ASE 2027 Annual Conference

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.

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!

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.

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.

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.