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.
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 →
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 →
Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2027. The Chair is a vital role to the ASE, and the elected Chair provides an authoritative voice for the thousands of members that the ASE supports, along with those working within the wider science education community. Those elected remain part of our Chair Trio for 3 years.
Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in one of the ASE journals? First time attending our flagship Conference?
If this is your first ASE Conference, then please come along and say Hello.
We look forward to hearing your questions and will endeavour to answer them or point you in a selection of possible right directions!
Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy
I worked in primary schools for over twenty years as a classteacher, senior leader and Deputy Headteacher. I taught across Key stages 1, 2 and 3 in UK and in Spain. During this time I developed a passion for science, art and design, improvised drama, assessment for learning, creativity... Read More →
Primary Science Education Consultant / Co-Chair of the ASE
Claire Seeley has been a teacher for over thirty years in a wide variety of contexts including both inner city and rural schools England. Claire is also a Primary Science Consultant, providing both continuing professional development and initial teacher training. She has a passion... Read More →
Associate Professor of Science Education, Nottingham Trent University
I started my professional career as a classroom teacher and science lead in a London primary school. I was and remain passionate about classroom learning that promotes a scientific mindset alongside the development of an understanding of key scientific concepts. This professional... Read More →
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.
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.
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 →
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 →
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.
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.
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 →
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.
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.
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!
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!
The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz
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!
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 →
