forward to meeting you and helping with your queries!

Speakers

Rachael Bailey

Chair of ASE Technicians Committe / Senior Science Technician, The Orme Academy

Becky Daniels RSciTech

Science Technician, St Peter's CofE Academy

Friday January 8, 2027 17:10 - 17:30 GMT
LH346 (Learning Hub Level 3 lab-type space)

Theme Curriculum (General), Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Sustainability climate change and environmental issues
Key Stage / Audience Type Technicians
Social media handle(s) @theASE

19:00 GMT

ASE's Curry & Quiz

Friday January 8, 2027 19:00 - 22:00 GMT