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?
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 →
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.
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 →
