BEGIN:VCALENDAR VERSION:2.0 X-WR-CALNAME:ase2027annconfnorthants X-WR-CALDESC:Event Calendar METHOD:PUBLISH CALSCALE:GREGORIAN PRODID:-//Sched.com ASE 2027 Annual Conference//EN X-WR-TIMEZONE:UTC BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:108f7200d0bf2e226c6697f424bef0dc URL:http://ase2027annconfnorthants.sched.com/event/108f7200d0bf2e226c6697f424bef0dc END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:From Typhoid Mary to airborne diseases: Transmission and tracking DESCRIPTION:This session explores how Micro: bit technology can be used alongside case studies and practical classroom activities to help students investigate how diseases spread. \n\nDeveloped during the COVID pandemic through collaborative teacher learning\, the approach was designed to model both airborne and more traditional contact-based transmission. Participants will see how these activities can support engagement with current\, real-world science through problem solving\, discussion\, and enquiry. \n\nThe session will share the background to the work\, outline how the activities were developed for classroom use\, and demonstrate how Micro: bits and disease-transmission scenarios can be used to promote STEM learning and scientific sensemaking. Resources will be shared digitally with attendees.\n\n1. Use case studies and Micro: bit technology to engage students in investigating disease transmission through relevant\, real-world contexts.\n2. Plan opportunities for students to apply science inquiry and problem-solving approaches as they analyse evidence and identify possible sources of infection.\n3. Adapt an integrative STEM activity that supports exploration\, sensemaking\, and discussion of disease transmission in the classroom. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:df72d9f1fbd1c39d6edbd2919a962909 URL:http://ase2027annconfnorthants.sched.com/event/df72d9f1fbd1c39d6edbd2919a962909 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:What do I need to do to be ready for biology curriculum 2028? DESCRIPTION: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 Biology at KS3 and KS4 plus transition from KS2 and KS1.\n\nPlease note the other sessions in the conference programme\, on KS1 and KS2\, and on chemistry and physics at KS3 and KS4. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:8f4c8bed2968c8da213319742917ec9b URL:http://ase2027annconfnorthants.sched.com/event/8f4c8bed2968c8da213319742917ec9b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:Why did they leave? Exploring the reasons physics teachers left teaching DESCRIPTION:There continues to be a physics teacher recruit and retention crisis across the nations of the UK.  \;\nThere is little point in governments investing heavily in teacher recruitment if qualified teachers then leave the profession in large numbers. \n\nWith this in mind\, Mark Whalley and Stuart Farmer have conducted research in both England and Scotland into identifying the reasons why physics teachers have recently left the profession. In this session\, these reasons will be explored and comparisons made between the situations in Scotland and England\, which factors are in common and which are different in the two nations where there has been an increasing divergence in educational policy in the last two decades. How do factors such as accountability and performativity\, administrative workload\, pupil behaviour\, relationships with colleagues\, and career progression routes impact on teacher wellbeing and their decisions to stay or leave teaching? CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:e2c194ac8709014b1b0d7525e0e78fe2 URL:http://ase2027annconfnorthants.sched.com/event/e2c194ac8709014b1b0d7525e0e78fe2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:BERG: Learning about biology in the Early Years DESCRIPTION:The initial learning about biological organism\, naming\, form and function\,  \;begins in the earliest  \;years before any formal learning facilitation and  \;builds on the child’s understanding. These foundations are rarely discussed in training and with communities. This talk will cover how earliest learners construct undemanding of themselves and other organisms in form\, function and habitat. This knowledge is from research\, teaching and observations.  \;Learners  \; learn their biology beginning with  \;experiencing their needs and actions as a biological organisms. Such understanding forms the basis of their subsequent interpretation of species and is the basis of subsequent anthropomorphic interpretations. Their interactions and observations of the Environment and organisms\, contributes to their understanding  \;in three categories\, identified \;from everyday environment  \;Applying a grounded theory analysis of the observations they made and what caught their interest\, and on their narratives verbal and actions.  \;These categories emerged:\n\n1. NAMING and HABITATS - identification of organisms\, naming\, personal names\, everyday names and scientific perhaps\, locations\, criterial attributes.\n \n2. SYSTEMS - interrelationships horizontally and vertically.\n \n3. TIME – much is not instant - germination\, dimension\, evolution\, life cycles\, change in form and function which for the early years is a very difficult idea. Identify the sequence in which names\, form\, function and behaviours are learnt.\n \nThe learner’s understanding develops progressively with age and opportunities to observe and interact with plant and animals. As children are biological beings\, they acquire an understanding of basic life functions from first-hand experience as well as a rudimentary understanding of the biological form and function of organisms in their relationship with the environment\, (Ghazili and Tolmie\, 2014).\n\nIn the first quarter of the 21st century\, the situation has not improved since educational researchers wrote in at the turn of the century that’ insufficient work has not been done on how children view living organisms in their environment \,Tunnicliffe and Reiss\, 1999a). Such acquisition of understanding is in stages. From the first image animal shape in a soft toy replicating an animal to sightings in the environment\, or images on various media. And Plant sightings in their everyday. lants are frequently neglected in formal study\, there id still a ‘plant blindness’ (Wandersee and Schussler\, 2001).\n \n As the. Early leaner meets various organisms they acquire some understanding which is extended through formal teaching. Young children name animals and plants. Usually the first name becomes the superordinate category. For example\, if the first object noticed and named in the sky is bird\, anything else observed thereafter\, e.g. a plane is called ‘bird’. Similarly green ‘objects’ that do not move around are ‘plants’\, subcategories referred to by everyday names such as weeds\, fruits\, vegetables\, flowers\, trees. grass . This learning persists often in everyday life for use however\, despite subsequent teaching. Learning about the biological world is crucial in developing understanding  \; and action in managing a sustainable world (Tunnicliffe and Reiss\, 1999) but there is a long way to go yet. CATEGORIES:PRIMARY LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:9a6bc775693025da64e282bf0c1326ef URL:http://ase2027annconfnorthants.sched.com/event/9a6bc775693025da64e282bf0c1326ef END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:Co-designing an assessment matrix for thinking scientifically outdoors DESCRIPTION:This session aims to enable participants to:\n\n• Understand how children’s thinking scientifically can be assessed meaningfully in outdoor primary science\n• Explore a research informed Thinking Scientifically Assessment Matrix that supports progression across primary phases\n• Engage with examples of how the matrix has been co designed and trialled with experienced teachers in real classrooms\n• Consider how assessment can strengthen\, rather than constrain\, outdoor science learning\n• Reflect on how a shared assessment framework can support trainee teachers\, Early Career Teachers and whole school professional learning\n\nOutdoor science offers rich opportunities for curiosity\, talk\, investigation\, and sense making\; yet many teachers report uncertainty about how to assess thinking in these spaces. In this interactive session\, participants will be introduced to a Thinking Scientifically Assessment Matrix designed to support assessment for learning in outdoor primary science. They will explore how the matrix makes children’s scientific thinking visible\, supports progression over time\, and aligns with everyday classroom practice rather than adding to the teacher's workload. Drawing on real examples from classrooms\, the session will share how teachers have trialled the matrix outdoors\, what has been learned through co-design\, and how assessment has been embedded into practical\, exploratory learning. Participants will be invited to engage with sample learning scenarios\, consider where evidence of thinking might be captured\, and reflect on how a shared framework could support consistency across year groups or within professional learning communities. The session will be relevant for classroom teachers\, subject leaders\, mentors\, and those supporting teacher development.\n\nBy the end of the session\, participants will be able to:\n• Identify key features of progression in children’s scientific thinking across the primary age range\, in outdoor contexts.\n• Use an assessment matrix to recognise and interpret evidence of thinking in outdoor science lessons\n• Adapt assessment approaches to support exploratory\, enquiry rich learning\n• Apply shared assessment language to support planning\, reflection\, and professional dialogue within and across schools\n• Support trainee teachers and Early Career Teachers in developing confidence with assessment of primary science\, particularly in outdoor and enquiry based contexts\n• Integrate a research informed assessment framework within ITE programmes to strengthen coherence between university based theory and school based practice\n• Consider next steps for embedding the assessment of thinking scientifically within their own settings\n\nThis session draws on EdD research\, which focused on the creation and application of a Thinking Scientifically Assessment Matrix designed to articulate progression in children’s scientific thinking. The research explored how early career teachers used the matrix to support planning\, teaching\, and assessment in primary science\, particularly in outdoor learning contexts\, where assessment is often perceived as challenging or impractical. Building on this work\, I am currently collaborating with experienced primary teachers through a structured programme of professional learning and classroom trialling. Together\, we are refining the matrix through lesson observations\, peer discussion\, and shared analysis of children’s learning. This knowledge exchange approach values teacher expertise alongside research informed pedagogy\, with the long term aim of making outdoor science learning assessable\, sustainable\, and impactful beyond the Early Years. CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:9d26103962adf33fe60420a37eb15c8f URL:http://ase2027annconfnorthants.sched.com/event/9d26103962adf33fe60420a37eb15c8f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:Co-developing spatial computing climate change play toolkit with children DESCRIPTION:This interactive workshop introduces a proof-of-concept student toolkit for using spatial computing to support climate change education in primary-aged multicultural settings. The session draws on my doctoral research at the University of Leeds\, which examines how spatial computing can be co-developed within a climate change play curriculum with Indonesian and Malaysian children living in the UK.\n\nThe aim of the session is to share a research-informed and practice-facing approach to climate change education that is child-centred\, culturally responsive and suitable for primary-aged learners. Rather than presenting technology as a novelty\, the session considers how virtual reality\, augmented reality\, digital mapping\, LEGO robotics and 3D modelling can help children explore climate change causes\, impacts\, mitigation and adaptation through active\, visual and playful learning.\n\nThe session will begin with a short introduction to the research context and the meaning of spatial computing in primary climate change education. I will then share examples from six participatory workshops\, showing how children’s discussions\, drawings\, digital artefacts\, mapping activities and reflections shaped the toolkit’s content\, learning approaches and activity design. These examples will include children’s use of VR to explore climate-affected environments\, digital maps to compare climate issues across countries\, LEGO sensors to model environmental systems\, and AR/3D modelling to design climate solutions.\n\nThe main focus will be the student toolkit developed from the research. By the time of the conference\, this toolkit will have been reviewed with children through a co-review workshop. This is not presented as a final validation exercise\, but as part of the wider co-development process\, where children’s responses help refine the clarity\, relevance and usability of the resource.\n\nParticipants will examine selected toolkit activities and consider how they might work in primary classrooms\, after-school clubs\, teacher education or informal learning settings. Using a short feedback template\, they will reflect on the toolkit’s climate change content\, use of spatial computing\, opportunities for children’s participation\, cultural responsiveness and practical classroom feasibility.\n\nBy the end of the session\, participants will be able to identify ways of using spatial computing to support climate change learning\, explain how children’s contributions can inform curriculum development\, and critically consider how a proof-of-concept toolkit can be adapted for their own educational context. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:cb3a190012262c8653cbe69a8660ad7e URL:http://ase2027annconfnorthants.sched.com/event/cb3a190012262c8653cbe69a8660ad7e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:(Pearson): Practical science models that schools can actually deliver DESCRIPTION:This collaborative session invites teachers and leaders to reflect on practical science models that are realistic\, workable and educationally valuable. It will explore how practical assessment and practical learning can be designed in ways that support classroom delivery\, gather meaningful feedback and balance ambition with the operational realities schools face. \n\nParticipants will also explore what makes practical science both educationally valuable and operationally manageable\; to surface the barriers schools face in delivering practical science well\; and to discuss models that could improve consistency\, feasibility and learner experience. Participants will leave with a set of practical design considerations\, examples of alternative delivery models and prompts for reviewing practical science in their own context. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:0aa79b60dc27a681cf42333ab712891c URL:http://ase2027annconfnorthants.sched.com/event/0aa79b60dc27a681cf42333ab712891c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:AI integration in science education DESCRIPTION:Artificial Intelligence (AI) is rapidly transforming how students access information\, construct knowledge\, and engage with scientific ideas. For science educators\, this presents both exciting opportunities and important responsibilities. This session explores how AI can be meaningfully and ethically integrated into science teaching to support inquiry-based learning\, deepen conceptual understanding\, and strengthen assessment practices across primary and secondary contexts.\n\nRather than positioning AI as a replacement for traditional teaching approaches\, the session emphasises its role as a powerful partner in learning. Participants will explore how AI tools can help students generate hypotheses\, visualise abstract processes\, interpret data\, model scientific phenomena\, and refine scientific explanations. Practical classroom examples will demonstrate how AI can scaffold thinking while maintaining the integrity of disciplinary knowledge and scientific reasoning.\n\nA key focus of the session is supporting teachers in developing students’ scientific literacy in an AI-rich environment. As learners increasingly rely on intelligent systems to gather and synthesise information\, they must also learn to question sources\, evaluate outputs critically\, and recognise limitations and bias within AI-generated responses. Strategies will be shared for helping students become reflective users of AI who can distinguish between evidence-based reasoning and plausible but inaccurate outputs.\n\nParticipants will also examine how AI can support inclusive science education. AI-powered tools can help differentiate instruction\, provide accessible explanations\, support multilingual learners\, and offer alternative ways for students to demonstrate understanding. Examples will highlight how thoughtful integration of AI can increase participation and confidence among learners who may otherwise feel excluded from science learning.\n\nAssessment is another important dimension addressed in the session. As AI tools become more widely available\, educators are reconsidering how to design tasks that promote authentic scientific thinking. The session will present approaches for designing assessments that value process\, reasoning\, and interpretation over simple recall\, while also using AI to support formative feedback and student reflection. These approaches encourage learners to engage more deeply with scientific practices such as modelling\, argumentation\, and evaluation of evidence.\n\nEthical considerations will be woven throughout the session\, including responsible classroom use\, transparency\, data awareness\, and supporting students to understand how AI systems function. Participants will leave with practical strategies for introducing AI in ways that align with curriculum expectations and uphold professional standards.\n\nThis interactive session is designed for educators who are curious about using AI in science education but want practical guidance grounded in pedagogy rather than technology alone. Through discussion\, examples\, and collaborative reflection\, participants will develop confidence in identifying opportunities where AI can enhance—not replace—effective science teaching.\n\nBy the end of the session\, participants will have concrete ideas they can adapt immediately within their own classrooms and departments to support thoughtful\, future-ready science learning. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:0be89ef482cf2c674401898499432271 URL:http://ase2027annconfnorthants.sched.com/event/0be89ef482cf2c674401898499432271 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T084500Z DTEND:20270107T094000Z SUMMARY:Under the microscope: What science teachers really think about the New Curriculum DESCRIPTION:This session will unpack the biggest trends shaping science teaching right now\, including how teachers are reacting to the changes to the national curriculum\, and what it all means for anyone just starting out in the profession.\n\nTeacher Tapp surveys over 10\,000 teachers every day\, giving us a unique\, real-time picture of what's changing in science classrooms\, from practical work and curriculum shifts to workload and AI adoption. \n\n\n CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:8d397ea6ef2a7df61d3cbd0f13ce17bb URL:http://ase2027annconfnorthants.sched.com/event/8d397ea6ef2a7df61d3cbd0f13ce17bb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:BERG: Re-framing the quadrat beyond counting daisies DESCRIPTION:The session presents a research-informed reconceptualisation of the quadrat through two complementary lenses.\n First\, informed by Barad’s agential realism and sociomaterial perspectives\, we consider how tools actively shape knowledge\, attention\, and experience. Through iterative design and reflection\, we have developed approaches that disrupt conventional ecological practices\, incorporating art (e.g. Dürer’s Great Piece of Turf)\, narrative\, and structured noticing to broaden engagement with ecological complexity. \n\nSecond\, LCT (Maton)\, particularly its semantic dimension\, offers a framework for analysing how learning moves between concrete experiences and abstract concepts. In ecology\, this involves shifts between everyday observations and disciplinary language. Examining these shifts across classroom and field contexts helps explain how knowledge and disciplinary understanding develop. This work builds on Sanders and Davies (2023) and aligns with current priorities in science education. \n\nParticipant Experience \nParticipants will rethink the quadrat as a tool for exploring ecosystems\, interdependence\, scale\, and human–environment relationships. Drawing on Barad and Maton\, we examine how every pedagogical choice creates an “agential cut\,” foregrounding certain aspects of the natural world while excluding others. \n\nParticipants will engage with the Toothpick Safari\, a flexible\, narrative-based alternative to traditional quadrat work. Examples from school and teacher education contexts show how this approach encourages richer discussions about interdependence\, multiple scales (micro to macro)\, deep time\, evolution\, and human impact. \n\nThe session models how uncertainty and open-ended inquiry can be productive in teaching\, supporting deeper ecological understanding. Participants will also reflect critically on their own use of tools\, tasks\, and instructions. \n\nOutcomes - by the end of the session\, participants will be able to: \n\nRecognise the agential cuts within their teaching practices \n\nUse quadrats to support narrative\, relational\, and inquiry-based learning \n\nDesign adaptable outdoor activities that prioritise noticing over counting \n\nExplain how material tools shape what counts as knowledge in science \n\nConnect classroom and outdoor learning to support ecological understanding and disciplinary language development.\n\nThis session supports teachers\, teacher educators\, and outdoor learning practitioners to rethink the quadrat as more than a measuring device\, positioning it instead as a tool for ecological inquiry. Participants will explore how Karen Barad’s concepts of agential cuts and intra-action can deepen outdoor science learning\, and how Legitimation Code Theory (LCT)\, particularly semantics\, helps explain shifts between classroom preparation\, fieldwork\, and follow-up meaning-making.Through first-hand\, narrative-based approaches\, participants will experience alternatives to traditional quadrat activities used with school students and pre-service teachers. The session also invites critical reflection on how teaching decisions influence what students notice\, value\, and come to understand in ecology.This work arises from concerns that ecology teaching often prioritises counting and sampling over relationships\, meaning-making\, and ecological thinking. Drawing on collaborative work across teacher education contexts in London and Gothenburg\, involving both pre-service teachers and school students\, we began to question the pedagogical role of familiar tools such as quadrats. CATEGORIES:11-19 LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:2629a1a0870b159c981095be6a932c9a URL:http://ase2027annconfnorthants.sched.com/event/2629a1a0870b159c981095be6a932c9a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:2c933c9e02946b60cd8c9095f956d3cb URL:http://ase2027annconfnorthants.sched.com/event/2c933c9e02946b60cd8c9095f956d3cb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:Harnessing the power of biology teaching to inspire students DESCRIPTION:Biology teaching\, from global biomes to the regulation of metabolism\, has the power to inspire students about the natural world. Since the publication of The Economics of Biodiversity: The Dasgupta Review (2021) and the National Security Assessment on global ecosystems (2026) there is a strong argument for biology teaching having a duty to inspire students and play a role in creating a society fit for the challenges humanity faces.\n\nThis session will explore what we can do as members of the biology education community to instil a lifelong love of life in our students. Themes will include inter-relationships between topics\, the wonder of biology\, scientific thinking skills\, and connection to the biology around us.\n\nYou will leave with ideas that you can use when planning lessons\, developing teaching resources\, organising schemes of work\, or when influencing the national curriculum and exam specifications.\n\nSession Outcomes: \n•Apply at least one new idea to their own lesson planning\, resource development or curriculum influence.\n•Identify ways to bring wonder\, curiosity and real world relevance into everyday lessons or resources.\n•Explain why inspiring biology teaching matters for students and society.\n\nPlease feel free to attend the sponsored tea/coffee available for Biology educators available after this session on Learning Hub Level 2 foyer outside of rooms 231. CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:04bf36a7a8ba5fac7cc9c28b9d2d517b URL:http://ase2027annconfnorthants.sched.com/event/04bf36a7a8ba5fac7cc9c28b9d2d517b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:Making physics concepts stick through narrative\, models and analogies DESCRIPTION:\nPhysics is full of abstract ideas. For many students\, these concepts can feel remote and inaccessible. Narrative and analogy offer powerful ways to bridge that gap.\n\nThis interactive session will explore how storytelling\, models\, and analogies can transform the teaching of physics. We will look at classic examples such as the “rope” model of current electricity or the “dice roll” analogy for nuclear decay alongside original classroom tested narratives I have developed. We will discuss how these approaches benefit student learning\, from reducing misconceptions to increasing engagement.\n\nWe will also consider the limitations of analogies\, how encouraging students to recognise where a model breaks down can be beneficial to understanding. Given time\, there will be an opportunity for participants to share their own analogies and reflect on how narrative can enrich their teaching practice as well as how AI can play a role in this style of teaching.\n\nOutcomes: By the end of the session\, participants will be able to:\n•Identify effective uses of narrative\, storytelling\, models\, and analogies in physics teaching.\n•Apply at least two new analogies or narratives in their own lessons.\n•Evaluate the strengths and limitations of analogies to avoid reinforcing misconceptions.\n•Develop strategies to make abstract concepts more memorable and engaging for students aged 11–18.\n\nBackground: Over 30 years of teaching physics to students aged 11–18\, I have found that physics concepts - from Newton’s laws to nuclear decay - often become more accessible when framed through narrative or analogy. My classroom practice has involved developing stories and models that resonate with learners\, drawing on both established teaching analogies and my own creations. These approaches have consistently helped students connect new ideas to prior knowledge\, making difficult concepts memorable and meaningful. CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:bc559b4ff2d41775d44784d572f5d4d9 URL:http://ase2027annconfnorthants.sched.com/event/bc559b4ff2d41775d44784d572f5d4d9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:Pedagogical approaches for teaching emotive issues in primary science DESCRIPTION:Aims of this session:  \;\n>\; To raise awareness of the link between the primary National Curriculum content and the lived experiences of children and families. \n>\; To help delegates pre-empt potentially emotive issues within the science National Curriculum and consider sensitive pedagogical responses.\n\nEmotive issues in science\, really?  \;Science is often considered to be a fact-based subject\; we don’t always anticipate that science lessons may evoke emotional responses from children (or their families).During this session\, we aim to consider the primary science curriculum through the eyes of a child who may find some topics challenging. These are not always the topics that we expect\, and there are more than you might think. If you’re a child who does not live with biological relations\, how do lessons on inherited traits in humans feel to you? If your parents struggle to afford good-quality food\, what do activities highlighting a healthy diet mean to you?We will consider how topics such as these can be addressed with sensitivity in the classroom without watering down or avoiding the scientific content. \nOutcomes: Delegates will be introduced to a different mindset when teaching science.Delegates should be able to identify aspects of the primary National Curriculum which may evoke an emotional response or cause unintended upset to the children they teach and their families.Delegates should leave the session with some ideas about how they would/would not teach potentially emotive topics.\n\nWe are experienced teacher educators who have supported student teachers to get to grips with the science National Curriculum. We have also sat with students who have regretted the approaches they took in lessons when they taught the science curriculum in a factually correct way but did not fully consider the lived experiences of the children they teach. This prompted us to develop a taught session\, called ‘Teaching science with sensitivity’\, which we deliver to all our trainees. Feedback from students is always positive\, and we would be keen to share our work with a wider audience. In doing so\, we appreciate that many delegates have rich experience that they could contribute to discussion within the session. \n\nTopics that we include are:\n \nThe human body\, including physical differences\, the importance of exercise\, a healthy diet\, hygiene/dental health and hygiene\, drugs and alcohol. Potential concerns: Body differences\, body image\, addiction within the family\, and the impact of socio-economic backgrounds. \n\nLiving\, dead and things that have never been alive - Potential concern: death. \nFood chains – Potential concern: awareness of the brutality of predation. \nFossils and evolution - Potential concern: conflict with science and families’ cultural/religious beliefs. \nLiving things and their habitats\, life cycles and reproduction - Potential concern: sustainability/habitat destruction. \nInheritance and Selection – Potential concern: upset caused to children who do not live with their biological parents. CATEGORIES:PRIMARY LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:4a102a519f160ca8d4d25de3cac04b00 URL:http://ase2027annconfnorthants.sched.com/event/4a102a519f160ca8d4d25de3cac04b00 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:Purposeful practical work for inclusion in primary science DESCRIPTION:Aims: This session aims to share research findings and new professional development resources for purposeful practical work to support inclusion in primary science. We will consider examples of adaptive teaching and how practical work can be used to enable children to sense that science is ‘for them’ and is accessible to their needs.\n\nThe purposeful use of practical work in primary science provides a range of opportunities for inclusive practice. Drawing on research from the Nuffield and Comino Foundation funded practical work project (2023-26)\, this session will consider how purposeful practical work can be used most effectively to support all learners. With examples from across the four nations of the UK\, we will discuss adaptive teaching and the importance of essential experiences to support disadvantaged learners. We will use the outcomes of the research projects and the examples from a range of schools to stimulate discussion and reflection on the nature of inclusive practical work in primary science. Links will be made across research projects such as SEERIH’s ‘Shining a light on inclusive science’ and the Teacher Assessment in Primary Science (TAPS) projects\, to show how key messages align across the primary science community.\n\nOutcomes: Attendees will develop an awareness of the research base for practical work in primary science and become familiar with the proposed pedagogy model. By discussing examples selected from the professional development materials\, they will reflect on practice in their own context.\n\nBackground: The Nuffield Foundation funded research project (2023-25) considered practical work from a primary perspective\, proposing a pedagogy model to support practice. With support from the Comino Foundation\, the project follow-on (2025-26) involved visits to 30 teachers in 20 schools across the four nations of the UK. The new bank of professional development videos model adaptive teaching and purposeful use of practical work in primary science. CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:9d965ad670b49a0d4eeab24487bac43b URL:http://ase2027annconfnorthants.sched.com/event/9d965ad670b49a0d4eeab24487bac43b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:Behind GCSE science pathways: How science HoDs make curriculum decisions DESCRIPTION:This session shares findings from an Interpretative Phenomenological Analysis (IPA) doctoral study exploring how Heads of Science experience and make sense of GCSE science pathway decisions in secondary schools.\n\nRather than focusing on outcomes alone\, the session explores the lived realities of curriculum decision-making — including tensions between accountability measures\, student perceived ability\, staffing constraints\, and aspirations for equity in science education.\n\nParticipants will gain insight into how departmental leaders interpret and negotiate competing pressures when constructing science pathways\, and how these decisions shape access to science at Key Stage 4. The session will invite reflection on how curriculum structures are experienced in practice\, and what this means for equity and progression in science education. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:a66bdfc16baeb4b2059551d1838b17dd URL:http://ase2027annconfnorthants.sched.com/event/a66bdfc16baeb4b2059551d1838b17dd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T095500Z DTEND:20270107T105000Z SUMMARY:Keynote: Disciplinary oracy in the science classroom DESCRIPTION:Oracy is set to have a renewed emphasis in the revised National Curriculum\, but what is the opportunity for oracy in the science classroom? In this keynote\, Amy Gaunt will explore what it means to learn to and through talk in science\, supporting students to develop their disciplinary knowledge and understanding while also learning to speak\, listen and communicate like scientists. \n\nThrough discussion and practical activities\, delegates will experience oracy in action and consider the opportunities for creating authentic and meaningful contexts for talk across their own science classrooms and departments. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:433ac7c5cb835feabdb9380e04d7b8b8 URL:http://ase2027annconfnorthants.sched.com/event/433ac7c5cb835feabdb9380e04d7b8b8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T105000Z DTEND:20270107T111500Z SUMMARY:Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell) DESCRIPTION: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! CATEGORIES:11-19 LOCATION:Learning Hub Level 2 landing space outside rooms LH227-230\, Northampton\, UK SEQUENCE:0 UID:59dd30e7ecab317c0207a545c5aa30d6 URL:http://ase2027annconfnorthants.sched.com/event/59dd30e7ecab317c0207a545c5aa30d6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T105000Z DTEND:20270107T111500Z SUMMARY:Physics and tea with the IOP DESCRIPTION: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. CATEGORIES:11-19 LOCATION:Learning Hub Level 3 landing space (outside 344-347)\, Northampton\, UK SEQUENCE:0 UID:7a12b77ca0e5bba39247aeee835441c7 URL:http://ase2027annconfnorthants.sched.com/event/7a12b77ca0e5bba39247aeee835441c7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:(AQA): From curiosity to confidence: Securing practical progression from KS3-KS5 DESCRIPTION:This CPD session explores how science teachers can effectively plan for and support strong progression in practical work from KS3 through to KS5. Moving beyond isolated experiments\, the session focuses on how practical skills develop over time\, building from curiosity and engagement in KS3 to confidence\, independence\, and precision at A-Level. Teachers will consider how to sequence practical experiences\, reinforce key skills\, and ensure students are well-prepared for the increasing demands of assessed practical work. The session emphasises the importance of coherence and continuity in developing scientifically skilled and confident learners.\n\nBy the end of this session\, participants will be able to:\n>\; Identify the key components of effective practical progression from KS3 to KS5.\n>\; Recognise gaps and inconsistencies in students’ practical skills development.\n>\; Apply strategies to support a coherent and purposeful approach to practical work across the curriculum.\n\nThe session will explore what effective practical progression looks like across the secondary phase\, using examples to highlight how skills can be built and revisited over time. Teachers will engage in activities to map practical skills\, analyse current practice\, and identify opportunities to strengthen progression. Through discussion and practical approaches\, participants will develop strategies to ensure students move from early curiosity to confident\, capable practical scientists by the end of KS5. CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:1df92f5cadab82aa41282e09e9d594b8 URL:http://ase2027annconfnorthants.sched.com/event/1df92f5cadab82aa41282e09e9d594b8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:(IRIS) From enrichment to entitlement: teaching research and innovation at secondary school DESCRIPTION:Curriculum debate across the four nations keeps returning to one question. What is science education for? The answers point towards young people who can ask a good question\, weigh evidence and contribute something new. Yet working scientifically is often reduced to practical technique\, and the disciplinary knowledge behind real research goes untaught. Where research does appear it is usually optional\, so the students who would gain most are least likely to meet it.\n\nThe Institute for Research in Schools (IRIS) has worked with over 10\,000 students to carry out research. Getting Started with Research is what teachers told us they need to support research and innovation in schools. \n\nWhat you get: Getting Started with Research is a free lesson programme for students\, fully resourced and ready to teach. Lesson plans\, slides\, worksheets and a knowledge progression map. It builds a shared model of the research cycle\, then teaches how researchers find and judge evidence\, how curiosity becomes a testable question\, who does research\, and how students plan an enquiry of their own.\n\nIt is designed the way you already plan. Outcomes first\, knowledge specified lesson by lesson\, misconceptions named\, retrieval and modelling built in\, reading age controlled. It strengthens working scientifically rather than competing with it\, and it maps to the curriculum in all four nations.\n\nAims and outcomes - In this session we will:\n\n>\; show why research and innovation are better taught explicitly than left to chance\n\n>\; walk through the lesson sequence and the knowledge each lesson builds\n\n>\; show how it fits existing schemes of work\, progression pathways and the enrichment you already run\n\nDelegates will leave able to identify where research knowledge is currently assumed rather than taught in their own curriculum\, and with free access to the full programme. Time is protected for questions. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:35f3b693567a9b312bdc11a850a4be01 URL:http://ase2027annconfnorthants.sched.com/event/35f3b693567a9b312bdc11a850a4be01 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:BERG: From sequence to species: Learning through DNA barcoding DESCRIPTION:This session will explore how the practical Barcoding For Beginners project is being used to investigate invertebrate biodiversity with learners in years 10-13. Hear about the impact of authentic scientific investigation and collaboration on educators and students and see the resources available to support this inquiry-based project using molecular biology techniques\, bioinformatics and transferable skills. \n\nLaunched in September 2024\, Barcoding For Beginners is a project by Wellcome Connecting Science\, funded by a Royal Society SEED Partnership grant. It provided funded CPD for eligible educators\, a series of resources\, equipment and consumables to support a 10 hour DNA barcoding project in the classroom. This session will discuss the findings from this two year project and examine the impact on educators and learners of completing inquiry-based science\, using molecular biology equipment\, supported by scientists in the field. \n\nThis session will discuss and showcase:\n• how DNA barcoding has been used in schools and FE colleges for practical\, inquiry-based projects investigating invertebrate biodiversity in years 10 - 13\n• how using practical project work can enhance understanding of molecular biology techniques in the curriculum\n• the positive engagement of educators and technical staff with Barcoding for beginners CPD and resources\n• the impact on practical molecular biology ability\, transferable skills and career awareness in participating students \n• one of the bioinformatics exercises to showcase how interrogating open access databases can be used in teaching\n\nAttendees will:\n• understand the structure and impact of the Barcoding for beginners programme and how it can be applied in school and colleges\n• hear about the impact the practical investigations had on students engagement with molecular biology and bioinformatics and their development of practical skills.\n• discuss how a DNA barcoding project fits with the curriculum and can be integrated into teaching\n•t rial a bioinformatics element from the project to demonstrate how the project can enhance students’ domain-specific skills CATEGORIES:11-19 LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:f1d15999358736d31f3ff0a4c2ef0b05 URL:http://ase2027annconfnorthants.sched.com/event/f1d15999358736d31f3ff0a4c2ef0b05 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:Challenges of the primary to secondary maths transition.....parallels for science? DESCRIPTION:This session explores research by Axion Maths on the transition from primary to secondary school which can make or break a pupil's attitudes towards maths and school\, and EEF research on whether setting is better than mixed ability classes\, and prompts discussion questions on whether there are parallels for secondary science.\n\nThis session is supported by a Department for Education funded initiative\, led by Mathematics in Education and Industry (MEI)\, in partnership with ASE as part of the Advanced Maths Support Programme (AMSP). CATEGORIES:11-19 LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:98643a3249d58d594dfe413ac1bca656 URL:http://ase2027annconfnorthants.sched.com/event/98643a3249d58d594dfe413ac1bca656 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:3748bc768135c70487219e89f3a24018 URL:http://ase2027annconfnorthants.sched.com/event/3748bc768135c70487219e89f3a24018 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:Beyond chick hatching: Humane alternatives for teaching life cycles DESCRIPTION:\n CATEGORIES:PRIMARY LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:9414ac580297e78910283a7fff815dee URL:http://ase2027annconfnorthants.sched.com/event/9414ac580297e78910283a7fff815dee END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:Building professional curiosity\, joy and agency in trainee teachers DESCRIPTION:At the Nottingham Institute of Education\, we have remained committed to ensuring that professional curiosity\, agency and joy underpin our science provision across our primary initial teacher education (ITE) programmes. Maintaining this ambition against a national context of financial pressures in the university sector while meeting government reforms as articulated through the Initial Teacher Training Early Career Framework (ITTECF)\, the introduction of ITAP (Intensive Training and Practice) and the new OFTSED ITT Inspection Framework has not been easy. Our concern is that some of these challenges are contributing to a constrained provision of primary science in ITE.We know that we are not alone and we would like to use this session as an opportunity to collectively celebrate and identify next steps in nurturing professional curiosity\, agency and joy for our next generation of primary science teachers.We invite you to join us in this interactive presentation where you will be able to share and reflect on how science is positioned in your own teacher educator settings.(Outcomes) By the end of the session\, you will:• Gain a developed awareness of practice-based approaches (e.g. outdoor learning\, informal contexts\, micro-teaching\, practitioner research projects) for embedding professional curiosity and developing critical research engagement in primary science ITE.• Critically reflect on how ITE programmes currently develop research engagement and how this can establish professional agency.• Consider wider possibilities\, through the ASE and beyond\, that will empower student teachers and ECTs in their professional development of their subject\, curriculum and pedagogical knowledge in primary science. \n\nAims:\n• Understand how science can be given a strong\, coherent and joyful profile across a primary ITE curriculum \n• Explore how purposeful and critical engagement with research can be scaffolded for student teachers and ECTs.\n• Collaborate as a community of teacher educators to support the identification of practical strategies that can embed professional curiosity and joy in primary science ITE.\n\nBackground: At the Nottingham Institute of Education\, we have remained committed to ensuring that professional curiosity\, agency and joy underpin our science provision across our primary initial teacher education (ITE) programmes. Working as a team of primary science initial teacher educators in England\, we have reflected on how to maintain this ambition against a national context of financial pressures in the university sector while meeting government reforms as articulated through the Initial Teacher Training Early Career Framework (ITTECF) and the introduction of ITAP (Intensive Training and Practice. Our concern is that some of these challenges are contributing to a diminished and constrained provision of primary science in ITE.\n \nOur approach has evolved through our ITE undergraduate and postgraduate curriculum design\, collaboration with expert practitioners\, specialist science expertise within our university and local partnership schools. External examiner feedback and student outcomes have supported the development of this approach\, highlighting its impact on confidence\, agency and subject knowledge.\n \nWe will reflect on how we have deliberately designed\, within our primary ITE curriculum\, opportunities that encourage a critical engagement with research in primary science. This includes utilising external evidence-informed professional support such as the Primary Science Enhancement Award (PSEA)\, embedding science within ITAP so that foundational teaching foci\, such as high-quality talk and questioning\, can be developed through the lens of primary science and promoting practitioner enquiry in primary science within our final dissertation action research projects. \n\n CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:bde4298a2aa5743eb064fff64b9950aa URL:http://ase2027annconfnorthants.sched.com/event/bde4298a2aa5743eb064fff64b9950aa END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:A novel way of teaching inheritance to students using forensic science. DESCRIPTION:The aim of this session is to demonstrate novel techniques for teaching Primary and Secondary students about inheritance\, in the context of Forensic Science and real life applications to solving crimes.\n \nThe workshop is based on research being conducted by scientists at the Earlham Institute. One of the problems faced by forensic scientists is accurately analysing data which contains DNA from more than one person.\n \nFor example\, if someone has been stabbed\, there will be epithelial/blood cells from the suspect on the knife. However\, if a victim has bled\, these cells will be outnumbered by cells from the victim. This makes analysis difficult. Researchers are using a cell sorting machine to collect individual cells from the evidence. The students will have a go at this and compare the results\, to existing analysis techniques.\n\nThe workshop starts with the crime - “Murder at the Boutique Hotel” (Secondary)\, “Pizza Thief at the Boutique Hotel” (Primary). Initially\, they must think about where the evidence will be at the crime scene. We talk about cells\, organs\, and organ systems and where cells are in the body. We think about where the suspect will have touched as they move through the hotel\, “Every contact leaves a trace”. I have a Lego model of the Hotel and crime scene. Students must add crime markers to indicate where we are most likely to find DNA evidence.\n\nI demonstrate how DNA is extracted from the samples. I show the students the cell sorting machine the scientists use\, then they use my mini cell sorters\, to manually separate blood and epithelial cells. The suspect epithelial cells they collect glow in UV light. The students place these in their dark rooms to see how many epithelial cells are from the suspect. We then move on to the analysis.\n\nThe students are shown a DNA profile. I explain to them how the DNA profile is generated. To understand it they learn about microsatellites\, which have different repeat numbers. We use a simple demonstration of a sentence\, “The Cat Sat on the Mat\,” to show this. I then demonstrate why for each part of the DNA on the DNA profile there are two numbers. One is inherited from Mum\, the other from Dad. I use baubles and limbo poles to explain this! This is the section that teachers will really love. It is a great visual way of getting children to see exactly how genetic information is inherited.\n\nAnother set of poles is used to demonstrate what happens currently when we analyse a mixed DNA profile (DNA from two people). We talk about homozygote and heterozygotes\, and how we use this information to analyse the data.\nStudents compare their data\, with data from the Research Scientists new technique. The students can see how this new technique could revolutionise analysis of mixed DNA profiles! We identify which student is the murderer/thief and they are arrested.\n \nThe outcome is that teachers will have a tool box of practical demonstrations they can use to teach students about inheritance in way that they can understand\, engage with and understand the importance of what they are learning in application to real life science. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:5a7aa24154f58e2a59c103ca769759a3 URL:http://ase2027annconfnorthants.sched.com/event/5a7aa24154f58e2a59c103ca769759a3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:AI use in Trainees and Early Career Teachers DESCRIPTION:\nThis session will explore how AI is influencing trainee and early career teachers beyond practical use\, focusing on professional identity development in a changing educational landscape.\n\nYou will hear findings from research into how trainee teachers are currently using AI to support planning\, learning\, reflection\, and professional practice\, alongside key themes around confidence\, dependency\, authenticity\, and perceptions of expertise.\n\nThe session will then examine how AI may shape identity development during the transition from training into independent practice\, raising questions around autonomy\, judgement\, professional voice\, and the evolving role of the teacher.\n\nThe final part of the lecture will introduce the next phase of research focusing on ECTs\, exploring identity development in the early years of teaching and launching a wider survey to gather insight into lived experiences of AI use in practice.\n\n\n \nOutcomes: \nFollowing this session\, participants will hopefully be able to:\n\n* Recognise key patterns in how trainee teachers engage with AI.\n* Critically consider how AI may shape professional identity and autonomy.\n* Reflect on implications for teacher education\, mentoring\, and induction.\n* Identify emerging challenges around authenticity\, confidence\, and dependency.\n* Engage with research-informed discussion around AI and identity development.\n* Consider how AI use may influence teachers beyond efficiency and workload.\n\nThis session is grounded in research conducted at the University of Warwick exploring how trainee teachers are engaging with AI and how this intersects with their developing professional identity. As AI becomes increasingly embedded in educational practice\, it raises important questions not only about workload and efficiency\, but about how emerging teachers construct confidence\, autonomy\, expertise\, and authenticity.The project has explored how trainee teachers use AI for planning\, idea generation\, academic support\, and reflective practice\, alongside wider considerations around ethics\, professional boundaries\, and dependency. This work has led to a broader interest in how AI may continue to shape identity formation beyond initial teacher training. What the research has shown is that trainees are using AI\, and the project is investigating what this means for both ITE and schools going forward.The next phase of this research expands to newly practising teachers\, examining how Early Career Teachers navigate AI use while developing identity\, confidence\, and professional agency in their early years of practice and we hope to promote this phase at the ASE Conference. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:bb6c0cb9a26c532e28540e92ffda76e4 URL:http://ase2027annconfnorthants.sched.com/event/bb6c0cb9a26c532e28540e92ffda76e4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:Explore how to tackle climate change using science and global perspectives DESCRIPTION:This session aims to inspire and equip teachers to think beyond the science curriculum to integrate ways of knowing from science with those from other disciplines\, which include philosophy\, ethics and worldviews to tackle the challenge of climate change.  \;This supports the intention of the recent curriculum and assessment review\, which aims to help learners understand that global challenges\, both social and environmental require attention to scientific knowledge and cultural skills.  \;\n\nI have taken this approach because as a science teacher of 20 years I realised we give children the scientific skills to tackle problems\, but most challenges they will face are not ones that science alone can solve. I now work at the Faraday Institute for Science and Religion\, a Cambridge based research and educational institute\, where we take the approach that integrating ways of knowing from science with those that consider worldviews\, philosophy\, ethics helps respond to big questions in a more holistic manner enabling a more effective response. Using this approach\, I developed this classroom resource on climate change to help children understand why not everyone is doing everything they can to combat it\, as I have taught so many children the science of climate change and they don’t then understand why everyone is not doing everything they can to combat it. It draws on ideas from journals like national geographic and discussion with colleagues. \n\nIt will explore the nature of science\, through a presentation helping teachers consider the power of science with their learners\, but also the limits of science\; like those of instruments\, timelines\, complex systems and the human element and how other ways of knowing\, like those from RE\, which considers world views\, can be helpful for tackling our big questions\, like climate change. It will then review the classroom resource on climate change and this will lead into a discussion of the opportunities and challenges of this approach.\n\nIt will give you ideas and resources to help learners to consider how an individual's world view can be more important in motivating them to act or not act in response to climate change than being presented with the science and how to respond to this constructively. This will help you manage topics that can open discussions that can be emotive and challenging\, encouraging you to embrace this aspect of science learning and develop wider skills in your students\; It will help learners to develop oracy and debating skills. It is suitable for learners from all phases\, but specifically those at KS2 and 3\, covering key parts of the curriculum\, but will also appeal to teachers supporting students in extracurricular activities\, like science debating clubs. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:42df822a75357f9a1826fa1978492129 URL:http://ase2027annconfnorthants.sched.com/event/42df822a75357f9a1826fa1978492129 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T111500Z DTEND:20270107T121000Z SUMMARY:Preparing future teachers for generative AI: critical\, creative\, and ethical DESCRIPTION:The session will explore how student teachers currently use generative AI critically\, ethically and practically as part of their developing professional practice. Rather than presenting generative AI as a shortcut or a threat\, the session will position AI as a tool that requires teacher judgement\, subject knowledge and careful pedagogical decision-making. The session will highlight research conducted into how student teachers currently use generative AI in their teaching practice. \n\n\nParticipants will be able to:\n- describe emerging patterns in how student teachers are using generative AI in their preparation\, planning and professional learning\;\n- identify key opportunities\, concerns and support needs arising from student teachers’ current AI use\;\n- evaluate AI-generated educational materials using criteria such as accuracy\, appropriateness\, inclusion\, bias and pedagogical value\;\n- distinguish between AI use that supports professional learning and AI use that risks over-reliance or weak pedagogical decision-making\; CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:69e43463cfc14b641c1a1b5b7ce5d0b3 URL:http://ase2027annconfnorthants.sched.com/event/69e43463cfc14b641c1a1b5b7ce5d0b3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:(AQA): Cracking the Challenge: Understanding standard demand questions in science DESCRIPTION:This CPD session supports science teachers in developing a deeper understanding of standard demand questions in science assessments. Often forming the core of exam papers\, these questions require students to apply knowledge accurately and interpret information with precision. However\, many learners struggle to translate their understanding into secure responses. \n\nThis session explores what makes standard demand questions challenging and how teachers can better prepare students to meet these expectations. By focusing on the link between knowledge\, application\, and exam technique\, teachers will be equipped to strengthen student performance in this crucial area.\n\nBy the end of this session\, participants will be able to:\nIdentify the defining features of standard demand questions in science assessments and mark schemes.\nRecognise common student errors\, misconceptions\, and gaps in application.\nApply strategies to support students in interpreting and responding accurately to standard demand questions.\n\nThe session will explore the structure and demands of standard demand questions\, using real assessment materials to highlight where students commonly succeed and struggle. Teachers will engage in activities to analyse question types\, review authentic student responses\, and unpick the skills required for success. Through discussion and practical strategies\, participants will develop approaches to help students improve accuracy\, confidence\, and consistency when tackling this essential component of science assessments. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:413eb9c57a01637a10065e0df28daa8b URL:http://ase2027annconfnorthants.sched.com/event/413eb9c57a01637a10065e0df28daa8b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:BERG: Collaborating on AI\, assessment\, and inclusion in HE biosciences DESCRIPTION:This interactive session will explore how collaborative\, cross-institutional communities of practice can support higher education science educators in responding to emerging pedagogical challenges. The session will introduce the collaborative work of the BERG Higher Education Working Group through two current thematic areas: AI and assessment and decolonising the curriculum. \n\nThrough a series of short reflective case studies and emerging examples from participating HEIs\, contributors will share approaches\, challenges\, and ongoing questions relating to inclusive curricula\, assessment design\, and the impact of generative AI on teaching and learning. \n\nParticipants will then be invited to discuss their own institutional experiences\, challenges\, and priorities within these areas. The session will encourage collaborative dialogue across disciplines and institutions\, recognising that many of these challenges extend beyond bioscience education alone. \n\nThe session will conclude with a shared reflection on the role of collaborative networks and communities of practice in supporting responsive\, inclusive\, and evidence-informed approaches to science education in higher education. \n\nOutcomes: - Participants will be able to: \n\nShare current challenges and emerging practices relating to AI\, assessment\, and inclusive curricula within higher education science education. \n\nReflect on how different HEIs are responding to shared pedagogical and curricular challenges. \n\nDiscuss opportunities and barriers associated with collaborative approaches to educational change. \n\nConsider how cross-institutional communities of practice can support ongoing professional dialogue and development.\n\nHigher education science educators are navigating rapid pedagogical\, curricular\, and technological change. In response to shared challenges across the sector\, members of the Biology Education Research Group (BERG) Higher Education Working Group\, part of the Royal Society of Biology\, established collaborative thematic groups focused on AI and assessment\, and decolonising the curriculum. These groups bring together educators and academics from multiple HEIs to share practice\, reflect on emerging challenges\, and explore approaches to inclusive and responsive science education. CATEGORIES:11-19 LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:6ac21c066e0e00c14f885d493290f555 URL:http://ase2027annconfnorthants.sched.com/event/6ac21c066e0e00c14f885d493290f555 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \; \n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:2651cb6a28ac945a41ef8bebe354da8a URL:http://ase2027annconfnorthants.sched.com/event/2651cb6a28ac945a41ef8bebe354da8a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:Sequencing for Success: Building Scientific Writing Over Time DESCRIPTION:Scientific writing is a core disciplinary skill\, yet many students struggle to express their understanding clearly and accurately. This session focuses on how departments can build writing successfully over time\, rather than addressing it reactively at GCSE.\n\nParticipants will explore how careful curriculum sequencing ensures that students develop the knowledge\, vocabulary\, and structures needed before being asked to write extended responses. The session will consider how writing can be built progressively\, moving from oral rehearsal to structured written outcomes.\n\nA central focus will be the role of oracy. Delegates will examine how structured talk\, including the use of sentence stems\, purposeful questioning\, and guided discussion\, supports students to clarify their thinking and practise disciplinary language before writing. The importance of consistent routines across a department will be emphasised to ensure coherence for students.\n\nThe session will also explore how scaffolds can be used effectively within modelling. Rather than being treated as standalone supports\, tools such as writing frames\, exemplars\, and success criteria will be examined as part of an explicit teaching process. Participants will consider how these scaffolds can be introduced\, modelled\, and gradually removed to support independence without reducing challenge.\n\nThroughout\, there will be a strong emphasis on aligning approaches across Key Stage 3 and Key Stage 4 to ensure that students are prepared for the demands of GCSE.\n\nOutcomes\nBy the end of the session\, participants will be able to:\n•Explain how scientific writing can be developed progressively through curriculum sequencing\n•Identify effective strategies for embedding oracy to support disciplinary writing\n•Use scaffolds purposefully within modelling to support students’ written responses\n•Recognise how to build consistency in approaches to writing across a department\n•Take practical next steps to improve students’ confidence and accuracy in scientific writing\n\nBackground: In my current role\, I work with a wide range of schools\, often in areas of high deprivation\, where scientific writing is frequently identified as a key barrier to success at Key Stage 4. A common challenge is that writing is addressed too late\, rather than being deliberately developed across Key Stage 3.\nI have developed and delivered CPD on scientific writing through Ark Curriculum Plus\, working with partner schools to embed disciplinary literacy within science curricula. This builds on over ten years of classroom experience teaching science in diverse contexts. My approach draws on this work with departments\, supporting both leaders and teachers to align curriculum sequencing\, pedagogy\, and assessment to improve students’ written responses. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:e924552cfdc39a61fdb66e566a1c813c URL:http://ase2027annconfnorthants.sched.com/event/e924552cfdc39a61fdb66e566a1c813c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T133000Z SUMMARY:The language of discovery: Making scientific vocabulary work for everyone DESCRIPTION:The session begins with everyday objects that prompt close observation\, enabling learners to notice patterns and features that naturally lead into specific primary science phenomena. Each activity is deliberately structured with scaffolds that support pupils in articulating their ideas and using scientific language with increasing confidence. In line with research emphasising science as a distinct linguistic practice (Lemke\, 1990)\, the session foregrounds opportunities for learners to develop and apply scientific vocabulary through guided talk\, modelling\, and structured interaction. \n\nAll materials have been developed directly from classroom practice and draw on a range of pedagogical approaches\, including inquiry‑based learning\, dialogic teaching\, and explicit vocabulary instruction\, to ensure accessibility for all learners. The design of the session reflects current evidence that vocabulary must be explicitly taught and embedded within meaningful contexts to support understanding\, as highlighted by the Education Endowment Foundation. CATEGORIES:PRIMARY LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:9391960523c4b02da724dd53c0f1b701 URL:http://ase2027annconfnorthants.sched.com/event/9391960523c4b02da724dd53c0f1b701 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:Honorary and Professional Members lunch (invitation only) DESCRIPTION:This professional registration lunch (by invitation only) is for those Honorary ASE members and member-science teachers and technicians who have gained professional registration or Chartership: CSciTeach\, RSci or RSciTech\, all of whom are invited to join Lynn Ladbrook\, the ASE's CEO along with the Chair Trio for the Association.New Honorary members will also be announced. Honorary Membership is the ASE's highest honour and is awarded to those individuals that have made outstanding contributions to the work of the ASE in at least two of the following areas:National affairs of the AssociationRegional affairs of the AssociationScience education in general (at a national or international level) CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:f4db0066228045f3c6dcbd69e1444d17 URL:http://ase2027annconfnorthants.sched.com/event/f4db0066228045f3c6dcbd69e1444d17 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:Patterns in the Solar System DESCRIPTION:Science is a powerful process that gives structure to our innate ability to find patterns in the world around us. \n\nPatterns observed by Galileo only make sense if our model for the solar system is Sun-centred. \n\nCome explore the Patterns in the Solar System\, Perimeter Institute’s newest free classroom resource. Engage in activities to explore Galileo’s observations\, identify patterns\, and think scientifically. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:97aa98f777c41c33d6dc0b2d4d2b1765 URL:http://ase2027annconfnorthants.sched.com/event/97aa98f777c41c33d6dc0b2d4d2b1765 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T122500Z DTEND:20270107T132000Z SUMMARY:Using a dual lens to strengthen subject specific CPD in science DESCRIPTION:How often do we engage with subject‑specific CPD as busy science teachers and how often does it genuinely change what we do in the classroom? \n\nIn this session\, you will explore a practical model for developing subject knowledge and pedagogical content knowledge simultaneously using a learner–practitioner lens. Drawing on real case studies from secondary schools and ITT\, we will examine how short\, expert explanation videos can be used not as “off‑the‑shelf solutions” but as tools for deliberate professional learning. \n\nYou will be guided through how teachers and trainees are supported to: \n\nWatch explanations first as learners to strengthen subject understanding \n\nRevisit them as practitioners to analyse pedagogy\, misconceptions\, and explanations \n\nUse structured reflection tools\, including a CoRe tool\, to make tacit expert thinking visible \n\nThe session will model reflection activities used in practice and invite you to critically consider how this approach could strengthen subject‑specific CPD in your own context — whether as a classroom teacher\, mentor\, or subject leader. \n\nBy the end of the session\, participants will be able to: \n\nHave a greater awareness of the research basis on the merits and challenges of effective subject specific CPD as well as the importance of development subject matter knowledge and pedagogical content knowledge to develop expert subject teaching. \n\nHave an awareness of how you can and the benefits of applying a learner–practitioner lens to analyse explanations of challenging science concepts. \n\nKnow how to use a CoRe tool to support the development of pedagogical content knowledge for themselves and others \n\nConsider applications for their own education settings ways to design  \;subject‑specific CPD that is embedded\, scalable\, and sensitive to real‑world constraints. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:b0789c5ff1b17fb269f5c5e3b402c9e2 URL:http://ase2027annconfnorthants.sched.com/event/b0789c5ff1b17fb269f5c5e3b402c9e2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:(MiniOne Systems) Who's Baby Luna's Father? Using DNA Fingerprinting to Solve a Mystery DESCRIPTION:Embark on a hands-on adventure and join marine biologists in their quest to uncover the mystery of Luna's father! Meet Luna\, an adorable whale calf\,  \;and become part of a passionate team determined to solve this heart-warming puzzle using gel electrophoresis and DNA fingerprinting. CATEGORIES:11-19 LOCATION:CH314 (Creative Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:5c899cbbeecd9e95e7049a7c0c376a5f URL:http://ase2027annconfnorthants.sched.com/event/5c899cbbeecd9e95e7049a7c0c376a5f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:(STEM Learning) Subject Knowledge for Physics Teaching (SKPT - a taster session for bringing physics to life in the classroom DESCRIPTION:Subject Knowledge for Physics Teaching (SKPT) courses \;are delivered by The Ogden Trust in partnership with STEM Learning and are fully funded by the Department for Education\, \;to provide free physics professional development for teachers teaching physics outside their specialism.Delivered by an expert practitioner in a supportive learning community\, teachers build their competence and confidence to bring physics to life in the classroom.The programme is delivered in a range of formats that best meet the needs and requirements of schools and teachers. \n\nPop into this taster session to find out more about how this course could enhance your science teaching career pathway to teach physics as an additional specialism. CATEGORIES:11-19 LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:851d1043913f3ff43cc85055256861b2 URL:http://ase2027annconfnorthants.sched.com/event/851d1043913f3ff43cc85055256861b2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:A gender/sex debate in biology DESCRIPTION:Aims:\n- To create a safe space for debate where people can explore their own understanding of gender/sex\n- To deconstruct some ideas about classification systems and essentialism.\n\nObjectives:\n- To be able to answer the question “What is a woman?”\n- To be able to answer pupils’ questions about gender/sex more confidently\n- To be able to name and explain several examples of organisms that are outside of the gender/sex binary\n\nIn this workshop I will create a space where we are able to debate about gender and sex\, we will be looking for the grey areas and discovering how and why things are not always as binary as they seem. Using my gender studies background I will share with you some philosophical ideas about gender/sex and oppression. We will explore how queer nature can be\, and share exceptions to the sexual binaries in humans\, and many other organisms. CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:1f693eb7feee633cc21e159888d83d90 URL:http://ase2027annconfnorthants.sched.com/event/1f693eb7feee633cc21e159888d83d90 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:Bringing STEM careers into secondary science lessons DESCRIPTION:The Gatsby Benchmarks of Good Careers Guidance highlight the importance of linking curriculum learning to careers\, yet many teachers face the challenge of fitting meaningful careers education into an already crowded curriculum.\nThe Scientists Making a Difference book and supporting teaching resources have been created by the Gatsby Charitable Foundation\, Imperial College London and What on Earth! Books to help schools address this challenge quickly and easily.\n\nThe book features 47 diverse scientists working across a wide range of STEM careers\, alongside a comprehensive teacher resource pack. Designed for use with students aged 11–16\, the resources provide curriculum-linked activities that enable teachers to embed STEM careers into existing science lessons with minimal planning required.\nAll UK state-funded secondary schools received free copies of the book and teacher resource pack in September 2026. You can also access a digital copy of the teaching resources at www.scientists-making-a-difference.com.\nThis practical session will introduce attendees to the Scientists Making a Difference resources and demonstrate how they can be used within existing schemes of work. Covering varied lesson activities\, worksheets\, presentations and curriculum mapping documents\, the session will walk you through how the resources can not only help schools in achieving the Gatsby Benchmarks of Good Careers Guidance\, but also inspire students through contemporary examples of scientists who’ve undertaken a variety of career pathways.\nAttendees will leave with:\na clear understanding of how to access and use the Scientists Making a Difference resources\, to integrate STEM careers education into science lessons.Increased confidence in supporting careers education through the curriculum.There will be opportunities for discussion and questions throughout the session\, and attendees will all receive a hard copy of the teacher guide to support implementation within their own schools.\n\nThe session is underpinned by the evidence base that informed the Gatsby Benchmarks of Good Careers Guidance\, particularly Benchmark 4: Linking Curriculum Learning to Careers. Research has highlighted the importance of helping young people understand the relevance of curriculum subjects to future education and employment pathways. Scientists Making a Difference has been created by the Gatsby Charitable Foundation\, Imperial College London and What on Earth! publishing to provide practical\, curriculum-linked resources that support schools in embedding STEM careers within secondary science teaching. CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:04263458dd650808991b38f9f9f89ed9 URL:http://ase2027annconfnorthants.sched.com/event/04263458dd650808991b38f9f9f89ed9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \; \n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:6f49057506d4dcaefbbca8122386dcb7 URL:http://ase2027annconfnorthants.sched.com/event/6f49057506d4dcaefbbca8122386dcb7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:(CLEAPSS) Observing practical primary science lessons: A framework for leaders DESCRIPTION:Observing a practical science lesson is very different from observing a standard lesson\, yet most science leads and senior leaders receive little or no training in how to do it well.\n \nThis interactive session introduces a structured framework developed by CLEAPSS Primary to help you focus on what really matters when observing practical science. Using video clips from a real lesson and guided discussion\, you will explore key focus areas including purpose\, lesson practicalities\, adaptive teaching\, and purposeful feedback\, each supported by prompts to help you make confident\, considered judgements.\n\nBy the end of the session\, you will leave with a practical tool you can use straight away to observe lessons\, structure your thinking\, and provide feedback that makes a real difference to science teaching in your school.\nIdeal for: science leads\, senior leader with responsibility for science and consultants who support schools to improve science.\n\nBy the end of this session\, delegates will be able to:\n• Describe how observing a practical science lesson differs from most others\n• Use a structured framework to focus your observations on what matters most in practical science\n• Apply a set of guided prompts to make confident\, concise judgements across all aspects of a practical lesson\n• Recognise what high-quality practical science looks like across key domains\, including purpose\, lesson practicalities\, adaptive teaching\, and purposeful feedback\n• Provide clear\, evidence-informed feedback that supports teacher development and improves outcomes for pupils\n\nCLEAPSS exists to support effective practical work in schools. Our experience working with schools nationwide means we are uniquely placed to know what makes a strong practical science lesson. Generic lesson observation training leaves many leaders\, even experienced ones\, ill-equipped to evaluate the learning that a practical lesson brings\, or to make meaningful recommendations for improvement. CLEAPSS’ wealth of experience in this area has been distilled into a simple\, accessible resource that helps practitioners focus on what really matters. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:4e82571c310f6f583878b71ede33fa04 URL:http://ase2027annconfnorthants.sched.com/event/4e82571c310f6f583878b71ede33fa04 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:Climate change in the new primary curriculum DESCRIPTION:Climate change is one of the most significant challenges that humankind has ever faced and providing high quality climate change and sustainability education is imperative. The session will explore the interdisciplinary nature of climate change within the primary curriculum. It will consider how learning might be best sequenced and connected to instil in pupils an understanding of the science\, geographical impacts\, possible mitigations and adaptations of climate change.\n\nThe government’s response to the Curriculum and Assessment Review clearly positions climate change and sustainability education within the remit of science and geography. Through a range of practical activities the session will demonstrate how to plan and implement a coherent approach to the teaching and learning of climate change. \nDelegates will be prompted to discuss the specific elements that are to be taught within and across the two subjects as well as the possible connections with other foundation subjects such as citizenship and DT. Ofsted outline the importance that learning does not occur in silos and this is particularly pertinent for global issues such as climate change where pupils need to gain an in-depth understanding of the processes that underpin anthropogenic climate change as well as the wide range of impacts. The session will explore how to ensure that climate change education is relevant\, hopeful and accessible in part be focusing in on small scale local impacts as well as the large scale global affects of climate change.\n\nThere will be the chance to discuss how geographical thinking can be used to interpret scientific data and imagine a range of possible futures\, empowering pupils to be part of the solution as informed and active global citizens.\n\nOutcomes:\n>\; Understanding of how to effectively embed climate change content across the primary curriculum\n>\; Make connections between the causes and effects of climate change CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:d87234dc96558b02d2921b4998bd91dd URL:http://ase2027annconfnorthants.sched.com/event/d87234dc96558b02d2921b4998bd91dd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:Designing inclusive science pedagogy for every child to achieve and thrive DESCRIPTION:This session invites you to rethink what inclusion looks like in science classrooms.\n\nWith increasing expectations that every child will achieve and thrive\, teachers are navigating a complex challenge: how to meet diverse needs without lowering expectations or adding unsustainable workload. In science\, this is intensified by the demands of the subject—specialist vocabulary\, abstract ideas\, and practical enquiry.\nRather than focusing on intervention after difficulty arises\, it introduces a model of inclusion by design\, where potential barriers are anticipated and addressed during planning. Drawing on principles from Universal Design for Learning (UDL) and SEND-informed practice\, the session will show how small\, intentional choices in teaching can widen access to scientific thinking.\n \nWe will explore how to:\n•design lessons that support engagement\, understanding and participation for all learners\n•shift from ‘doing’ science to thinking scientifically\n•broaden what counts as evidence of learning\n\nAlong the way\, we will consider some critical questions:\n•Who gets to feel like a scientist in our classrooms?\n•Which aspects of our teaching unintentionally create barriers?\n•And what might it mean to design differently?\n\nThis session is lecture-style but will include brief reflection points to connect ideas to your own practice. By the end of the session\, participants will be able to:\n•Identify common cognitive\, linguistic and participation barriers within science lessons\n•Explain the principles of an anticipatory\, UDL-informed approach to inclusive pedagogy\n•Analyse their own teaching or curriculum materials in terms of access\, engagement and expression\n•Apply at least one practical strategy (e.g. multi-modal representation\, structured participation\, flexible outcomes) to redesign a science activity\n•Critically reflect on how current practices may privilege particular learners and how this could be adapted CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:677c38b731e959ff96c6df482d91cb62 URL:http://ase2027annconfnorthants.sched.com/event/677c38b731e959ff96c6df482d91cb62 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:Do AfL practices provide feedback for teachers and guidance for learners? DESCRIPTION:This talk and discussion is a tribute to Professor Paul Black\, whose pioneering work in classroom assessment practices for around 40 years transformed the way that assessment is used to help children learn. \n\nWhile most teachers are aware of Assessment for Learning\, many do not know its origins and the reasons why and how formative assessment has become more valued and recognised in promoting learning. This talk goes back to the seminal paper and the studies that Paul Black and Dylan Wiliam considered in their review of formative assessment that they published in 1998. It will look at studies  \;done by the King's team from 1999- 2026 by considering vignettes  \;of classroom practice and snippets of classroom interactions\, so that you can understand some of the reasons project teachers began to change their classroom assessment practices. It will then challenge the audience to think about the classroom assessment they do\,or they support others in doing\, and explore how assessment has shaped and focused their teaching and impacted on the ways that children learn. \n\nPaul Black passed away peacefully on May 16th 2026\, leaving a profound legacy in science education and assessment\; his impact has been phenomenal and continues to influence teachers of all phases and at all stages of their career. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:2883710be9c07b05f65a419bade068a3 URL:http://ase2027annconfnorthants.sched.com/event/2883710be9c07b05f65a419bade068a3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T133500Z DTEND:20270107T143000Z SUMMARY:Harnessing game based learning in science DESCRIPTION:Game-Based Learning (GBL) offers powerful opportunities to enhance engagement\, motivation\, and conceptual understanding in science education. As science educators seek approaches that support curiosity\, resilience\, and active participation\, well-designed learning games—both digital and non-digital—can create meaningful contexts in which students explore scientific ideas through investigation\, collaboration\, and problem-solving. This session explores how game-based approaches can be integrated thoughtfully into science teaching to support disciplinary knowledge\, scientific practices\, and inclusive classroom participation.\n\nRather than treating games as rewards or add-ons\, the session focuses on using game-based strategies as structured learning experiences that align with curriculum goals and support progression in scientific understanding. Participants will explore how game mechanics such as challenge\, narrative\, feedback\, role-play\, and iteration can be used to strengthen students’ reasoning\, modelling\, and evidence-based thinking. Examples will include classroom-ready activities that support topics such as ecosystems\, forces\, energy\, particle models\, and scientific enquiry skills across primary and secondary settings.\n\nA key emphasis of the session is the role of games in supporting inquiry-based science learning. Game environments naturally encourage experimentation\, hypothesis testing\, and revision of ideas—processes that mirror authentic scientific practice. Participants will consider how carefully designed gameplay can help learners explore complex systems\, visualize abstract concepts\, and develop persistence when working through challenging ideas. These approaches help students move beyond memorization towards deeper conceptual understanding.\n\nThe session will also highlight how game-based learning can support inclusion and participation. Games can provide alternative entry points into science for learners who may not respond as positively to traditional instructional formats. Collaborative gameplay can encourage discussion\, peer explanation\, and shared reasoning\, helping to build confidence and scientific identity among a wider range of students. Examples will demonstrate how low-cost and accessible game strategies can be adapted for diverse classroom contexts without requiring specialist technology.\nAssessment is another important focus. Participants will explore how teachers can use gameplay to gather evidence of student thinking through observation\, dialogue\, and reflective activities embedded within game experiences. Approaches will be shared for designing purposeful learning games that make students’ reasoning visible while maintaining high expectations for scientific accuracy and rigor. These strategies support formative assessment while promoting engagement and curiosity.\n\nImportantly\, the session will address how teachers can select or adapt games in ways that maintain strong pedagogical purpose. Participants will consider how to evaluate whether a game supports conceptual learning rather than distraction\, and how gameplay can be integrated within sequences of lessons rather than used in isolation. Practical frameworks will help teachers identify opportunities where game-based approaches can enhance—not replace—effective science teaching.\n\nThis interactive session is suitable for educators across primary and secondary phases who are interested in expanding their teaching repertoire through evidence-informed and classroom-ready strategies. Through discussion\, shared examples\, and collaborative reflection\, participants will leave with practical ideas they can adapt immediately to support engaging\, rigorous\, and inclusive science learning through game-based approaches. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:3b8a3158786c89529c35c9b90188c03d URL:http://ase2027annconfnorthants.sched.com/event/3b8a3158786c89529c35c9b90188c03d END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T143000Z DTEND:20270107T154000Z SUMMARY:Inside nature: Transforming zoo post‑mortems into powerful biology Education DESCRIPTION:\nEver wondered how to bring real-world science into your classroom in a meaningful and engaging way? This session introduces Inside Nature\, a free resource developed by ZSL that transforms real animal post-mortems into curriculum-linked learning experiences.\n \nYou’ll gain insight into the full journey—from veterinary investigation to classroom resource—including the scientific\, ethical\, and creative decisions involved. Through examples and discussion\, we’ll explore how authentic science can enhance engagement\, deepen understanding\, and make abstract concepts tangible for students. \nWhether you’re looking to enrich your curriculum\, improve practical engagement\, or connect students with real scientific careers\, this session will provide inspiration and ready-to-use ideas. \n\nOutcomes: By the end of this session\, participants will be able to: \nExplain how authentic scientific practices can be adapted into curriculum-aligned resources \nIdentify effective strategies for using real-world science to enhance student engagement and understanding \nEvaluate the use of multimedia approaches (e.g. dissection footage\, animation) in supporting learning \nPlan how to incorporate similar approaches or resources into their own teaching context\n\nBackground: At ZSL\, every animal that dies in our care undergoes a post-mortem (necropsy) conducted by specialist veterinary pathologists. These examinations contribute to animal welfare\, global research\, and the advancement of veterinary knowledge.\nRecognising that many secondary schools face barriers to accessing real-world science experiences\, ZSL’s Conservation Education team developed Inside Nature. This project bridges classroom learning and authentic scientific practice by transforming real post-mortems into curriculum-linked resources. Drawing on collaboration between educators\, scientists\, and creative teams\, the project translates complex\, sensitive material into impactful\, accessible teaching tools CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:5043f0a9ec59feb13ad319a6d8175a9b URL:http://ase2027annconfnorthants.sched.com/event/5043f0a9ec59feb13ad319a6d8175a9b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:BERG: Weird biology - powerful learning through unusual examples DESCRIPTION:\nBiology is full of phenomena that seem almost unbelievable: fish that shoot jets of water to catch prey\, fungi that manipulate insect behaviour\, mammals with unusual resistance to disease\, plants that trap animals\, and organisms capable of remarkable regeneration. Yet these examples are far more than curiosities. Used thoughtfully\, they can become powerful tools for teaching fundamental ideas such as adaptation\, natural selection\, transport\, communication\, homeostasis\, ecology and disease.\n\nThis session will showcase a range of striking biological examples most suitable for Key Stages 4 - 5. For each example\, participants will consider the core concept it helps to teach\, why it is memorable\, and how it might be introduced through images\, short video clips\, questioning\, retrieval practice or discussion. Examples will be chosen to show how a single case study can often be adapted for different ages and levels of prior knowledge.\nThe session will also explore principles for selecting effective examples: ensuring clear curriculum relevance\, avoiding novelty for novelty’s sake\, linking surprising contexts back to core biological ideas\, and using examples to deepen understanding rather than replace it.\n\nDelegates will leave with a bank of ready-to-use examples alongside a practical framework for identifying and evaluating further case studies of their own. Whether teaching GCSE or A-level biology\, participants should gain ideas that can be implemented immediately to enrich lessons and strengthen student learning.\n\nAs a result of attending\, participants will be able to:\n\n• select unusual biological examples that align clearly with curriculum concepts from KS4 to post-16\;\n• use images\, short clips and questioning to turn examples into effective teaching episodes\;\n• explain how curiosity\, relevance and novelty can support memory and engagement\;\n• adapt examples for different age groups\, specifications and levels of prior knowledge\;\n• identify further case studies that can enrich their own biology curriculum.\n\nThis session is grounded in a combination of classroom practice\, cognitive science\, subject-specific pedagogy and professional reflection. CATEGORIES:11-19 LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:b4f6d9bdb772a30d2d825ebc53b37cdd URL:http://ase2027annconfnorthants.sched.com/event/b4f6d9bdb772a30d2d825ebc53b37cdd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \; \n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:59b79ebc2eb0ad6595f5e148d197ab99 URL:http://ase2027annconfnorthants.sched.com/event/59b79ebc2eb0ad6595f5e148d197ab99 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:Climate change solutions in secondary physics\, chemistry and biology DESCRIPTION:The CAR and Shadow CAR reports both highlighted the importance of teaching not just about the causes and impacts of global warming\, but also the solutions. Climate change solutions cover both mitigation (reducing the amount of warming) and adaptation to the impacts of the warming. Teaching about solutions links well to green careers\, demonstrates the relevance of core curriculum science to real-world issues and can reduce climate anxiety. \n\nIn this talk\, we will explore a wide range of technological and nature-based solutions to climate change which have clear links to 11-16 biology\, chemistry and physics. In particular\, we will promote a synoptic teaching approach - climate change is a multi-disciplinary problem that requires a multi-disciplinary approach to both learning and solutions. Systems thinking is key\, as the climate system spans school science topics and disciplines\, and can be enabled through an awareness of topic sequencing. \n\nWe will explore a broad range of solutions\, including but not limited to Direct Air Capture\, enhanced chemical weathering\, the carbon cycle impacts of protecting sea-otters\, whales and elephants\,  \;using physics to cool urban areas\, as well as exploring why air conditioning is a maladaptation to climate change and tree planting may be a panacea. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:a112a9c6337a8423f925ab52db4d6aaf URL:http://ase2027annconfnorthants.sched.com/event/a112a9c6337a8423f925ab52db4d6aaf END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:How student‑led questions and feedback support learning and self-regulation DESCRIPTION:This session will explore:\n• Teachers and students’ perceptions on the effectiveness of student-led questioning and feedback in engaging students in science. \n• Share a more effective model of classroom discourse and how it has enhanced teaching and learning in the science classroom. \n• Provide participants opportunities to share ideas and knowledge on pedagogical approaches to authentic assessments and opportunities for collaboration. \n\nTo address the underlying concerns regarding students’ learning in science\, a more responsive teaching approach and assessments are relevant. This must be student-led to promote self-regulation\, feedback\, identify areas of weaknesses and support peers in the process (Chen & Chang\, 2022). This can be facilitated through a constructivist learning environment where students can collaboratively share knowledge and ideas whilst making meaning from different concepts (EEF\, 2024)\, with added benefits of reducing cognitive load.\n\nThis presentation will:\n• Share how we trained students to use taxonomy of learning to create questions for their peers through modelling and locating these question types within their epistemological framework for learning (Elby & Hammer\, 2010). \n• Discuss how the OSLA (2012) model was used to assess and grade students’ presentations and implications on learning. \n• Highlight teachers’ roles as facilitators of learning and reviewers of epistemological resources and framing (Elby & Hammer\, 2010).\n• Discuss how problem-based learning (PBL) was used to develop problems and scenarios used in the study\, and how this promoted pedagogy and students’ learning. \n\nBy attending the session\, participants can learn from the approach to this study as discussed above and would be able to contribute other areas not mentioned\, share knowledge and network with others for future research collaboration.\n\nBackground information: Working with various secondary schools and teachers has enabled me to provide different types of support ranging from research to pedagogy and linking theory to practice. This presentation is inspired by research conducted in a secondary school with science teachers and their students. At the time\, the school was concerned about students’ lack of interests in science and poor outcomes from GCSEs. This became an opportunity for me to conduct research and find possible means to improve teaching and learning at the school. I was familiar with the school due to insider knowledge in the science department and from working with the science teachers. The school was in one of London’s deprived Boroughs where achievements is below the national average and fewer students move on to post-16 let alone studying science subjects at A’ levels and BTEC. CATEGORIES:11-19 LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:fed1e5f8bf749fb7752088ab929fc763 URL:http://ase2027annconfnorthants.sched.com/event/fed1e5f8bf749fb7752088ab929fc763 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:Metals are solid aren’t they? Tackling misconceptions through responsive teaching DESCRIPTION:How can children’s misconceptions be identified and addressed to secure scientific understanding?\n\nThis session explores how formative assessment approaches can be used not just to identify misconceptions\, but to inform responsive teaching and curriculum planning. Drawing on their own extensive experience in the classroom and from working with hundreds of teachers in primary schools\, the presenters will share practical strategies\, diagnostic tools and planning approaches that help teachers discover and tackle common misunderstandings in science. Participants will leave with materials for adapting sequences of learning\, examples of pupil thinking and tested classroom-ready resources that make a difference to developing more accurate scientific thinking.\n\nThis session is aimed at classroom teachers and science leaders\, and aims to:\n\n• Share evidence from research\, including issues common misconceptions that children hold.\n• Discuss evidence-informed resources and practical strategies that teachers can use to understand and address common misconceptions that children hold in science. Examples will be used from schools that have trialled these materials and approaches and reflected on their effectiveness \n• Give participants opportunity to try out and discuss some of the resources to identify their own misconceptions\n• Encourage participants to reflect on which strategies might be most useful to address the needs of the children in their schools\, and begin to plan how to audit\, implement and review actions to adapt teaching and planning. CATEGORIES:PRIMARY LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:15be0fbb724af52454f89f39a2701aa2 URL:http://ase2027annconfnorthants.sched.com/event/15be0fbb724af52454f89f39a2701aa2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:Working scientifically in Early Years (nursery and reception) DESCRIPTION:Aims: \n>\; To provide examples of good practice in working scientifically in the Early Years.\n>\; To clarify what the different areas of working scientifically are and how best to use them in every day science in Nursery/Reception. \n\nObjectives:\n>\; To allow practitioners to see the possibilities when using the different areas when working scientifically in class with young children. \n>\; To provide examples of work and discuss what other people do in class to enhance the different areas when working scientifically. \n>\; To enable other practitioners to share good practice with both myself and the group in discussion.\n\nAs an experienced teacher of 37 years\, PSTT Fellow and Early Years Educational Consultant\, I want to share my ideas and knowledge with others\, having seen that working scientifically is often overlooked with young children but there are lots of opportunities to be had. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:9284e2fae357db48aebb930525cf5091 URL:http://ase2027annconfnorthants.sched.com/event/9284e2fae357db48aebb930525cf5091 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:How to use CASE pedagogy to improve student understanding of the control of variables in science investigations DESCRIPTION:Are your students struggling to reliably control variables in their science investigations? In this session\, we will explore how the first five lessons of the CASE pedagogy can transform how your students approach fair testing and multivariable problems. You will be introduced to the 5 pillars of CASE\; Concrete Preparation\, Cognitive Conflict\, Social Construction\, Metacognition\, and Bridging. \n\nRather than just teaching the "rules" of investigations\, you will learn how to facilitate metacognitive dialogue that forces students to reconstruct their own understanding. We will also showcase the "CASE for Teachers" online course. Using real classroom transcripts from the course workbook\, you will practice evaluating student cognitive levels (from early concrete to late formal) to inform your questioning strategies.\n\nAims:\nShare pedagogical approaches: Introduce the 5 pillars of Cognitive Acceleration through Science Education (CASE) to help bridge the cognitive readiness and demand gap.\n\nSolve recurring classroom problems: Provide specific strategies from the first five CASE lessons to help students master the control of variables in investigations.\n\nImprove student thinking through dialogue: Disseminate methods for using classroom dialogue transcripts to accurately evaluate and strategically elevate student cognitive levels.\n\nShowcase a new resource: Launch the "CASE for Teachers" online course by demonstrating its interactive workbook and video simulations.\n\nBackground: Research indicates a significant gap between the high formal cognitive demands of the science curriculum—which requires abstract reasoning like controlling variables—and the actual developmental readiness of early secondary students. Many students naturally struggle to isolate variables to ensure a "fair test." Drawing on the proven CASE intervention\, this session explores how shifting our pedagogy towards five constructivist pillars can systematically upgrade student thinking from concrete observations to formal scientific reasoning. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:f469fbdbc28fd45d0a974b130a0127ff URL:http://ase2027annconfnorthants.sched.com/event/f469fbdbc28fd45d0a974b130a0127ff END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:Planning for dialogue and learning through action: lessons from Tonga DESCRIPTION:This workshop draws on our experience of co-writing the primary science curriculum\, teacher guides\, pupil books and designing teacher training in the Kingdom of Tonga\, a Pacific island nation with a rich culture that is vulnerable to climate change.  \;\n\nIn this workshop we will also draw on the expertise of the science educators in Tonga\, whose voices will be included by video recording. The work was funded by The World Bank as part of  \;larger collaboration between Tonga’s Ministry for Education and Training and The Curriculum Foundation.\n\nIn this engaging workshop combining activity and dialogue we will:\n>\; Explain the internationally used 5E framework for active learning and how it is supported by educational neuroscience\n>\; Explore alternatives to screen-led teaching and how we can support oracy - developing scientific vocabulary and dialogue\n>\; Expand perspectives by sharing what we have learned about curriculum design and pedagogy through co–designing primary science curriculum and pedagogy for the Kingdom of Tonga: a Pacific island nation with a culture of humility\, humour and ‘talanoa’ (dialogue).\n >\; Invite the audience to reflect on how these insights might inform their own teaching. \n\nParticipants will leave the session with:\n>\; A framework for progressive planning\n>\; Ideas for developing oracy \n>\; An enriched view of science education in a global world\n>\; Questions about the potential for pupil books as an alternative to screens\n\nKendra is best known for researching primary science education\, currently drawing together educational neuroscience with research in science education and dialogic talk. Philippa is a highly regarded writer of science learning and teaching materials\, with considerable experience of leading change internationally. Both are experienced at leading teacher professional development. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:c11ea32c8a3fb75faed384bc51980541 URL:http://ase2027annconfnorthants.sched.com/event/c11ea32c8a3fb75faed384bc51980541 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T144500Z DTEND:20270107T154000Z SUMMARY:Presidential Address: We need to talk about equity: Dilemmas\, threats and possibilities for science education DESCRIPTION:2026 saw issues of equity\, diversity and inclusion thrust violently into the academic and educational spotlight. EDI has been the subject of intense\, polarised and painful debate across national and international media\, with events that have shaken the academic world to devastating effect. \nThis presidential address explores the motive of what it means to talk/ speak \;about equity within science education. It engages with a range of discursive challenges relating to equity issues\, spanning resistance to equity through the accusation that “you can’t say anything these days”\, to the practical dilemmas that STEM educators may encounter\, such as not knowing ‘what you can or can’t say’\, through to issues of ‘voice’ and injustice and whose voices are valued\, recognised or marginalised and excluded within STEM learning spaces. \nThe presentation concludes with some possibilities for supporting greater equity\, justice and inclusion in and through science education and how educators might speak more justly and productively about equity issues.\n\n CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:7b2ea46f0e92377fbf64a55bc4f14bb5 URL:http://ase2027annconfnorthants.sched.com/event/7b2ea46f0e92377fbf64a55bc4f14bb5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T154000Z DTEND:20270107T161000Z SUMMARY:Chair Chat DESCRIPTION: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! CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Learning Hub Level 2 landing space outside rooms LH227-230\, Northampton\, UK SEQUENCE:0 UID:c6b293d205361a755482b974760a7cee URL:http://ase2027annconfnorthants.sched.com/event/c6b293d205361a755482b974760a7cee END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T154000Z DTEND:20270107T161000Z SUMMARY:Meet the ASE Teacher Developers Committee DESCRIPTION:ASE Teacher Developers' supports those whose roles include:>\; The design\, coordination and facilitation of professional development \, mentoring and coaching\, whether in school\, schools groups or external>\; Subject and departmental leadershipIf this is you\, come along to the "Meet the ASE Teacher Developers Committee" during Thursday afternoon tea break of Annual Conference 2027. We'll share upcoming activities led by the committee and talk about the ways you can get involved. We are keen to hear your views about how the ASE Teacher Developers group can support you and your colleagues.We look forward to listening to your questions and will endeavour to answer them! CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:72de2cfd58e96ec021a098fd9b8f4fed URL:http://ase2027annconfnorthants.sched.com/event/72de2cfd58e96ec021a098fd9b8f4fed END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:(Educake) Encouraging independent revision at A-level with Hitchin School Girls DESCRIPTION:This session will include input from Hitchin School Girls who will give insights and practical tips on how to encourage independent revision for students. \n\nThere will be lots of visuals in this practical session with some discussions in smaller groups. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:d3dd7e3fe2caa6427ea6a4106c41f924 URL:http://ase2027annconfnorthants.sched.com/event/d3dd7e3fe2caa6427ea6a4106c41f924 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:1d7304613f87f7ad1e4242b47ca525b0 URL:http://ase2027annconfnorthants.sched.com/event/1d7304613f87f7ad1e4242b47ca525b0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:Departmental improvement journeys in practical science DESCRIPTION:The recent curriculum review recognised the importance of good quality purposeful practical science. In this workshop we will share the journeys of some of the schools on our Keeping Science Practical project - hear from the schools how they consistently improved practical provision in their own schools (and the impacts of these changes). CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:f5962bf96432f1800825456f6a09c9e5 URL:http://ase2027annconfnorthants.sched.com/event/f5962bf96432f1800825456f6a09c9e5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T172500Z SUMMARY:PANEL: Subject Leaders - Leading through challenge and change DESCRIPTION:\nThis panel discussion is for all Secondary Science Leaders\; experienced\, new to and aspiring. Come along and hear from colleagues working at the chalk face who will share their insights into some of the key challenges facing schools and leaders. There will be plenty of opportunity for you to share and discuss the many challenges of leading in Science.\n \nAs well as discussing your own successes and challenges\, topics are also likely to include:\n\n>\; Recruitment and retention\n>\; developing your team - planning and leading CPD \n>\; Supporting non-specialists and non-scientists\n>\; Leading curriculum change\n>\; The road ahead for science leadership CATEGORIES:11-19 LOCATION:Creative Hub Atrium Level 1\, Northampton\, UK SEQUENCE:0 UID:adb5a43320d678a287d4951e2e6aa147 URL:http://ase2027annconfnorthants.sched.com/event/adb5a43320d678a287d4951e2e6aa147 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:They pass exams - but can’t think: fixing “doing science” DESCRIPTION:Students can often produce correct answers in science - yet struggle when asked to explain\, justify\, or apply their thinking.\n\nThis session explores why this happens\, and what teachers can do about it.\n\nParticipants will begin by examining real examples of student responses that achieve marks but reveal limited understanding. From this\, we will identify key barriers\, including over-reliance on recall\, weak disciplinary language\, and limited experience of constructing explanations.\n\nThe session will then focus on practical strategies that have been tested in the classroom\, including:\n\nExplicitly modelling how to “think like a scientist”\nTeaching students how to build explanations\, not just recognise them\nUsing scaffolds that are deliberately faded to promote independence\nDesigning questions that reveal and develop thinking\, not just check answers\n\nParticipants will actively apply these approaches by improving a weak student response and adapting a task for their own context.\n\nThe session prioritises clarity\, realism\, and immediate classroom application. By the end of the session\, participants will be able to:\n\nRecognise when students are succeeding without understanding\nDiagnose specific weaknesses in students’ scientific thinking\nImplement structured approaches to improve explanations and reasoning\nAdapt existing tasks to better develop disciplinary thinking CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:42e5d31414c5b117fc2820c4f480ec37 URL:http://ase2027annconfnorthants.sched.com/event/42e5d31414c5b117fc2820c4f480ec37 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T172500Z SUMMARY:Primary Speed Science DESCRIPTION:Get up close with some of the most experienced voices in primary science in this fast-paced\, high-energy session. In Primary Speed Science\, you’ll rotate between tables\, spending a focused eight minutes with each expert - just enough time to ask questions\, explore ideas\, and gain practical insights you can take straight back to your setting.\n \;\nWhether you’re grappling with curriculum design\, enquiry\, assessment\, or subject leadership\, this is your chance to have real conversations with people who’ve been there and done it. No long talks\, just sharp thinking\, honest answers\, and meaningful connections.\n\n CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:5d6636494150d9bb2a5e47bec3cf1a79 URL:http://ase2027annconfnorthants.sched.com/event/5d6636494150d9bb2a5e47bec3cf1a79 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:BERG: Cultivating curiosity: high-quality plant science education for all DESCRIPTION:In this interactive session\, participants will be invited to join a community of experienced educators with plant-based interests\, but the session will cater for all levels of experience and expertise. Participants will\, for example\, have the opportunity to review creative and inspiring plant practicals to engage their classes with plant science and learn about current best pedagogy for the classroom. Participants will also have the opportunity to get involved in an emerging plant science education community to join up secondary and higher education. \n\nThe 50-minute session divided as follows \n\n0-40 minutes – 4 x Lightning presentations by multiple presenters sharing good practice\, organisations and resources for researchers and educators to take away\, use\, develop and adapt in their own teaching. Attendees will have the opportunity and be encouraged to record questions from these sessions for a Q& A and plenary at the end. Participants will be divided into groups to discuss and share good practice and their views on what is needed to advance the teaching of plants in schools including areas such as specific support and resources needed plus areas for future research. These will be fed back and captured on a Padlet and will be used to identify barriers to plant science education in the classroom and guide future research and solutions. This will provide the means to advance plant science education considering educator feedback. \n\nOutcomes: After attending\, participants will be able to: \n\n>\; Utilise and share current best practice\, research and resources in plant science education \n>\; Identify and access key plant science education organisations and projects \n>\; Join\, or be able to refer to\, a community of other educators interested in plant science \n>\; Co-create recommendations to inform future research and supportThis session will be run by the BERG Plant Science Education Working group. The group\, set up in March 2025\, comprises of a diverse range of educators\, researchers and representatives of plant-related organisations. We recognise the fundamental need to share positive plant teaching practices\, shape learning opportunities\, and research to improve plant science education in general. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:39eb17d789d570798afd02d51ae2a1e6 URL:http://ase2027annconfnorthants.sched.com/event/39eb17d789d570798afd02d51ae2a1e6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:Click\, create\, captivate: Use video media to engage and challenge learning DESCRIPTION:Aims: \n•Learn about a range of free digital platforms that can be used to create video content\n•Understand how the use of video content can transform learning\, as shown by the PIC/RAT model\n•Learn how to create their own videos or templates to scaffold tasks for pupils\nFrom TikTok to Teams calls\, many platforms offer video editing software features for free\, therefore creating video content has never been easier.\n \n‘If you truly understand something\, you can teach it to others’\nGetting pupils to make their own videos gives every learner a voice and develops a variety of additional transferable skills\, ranging from literacy and oracy to collaboration and digital skills.\n \nJoin Dr Ben Scott as he showcases examples of pupil’s work that demonstrate their understanding of science ranging from digital lab report videos\, creating models of atomic concepts and revision videos. These tasks engage and challenge learners to be more creative in how they express their understanding. Apart from showcasing some of his favourite go to tools\, he will also demonstrate how he uses rubrics to design and mark these types of assessments.\n \nOutcomes: \n-Be more confident about harnessing video editing software in their own classrooms\n-Be able to design rubrics to create and mark their own pupil video assignments \n-Record their own videos to help support their own lessons and learners\nSince Covid\, Ben has been passionate about the use of technology in teaching and found many digital tools remained in his classroom when he returned to face-to-face teaching. This led to him becoming a digital research and development coordinator as part of the Teaching and Learning school team. Ben has been selected as a UK Adobe Innovator for the last two years\, recognised for his creativity in science teaching. He is also a founding member of the National PedTech Partnership\, a UK focus group of digital thought leaders who are developing a pedagogy first\, technology second approach within their school institutions. Using a variety of digital tools\, he continues to implement innovative ways to challenge pupil’s learning\, through engaging and creative means\, to assess their knowledge and understanding. Creating YouTube style video content has been particularly powerful. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:27ce75a0c36a033c1393b46d85f2585e URL:http://ase2027annconfnorthants.sched.com/event/27ce75a0c36a033c1393b46d85f2585e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T172000Z SUMMARY:International panel: How the global science teaching workforce is preparing students to be future-ready and to thrive DESCRIPTION:Our society is facing technological advancement\, environmental challenges\, and evolving labour market demands. As such\, science education is increasingly expected to equip young people with the knowledge\, skills\, and dispositions needed to deal with these issues and thrive in an uncertain future. Science teachers are at the forefront of this effort\, adapting curricula\, pedagogies\, and assessment practices to prepare students for a complex and interconnected world.\n \;\nThe panel discussion will explore how the global science teaching workforce is responding to these challenges and opportunities. Drawing on international perspectives\, it will examine the ways teachers are fostering critical thinking\, real world problem-solving\, creativity\, scientific literacy\, collaboration\, inquiry-based learning\, sustainability\, digital technologies\, and adaptability essential for future readiness. This includes highlighting how science educators are empowering learners not only to succeed academically\, but also to contribute meaningfully to their communities and address global challenges. The discussion will reflect on the pivotal role of the science teaching profession in shaping resilient\, informed\, and engaged citizens who are prepared to thrive in the future and help create it. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:ce950b8b2293ce00c82010b204b0e37a URL:http://ase2027annconfnorthants.sched.com/event/ce950b8b2293ce00c82010b204b0e37a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T161000Z DTEND:20270107T170500Z SUMMARY:Supporting students’ epistemological science beliefs in STEM education DESCRIPTION:My aim with this session is to:\n• raise awareness of students’ epistemological beliefs\;\n• discuss how these beliefs influence students’ participation and engagement\; and\n• illustrate how these beliefs can be supported towards a more sophisticated understanding through STEM educational practices.\n\nRecent studies in Denmark have shown that students in many cases associate acquisition of scientific knowledge with passive memorization of facts and scientific concepts. I will address the challenges arising from this research and introduce a framework for understanding the concept of epistemological beliefs. This will be used to highlight the findings of a case study I conducted in an eighth-grade physics class in Denmark. \n\nMy hope is that the participants will gain a more complex understanding of students’ conception of scientific knowledge and of what we’re teaching the students about science besides the concepts\, methods and practices. This will enable the participants to identify indicators of epistemological beliefs among their own students and to discuss initiatives to support more sophisticated beliefs about knowledge\, knowing and learning in their own classrooms.\n\nI completed my master’s thesis on this subject at the University of Copenhagen\, where I recently finished my master’s degree in STEM education. I investigated this topic through research into academic literature and a case study in a lower secondary school class\, where I conducted observations in a STEM physics course and did three semi-structured interviews with six students. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:38599e6b0ee3104fd8203f986bd4b071 URL:http://ase2027annconfnorthants.sched.com/event/38599e6b0ee3104fd8203f986bd4b071 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270107T173000Z DTEND:20270107T193000Z SUMMARY:ASE Reception DESCRIPTION:The ASE Reception (formerly known as the Members Reception) is an open event for everyone\, whether you are an ASE Member or not - it's an opportunity to say hello and network with others after an inspirational first day at Conference. Join us for a glass of bubbly to celebrate the ASE!\nThe ASE Books of the Year winners will also be announced\, as well as the CASTME awardees. We look forward to welcoming everyone on Thursday evening of 2027.\nSpecial Service Awards will also be announced.\n\nEveryone is invited to have their first drink\, compliments of the ASE. A PAYG will remain open for the evening until 21.30 for continued networking and socialising.\n\nThe Alexander Award: \;The Alexander prize is awarded annually\, to a woman or group that includes women who has made a significant contribution to the scientific\, technological\, engineering or mathematical (STEM) education of girls or women\, in situations of scarce resources.\n\nIt is granted in memory of Sir Norman Alexander\, a physicist who held various roles in Nigeria\, Ghana\, Mauritius\, Botswana\, Lesotho and Swazliand. Sir Norman was married first to Elizabeth Alexander a pioneering scientist herself who carried out research in radar\, geology\, and tropical soils and then\, after her death to Constance Geary\, chief women education officer in Northern Nigeria. Mary Alexander\, Sir Norman's daughter established the award in Sir Norman’s name\, for women and girls in recognition of the pioneering working carried out by his wives and daughter.\nCASTME Awards: \; \;CASTME’s mission is to raise the general level of STEM education in commonwealth countries and beyond. They support and promote education at all levels\, working in partnership with schools\, colleges\, civil society organisations and industry across the world. Their awards scheme recognises innovation\, awareness raising\, and sustainability across science education. \n\n\n\n CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:df1a2c3e5d7477ab556f094a223d87fb URL:http://ase2027annconfnorthants.sched.com/event/df1a2c3e5d7477ab556f094a223d87fb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:(AQA): Practical Power: classroom practice and exam success in A-level biology DESCRIPTION: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. \n\nThis 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.\n\nSession Outcomes:\nBy the end of this session\, participants will be able to:\nIdentify how practical skills and knowledge are assessed in A-Level Biology examinations.\nRecognise common weaknesses in how students apply practical understanding in written responses.\nApply strategies to better integrate required practical work with exam preparation and assessment success.\n\nThe 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. CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:d474da701ccd5bbb203482475dd52813 URL:http://ase2027annconfnorthants.sched.com/event/d474da701ccd5bbb203482475dd52813 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:(OUP) Critical and scientific thinking in the age of AI DESCRIPTION: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.\n\nThis 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.\nThe 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.\n\nParticipants will leave with:\na clearer understanding of the implications of generative AI for science education\;\npractical classroom strategies for developing critical AI literacy through science\;\napproaches for helping students evaluate scientific claims and information critically\;\nincreased confidence in discussing AI\, accuracy\, misinformation and scientific communication within KS3 science contexts\;\nideas for embedding AI literacy within existing science curricula and pedagogical approaches. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:b7edd425c3a3478332eaeac7f094b130 URL:http://ase2027annconfnorthants.sched.com/event/b7edd425c3a3478332eaeac7f094b130 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:fec205a001d2dbb28eeee8d9aa4c8386 URL:http://ase2027annconfnorthants.sched.com/event/fec205a001d2dbb28eeee8d9aa4c8386 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:Teaching scientific enquiry DESCRIPTION: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. \n\nIn 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'). \n\nIn 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. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:2809b8ca46d344a779f2755fbde1ed4d URL:http://ase2027annconfnorthants.sched.com/event/2809b8ca46d344a779f2755fbde1ed4d END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:The future of the physics teaching workforce DESCRIPTION:The last year has seen radical changes in the numbers of trainee physics teachers recruited\, retained as well as those returning to the profession. \n\nWhat does the future hold? \n\nThe 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? CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:0886cb3b077100e018e203ce7d75025f URL:http://ase2027annconfnorthants.sched.com/event/0886cb3b077100e018e203ce7d75025f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:Update from CLEAPSS DESCRIPTION:Keep up to date with the latest guidance\, resources\, and support available from CLEAPSS. \n\nThis 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. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:2c17fa1ce03ae820e021550633745823 URL:http://ase2027annconfnorthants.sched.com/event/2c17fa1ce03ae820e021550633745823 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:100% Compliant! Policy to classroom practice - lessons to be learnt DESCRIPTION: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.\n\nFindings 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. \n\nExpected 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:\n\n* a greater awareness of the real world experiences and challenges that influence primary science classroom practice. \n* reflected on the differences in science learning emerging across different school settings.\n* considered their readiness to offer primary science teachers support and guidance ahead of or when new curricula guidance is published. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:219e4a86073c428f4ef3e13ae1821ddd URL:http://ase2027annconfnorthants.sched.com/event/219e4a86073c428f4ef3e13ae1821ddd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:Closing the primary science CPD gap: flexible models that work (White Rose Education) DESCRIPTION: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. \n\nThe 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.\n\nSession format:\n•Explore and briefly discuss key findings from the State of Primary Science 2025 report related to CPD access and teacher development\n•Discuss on-demand CPD in primary science\, examining design principles that promote engagement\, retention and classroom impact\n•Critically evaluate the strengths and limitations of online approaches\, including issues of motivation\, accountability and depth of learning\n•Share and reflect on examples of how on-demand CPD might support improvements in subject knowledge\, pedagogy and confidence\n\nIntended outcomes:\n•Interpret key CPD-related findings from State of Primary Science 2025\n•Evaluate how on-demand CPD can support teacher confidence and subject knowledge\n•Critically assess strengths and limitations of digital professional development\n•Identify practical approaches for implementing or advocating scalable CPD solutions. CATEGORIES:PRIMARY LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:741f0ed44888e84c2ad0e153503ecce8 URL:http://ase2027annconfnorthants.sched.com/event/741f0ed44888e84c2ad0e153503ecce8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:Inclusive approaches to thinking scientifically DESCRIPTION: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. \n\nThe 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.\n\nIntended outcomes for participants include:\n• developing a deeper understanding of inclusive science pedagogy\; \n• identifying practical strategies to support diverse learners in thinking scientifically\; \n• critically reflecting on barriers to participation \n• considering how scientific enquiry can be adapted while preserving authentic engagement with scientific ideas.\n \nThe 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. CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:ef26145fd70dea6a6856083fd24746e0 URL:http://ase2027annconfnorthants.sched.com/event/ef26145fd70dea6a6856083fd24746e0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T084500Z DTEND:20270108T094000Z SUMMARY:Are we the change? Making ESD effective through inner development DESCRIPTION: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.\n\n"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?\n\nThis 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.\n\nFar 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.\n\nYou'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.\n\nParticipants should be able to:\n>\; Recognise the identity trap in their own ESD practice and approach it with curiosity rather than resistance\n>\; Identify which IDG dimensions their current teaching cultivates and which remain underdevelope\n>\; Apply at least one embodied\, IDG-grounded technique to help pupils experience sustainability as a way of living\n\nBackground: 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.\nA 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.\n\nThe 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:b27340e0073515ece391eb89a56ab92c URL:http://ase2027annconfnorthants.sched.com/event/b27340e0073515ece391eb89a56ab92c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:79524533c48594127fc50130263782af URL:http://ase2027annconfnorthants.sched.com/event/79524533c48594127fc50130263782af END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Making STEM accessible: Creating a 'safe-to-fail' environment for SEND students DESCRIPTION: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.\n\nOutcomes:\n- Participants will understand some of the barriers facing disabled and neurodivergent students in STEM\, and how they can be reduced or removed.\n- Participants will be feel more confident delivering accessible and inclusive STEM lessons.\n- Participants will feel empowered to reach out to each other & the SEND in STEM Network for support.\n\nBackground: 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.\n CATEGORIES:11-19 LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:f6613ea2d104977c67d521a9428ac388 URL:http://ase2027annconfnorthants.sched.com/event/f6613ea2d104977c67d521a9428ac388 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:My pipette is a lab - the many uses of the single-use pipette DESCRIPTION: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. \n\nParticipants 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. \n\nIn 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. CATEGORIES:11-19 LOCATION:CH314 (Creative Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:953634e325b074a77f7980ee9e6939fe URL:http://ase2027annconfnorthants.sched.com/event/953634e325b074a77f7980ee9e6939fe END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Post-16 chemistry masterclass: IR & 1H NMR spectroscopy DESCRIPTION: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.\n\nOutcomes: 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.\n\n CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:148ed377e568265059f427ed681e3f35 URL:http://ase2027annconfnorthants.sched.com/event/148ed377e568265059f427ed681e3f35 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Research in action: unlocking better science teaching DESCRIPTION: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.\n\nOver 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.\n\nCrucially\, 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.\n\nThe 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. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:b1ab0a0c5ae5fb4b25da3708a973b42f URL:http://ase2027annconfnorthants.sched.com/event/b1ab0a0c5ae5fb4b25da3708a973b42f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Why girls choose A-level physics - findings from an EdD research project DESCRIPTION: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.\n\nOutcomes – 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.\n\nFollowing 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.\n\nBackground – 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.\n\nIn 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. CATEGORIES:11-19 LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:e8de87da6ee52a8879b5bfabf145ff01 URL:http://ase2027annconfnorthants.sched.com/event/e8de87da6ee52a8879b5bfabf145ff01 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Engineering art: build a pantograph (a copying machine STEM challenge) DESCRIPTION: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.\nParticipants 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.\n\nOutcomes - by the end of the session\, participants will be able to:\n>\; Deliver a structured pantograph lesson within a primary classroom setting\n>\; Explain and model the link between pantographs and levers using simple language\n>\; Construct and troubleshoot a basic pantograph design\n>\; Anticipate and address common pupil misconceptions and challenges\n>\; Adapt the activity for different abilities and classroom contexts\n>\; Facilitate pupil reflection and evaluation within a STEM-focused lesson\n>\; Curriculum Links (UK KS2)\n>\; Science (Year 5): Forces – understanding mechanisms including levers\, pulleys\, and gears\n>\; Design & Technology: Design\, make\, and evaluate functional products\; develop technical knowledge of mechanical systems\n>\; Art & Design: Develop drawing techniques and scale images\n>\; History (optional link): Study of inventions and technological development over time CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:c12ec04be86eb0151ff9a833960cf24b URL:http://ase2027annconfnorthants.sched.com/event/c12ec04be86eb0151ff9a833960cf24b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Supporting STEM play and learning in Early Years DESCRIPTION: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. \n\nThe 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. \n\nAs 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. CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:76321f4c6f12f50412b2e7a03777fc5f URL:http://ase2027annconfnorthants.sched.com/event/76321f4c6f12f50412b2e7a03777fc5f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Keynote: Raising the bar - ambition\, curiosity and depth in science DESCRIPTION: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.\n\nMary 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:dadeed61fcfb3e5d6a166da73e856ccc URL:http://ase2027annconfnorthants.sched.com/event/dadeed61fcfb3e5d6a166da73e856ccc END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Technicians TBC DESCRIPTION:\n CATEGORIES:TECHNICIANS LOCATION:LH346 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:a14638e0c519d101b168fe755a94d392 URL:http://ase2027annconfnorthants.sched.com/event/a14638e0c519d101b168fe755a94d392 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Technicians TBC DESCRIPTION:\n CATEGORIES:TECHNICIANS LOCATION:LH345 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:e1632be93139625c8f01f320a8c8c73c URL:http://ase2027annconfnorthants.sched.com/event/e1632be93139625c8f01f320a8c8c73c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Technicians: The Reactivity Series - two practical investigations for the classroom DESCRIPTION:\n\nThe 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.\nThe session will focus on two demonstrations/experiments:\nTin Hedgehogs – an engaging investigation that demonstrates the displacement of copper by tin and provides a striking visual result.\n\nMetal 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.\n\nTin Hedgehogs\nParticipants 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.\n\nMetal 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. CATEGORIES:TECHNICIANS LOCATION:CH208 (Creative Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:8afaf4c7a332f1f9b744ea15435601ad URL:http://ase2027annconfnorthants.sched.com/event/8afaf4c7a332f1f9b744ea15435601ad END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T095500Z DTEND:20270108T105000Z SUMMARY:Technicians: You are never a “lone” - teamworking and teambuilding for all technicians DESCRIPTION: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. CATEGORIES:TECHNICIANS LOCATION:LH347 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:048e514d411c51fdd222742119cda4ce URL:http://ase2027annconfnorthants.sched.com/event/048e514d411c51fdd222742119cda4ce END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T105000Z DTEND:20270108T111500Z SUMMARY:Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell) DESCRIPTION: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! CATEGORIES:11-19 LOCATION:Learning Hub Level 2 landing space outside rooms LH227-230\, Northampton\, UK SEQUENCE:0 UID:d9983a15cde07c0a6cbf37704bfea84a URL:http://ase2027annconfnorthants.sched.com/event/d9983a15cde07c0a6cbf37704bfea84a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T105000Z DTEND:20270108T111500Z SUMMARY:Physics and tea with the IOP DESCRIPTION: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. CATEGORIES:11-19 LOCATION:Learning Hub Level 3 landing space (outside 344-347)\, Northampton\, UK SEQUENCE:0 UID:ea25f872750384ced4840f1508a82d6c URL:http://ase2027annconfnorthants.sched.com/event/ea25f872750384ced4840f1508a82d6c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T105000Z DTEND:20270108T111500Z SUMMARY:Chair Chat DESCRIPTION: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! CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:cb1c9dc870b5d7936d42884968238f29 URL:http://ase2027annconfnorthants.sched.com/event/cb1c9dc870b5d7936d42884968238f29 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:(AQA): Practical Power: classroom practice and exam success in A-level chemistry DESCRIPTION: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. \n\nThis 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.\n\nBy the end of this session\, participants will be able to:\n>\; Identify how practical knowledge and skills are assessed within A-Level Chemistry examinations.\n>\; Recognise common issues in the way students interpret and apply practical understanding in written responses.\n>\; Apply strategies to more effectively link required practical work with exam preparation and student success.\n\nThe 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. CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:dad580f56605198cad14b3c6638d44bd URL:http://ase2027annconfnorthants.sched.com/event/dad580f56605198cad14b3c6638d44bd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:e89a8045c3d2c6506acea1c5bd5e8fab URL:http://ase2027annconfnorthants.sched.com/event/e89a8045c3d2c6506acea1c5bd5e8fab END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:New to Science Leadership DESCRIPTION:Leading people is not the same as teaching students! Middle leaders are the engine room of schools and are worth investing in.\n\nIn 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:\n\n- what kind of training best prepares teachers for leading their peers?\n- is leading the same as managing?\n- how to prepare for a difficult conversation\, how to run an effective departmental meeting\, how to lead change?\n\nIdeal for teachers new to leadership (or aspiring to)\, or those responsible for developing new leaders. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:dc10c9b2b1541f55f9d68ac21014976e URL:http://ase2027annconfnorthants.sched.com/event/dc10c9b2b1541f55f9d68ac21014976e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Panel: Thriving and surviving your first few years (for Early Career Teachers) DESCRIPTION: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. \n\nThey 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.\n\nJoin us. Listen. Ask questions and come away feeling enlightened! CATEGORIES:11-19 LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:ffe4cc49b30a2c7f525f83d516f562f2 URL:http://ase2027annconfnorthants.sched.com/event/ffe4cc49b30a2c7f525f83d516f562f2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:PISA 2025: Outcomes and implications for the Teaching and Learning of science DESCRIPTION: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. \nFirst\, 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”. \nSecond\, 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.  \;\n\nThis 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. CATEGORIES:11-19 LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:dfc60e20d9f74e6a122068e6d1b830fa URL:http://ase2027annconfnorthants.sched.com/event/dfc60e20d9f74e6a122068e6d1b830fa END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Promoting argument-driven explanation in Earth & Environmental Science DESCRIPTION: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.  \; \n\nExplorations 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.\n\nMEL 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:\n\n https://serc.carleton.edu/mel/index.html \n\n CATEGORIES:11-19 LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:d26d098e54487b72c2291e01258fe4fc URL:http://ase2027annconfnorthants.sched.com/event/d26d098e54487b72c2291e01258fe4fc END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Rising to the challenge: improving pedagogy & practice in physics education DESCRIPTION:\nThis 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.\n\nBackground: 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. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:fc7e500cb95dd4522a93558be6b6d4e0 URL:http://ase2027annconfnorthants.sched.com/event/fc7e500cb95dd4522a93558be6b6d4e0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Primary Science: programme of study reform for England DESCRIPTION: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.\n\nPlease note the other sessions in the conference programme\, on KS1 and KS2\, and on biology\, chemistry and physics at KS3 and KS4. CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:11e7693eaf8f263abea08e6d02da53e1 URL:http://ase2027annconfnorthants.sched.com/event/11e7693eaf8f263abea08e6d02da53e1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Teaching climate adaptation: Lessons and resources from the Adapt-Ed Project DESCRIPTION: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.\n\nOutcomes:\nBy the end of the session\, participants will be able to:\n• Explain the difference between climate mitigation and adaptation and why both matter in primary education\n• Access and use Adapt-Ed curriculum resources and teacher CPD materials in their own setting\n• Identify at least two place-based or experiential approaches to teaching climate adaptation that are realistic for a primary classroom\n• Reflect on how climate adaptation themes can connect to existing curriculum areas in science and beyond\n\nBackground: 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.\nAdapt-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. CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:45ccde02500bde805e4ce387e29ec00b URL:http://ase2027annconfnorthants.sched.com/event/45ccde02500bde805e4ce387e29ec00b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:A science ed community lens to 'Every Child Achieving and Thriving' (2026) DESCRIPTION:The Government paper (DfE) published 2026\,  \;Every Child Achieving and Thriving underpins national vision\, drive and strategy for inclusion in schools. \n\nThis 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? CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:bb81e7263f387aa5b2558c67ca20e439 URL:http://ase2027annconfnorthants.sched.com/event/bb81e7263f387aa5b2558c67ca20e439 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T120500Z SUMMARY:Creativity & curiosity for all: the impact of student-led science DESCRIPTION: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.\n\nThe 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. \n\nParticipants 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.\n\nA 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.\n\nThe session concludes with structured reflection and planning\, enabling participants to identify practical strategies for embedding project work within their own settings.\n\nBy the end of the session\, participants will:\n\nUnderstand the evidence base underpinning project-based learning in science education\nExplore how CREST operationalises effective project work in practice\nReflect on the impact of project work through teacher and student perspectives\nIdentify practical approaches to embedding project-based learning in their own contexts\nDevelop one actionable change informed by evidence and discussion CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:3cb407d155722167b1b9a93ae29e3838 URL:http://ase2027annconfnorthants.sched.com/event/3cb407d155722167b1b9a93ae29e3838 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Technicians: Fearless physics DESCRIPTION: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. CATEGORIES:TECHNICIANS LOCATION:LH345 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:1d96222db53a55bb75840a9a2778e129 URL:http://ase2027annconfnorthants.sched.com/event/1d96222db53a55bb75840a9a2778e129 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Technicians: Owl pellet dissection DESCRIPTION: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.\n\nThis 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. CATEGORIES:TECHNICIANS LOCATION:LH346 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:cda4b0a8c5362daef6eb210a715055fb URL:http://ase2027annconfnorthants.sched.com/event/cda4b0a8c5362daef6eb210a715055fb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T111500Z DTEND:20270108T121000Z SUMMARY:Technicians: SEND\, science practicals and science clubs DESCRIPTION: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.\nTechnician delegates will benefit from sharing the ideas and resources to help SEND/EAL students in their practice. \;\n\n CATEGORIES:TECHNICIANS LOCATION:LH347 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:c12f8c2b6423df44dbde42461e2df586 URL:http://ase2027annconfnorthants.sched.com/event/c12f8c2b6423df44dbde42461e2df586 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:(Pearson) Science reform in action - what comes next for teachers and learners? DESCRIPTION: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.\nSession aims\nMake 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\nA 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. CATEGORIES:11-19 LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:355707fe6fc1910e809fcee273a1ffe3 URL:http://ase2027annconfnorthants.sched.com/event/355707fe6fc1910e809fcee273a1ffe3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Beyond keywords: Disciplinary literacy in Post-16 science curricula DESCRIPTION: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.\n\nThe 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.\n\nParticipants 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.\n\nDuring 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.\n\nBy the end of the session\, participants will be able to:\n\n1. Identify the specific literacy demands within post-16 science tasks\;\n2. Distinguish between teaching scientific vocabulary and developing disciplinary scientific thinking.\n3. Use diagnostic questions to uncover barriers to scientific understanding.\n4. Adapt examples of disciplinary literacy resources for Biology\, Chemistry\, Forensic Science or related pathways.\n5. Consider how disciplinary literacy can support curriculum planning for academic\, applied and future technical science routes.\n\nThe 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. CATEGORIES:11-19 LOCATION:LH231 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:c77e010f4d47846af3eaaf33c90aa7a1 URL:http://ase2027annconfnorthants.sched.com/event/c77e010f4d47846af3eaaf33c90aa7a1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Bring climate change to life through chemistry and real-world contexts DESCRIPTION:How can chemistry lessons help learners make sense of climate change and sustainability? \n\nIn this session\, we explore how sustainability contexts can bring chemical concepts to life and connect them to the global challenges of climate change.\n\nWe 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.\n\nWe 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. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:d041e5d9d30581f6fdb350dfc91c11bd URL:http://ase2027annconfnorthants.sched.com/event/d041e5d9d30581f6fdb350dfc91c11bd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Chemical grenades DESCRIPTION: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.  \;\n\nBy 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.  \;\n\nSome 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?"  \;\n\nI 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. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:be5ffb7460b46f063a4c2424a20e421e URL:http://ase2027annconfnorthants.sched.com/event/be5ffb7460b46f063a4c2424a20e421e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:c96b70eff2909e3f38083a32ddf5bab1 URL:http://ase2027annconfnorthants.sched.com/event/c96b70eff2909e3f38083a32ddf5bab1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:What do I need to do to be ready for physics curriculum 2028? DESCRIPTION: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.\n\nPlease note the other sessions in the conference programme\, on KS1 and KS2\, and on biology and chemistry at KS3 and KS4. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:4456727505500e50220f65e325fc22e5 URL:http://ase2027annconfnorthants.sched.com/event/4456727505500e50220f65e325fc22e5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Building scientific literacy through explicit vocabulary teaching DESCRIPTION: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.\n\nThe 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.\n\nI 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.\n\nThe 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.\n\nThe 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.\n\nParticipants 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. CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:b5efe5c436ebaff3c5a1d48bae49c82e URL:http://ase2027annconfnorthants.sched.com/event/b5efe5c436ebaff3c5a1d48bae49c82e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Cultivating a science mindset through outdoor learning DESCRIPTION: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.\n\nParticipants 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.\n\nThe 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.\n\nParticipants should expect a collaborative and reflective session with practical ideas that can be adapted immediately within primary science provision.\n\nAs a result of attending this session\, participants will be able to:\n\n* identify practical ways to embed outdoor learning within primary science teaching\n* adapt existing science units to include meaningful outdoor enquiry opportunities\n* develop strategies to build staff confidence and pupil engagement in outdoor science\n* recognise how outdoor learning can support progression in working scientifically skills\n* identify potential funding opportunities and next steps for developing outdoor science provision within their own setting\n\nBackground: 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.\n\nThe 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. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:5e754dacef7834bac57e31828907790d URL:http://ase2027annconfnorthants.sched.com/event/5e754dacef7834bac57e31828907790d END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Terri and the Time Machine: learning from 4 years delivering arts-based\, oracy-rich science DESCRIPTION: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?\n\nParticipants 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.\n\nAims: 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.\n\nBackground: "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? CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:f96ca0efed64d51ca97cf13636b7ca93 URL:http://ase2027annconfnorthants.sched.com/event/f96ca0efed64d51ca97cf13636b7ca93 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T133000Z SUMMARY:Frontier Science: Engineering the future DESCRIPTION: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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH345 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:1911cf42ac645d05f2c21e9ce4bade81 URL:http://ase2027annconfnorthants.sched.com/event/1911cf42ac645d05f2c21e9ce4bade81 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T133000Z SUMMARY:What's the point of teaching science? What we've found from research DESCRIPTION: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.\n\n 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.\n\nBy 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:e53b82887890307fa8916811b4b7d411 URL:http://ase2027annconfnorthants.sched.com/event/e53b82887890307fa8916811b4b7d411 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T122500Z DTEND:20270108T132000Z SUMMARY:Technicians Lunch with Technician Awards DESCRIPTION: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\n>\; Outstanding Contribution – celebrating an individual who goes above and beyond to support science teaching and learning\n>\; Lifetime Achievement – honouring long-term commitment\, expertise\, and service to the technician profession CATEGORIES:TECHNICIANS LOCATION:Creative Hub Atrium Level 1\, Northampton\, UK SEQUENCE:0 UID:03b01182dc3ca7f3abb076d49cf57f01 URL:http://ase2027annconfnorthants.sched.com/event/03b01182dc3ca7f3abb076d49cf57f01 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:(OUP) Making Practical work meaningful in KS3 science DESCRIPTION: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.\n\nThere 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.\nThis session builds on:\n• Curriculum and Assessment Review (clarity of purpose in practical work)\n• Gatsby Good Practical Science (purposeful and planned practicals)\n• Research on substantive vs disciplinary knowledge and working scientifically\n\nIt is designed to help teachers move from 'doing practicals' to 'designing learning and progression through practicals'.\n\nOutcomes - participants should be able to:\n• Understand what makes practical work purposeful and meaningful\n• Be able to identify and avoid common pitfalls and misconceptions in practical science\n• Gain a clear framework for designing and evaluating practical activities\n• Leave with adapted practical ideas ready to use at KS3\n• Feel more confident in making intentional decisions about when and how to use practical work\n\nParticipants will leave better equipped to ensure that practical work supports deep understanding and scientific thinking\, rather than simply engagement or completion of tasks.\n\nBackground and context: Practical work is a central feature of science teaching\, yet evidence and inspection findings suggest that it is often:\n\n•overly procedural\n•weakly linked to conceptual understanding\n•focused on task completion rather than reasoning\n•does not adequately prepare students for practical work at GCSE\n•does not address misconceptions CATEGORIES:11-19 LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:e08a1059848a6ce6d29811fd9890fcd9 URL:http://ase2027annconfnorthants.sched.com/event/e08a1059848a6ce6d29811fd9890fcd9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:93861c1cac1a030cca3a9fd43f29b033 URL:http://ase2027annconfnorthants.sched.com/event/93861c1cac1a030cca3a9fd43f29b033 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Ideas exchange to catalyse and support school and research partnerships DESCRIPTION:In this session I am to  \;explore ‘what works’ in initiatives that support schools and universities/researchers to work together.  \;\n\nWelcoming 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. \n\nOutcomes: Participants will share and learn about best practice in integrating participating in research in teaching and learning approaches. \n\nParticipants will connect with others with an interest in supporting a culture of research and innovation in UK schools. \n\nParticipants will influence the design of a pilot grant being developed by the British Science Association.\n\nThere 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. CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:814c20efad5a10386c913ad0a06611c9 URL:http://ase2027annconfnorthants.sched.com/event/814c20efad5a10386c913ad0a06611c9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Mathematics support for serving science teachers - seeking a way forward DESCRIPTION: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.\n\nIn this session we will:\n(a) identify mathematical skills challenges \n(b) revisit issues experienced by trainees\n(c) identify the issues for serving teachers using:\n(i) a survey of GCSE Examiners’ reports \n(ii) an overview of existing CPD provision for serving teachers together with lessons from uptake and evaluation information.\n\nWorking closely with trainee teachers\, we have begun to review existing resources that might help teachers to improve their maths skills. \nIn this session participants will be asked about:\n(a) the resources teachers and teacher developers use to develop maths skills of serving teachers\n(b) whether an online self-assessment tool would be helpful\n(c) what additional CPD provision may help \n(d) the possible role of online asynchronous support \n(e) resources that might support science teachers to improve their maths skills pedagogy\n\nBackground: 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. CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:9c5a92b3b1f2306415058c525f035915 URL:http://ase2027annconfnorthants.sched.com/event/9c5a92b3b1f2306415058c525f035915 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Primary TeachMeet Lightning Talks DESCRIPTION:Fast\, focused\, and full of inspiration\, our TeachMeet Lightning Talks are a celebration of ideas that work.\n\nHear 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.\n\nFrom 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.\n\nThis session is coordinated by the ASE Primary Committee who will be present to help and support throughout the session - come along and join in!\n\n\n CATEGORIES:PRIMARY LOCATION:Creative Hub Atrium Level 1\, Northampton\, UK SEQUENCE:0 UID:4501d865b118336926a1c01b4b60d973 URL:http://ase2027annconfnorthants.sched.com/event/4501d865b118336926a1c01b4b60d973 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Developing metacognitive skills through the science curriculum DESCRIPTION: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. \n\nUnderstanding 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. \n\nAll 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:cd36c9dfbe6721d52aa64ddb5d43ccf3 URL:http://ase2027annconfnorthants.sched.com/event/cd36c9dfbe6721d52aa64ddb5d43ccf3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:From clean air to biodiversity: Building student agency in real-world science (Earth Museum) DESCRIPTION: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. \n\nParticipants 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. \; CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:6452ff4dc93aa9200346ad0f7547130f URL:http://ase2027annconfnorthants.sched.com/event/6452ff4dc93aa9200346ad0f7547130f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Helping KS2 children understand climate change: practical lessons DESCRIPTION: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.\n\nThis 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.\n\nThe 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.\n\nParticipants will experience adaptable techniques including role play\, discussion prompts\, short quizzes\, visual imagery and simple explanation frameworks designed for KS2 and early KS3 pupils.\n\nThe 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.\n\nSources discussed will include NASA\, NOAA\, the IPCC\, the WMO and the UK Met Office.\n\nParticipants 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH229 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:92100add094ae3b75cf466e602accace URL:http://ase2027annconfnorthants.sched.com/event/92100add094ae3b75cf466e602accace END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Sonification – using sound to creatively communicate and explore data in the classroom DESCRIPTION: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.\n\nSonification 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.\n\nIn addition\, sonification also has use to support people who are blind or vision impaired to access data and visual information more readily.\n \nIn 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:87ac81f5682fb64aa8cc836a792783fe URL:http://ase2027annconfnorthants.sched.com/event/87ac81f5682fb64aa8cc836a792783fe END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Teaching about ‘AI in real-world science’ in the science classroom DESCRIPTION: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.\n\nHow\, 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?\n\nThe 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.\nWe 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.\n \;\nThe 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:fc9b412088e9414c45623aafa58b77d7 URL:http://ase2027annconfnorthants.sched.com/event/fc9b412088e9414c45623aafa58b77d7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Technicians TBC DESCRIPTION:\n CATEGORIES:TECHNICIANS LOCATION:LH345 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:b81b82fe7f32149296b1489dfbe18fc6 URL:http://ase2027annconfnorthants.sched.com/event/b81b82fe7f32149296b1489dfbe18fc6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T143000Z SUMMARY:Technicians: Science practicals as careers DESCRIPTION: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. CATEGORIES:TECHNICIANS LOCATION:LH347 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:532e8c06d89a79d6dc730a0129b280a4 URL:http://ase2027annconfnorthants.sched.com/event/532e8c06d89a79d6dc730a0129b280a4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T133500Z DTEND:20270108T144000Z SUMMARY:Technicians: Working with glass DESCRIPTION: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! CATEGORIES:TECHNICIANS LOCATION:CH208 (Creative Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:6a17a11974afccc509185fb51f2ffff9 URL:http://ase2027annconfnorthants.sched.com/event/6a17a11974afccc509185fb51f2ffff9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T134500Z DTEND:20270108T143000Z SUMMARY:(Pearson) ECT's & Secondary educators' lunch DESCRIPTION:Pearson is delighted to offer a catered lunchtime networking opportunity to all Early Career Teachers and Trainees\, as well as secondary teachers.\n\nCome along and talk to us about what we can offer and how we can support you in your school. CATEGORIES:11-19 LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:0b8e022a668ce831e0df142848998ed1 URL:http://ase2027annconfnorthants.sched.com/event/0b8e022a668ce831e0df142848998ed1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Engaging young people in science through animal behaviour DESCRIPTION: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. \n\nAs 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.\n\nThis 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.\n\nThis 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. CATEGORIES: LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:8e0cb32eecd2133902fdf9c341e927ee URL:http://ase2027annconfnorthants.sched.com/event/8e0cb32eecd2133902fdf9c341e927ee END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Building fluency in organic mechanisms (White Rose Education) DESCRIPTION: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.\n \nDelegates 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. \nParticipants will engage with a range of carefully designed\, classroom-tested strategies to scaffold learning across the two years of the course. These include:\n\n•Dual coding approaches to represent mechanisms visually and verbally\n•Activities matching mechanistic steps to their chemical meaning\n•Diagnostic tasks that require students to select or justify the next step in a mechanism\n•Completion and sequencing exercises to reveal and address misconceptions\n\nAll resources are grounded in research-informed practice and refined through extensive classroom experience.\nThe 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. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:2cc4d4d72d75c1001d56147e05c1e60d URL:http://ase2027annconfnorthants.sched.com/event/2cc4d4d72d75c1001d56147e05c1e60d END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:ae375e408ef0d2c435f15e6bc12938bb URL:http://ase2027annconfnorthants.sched.com/event/ae375e408ef0d2c435f15e6bc12938bb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Tale of two stems - growing and genotyping anthocyaninless brassicas (Part 1) (MiniOne Systems) DESCRIPTION: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.)\n\nPlants 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. \n\nThis 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.\n\nIn 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.\n\nAll delegates participating in Part 1\, are welcome to join the Embitec team for tea/coffee and cakes during the break\, before Part 2 commences. CATEGORIES:11-19 LOCATION:CH314 (Creative Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:2b16a8156f596b5f420b560ab0d4a1ab URL:http://ase2027annconfnorthants.sched.com/event/2b16a8156f596b5f420b560ab0d4a1ab END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Teaching climate change through biodiversity and ecosystems DESCRIPTION: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.\n\nThis 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.\n\nThe 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.\n\nExamples 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.\n\nParticipants will have opportunities for brief reflection and discussion on how similar approaches could be adapted within their own educational contexts.\n\nParticipants will:\n\n- identify practical approaches for integrating biodiversity and climate change concepts within secondary science education\n- explore curriculum integration strategies and lesson design approaches\n- reflect on teacher-informed approaches to climate change education\n- consider how curriculum materials could be adapted for their own contexts CATEGORIES:11-19 LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:27402e79818061494c7c553e2066e0d8 URL:http://ase2027annconfnorthants.sched.com/event/27402e79818061494c7c553e2066e0d8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Is science for everyone? Tackling unconscious bias in primary schools. DESCRIPTION: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.\n\nThe 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.\n \nThis session is aimed at classroom teachers\, science leaders and teacher developers who work with them\, and aims to:\n• Share evidence from research\, including issues around unconscious bias and stereotype threat and their relation to pupils’ science career ambitions. \n• 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 \n• 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 \n• 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. \n\nParticipants will:\n• 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.\n• reflect on what is working well in their own setting and where improvements could be made.\n• 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. CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:0962b46cf8c25589ee389ee2d84930f8 URL:http://ase2027annconfnorthants.sched.com/event/0962b46cf8c25589ee389ee2d84930f8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Making Primary Science Meaningful DESCRIPTION: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. \n\nThe 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. CATEGORIES:PRIMARY LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:701f64090648ebc25eb3b52823a8476c URL:http://ase2027annconfnorthants.sched.com/event/701f64090648ebc25eb3b52823a8476c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:(OCR) Improving accessibility of assessment in the classroom DESCRIPTION:The session will follow our own involvement in understanding accessibility and improvements in accessibility in formal assessments for Cambridge OCR. \n\nDuring 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). \n\n\n CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:18a5694f703d29a0c6f80f002c80a317 URL:http://ase2027annconfnorthants.sched.com/event/18a5694f703d29a0c6f80f002c80a317 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Education system building DESCRIPTION: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. \n\nEducation 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: \n\n1. 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)\n\n2. 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)\n\n3. 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)\n\n4. 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\n\n5. Developing and distributing academic leadership: structuring teams and roles (HODs\, curriculum leads)\, and encouraging leadership of initiative across all staff\n\nIn 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. \n\nHowever\, 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.\n\nIn 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:52dcf45cc378c8c4f647793c75b6a1ee URL:http://ase2027annconfnorthants.sched.com/event/52dcf45cc378c8c4f647793c75b6a1ee END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Talking Science: who needs teachers anymore? Teaching science in the age of AI (SEPA) DESCRIPTION: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.\nFollowing 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.\nSEPA intends to produce a short summary of key themes emerging from the discussion.\n\nIn 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.\n\nThe 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\n\nRefreshments will be served at the end of this session\, courtesy of SEPA\, for 25 minutes.\n\n CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:588525e1c700ed67111474e2bdefe6d6 URL:http://ase2027annconfnorthants.sched.com/event/588525e1c700ed67111474e2bdefe6d6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Technicians: Less is more: the benefits of a microscale approach DESCRIPTION: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! CATEGORIES:TECHNICIANS LOCATION:LH347 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:ef877b42cbe837d94f07308da316bcfe URL:http://ase2027annconfnorthants.sched.com/event/ef877b42cbe837d94f07308da316bcfe END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T144500Z DTEND:20270108T154000Z SUMMARY:Technicians: When enthusiam meets zero time DESCRIPTION: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. \nWe’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!\nPerfect for anyone looking to give their transition days or science clubs a facelift! \n\nOutcomes: \nAs a result of attending our session\, you will be able to:\n•Leave with ideas\, practical solutions and time and money saving tips!\n•Reflect on current practice and share with other delegates\n•Explore issues specific to technicians providing enrichment support\n\nThe 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 effectivelyBackground: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. CATEGORIES:TECHNICIANS LOCATION:LH345 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:a912117f747a5322f46746bf4e28d243 URL:http://ase2027annconfnorthants.sched.com/event/a912117f747a5322f46746bf4e28d243 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:6ef7d1bebeb5ca954ea785ab33ac3f5f URL:http://ase2027annconfnorthants.sched.com/event/6ef7d1bebeb5ca954ea785ab33ac3f5f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:ECTS\, techs and teachers working together DESCRIPTION: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! CATEGORIES:11-19 LOCATION:LH347 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:01aa7c3cefffe18505f740f3b16909f3 URL:http://ase2027annconfnorthants.sched.com/event/01aa7c3cefffe18505f740f3b16909f3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Frontier Science: What we learn(ed) from rainbows DESCRIPTION:Unexpectedly\, many concepts and practices central to our physics today\, that students and educators could find interesting\, originated in the study of rainbows. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:f0f309edff8fd9bdef72de2ccf539edc URL:http://ase2027annconfnorthants.sched.com/event/f0f309edff8fd9bdef72de2ccf539edc END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Integrated instructions and microscale practical work DESCRIPTION: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.\n\nThis 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.\n\nOutcomes: 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. CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:62396cc19ab99cfd6d9ee856971e5bc8 URL:http://ase2027annconfnorthants.sched.com/event/62396cc19ab99cfd6d9ee856971e5bc8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Preparing for participation: Lesson prep and high participation strategies DESCRIPTION:During the session\, we will:\n \n* 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)\n* Share our experiences embedding these in our own practice\, and in establishing these across departments and schools\n* Facilitate discussion on how these practices might be applied in attendee's contexts\n\n \nAs a result of the session:\n* Teachers will have a new approach to lessons - preparation rather than planning\n* Teachers will have a good understanding of some high participation strategies that they can use in the classroom\n* Leaders and teacher developers will have advice and ideas for implementing these in their contextsBackground: 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. CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:12de15ce01ad9fd1a744d389ca70ad74 URL:http://ase2027annconfnorthants.sched.com/event/12de15ce01ad9fd1a744d389ca70ad74 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Tale of two stems - growing and genotyping anthocyaninless brassicas (Part 2) (MiniOne Systems) DESCRIPTION: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.)\n\nPlants 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. \n\nIn 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.\n\nWith 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. \n\nThis 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. CATEGORIES:11-19 LOCATION:CH314 (Creative Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:761c2150151b9292dbc07d9316d660b0 URL:http://ase2027annconfnorthants.sched.com/event/761c2150151b9292dbc07d9316d660b0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:(CLEAPSS) Promoting oracy through practical science DESCRIPTION: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.\n\nAll 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.\n\nParticipants 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. \n\nHelen 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. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:025a0e010d9cf27f3589f72c91a698fe URL:http://ase2027annconfnorthants.sched.com/event/025a0e010d9cf27f3589f72c91a698fe END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Teacher confidence: The key missing link in primary science improvement DESCRIPTION: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.\n\nDrawing 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.\n\nParticipants 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.\n\nThe 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.\n\nThrough 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.\n\nParticipants will:\n>\; Reflect on the impact of teacher confidence on science teaching\, learning and inclusion\n>\; Consider examples of how schools\, trusts and science organisations can intentionally developed teacher confidence over time\n>\; Consider how teacher confidence could be incorporated into improvement planning\, professional development and external science support programmes\n>\; Identify practical ways to revisit\, monitor and evaluate teacher confidence within their own contexts\n>\; Recognise teacher confidence as a strategic factor in achieving sustainable improvement in primary science\n\nThis 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.\n\nMy 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.\n\nThis 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. CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:1d7254f4d962a57cbebb0105c39c2a7a URL:http://ase2027annconfnorthants.sched.com/event/1d7254f4d962a57cbebb0105c39c2a7a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Two-eyed seeing: Indigenous and local knowledges in primary science DESCRIPTION: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.\n\nThe aims of this session are to:\n•Explain the principle of ‘two-eyed seeing’ and why it strengthens primary science.\n•Explore six dimensions of holistic scientific literacy.\n•Participate in practical activities to showcase how six dimensions of scientific literacy can be embedded in the primary science curriculum.\n•Apply a simple cultural-sensitivity checklist when planning.\n\nOutcomes:\nParticipants 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.\n\nBackground\nThis 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. CATEGORIES:PRIMARY LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:8ded92b0dd5eafe29a8262b632569ad0 URL:http://ase2027annconfnorthants.sched.com/event/8ded92b0dd5eafe29a8262b632569ad0 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Food\, cooking and STEM "Science on Stage" Booklets DESCRIPTION: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. \n\nThe booklets also provide an ideal resource of CPD. and the demonstrations will include opportunities for Q&A. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH229 (Learning Hub Level 2)\, Northampton\, UK SEQUENCE:0 UID:3efb1f921d9166f86534abda0b023235 URL:http://ase2027annconfnorthants.sched.com/event/3efb1f921d9166f86534abda0b023235 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Panel: Planning and upskilling CPD for curriculum reform DESCRIPTION: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.\n\nThe 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.\n\nThe 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.\nWhether 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:36904e819ea855609098bf46ab0692d5 URL:http://ase2027annconfnorthants.sched.com/event/36904e819ea855609098bf46ab0692d5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:The silent teacher: How classroom design co-creates science learning DESCRIPTION: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?\n\nThis 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.\n\nYou'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.\n\nParticipants will be able to:\n•Reflect critically on how their classroom's physical features currently support or constrain pupil engagement\, cognition\, and behaviour\n•Apply evidence-based spatial design techniques to enhance science learning outcomes immediately\n•Join a founding action research network with shared resources\, peer collaboration\, and opportunities to both contribute to and benefit from emerging findings\n\nThis session aims to:\n• convene a founding circle for a UK-wide action research network exploring the transformative potential of classroom design in secondary science settings\n• empower teachers and practitioners with evidence-based\, immediately applicable answers\, built directly from their own classroom experience\n\nBackground: 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. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH344 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:7e231426ebc90779aa192f0a8f8ef3e2 URL:http://ase2027annconfnorthants.sched.com/event/7e231426ebc90779aa192f0a8f8ef3e2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T161000Z DTEND:20270108T170500Z SUMMARY:Technicians: Make and take hands-on workshop DESCRIPTION: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! CATEGORIES:TECHNICIANS LOCATION:LH346 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:b08794a6074cb352ad1bfa23523869a9 URL:http://ase2027annconfnorthants.sched.com/event/b08794a6074cb352ad1bfa23523869a9 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T171000Z DTEND:20270108T173000Z SUMMARY:Meet the ASE 11-19 Committee DESCRIPTION: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! CATEGORIES:11-19 LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:61e3a48b39772faf05943dffed031a8b URL:http://ase2027annconfnorthants.sched.com/event/61e3a48b39772faf05943dffed031a8b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T171000Z DTEND:20270108T173000Z SUMMARY:Meet the ASE Primary Committee DESCRIPTION: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! CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:ba2836f1851d3e0023352c3b26ab332c URL:http://ase2027annconfnorthants.sched.com/event/ba2836f1851d3e0023352c3b26ab332c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T171000Z DTEND:20270108T173000Z SUMMARY:Meet the ASE Technicians Committee DESCRIPTION: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! CATEGORIES:TECHNICIANS LOCATION:LH346 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:6e57a888d268d985433a5ba8b56af023 URL:http://ase2027annconfnorthants.sched.com/event/6e57a888d268d985433a5ba8b56af023 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270108T190000Z DTEND:20270108T220000Z SUMMARY:ASE's Curry & Quiz DESCRIPTION:Come along to ASE's Friday Curry and quiz night Social from 19:00 \;(ticket entry only\, \; available \; on Eventbrite) \;for a great evening of fun with good food and company. There will be a pay as you go bar too (open until 22:00)\, with a lovely relaxed atmosphere for everyone to meet up with colleagues\, talk about the day and plan for Saturday at Annual Conference 2027. Book early as numbers are limited. The ASE Quizmasters\, Alex Sinclair\, is sure to provide great entertainment for the evening!If you are coming to the conference on your own\, don't be put off! We have a friendly community ready to welcome you to the evening and ensure you're in great company. You'll be greeted at the door by one of our hosts\, and if you're flying solo\, we can introduce you to others and help you join a quiz team\, so you can connect and enjoy the event together.\n CATEGORIES: LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:e9ea660384ceedcc0d757bdab3299397 URL:http://ase2027annconfnorthants.sched.com/event/e9ea660384ceedcc0d757bdab3299397 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:CLEAPSS Hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:973facd87c39da36785fb0952d221bdb URL:http://ase2027annconfnorthants.sched.com/event/973facd87c39da36785fb0952d221bdb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:Interrogating PISA datasets with an interactive dashboard DESCRIPTION:The project has taken a design research approach to explore how to facilitate and support statistically appropriate use of secondary data from International Large-Scale Assessments (ILSAs) by a range of stakeholders.  \;The breadth of the publicly available PISA datasets affords opportunities for school leaders\, researchers and policy makers to examine variables beyond attainment data\, providing information on a range of contextual factors that have the potential to be invaluable when seeking a deeper understanding of students’ experiences in schools. So\, the aim of this project is to improve access to\, understanding of\, and engagement with PISA data among educational stakeholders through the co-development of an accessible\, interactive online dashboard that can support evidence-informed discussion and decision-making. \n\nThe need for this platform has arisen as the OCED makes PISA data available\, but expertise in both coding and statistics are needed to format the data so valid statistical analysis can be undertaken. For example\, decisions regarding what and when comparisons are appropriate need to be made. \n\nIn the session\, the tension involved in balancing the complexity and the interpretability of complex data when developing a range of visualisations will be explored. I will then discuss key priorities identified by a range of stakeholders and show how these affected the development of the dashboard. Workshop attendees will then have the opportunity to use the dashboard (including the PISA 2025 science specific data which will have been released by then)\, and to explore its potential benefits. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:0bd43c275ea4efb5588c2dc318eb098c URL:http://ase2027annconfnorthants.sched.com/event/0bd43c275ea4efb5588c2dc318eb098c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:The neuroscience of science lessons DESCRIPTION:Science lessons often ask pupils to process abstract ideas\, unfamiliar vocabulary\, diagrams\, models and practical observations all at once. This session explores how teachers can use selected ideas from cognitive science and neuroscience-informed research to make that complexity more manageable without oversimplifying the science.\n\nThe session will focus on three classroom applications: using dual coding to improve explanations and support understanding\; applying cognitive load theory to design clearer instruction\; and using retrieval practice to strengthen long-term memory. \n\nAlong the way\, participants will consider where these approaches are most useful in science\, where they can be misapplied\, and how to adapt them for different contexts and age groups. This is a practical\, evidence-informed session designed for classroom teachers and subject leaders who want to refine their teaching. \n\nParticipants will leave with a clearer understanding of the research base\, concrete examples from science teaching\, and strategies they can use to improve pupils’ learning\, recall and confidence.\n\nBy the end of the session\, participants will be able to:\n•identify key principles about memory and learning that are relevant to science teaching\;\n•select and adapt dual coding strategies to support pupils’ explanations of scientific concepts\;\n•apply cognitive load principles when planning explanations\, modelling and tasks\;\n•use retrieval practice in ways that support durable learning in science\;\n•evaluate their own classroom practice for opportunities to improve clarity\, retention and progression.\n\nBackground: When I started teaching\, my training did not mention the brain - it was as if we'd forgotten that this is where learning happens! I have a degree in cognitive neuropsychology\, so this seemed surprising. Happily\, as my career progressed\, the sector has moved on to a great understanding of the principles of cognitive science and I have been heartened to see the impact of this on students. Through classroom practice\, collaboration with colleagues and engagement with research on memory and learning\, I will share an approach that focuses on a small number of evidence-informed principles with clear relevance to science teaching. Rather than offering “quick fixes”\, this session draws together practical strategies that have helped make explanations clearer\, reduce unnecessary cognitive overload and strengthen long-term retention CATEGORIES:11-19 LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:8d52263b9dac64fc9ed961202f16a4b6 URL:http://ase2027annconfnorthants.sched.com/event/8d52263b9dac64fc9ed961202f16a4b6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:Energise your science teaching: enquiry\, sustainability and real-world contexts DESCRIPTION:How can we teach primary science in ways that are both rigorous and genuinely meaningful?\n\nThis interactive session explores how cross-curricular topics such as energy\, climate\, and sustainability can be taught through enquiry-driven\, real-world contexts. Grounded in the primary science curriculum\, it demonstrates how linking to geographical understanding—such as rocks and soils\, water systems\, habitats\, environments\, and human impact—can strengthen\, rather than dilute\, disciplinary knowledge.\n\nParticipants will take part in a practical renewable energy investigation\, modelling how pupils can ask questions\, test ideas\, and interpret results. The session also introduces free\, adaptable resources and shows how they can be used to support substantive and disciplinary knowledge and skills.\n\nWe will also explore how initiatives like the Great Science Share for Schools and Practical Action projects can provide purpose and audience for pupil learning\, raising engagement and science capital.\nYou will leave with clear\, classroom-ready approaches that combine strong science pedagogy with meaningful context—without increasing workload.\n\nBy the end of the session\, participants will:\n• Explore enquiry-based science lessons using real-world energy and sustainability contexts\n• Apply strategies to support pupils in asking questions\, investigating\, and communicating findings\n• Integrate opportunities for purposeful talk to strengthen scientific reasoning\n• Be ready to implement at least one practical\, evidence-informed strategy in their classroom\n\nBackground: This session draws on classroom practice and cross-curricular curriculum development\, with a focus on improving how pupils engage with complex scientific ideas such as energy and climate. My work has been shaped by integrating science and geography to provide meaningful\, real-world contexts that support both conceptual understanding and pupil motivation.\n\nI have collated\, developed and trialled classroom approaches where pupils ask their own questions\, investigate renewable energy systems\, and communicate their findings—leading to improved engagement\, confidence\, and scientific reasoning. CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:dbc3225b0fbe077ad715ee46366df05b URL:http://ase2027annconfnorthants.sched.com/event/dbc3225b0fbe077ad715ee46366df05b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:Making primary physics matter DESCRIPTION:Physics in primary classrooms can sometimes feel difficult to teach confidently. Children often arrive with strong existing ideas about forces\, light\, sound or electricity\, while practical activities can easily become focused on “doing” rather than understanding. This workshop explores simple\, evidence-informed approaches that help teachers make physics teaching clearer\, more purposeful and more accessible for all learners.\n\nUsing a range of classroom examples\, participants will explore how to start with children’s thinking\, make practical work more meaningful and develop pupils’ ability to talk and reason about physics. The session will examine approaches such as prediction questions\, purposeful practical design\, diagnostic discussion strategies\, explicit vocabulary teaching and structured classroom talk.\n\nThe workshop focuses on small changes that can have a big impact on pupil understanding without requiring specialist equipment or advanced subject knowledge. Participants will leave with practical routines\, questioning techniques and adaptable strategies that can be used immediately within primary science lessons.\nThis session is particularly suitable for primary teachers\, science leaders and teachers who may feel less confident teaching physics but want to strengthen pupils’ conceptual understanding and engagement.\n\nAs a result of attending\, participants will be able to:\n>\; use strategies to elicit and respond to pupils’ existing physics ideas and misconceptions\n>\; adapt practical activities so that the physics learning is explicit and purposeful\n>\; structure classroom talk to support reasoning\, explanation and participation\n>\; teach and reinforce key physics vocabulary more effectively\n>\; apply evidence-informed approaches to improve pupil understanding in primary physics lessons\n>\; identify at least one practical change they will implement in their own classroom practice immediately\n\nBackground: This workshop draws on my work supporting primary science and physics teaching through classroom practice\, teacher development and subject-specific CPD. Over time\, I have become increasingly interested in the small pedagogical shifts that can make a significant difference to children’s understanding of physics concepts.\nThe session is informed by evidence and guidance from organisations including the Education Endowment Foundation\, the Institute of Physics and the Ogden Trust\, alongside research into purposeful practical work\, oracy and misconceptions in primary science. It also reflects extensive work with teachers who often feel less confident teaching physics than other areas of science.\n\nThe approaches shared have been developed through trialling and refining strategies that help teachers move beyond “busy practicals” towards lessons where children think\, talk and reason more effectively about the physics taking place. CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:f9a10339d646425cede74453de4c796f URL:http://ase2027annconfnorthants.sched.com/event/f9a10339d646425cede74453de4c796f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:Science enrichment – curiosity beyond the curriculum DESCRIPTION:Join us for a thought provoking and hands-on session where we’ll provide stimulus to consider your curriculum enrichment provision\, barriers and solutions to equity of opportunity for all\nWe’ll share reflective tools\, identify local and national enrichment opportunities and resources to make the connection between core curriculum content and nurturing curiosity of your learners.\nThis session is built on exploration beyond the core curriculum but with scientific rigour intact.\n\nOutcomes: \;\n• Reflect on your own context and enrichment offer \n• Made connections between core curriculum and enrichment opportunities for all\n• Considered ways to build on your current enrichment activities in school\n• Take away ideas and resources for use immediately including a gap analysis tool and a curriculum mapBackground: \;Our experience of listening and working with teachers tells us that curriculum pressures continue to be relentless and time for teaching science in the core curriculum is already under pressure in many primary classrooms. We know teachers plan and deliver great core lessons\, they inspire their learners to be curious about the world around them but do they ever really get the chance to nurture that curiosity?\nResearch tells us that enrichment opportunities are vital for providing space for learners to explore their interests in a less structured environment.\nWith so many years of experience running clubs\, My Science Club was founded on the basis of creating a space for children’s curiosity to be fostered and grow whilst supporting the educator at the same time. This remains our passion and with a new curriculum in England and Scotland on the horizon\, we have a moment to consider what we currently have whilst building for the future. In that moment sit our children in schools right now – they can’t wait for us to tread water getting to grips with new curricula\, they need equity of opportunity right now before they leave primary or lose that curiosity and interest.\nOur experience and knowledge as nationally accredited trainers of the Primary Science Capital Teaching Approach (PSCTA) has fuelled our passion for equity of access to enrichment activities and not just for the privileged few. CATEGORIES:PRIMARY LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:0840699bbc2989d3d07a2bafe4c3ca31 URL:http://ase2027annconfnorthants.sched.com/event/0840699bbc2989d3d07a2bafe4c3ca31 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:Frontier Science: How the physical sciences can empower biology - applications of single molecule fluorescence to the biosciences DESCRIPTION:The capability to image single molecules has revolutionised biology. \n\nI will explain how these methods work and  \;how we are currently applying them to study the molecular basis of neurodegenerative disease. \n\nLastly I will describe how our early single molecule work on DNA polymerase led to the development of next generation DNA sequencing\, now widely used\, and the lessons that can be learnt from this experience. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:df0700def7a4b1ca614ba497b8f51209 URL:http://ase2027annconfnorthants.sched.com/event/df0700def7a4b1ca614ba497b8f51209 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:I just went blank: the biology and psychology of exam anxiety DESCRIPTION:Crucially\, biology and psychology feed each other. Cortisol impairs working memory\, which worsens worry\, which keeps the amygdala firing\, which sustains the stress response. The loop runs until something interrupts it\, which is why both physiological strategies (controlled breathing) and cognitive ones (reappraising arousal as challenge\, not threat) work.\n\nBy the end\, participants will:\n>\; understand the biological and psychological mechanisms driving exam anxiety\n>\; recognise the difference between knowing material and being able to show it under pressure\n>\; have practical strategies to help students break the anxiety loop from both directions\n\nBackground and context: Exam anxiety is common\, and for many students it actively undermines performance - the familiar experience of a capable student who "goes blank" despite knowing the material.This isn't simply nerves. When the brain appraises an exam as a threat\, the amygdala triggers two stress responses: a fast one (adrenaline\, via the sympathetic nervous system) and a slower one (cortisol\, via the HPA axis). Cortisol directly impairs the prefrontal cortex and hippocampus - the very structures handling working memory and retrieval.This is the biological mechanism behind the blank mind. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:eac5a100c77cec94b5e83b9861643f03 URL:http://ase2027annconfnorthants.sched.com/event/eac5a100c77cec94b5e83b9861643f03 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T084500Z DTEND:20270109T094000Z SUMMARY:Research Meet (1) DESCRIPTION:Research provides a means for exploring teaching and learning in classrooms and other contexts\, with some studies suggesting new ways of working. Every year many science education Masters\, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:c72a30b6c7d650e62cd4ccf8b91b1b2f URL:http://ase2027annconfnorthants.sched.com/event/c72a30b6c7d650e62cd4ccf8b91b1b2f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:(OUP) The magic of storytelling in the diverse physics curriculum DESCRIPTION:Storytelling has always been a powerful way to share knowledge\, shape understanding\, and engage curiosity — but its role in the physics classroom is often overlooked. In this session\, we will explore how narratives can transform the way students experience physics\, making it more engaging\, memorable\, and authentically inclusive.\n\nThe session begins by unpacking the concept of a curriculum narrative — a structured and sequenced thread that connects key ideas across lessons and units. Participants will examine how narrative techniques can help learners perceive the curriculum not as a collection of isolated facts but as a cohesive and compelling story. Using classic narrative structures\, we will discuss how educators can build meaningful arcs around topics such as forces\, radioactivity\, or energy\, framing physics as a human story of curiosity\, bravery\, collaboration\, and discovery.\n\nIt’s important to acknowledge the risks and challenges of storytelling in physics education: as such\, the session will encourage us to consider how to balance narrative elements with rigorous concept delivery\, avoid reinforcing stereotypes\, and design lessons that make key ideas explicit and secure.\n\nThe session will be highly practical and interactive\, with opportunities to:\n\n- Explore a range of narrative themes relevant to physics teaching\, such as awe and wonder\, bravery in discovery\, collaboration\, and resilience\n- Map existing units onto a narrative structure and develop creative approaches to embedding stories into everyday practice\n- Discover new and inclusive sources for narratives\, including students’ own cultural contexts\, contemporary STEM careers\, and “what if” scenarios that spark curiosity.\n\nBy the end of the session\, attendees will:\n\n- Understand the principles and benefits of curriculum narrative design in physics\n- Be equipped with actionable strategies for incorporating storytelling into lessons and schemes of work\n- Gain insights into how stories can challenge outdated stereotypes and foster a more inclusive physics curriculum that resonates with every learner.\n\nParticipants engage with themes such as awe and wonder\, bravery in discovery and collaboration and resilience within a discussion of how these can shape teaching within a curriculum mapping task including embeddings storytelling into lessons\, explanations and sequences of learning.\n\nParticipants will leave with:\na clearer understanding of the implications of generative AI for science education\;\npractical classroom strategies for developing critical AI literacy through science\;\napproaches for helping students evaluate scientific claims and information critically\;\nincreased confidence in discussing AI\, accuracy\, misinformation and scientific communication within KS3 science contexts\; \nideas for embedding AI literacy within existing science curricula and pedagogical approaches. CATEGORIES:11-19 LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:b49fd704eae4078de1ac6896d8f02bce URL:http://ase2027annconfnorthants.sched.com/event/b49fd704eae4078de1ac6896d8f02bce END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:52efdd2741b884524a1917b6efed2b7e URL:http://ase2027annconfnorthants.sched.com/event/52efdd2741b884524a1917b6efed2b7e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:Photosynthesis & respiration – place in science curriculum - misconceptions DESCRIPTION:Photosynthesis and respiration are the chemical reactions that enable solar energy to fuel life on this planet. Photosynthesis is also where almost all living substances start their life.\n \n • The energy pathway from solar to respiration underpins life on earth\n • It helps students understand the origin of fossil fuels and our climate concerns\n • It is made far too complex and complicated when part of the biology curriculum\n • I argue that they need a place in the chemistry and physics curriculum not only in biology.\n\nI have written and produced many resources to help students understand the associated physics (energy) and chemistry\, which address misconceptions and simplify what are very complex biochemical pathways:\n\n • FuseSchool short video which has had half a million views https://www.youtube.com/watch?v=3XIyweZg6Sw\n • SSR articles\nhttps://www.ase.org.uk/resources/school-science-review/issue-382/model-respiration-and-photosynthesis-in-which-oxygen-plays\nhttps://www.ase.org.uk/resources/school-science-review/issue-349/fuel-and-food-are-not-made-energy-constructive-view\n\n • Science issues resource. Www.scienceissues.org.uk\nThe talk will start with some questions teachers can use on their students to identify misconceptions. Participants will discuss their ideas in pairs (“Tell Each Other”)\n \nI will show the FuseSchool Video and my simple “stretched oxides” photosynthesis model together with this very simple global diagram to show cross-curricular importance. [Can't attach pictue - it shows the degradation ove energy from sunlight to waste heat driving the cycling of matter: fuel+oxygen = carbon dioxide + water\n\nWe then debate how we can give these reactions more importance in future science curricula\, linking it all with the need to help students understand the science behind climate change (specifically the origin of the extra carbon dioxide we are putting into the atmosphere). CATEGORIES:11-19 LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:045fe4f717a24c3cf76e4e5da78bef47 URL:http://ase2027annconfnorthants.sched.com/event/045fe4f717a24c3cf76e4e5da78bef47 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:The genetics of sickle cell detection and therapy (MiniOne Systems) DESCRIPTION:Join us on this hands-on workshop where we will unlock the secrets of Sickle Cell Disease. \n\nWe will explore the genetics of sickle cell disease and genetic testing. \n\nExtend the narrative by becoming medical geneticists conducting newborn screenings for SCD to determine disease inheritance and susceptibility. We can wrap up with modern therapies now available for SCD. CATEGORIES:11-19 LOCATION:CH314 (Creative Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:fa76ee096549ee0351bee15e52b70856 URL:http://ase2027annconfnorthants.sched.com/event/fa76ee096549ee0351bee15e52b70856 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:(CLEAPSS) Hands-on science for communication and language with very young learners DESCRIPTION:Join us to explore new CLEAPSS practical science activities for 4 and 5 year-olds\, and how they can be used to strengthen communication and language through purposeful\, hands-on learning in Reception classrooms.\n \nParticipants will engage with hands-on\, developmentally appropriate activities for Reception\, alongside strategies for developing scientific vocabulary and supporting early scientific thinking.\n \nParticipants will leave with age-appropriate science activities that are ready to use in their settings tomorrow\, alongside the knowledge of how to use them to insure meaningful impact. \n\nOutcomes: \nParticipants will be able to ask appropriate questions to prompt scientific thinking and talking with young children\,\n and will be able to set up meaningful practical activities for 4-5 year olds that will strengthen children’s scientific thinking and use of vocabulary.\n\nCLEAPSS has recently expanded its support to include Reception-aged children in response to growing demand from both primary science leaders and Reception practitioners\, evidenced through increased enquiries to the CLEAPSS helpline. This session is built around brand new practical science activities developed and trialled in Reception classrooms by CLEAPSS’ Reception consultant\, Kathryn Horan. The activities have been written to facilitate scientific language development with very young children\, providing guidance on what questions to ask\, what possible learning foci might be and what outcomes might look like.\n\n CATEGORIES:PRIMARY LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:f90f1a5d9ac92d3f94c5976bbe9d7c8e URL:http://ase2027annconfnorthants.sched.com/event/f90f1a5d9ac92d3f94c5976bbe9d7c8e END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:Improving primary science teaching in areas of high deprivation & challenge DESCRIPTION:This session will present the design\, implementation\, and findings of a three year research and improvement project focused on raising the quality of science teaching and learning in high deprivation settings.\n\nWe worked with 32 primary schools to explore what improves science teaching — and what holds it back. You’ll hear how schools used science audits\, teacher surveys\, targeted CPD\, and network meetings to build teacher confidence and strengthen classroom practice. We’ll share what changed\, what teachers valued most\, and how high-quality CPD helped schools understand their challenges and make improvements.\n\nWe’ll also discuss the real world barriers schools face — including high subject leader turnover — and what helped them keep making progress.\n\nParticipants will gain:\n• Evidence of impact\, including clear improvements in teacher confidence\, positive shifts in science teaching practice and excellent participant feedback on CPD quality\n• Insights into systemic challenges\, particularly:\n- High turnover of science subject leaders and its effect on continuity\n- Practical strategies for supporting science subject leaders in high deprivation contexts\n- An approach for using deprivation related data to understand school needs and tailor support\n- Recommendations for sustaining improvement\, even in schools with leadership instability\n\nBackground: Primary science teaching provision gaps in England remain strongly linked to socioeconomic deprivation. Schools serving communities with high levels of disadvantage often face additional barriers: limited departmental stability\, fewer opportunities for sustained professional development and sometimes significant behavioural challenges.\n\nThis project worked with 32 schools across three ‘priority’ areas in the south-east of England (Edmonton\, Medway and the North Thames Estuary) to understand their specific needs and to trial targeted support. The initiative combined school level diagnostic audits\, teacher surveys\, structured CPD\, mentoring and ongoing collaboration through network meetings. The aim was to build capacity\, strengthen subject leadership\, and improve the quality of science teaching in a way that is responsive to each school’s context.\n\nCPD and support was delivered across schools by Kulvinder Johal\, Primary Science Mentor for the Primary Science Teaching Trust. Content was created by drawing on years of experience working in the classroom\, backed up by research and findings on good primary science teaching in the sector. CATEGORIES:PRIMARY LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:4cfdf05ae2d7395bd9e4b1b876df4dfd URL:http://ase2027annconfnorthants.sched.com/event/4cfdf05ae2d7395bd9e4b1b876df4dfd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:What do I need to do to be ready for Curriculum 2028? A masterclass. DESCRIPTION:Join us to unpick the headline changes and what is already working in your setting.\n\nThis masterclass is aimed at primary subject and cross phase leaders\, curriculum developers in schools MATS and trusts.\n\nYou are encouraged to bring your current primary science long-term plan to reflect on what will be needed to be ready to teach this new curriculum in September 2028\nLeave feeling confident and with a plan of action for the next 12 months\n\nAs a result of attending this session\, you will be able to:\nCreate a personal timeline of planned actions for readiness to teach the new primary science curriculum in 2028Identify changes needed to your long-term planning and resourcesConsider subject knowledge and CPD implications for science leaders and teachers of science at your school CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:b421c615168e12b0c7321f6450c89828 URL:http://ase2027annconfnorthants.sched.com/event/b421c615168e12b0c7321f6450c89828 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:Panel: Big Followings\, Real Learning: A Q&A With Science Educators Who Reach Millions DESCRIPTION:We've all seen it: the student who can't focus for ten minutes in class will happily watch twenty or thirty science videos in a row on their phones. \n\nOnline science education has grown into a high-quality\, mainstream part of how young people learn\, sitting alongside the classroom rather than at its edges\, and the best creators are now among the most influential science educators in the country. So what do they know that those in the classroom can borrow? \n\nThis session\, chaired by Dave Allen\, brings together some of the most successful science educators working on YouTube\, TikTok and beyond for an open Q&A. Ask them how they grab and hold attention\, turn a tricky topic into something memorable\, and keep the science accurate under the pressure of the feed. It's a practical\, honest conversation about the craft of engagement\, the quality of learning that online education can deliver\, and what genuinely transfers from a phone screen to a classroom. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:20b9aa872910d0c4404499fc5e8048cc URL:http://ase2027annconfnorthants.sched.com/event/20b9aa872910d0c4404499fc5e8048cc END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:Research Meet (2) DESCRIPTION:Research provides a means for exploring teaching and learning in classrooms and other contexts\, with some studies suggesting new ways of working. Every year many science education Masters\, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:8cecf3e7750679f55a16dab5f0519df8 URL:http://ase2027annconfnorthants.sched.com/event/8cecf3e7750679f55a16dab5f0519df8 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T095500Z DTEND:20270109T105000Z SUMMARY:Staying human in the science learning loop (AI Fairness) DESCRIPTION:Is Generative AI fair for all science learners? The Department for Education names supporting personalised learning as a use case for generative AI in education\, while warning that generative AI content can be inaccurate\, biased or out of context. Science teachers carry responsibility for managing diversity\, equity\, inclusion and supporting identity formation in their classrooms. Generative AI is now sits inside that responsibility\, often invisibly\, as it infers things about students from their names\, work\, vocabulary and interests.\n\nThis accessible session widens the conversation from bias to fairness\, looking at how generative AI shapes aspects such as cognitive challenge\, assessment\, the language and the framing different students encounter in their science learning. Building on research presented at ASE in 2026 (Hedlund\, 2025) and on ongoing work into bias and fairness through names and assessment\, the session turns research into practical guidance for science classrooms across all phases.\n\nThe session is built around being the informed human in the science learning loop. You will explore what to watch for\, the quick wins that improve fairness\, the mitigated prompts and processes that change what generative AI gives to your students\, and how to model critical generative AI use to the students you teach. The session is pitched for a range of confidence levels with generative AI\, and is grounded throughout in the realities of the science classroom.\n\nOutcomes\n\nDelegates will be able to:\n• Recognise when generative AI is inferring student identity and changing science output as a result.\n• Use specific strategies\, prompts and processes that support fair generative AI use in their classroom.\n• Model critical generative AI use to their students as part of wider digital literacy in the new Curriculum.\n• Discuss the fairness implications of generative AI in science learning with colleagues\, leaders and students. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:275291a9a2c4a3e4f00a86d08871e4fd URL:http://ase2027annconfnorthants.sched.com/event/275291a9a2c4a3e4f00a86d08871e4fd END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T105000Z DTEND:20270109T111500Z SUMMARY:Chair Chat DESCRIPTION: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! CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:d85eb8a65bee5e566a892c1150816b0a URL:http://ase2027annconfnorthants.sched.com/event/d85eb8a65bee5e566a892c1150816b0a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:372e98a3283ee85f2d2c4ee6e2cd76be URL:http://ase2027annconfnorthants.sched.com/event/372e98a3283ee85f2d2c4ee6e2cd76be END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:From recruitment to retention - supporting international physics teachers in England DESCRIPTION:This session focuses on the latest findings and recommendations from ASE’s International Science Teachers project\, supported by the Gatsby Foundation CATEGORIES:11-19 LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:93651d8c36ca5af4e23095260dc5a164 URL:http://ase2027annconfnorthants.sched.com/event/93651d8c36ca5af4e23095260dc5a164 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Life finds a way: Teaching evolutionary processes via experimental evolution DESCRIPTION:Evolution is the most important concept in biology\, yet it is often taught as an abstract topic with limited opportunities for practical investigation. Misconceptions surrounding evolution and natural selection remain common amongst students and the wider public\, while teachers can face challenges relating to subject confidence\, curriculum time\, resourcing and practical accessibility. This workshop draws on ongoing PhD research at the University of Bath investigating how experimental evolution may support the teaching of evolution in a more engaging\, accessible and evidence-informed way.\n\nThe session aims to:\n• explore common misconceptions surrounding evolution and natural selection\;\n• examine current challenges and gaps in evolution education\;\n• share emerging findings from an ongoing research project into experimental evolution in educational settings\;\n• provide participants with hands-on experience of an experimental evolution activity using Pseudomonas fluorescens\;\n• reflection on how inquiry-based practical approaches may support evolution education across diverse settings.\n\nParticipants will begin by exploring some of the most persistent misconceptions surrounding evolution\, including teleological thinking\, misunderstandings around “survival of the fittest”\, and the idea that evolution only occurs over millions of years. Through discussion and short interactive activities\, the workshop will examine why these misconceptions remain prevalent and how they may be reinforced unintentionally within teaching and popular culture.\nThe session will then introduce an experimental evolution teaching package developed as part of an ongoing PhD project. Using genetically modified Pseudomonas fluorescens\, the practical demonstrates the re-emergence of bacterial motility under selection pressure\, enabling students to observe evolutionary change over a short timescale. Participants will engage with elements of the practical activity themselves and explore how the approach has been adapted to improve accessibility across a range of educational contexts\, including schools with limited laboratory facilities.\n\nEmerging findings from the study will be shared alongside discussion of inquiry-based learning\, practical science\, accessibility and student engagement. The session will conclude with opportunities for reflection and discussion around broader questions for biology education\, including how evolutionary thinking might be more coherently embedded across the curriculum as a conceptual “golden thread”.\n\nBy the end of the session\, participants will be able to:\n• identify common misconceptions associated with evolution education\;\n• discuss barriers affecting the teaching of evolution in schools\;\n• explain how experimental evolution can be used to support understanding of natural selection and adaptation\;\n• evaluate the benefits and limitations of inquiry-based practical approaches within evolution education\;\n• reflect on how evolutionary concepts could be revisited more coherently within biology teaching. CATEGORIES:11-19 LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:42bc628423b2f43c53fbc5efcabb28e6 URL:http://ase2027annconfnorthants.sched.com/event/42bc628423b2f43c53fbc5efcabb28e6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Making practical science memorable: A cognitive-science informed approach DESCRIPTION:This session aims to help science teachers and leaders to:\n\n>\; understand how the model of memory can inform decisions about practical science teaching\;\n>\; recognise when practical work may overload working memory\, limiting learning\;\n>\; evaluate the strengths and limitations of different approaches to practical work\;\n? apply evidence-informed principles to design practical lessons that maximise learning.\n\nPractical work can motivate students and bring science to life—but practical lessons can also place heavy demands on students’ attention\, leaving them focused on following instructions or handling equipment rather than learning the intended science.\n\nIn this session\, we will explore how the model of memory can help teachers make better decisions about practical science teaching. By considering the limitations of working memory and the importance of attention for encoding into long-term memory\, we will examine why some practical activities lead to strong learning and others do not.\n\nParticipants will compare different approaches to practical work\, and discuss when each is most likely to be effective. We will also consider how the purpose of the practical—whether to teach disciplinary knowledge\, substantive knowledge\, or practical skills—should shape the chosen approach.\n\nAttendees will leave with a better understanding of how to plan and adapt practical lessons so that students think hard\, remember more\, and learn better.\n\nAs a result of attending this session\, participants will be able to:\n\n>\; identify potential sources of cognitive overload in practical science lessons\;\n>\; select appropriate practical approaches based on lesson goals and student needs\;\n>\; adapt existing practical activities to better support attention\, memory\, and learning\;\n\nBackground: Practical work is often seen as central to science education\, yet students do not always learn what teachers intend from these experiences. My interest in this area has developed through classroom practice\, curriculum design\, and engagement with cognitive science research on memory\, attention\, and cognitive load. Through reflecting on when practical lessons have been most and least effective\, and drawing on research-informed approaches such as explicit instruction and the “model of memory\,” I have developed a framework for making more deliberate choices about how practical work is organised and delivered. This session brings together classroom experience and evidence-informed thinking to help teachers move beyond “doing” practical work towards securing lasting learning. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:d8d21436704f5ac6e2013c2514e1aa60 URL:http://ase2027annconfnorthants.sched.com/event/d8d21436704f5ac6e2013c2514e1aa60 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Developing authentic enquiry in primary science (White Rose Education) DESCRIPTION:This session explores how inquiry-based learning (IBL) in primary science can move beyond procedural or “pseudo” inquiry towards authentic inquiry where children genuinely hold epistemic authority within the classroom.\n\nDrawing on an ongoing PhD study at the University of Cambridge Faculty of Education alongside practical classroom implementation using White Rose Science resources\, the session will examine the relationship between teacher identity\, working scientifically and pupil voice in primary science.\n\nRecent national conversations have highlighted that while substantive knowledge is increasingly secure\, disciplinary knowledge and authentic scientific inquiry remain underdeveloped. In many classrooms\, children are still receiving science rather than actively doing science. This session argues that the challenge is not simply a lack of resources or curriculum structure\, but a teacher identity issue.\n\nThe session will share findings from collaborative Lesson Study cycles conducted in a Year 4 classroom with a high proportion of EAL learners. The research focuses on how teachers interpret classroom moments such as silence\, misconceptions\, uncertainty and pupil struggle\, and how those interpretations shape whether pupils are positioned as passive recipients of knowledge or active participants in scientific meaning-making.\n\nParticipants will explore the distinction between transmission teaching\, pseudo-IBL and authentic IBL\, considering how subtle teacher responses can either open or close epistemic space for children. Practical examples from science lessons will demonstrate how small shifts in teacher behaviour\, such as allowing productive silence\, redirecting questions back to pupils and encouraging peer-to-peer scientific discussion\, can significantly increase student voice and disciplinary engagement while still working within existing curriculum structures.\n\nPractical examples from a Year 4 science classroom will illustrate a clear inquiry-based lesson structure centred on recurring working scientifically skills. Lessons begin with recap activities and image stimuli that encourage children to notice\, wonder and connect prior knowledge. Throughout the lesson\, pupils repeatedly apply the same scientific skill in different contexts while teachers observe carefully for misconceptions\, uncertainty and participation\, using these observations to shape shared anchor charts and individual science journal entries. Exit passes are then used to assess developing understanding.\n\nThe session argues that this approach depends on teachers being confident in holding epistemic space for pupils\, a confidence developed through collaborative Lesson Study and identity-focused professional reflection. Delegates will leave with practical\, manageable strategies for collaborative planning\, observation and reflection that can be implemented immediately in classrooms and schools.\n\nWhilst this session is proposed by White Rose Education\, this session is not promoting White Rose Science\, and is focussing on the PhD research. This is not a funded initiative. The PhD researcher is a WRS customer and we are supporting him in his research. CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:b969b0da89469a39087f6513f7b448ae URL:http://ase2027annconfnorthants.sched.com/event/b969b0da89469a39087f6513f7b448ae END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Teaching primary science outdoors DESCRIPTION:This practical workshop will support teachers in taking their primary science lessons outdoors.  \;\n\n• To consider which lesson objectives should be taught outdoors\, and which lesson objectives could be taught outdoors\n• To plan purposeful practical activities\n• To explore opportunities for assessment and recording outdoors\n\nHelen Spring CSciTeach is a Primary Science and Outdoor Learning Consultant. With a wealth of experience as a teacher and science subject leader\, Helen specialises in primary science and outdoor learning. She is the author of the book\, 'Teaching Primary Science Outdoors'. Helen's expertise lies in supporting primary science subject leaders and teachers\, assisting them in enhancing the quality of their teaching and learning.\n \nThis practical workshop will support teachers in taking their primary science lessons outdoors. We will explore which lessons should be taught outdoors\, and which lessons could be taught outdoors. We will spend time looking at how to plan for effective outdoor science lessons\, where children make progress\, and where teachers have the opportunity to assess that progress.\n \nParticipants will be able to reflect on their own science teaching\, and to plan further opportunities for taking their science lessons outdoors.  \; CATEGORIES:PRIMARY LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:dc023ae0962c2b81ab894ee367a1903f URL:http://ase2027annconfnorthants.sched.com/event/dc023ae0962c2b81ab894ee367a1903f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Using research on children's misconceptions to develop primary science DESCRIPTION:This session explores why evidence-based approaches are essential for creating high-quality primary science lessons that are effective and meaningful for all learners. \n\nIt introduces research-informed approaches such as Best Evidence Science Teaching (BEST) for primary-aged children\, demonstrating how evidence can be translated into practical strategies to diagnose misconceptions\, sequence learning and use formative assessment to build secure scientific understanding. \n\nThe session also introduces BEST Bites\, new CPD modules designed to support teachers in developing learners’ understanding of key scientific ideas and easing transition from primary to secondary science. CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:85495e179fd30d62edcc4e2ff8a1eaf1 URL:http://ase2027annconfnorthants.sched.com/event/85495e179fd30d62edcc4e2ff8a1eaf1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T131000Z SUMMARY:Hackathon on teaching climate change better DESCRIPTION:Join fellow teachers to spark ideas\, share challenges and solutions\, and develop new classroom resources. Come along with your enthusiasm and experience – no resources necessary!\n\nThis fast-paced\, hands-on session is designed to strengthen primary and secondary climate change teaching.\nDelegates will work in small groups so that by the end of the Hackathon\, you will have:\n\ndesigned engaging ways to tackle common misconceptions\;\nidentified existing resources that can be repurposed in alternative ways\;\ndeveloped new resources and ideas for the classroom.\n\nYou will be supported by climate change experts and curriculum developers to create ideas and resources that can be used by teachers across the country. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Creative Hub Atrium Level 1\, Northampton\, UK SEQUENCE:0 UID:bec45bb9fb77096c419eb267c66975b6 URL:http://ase2027annconfnorthants.sched.com/event/bec45bb9fb77096c419eb267c66975b6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Keynote: Authentic scientific inquiry in school science: Learning from the history and philosophy of science DESCRIPTION:Inquiry-based learning is difficult to put into practice when we are teaching scientific content that is well-known and indisputable. If teachers already have the correct answers\, why should students bother trying to find them out for themselves? Drawing from the history of science can help us find interesting questions that today’s mainstream science does not address and does not have ready answers to. I will illustrate this through examples taken from my previous and current work\, including the anomalous boiling of water and the puzzle over the workings of the Voltaic battery. Taking inspiration from John Dewey\, I focus on the experience of student. How can we help students have a true experience of science\, both in experiencing natural phenomena and experiencing scientific inquiry? Dealing with phenomena that deviate from textbook descriptions can allow students to experience nature truly for themselves. Puzzling over how to make sense of such phenomena can give them the experience of actual scientific inquiry.\n\nMy discussion in this talk is part of a general attempt to enhance the interaction between science education and the history and philosophy of science (HPS). Despite great efforts by Michael Matthews\, Douglas Allchin and others\, HPS remains on the fringes of science education\, and science education is not a major concern in mainstream HPS. This is a lamentable situation. On the side of philosophy of science\, there is obvious potential for engagement with the teaching of the nature of science. From the history of science\, I think the most promising contribution is to help students (and teachers) realise that respected past scientists have investigated nature in different ways from what we are now accustomed to\, and that there is value in revisiting these alternative approaches. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:530697329d466b7bab2a1cb495cfa1fb URL:http://ase2027annconfnorthants.sched.com/event/530697329d466b7bab2a1cb495cfa1fb END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Place-based STEM education: Heritage\, careers and curriculum DESCRIPTION:This session will begin with an introduction to the Operation Spitfire 4 Schools project as a case study of place-based learning. The curriculum aims to increase engagement with STEM careers and increase civic pride within Stoke-On-Trent and Staffordshire. Each lesson is linked to a career in the past within Stoke-On-Trent and Staffordshire and a career opportunity that exists now within Stoke-On-Trent and Staffordshire.\n\nThe government white papers: Every Child Achieving and Thriving and the Post 16 Education and Skills reforms focus heavily on streamlining careers pathways. The work of the Futures Forum in Stoke-On-Trent will be shared with participants which streamlines careers into distinct careers pathways. WMBACC - myFUTURE | Supporting Skills\, Careers & Progression . Participants will have time to consider the careers pathways available in their local area.\n\nParticipants will be given time to research a STEM career in the past and the future in their local area using the Neon Futures resource from Engineering UK and to reflect on how these might be linked to a lesson in their science curriculum. \n\nReflection and Questions. Participants will share how they have mapped a career in the past and the future to a lesson in their science curriculum.\n\n Participants will have a framework that they will be able to use to map local STEM careers in their local area from both the past and the future to their existing STEM curriculum. They will have an example of a STEM career from the past and the future in their local area to share with their colleagues that maps to a lesson they teach.\n\nBackground: We know that the UK is facing a shortfall of over 173\,000 engineering and technology workers\, costing the economy around £1.5 billion each year. As demand rises in advanced manufacturing\, clean energy\, and defence\, these shortages in engineering and design risk undermining critical infrastructure and the UK’s global competitiveness. Locally\, Staffordshire faces a pressing need for 2\,600 new skilled engineers every year for the next decade\, to support both replacement needs and economic growth in priority sectors such as advanced manufacturing. Yet\, the STEM pipeline is challenged by low interest and awareness - particularly among girls\, young people from under-resourced (lower socio-economic) communities\, and those from minoritised communities. Operation Spitfire 4 Schools was set up to directly address these challenges. Through a curriculum rooted in local heritage but designed to inspire future opportunity\, OS4S provides early-stage engagement at KS2 and KS3\, precisely the stage identified in Louise Archer's 2026 ASE key note speech as critical to challenging stereotypes and broadening aspirations. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:2f0d7906a12c2047c16128294e0271aa URL:http://ase2027annconfnorthants.sched.com/event/2f0d7906a12c2047c16128294e0271aa END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T111500Z DTEND:20270109T121000Z SUMMARY:Using AI effectively to reduce workload - A realistic perspective DESCRIPTION:This interactive workshop will give you a grounded\, practical exploration of how AI can support workload reduction without creating additional stress\, unrealistic expectations\, or dependence on technology.\n\nYou will explore real examples of where AI can save time\, including planning support\, summarising information\, drafting routine communications\, adapting content for different audiences\, generating starting points for resources\, and reducing repetitive administrative tasks. Through discussion and short practical activities\, you will consider how to evaluate when AI is genuinely useful\, when it may be inefficient\, and where caution is needed.\n\nA key focus will be on critical use rather than blind adoption. You will consider issues such as accuracy\, bias\, safeguarding\, privacy\, and the importance of maintaining professional oversight.\n\nDesigned for educators and professionals who are curious about AI but want realistic\, manageable approaches rather than technical deep dives or exaggerated claims\, this session will leave you with practical ideas\, increased confidence\, and a clearer understanding of how AI can support\, but not replace professional expertise.\n\nFollowing this session\, participants hopefully will be able to:\n\n* Identify appropriate tasks where AI may reduce workload effectively.\n* Critically evaluate whether AI is the right tool for a specific task.\n* Apply simple AI-supported strategies to improve efficiency in planning\, communication\, and organisation.\n* Recognise common risks and limitations when using AI in professional settings.\n* Use AI more intentionally\, ethically\, and with clearer professional boundaries.\n* Trial at least one realistic AI workflow within their own practice. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:b9b396a6a5cb2f49f0893854a5dfe287 URL:http://ase2027annconfnorthants.sched.com/event/b9b396a6a5cb2f49f0893854a5dfe287 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Beyond the formula: Teaching molar relationships using proportionality (White Rose Education) DESCRIPTION:This workshop challenges teachers to rethink how molar relationships are introduced and taught. Moving beyond the traditional reliance on formulae such as moles = mass ÷ Mr and moles = concentration × volume\, it presents a more intuitive\, proportional based approach aligned with mathematical reasoning.\n\nParticipants will explore how teaching mole calculations through proportional relationships can deepen conceptual understanding\, reduce cognitive load and improve student confidence in tackling quantitative chemistry problems. By connecting chemistry more explicitly with familiar mathematical strategies\, this approach supports learners in making sense of problems rather than memorising procedures.\n\nDesigned for both early career and experienced teachers\, the session will provide practical classroom strategies\, worked examples\, and opportunities to reflect on current practice. Delegates will leave equipped with adaptable methods to enhance student understanding and attainment. CATEGORIES:11-19 LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:e575624e06d36b54cfbc6f9531875bf2 URL:http://ase2027annconfnorthants.sched.com/event/e575624e06d36b54cfbc6f9531875bf2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:CLEAPSS hands-on workshop drop-in DESCRIPTION:A chance to gets hands-on\, and try out some of the latest CLEAPSS practicals.  \;\n\nPop in\, ask a question\, chat with the CLEAPSS advisors!\n\nFor queries\, please email contact@cleapss.org.uk CATEGORIES:11-19 LOCATION:LH017 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:e86dff3f64018ab0f315afcb83eab3a7 URL:http://ase2027annconfnorthants.sched.com/event/e86dff3f64018ab0f315afcb83eab3a7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T133000Z SUMMARY:Future green engineering jobs in the KS3 curriculum. DESCRIPTION:The Office for National Statistics published estimates of green jobs in July 2025. 61% of these were STEM-based\, especially in engineering and tech and only 3% were nature-based. The Intergovernmental Panel on Climate Change has estimated up to 725\,000 new roles could be created in low-carbon sectors like renewable energy generation and electric vehicle manufacture. \n\nEngineeringUK has developed a set of curriculum resources\, the Climate Schools Programme\, in several Key Stage 3 subjects and a simple model for how to use the subject of environmental sustainability to engage students in thinking about engineering and tech careers.  \;\n\nThe resources and model are based on solutions to environmental problems\, rather than the problems themselves\, and naturally extends to the current and future careers associated with those solutions. Attendees will have a chance to explore how they might put these ideas into practice in their setting. CATEGORIES:11-19 LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:027cd41f8665739370ecc48c20696c86 URL:http://ase2027annconfnorthants.sched.com/event/027cd41f8665739370ecc48c20696c86 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:What do I need to do to be ready for chemistry curriculum 2028? DESCRIPTION: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 Chemistry KS3 and KS4 plus transition from KS2 and KS1.\n\nPlease note the other sessions in the conference programme\, on KS1 and KS2\, and on biology and physics at KS3 and KS4. CATEGORIES:11-19 LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:a864f1f54d7b33d17efe433f91142217 URL:http://ase2027annconfnorthants.sched.com/event/a864f1f54d7b33d17efe433f91142217 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Decolonising primary science: examples\, research and next steps DESCRIPTION:The aim of this session is to support teachers in applying a decolonial lens to their primary science teaching practice. It will encourage participants to explore parallel ways of knowing and to acknowledge how colonial legacies continue to shape our current education systems. We will demonstrate how to link historical and indigenous epistemologies to Western understanding and applications of science and suggest how these ideas can be taught concurrently.  \;\n\nConcrete classroom and whole‑school examples of this approach will be shared\, alongside discussion of their impact on children’s attitudes\, beliefs and engagement with science. In addition\, the session will disseminate evidence from our research into the use of generative artificial intelligence in identifying and producing resources to support teaching through a decolonial lens.\n\nWe will start with an introduction for the need to decolonise the primary science curriculum and an overview of what this entails\, and discuss tried and tested classroom and whole‑school examples. We will also include a review of research into how GenAI can be used to source specific materials for this approach and offer delegates an opportunity to trial GenAI prompts to source materials\, ending with a brief Q&A.\n\n CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:2c3e878fac40ce6ac91e1b74f96f4051 URL:http://ase2027annconfnorthants.sched.com/event/2c3e878fac40ce6ac91e1b74f96f4051 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Primary networking lunch space DESCRIPTION:This venue has been made available for primary science educators to get together and network during their scheduled lunch break.\n \nPop-up make and take will take place in the same space in the session following lunch at 13.35 - but it's a big room\, so there's sufficient space and interest for both elements!\n\nGrab your lunch and come along for some networking and informal chatting. CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:87b3d9b7244464273e12be01a8b64196 URL:http://ase2027annconfnorthants.sched.com/event/87b3d9b7244464273e12be01a8b64196 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Rich retrieval: consolidating and elaborating scientific concepts DESCRIPTION:We are proposing ‘Rich Retrieval’ as a teaching and learning strategy. Retrieval practice in primary science is often limited to the retrieval of discrete 'facts' using low-stakes quizzes. This may contribute to pupils having knowledge as lots of separate bits of information without understanding how they relate to each other. The retrieval of memories is ‘reconstructive’ - connections in the brain are reformed in the process of bringing a memory to mind - there is the possibility of not just strengthening those connections\, but also extending them. We also know that dialogic talk in science lessons can improve conceptual understanding. So\, we are exploring the premise that a richer form of retrieval can both consolidate and elaborate conceptual knowledge.  \;\n\nThis session is based on our ongoing research into designing and evaluating retrieval activities for both consolidating and elaborating conceptual (substantive) knowledge in primary science. A team at Bath Spa University has been collaborating with teachers to develop and trial activities that use our Rich Retrieval strategies (known as 5Cs and a Q) to support the learning of key concepts for 7-11 year olds. A bank of 5-10 minute activities has been developed to match the current Key Stage 2 science curriculum for England\, and we suggest that the Rich Retrieval strategies have a broader application. Our programme introducing this to primary teachers is currently being independently evaluated by the Education Endowment Foundation. \n\nWe see this research as an important example of how to bring together three different kinds of knowledge: science education research\, educational neuroscience and teacher professional wisdom. \n\nThe workshop aims to: \n>\; Explain the rationale for the Rich Retrieval strategies in terms of cognitive neuroscience and science education research \n>\; Provide examples of Rich Retrieval activities and how to use them \n>\; Share insights from our research to date \n>\; Give participants the opportunity to share their experience of using retrieval in science lessons \n>\; Participants will leave the session with: \n>\; A deeper understanding of the potential of retrieval practice to support learning \n>\; Practical ideas about how to make retrieval practice richer \n>\; Questions about how to make the most of retrieval practice in their own context CATEGORIES:PRIMARY LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:22674fad08e82068c0100083cecc3aa5 URL:http://ase2027annconfnorthants.sched.com/event/22674fad08e82068c0100083cecc3aa5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Frontier Science: Exploring Mars DESCRIPTION:I have explored Mars with the Curiosity Rover\, orbiters and Martian meteorites. \n\nThis talks summarises how we have reached a new understanding about the evolution of Mars and its Habitable\, ‘Warm and Wet’ ancient past\, and how we plan to continue exploring Mars with new missions – robotic and human. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:4680fa91f141e80ed3b4e93a7e208c3d URL:http://ase2027annconfnorthants.sched.com/event/4680fa91f141e80ed3b4e93a7e208c3d END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Relax and unwind with 3 short films on nature DESCRIPTION:Join us to relax and unwind during lunchtime at the ASE Annual Conference. Enjoy three stunning short films showcasing fascinating wildlife and their ecosystems.‘The Caretakers’ is a journey into the weird\, wonderful and truly astonishing lives of the small yet mighty creatures who keep the world turning – beetles. They have been successful for millions of years\, but they’re in serious trouble\; what does the future hold for these incredibly important animals\, and for us if they disappear? 21 minutes. Director – Tom Hanner‘Creatures of the Kaleidoscope’ Explore one of natures most magical creatures\, the Cuttlefish. Embark on a mesmerising journey of nature’s living kaleidoscopes. Follow these elusive creatures as this documentary delves deep into the extraordinary lives of these remarkable cephalopods\, see their unique abilities as they morph into a stunning array of colours and shapes in a blink of an eye. Witness the incredible transformation from vulnerable prey to cunning predators\, navigating the vast oceans ever changing surroundings and dangers. 18 minutes. Director – Hannah Jodie Alexander‘Fascinating World of Wood Ants’ This film visualizes the lifecycle of Wood Ants and emphasizes their vital ecological role in the ecosystem. It showcases their journey\, social dynamics\, and ecological contributions\, highlighting the importance of preserving their habitats in the face of environmental challenges. 11 minutes. Director – Siddique Salim KhanThese short films are kindly made available for viewing at ASE’s Annual Conference through ASE’s long-standing collaboration with the Museo de Ciencias of the Universidad de Navarra. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:Leathersellers Hide (Learning Hub Level 4)\, Northampton\, UK SEQUENCE:0 UID:2c53da5a8d5a019129415fa9a53adea6 URL:http://ase2027annconfnorthants.sched.com/event/2c53da5a8d5a019129415fa9a53adea6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T122500Z DTEND:20270109T132000Z SUMMARY:Talking and thinking at Science on Stage: using simple stimuli and strategies to build a culture of rich scientific talk DESCRIPTION: \;Are your students working in groups but not truly thinking together? \n\nIn this session\, we will explore how strategies such as purposeful oracy games can transform the quality of talk and argumentation in your science classroom. You will be introduced to a simple\, repeatable structure that moves students beyond mere prediction to explaining their reasoning\, observing with purpose\, and reconciling their ideas with evidence. Rather than seeing/dialogue/  \;as an "extra\," you will learn how to weave it into the fabric of your lessons\, creating rich\, productive environments where good talk becomes a habit. \n\nWe will discuss the small\, manageable changes you can make to your everyday practice\; from a short starter activity to a more extended investigation\, that can have a transformative impact on student thinking\, engagement\, and scientific literacy. \n\nWe will also provide practical examples and a framework for designing these sequences\, so they are easy to implement and highly effective. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:b7ffbb01ca746e0523a0a6c7c3a2677c URL:http://ase2027annconfnorthants.sched.com/event/b7ffbb01ca746e0523a0a6c7c3a2677c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:Educake X AQA: GCSE to A level transition DESCRIPTION:Join AQA and Educake for a joint session exploring the challenges students face when transitioning from GCSE to A-level Science.\n\nAQA will share valuable data and insights from examiner reports\, highlighting some of the common areas where students can struggle as they move from GCSE to A-level. The session will explore practical ways to prepare students for this transition\, with ideas and support to help build the knowledge\, skills and confidence needed for success at A-level.\n\nThere will also be time for moderated questions from the audience\, alongside questions submitted in advance\, providing an opportunity to further explore the impact of the GCSE-to-A-level transition and discuss effective ways to support students as they progress.\n\nEducake will provide a brief demonstration of how its tools can help teachers identify gaps in essential and prerequisite knowledge\, highlight areas for students to focus on\, and support the development of more independent learning habits as students prepare for A-level study. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:355f64fb562325412620e92790cd9592 URL:http://ase2027annconfnorthants.sched.com/event/355f64fb562325412620e92790cd9592 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:Student agency to use AI tools when learning in science DESCRIPTION:AS students increasingly turn to tools like ChatGPT and Gemini\, we introduce a student-agency framework to help learners use AI more critically rather than over-relying on it. \n\nIn this workshop computer science education researchers will work with science educators to begin adapting the agency framework for use in the science classroom. CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:23db84aeec3a8d886df50e854dd692e6 URL:http://ase2027annconfnorthants.sched.com/event/23db84aeec3a8d886df50e854dd692e6 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T154000Z SUMMARY:Yes you can! DESCRIPTION:The ASE H&S Group is delighted to run a demonstration workshop for science teachers that shows a range of exciting and eye-catching practical activities\, but often thought to be banned or restricted owing to the risks if the activities are carried out wrongly. These demonstrations are great for helping students understand science and get excited about it.This session will focus on how to undertake these activities to inspire students\, and how to do them safely by planning carefully and following the proper safety precautions. It is about using risk assessment as an enabling tool\, not a barrier. CATEGORIES:11-19 LOCATION:CH314 (Creative Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:8fbf566712a57f9eb062ed79cb94efb1 URL:http://ase2027annconfnorthants.sched.com/event/8fbf566712a57f9eb062ed79cb94efb1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:Primary pop-up make and take DESCRIPTION:Step into a hands-on marketplace of science educators sharing ideas\, where every stall offers a quick\, practical science enquiry you can build\, trial\, and take straight back to your classroom. \n\nFrom clever investigations using everyday materials to simple models that spark big thinking\, each activity is designed to be low-cost\, high-impact\, and rooted in working scientifically.\n \;\nDip in and out\, follow your curiosity\, and leave not just inspired\, but equipped with ready-to-use resources\, fresh enquiry ideas\, and the confidence to recreate the experience with your pupils.\n\n CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:803d9db31c8c77ece347a5f581a81a2d URL:http://ase2027annconfnorthants.sched.com/event/803d9db31c8c77ece347a5f581a81a2d END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:Decolonising the science curriculum; using science to challenge racism DESCRIPTION:The session will give science educators across all phases insight into how science has been used in the past to promote racism\, how it can now be used to undermine racism and how to include in curriculum topics the contributions of several black scientists.  \;It will therefore support the aim of the curriculum and assessment review to empower teachers to illustrate the Science curriculum with inclusive examples of individuals working in and contributing to science.  \; \n\nI have taken this approach because as a science teacher of 20 years I know that black British children often face more barriers to engage with their school education than their peers\, that they can sometimes think that science is not for them and my experience is that racism is still an issue in many schools. I therefore to wanted to make a contribution towards changing this big issue as a science educator. I now work at the Faraday Institute for Science and Religion\, a Cambridge based research and educational institute\, where we have found that integrating ways of knowing from science with those that consider worldviews\, philosophy and ethics helps approach big questions\, like racism\, in a more holistic manner enabling a more effective response. \n\n Using this approach\, I developed this presentation which explores the nature of science\, considering the elements of both data collection and theory formation and how\, for scientists\, being aware of one's own world view is important as it may influence theory formation. This was sadly the case for some leading scientists in the past whose scientific work supported a racial hierarchy which still influences thought today. The presentation will suggest ways we can use science to start to redress this by drawing on findings from the human genome project which undermine a genetic basis for race and it will also explore the significant contributions of some black scientists in the development of evolutionary theory\, the introduction of immunisations and movement of Halley’s comment for example. \n\nThe presentation will give science educators the confidence to begin the journey to ‘decolonise their curriculum’ which can be a difficult one to start and navigate\, but they will be inspired to do so and equipped with ideas\, examples and a classroom resource\, to take the first steps towards helping children who think that science might not be for them\, start to believe it might be and help everyone to value contributions from scientists from a wide range of backgrounds.  \;This will be through learning about those who had to overcome significant barriers to succeed as scientists\, sometimes because of their skin colour and celebrating their success. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH321 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:7c6cf00e05c112a688dd86db478eeae3 URL:http://ase2027annconfnorthants.sched.com/event/7c6cf00e05c112a688dd86db478eeae3 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:Sunsets\, Shadows\, and Seasons: Motions and Mathematics in the Sky DESCRIPTION:Why do shadows change throughout the day? What causes the seasons? How can observations of the sky help students develop mathematical understanding?\n\nThis interactive session uses astronomy and Earth-space science phenomena as a context for mathematical inquiry and STEM sensemaking. Participants will engage in practical demonstrations and hands-on activities related to shadows\, seasonal change\, Earth’s motion\, scale\, geometry\, and observation. Through simple classroom-friendly models and collaborative investigations\, the session will highlight how mathematics can serve as a powerful tool for interpreting and explaining scientific phenomena.\n\nThe session will emphasize inquiry-based and cross-curricular approaches that encourage curiosity\, observation\, prediction\, reasoning\, and discussion. Activities are designed to be adaptable for upper primary\, early secondary\, and teacher education settings and will include ideas for both indoor and outdoor learning experiences.\n\nParticipants will leave with practical strategies\, lesson ideas\, and resources that support interdisciplinary STEM teaching while helping students see mathematics as meaningful\, relevant\, and connected to the world around them.\n\nAs a result of attending this session\, participants will be able to:\n• use simple models and demonstrations to explain shadows\, seasons\, and Earth’s motion\n• facilitate interdisciplinary STEM activities that integrate science inquiry and mathematical reasoning\n• adapt astronomy-based investigations for classroom and outdoor learning contexts\n• support student observation\, prediction\, and sensemaking through hands-on learning experiences\n• identify opportunities for cross-curricular connections between mathematics and science\n\nBackground: This session draws upon interdisciplinary STEM teaching experiences developed through teacher education\, classroom practice\, and collaborative work focused on inquiry-based mathematics and science instruction. Our work explores how astronomy and Earth-space science phenomena can provide accessible and engaging contexts for helping students connect mathematical reasoning with scientific observation and real-world experiences.\n\nThe approach has been shaped through collaboration with STEM educators and ongoing work in teacher preparation focused on experiential learning\, mathematical sensemaking\, and cross-curricular STEM integration. Attention has been given to helping learners visualize abstract concepts through movement\, modelling\, measurement\, and observation. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:3259ae93c0ede991a4bbea45c99b8bc2 URL:http://ase2027annconfnorthants.sched.com/event/3259ae93c0ede991a4bbea45c99b8bc2 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:The impact of policy on curriculum design: A Policy Group perspective DESCRIPTION:With the recent changes to the National Curriculum following the Curriculum and Assessment Review\, schools and subject leads are under pressure to redevelop their local curricula. However\, what sort of autonomy do we have over the curriculum that we produce and is it developed with the local context in mind. \n\nThis session will provide some insights for teachers or subject leaders across any phase of school about how policy can influence the way we develop our local curriculum. \n\nAdditionally\, we will aim to provoke discussions around how to avoid "policy pitfalls". Finally\, as co-chairs of the policy group we would welcome your thoughts around how the Policy Group should develop work around curriculum to advocate for ASE members. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:27d3e1dcc576e28bba9e5c11a0d1d83f URL:http://ase2027annconfnorthants.sched.com/event/27d3e1dcc576e28bba9e5c11a0d1d83f END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T133500Z DTEND:20270109T143000Z SUMMARY:What if the next climate solution is in your classroom? Project Earth - empowering young people to build a better world. DESCRIPTION:Young people have extraordinary ideas for tackling climate change and biodiversity loss. Too often\, those ideas never get beyond the classroom.  \;Project Earth is changing that.\n\nThis talk explores how teachers can help young people move from learning science to using science to solve real problems — connecting their ideas with experts\, opportunities and the support to take them further.\n\nDon't just teach young people about the future. Give them the tools to help shape it.\n\nYoung people have extraordinary potential. Project Earth helps turn it into impact — now..\n\n CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:c7755600e24dbb1449cc881d8dc72ff5 URL:http://ase2027annconfnorthants.sched.com/event/c7755600e24dbb1449cc881d8dc72ff5 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T144500Z DTEND:20270109T154000Z SUMMARY:(Pearson) Future-ready science: Connecting climate\, media literacy and green pathways DESCRIPTION:This workshop will bring together two urgent agendas in science education: helping students make sense of climate and media-based claims\, and ensuring they can see clear\, meaningful progression into green and vocational futures. It will explore how science curriculum and qualification design can better connect scientific knowledge\, evidence evaluation\, real-world relevance and future pathways. \n\nParticipants will explore how science education can connect disciplinary knowledge with climate literacy\, media literacy and green skills\; consider how qualification design can make science more relevant and future-facing\; and think about how curriculum\, assessment and pathways can work together to support informed\, motivated and aspirational learners. \n\nParticipants will leave with practical ideas for linking science teaching to climate and media literacy\, a clearer understanding of how green skills and progression routes can be surfaced within KS4 science\, and a stronger framework for thinking about relevance\, engagement and future-facing qualification design. CATEGORIES:11-19 LOCATION:LH125 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:baaae70e88a09809b33e8244ddfbad6c URL:http://ase2027annconfnorthants.sched.com/event/baaae70e88a09809b33e8244ddfbad6c END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T144500Z DTEND:20270109T154000Z SUMMARY:Making the most of AI-generated science images in the primary classroom DESCRIPTION:\nGenerative AI produced images are quickly becoming part of how primary teachers prepare and run lessons\, but how do we know if these images are scientifically sound? In this session we share findings from our research showing how generative AI can both reinforce known misconceptions and introduce new ones\, particularly when teachers ‘personalise’ content for their pupils\, which is a specified use case by the DfE for Generative AI use in education.\n\nDuring the session you'll see worked examples from common primary science topics. You'll then have the chance to generate\, examine and discuss images with other delegates\, with prepared images available if you don't have a device. \n\nThe session is pitched for a range of confidence levels with AI\, including those just starting out\, while respecting that many primary colleagues already have significant generative AI expertise. You'll leave with a framework and checklist to evaluate generative AI produced images for misconceptions\, plus prompt strategies to improve the science quality of what you (and your pupils) create.\n\nDelegates will be able to:\n• Recognise common misconceptions reinforced or introduced by generative AI produced primary science images.\n• Use a clear framework and checklist to appraise generative AI visuals before using them in lessons.\n• Apply prompting strategies that reduce the risk of misconception-rich outputs.\n• Confidently discuss generative AI image quality with colleagues and pupils as part of wider digital literacy.\n\nBackground: Helen Harden\, former chemistry lead on the University of York's BEST project and chemistry curriculum consultant\, brings extensive expertise in primary and secondary science misconceptions. Victoria Hedlund\, founder of GenEd Labs and contributor to the DfE and Chartered College's Safe and Effective Use of Generative AI in Education guidance\, brings critical oversight of generative AI in classroom use. Our shared interest in this area is set out in our article “Looking deeper into AI-generated visual explanations” to be published in the July 2026 edition of SSR with a primary-focused article planned for ASE’s Primary Science journal. This forms the precursor to a larger ongoing research project. CATEGORIES:PRIMARY LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:84d72e67980c052a34d884b38128174a URL:http://ase2027annconfnorthants.sched.com/event/84d72e67980c052a34d884b38128174a END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T144500Z DTEND:20270109T154000Z SUMMARY:Pollinator conservation: A case for school gardens DESCRIPTION:Gardens and other ecosystems depend on pollinators\, including bees. As the number of bees and other insects are declining at alarming rates worldwide (e.g.\, The number of recorded flying insects in the UK fell by 62.5% between 2021 and 2024 [Ball et al.\, 2024]\; Australia is losing up to three species of native insects and other terrestrial invertebrates to extinction every week [Woinarski et al.\, 2024])\, one in four native bee species faces extinction (Kopek & Burd\, 2017). Since two-thirds of crops depend on insect pollination\, these declines pose serious threats to food security and biodiversity (Feuerbacher et al.\, 2025).\n\nTeachers can raise awareness of these issues and engage students with pollinators through GBL\, which creates a context where students can experience and explore nature\, and it offers many benefits to students (e.g.\, increased physical\, cognitive\, social-emotional\, and self-care skills) (Taşçı & Keleş\, 2021). As a matter of ecojustice\, GBL also provides equitable access to green spaces\, particularly for students from underserved communities (Authors\, 2026\; Schönfelder & Bogner\, 2018\; Taşçı & Keleş\, 2021). \n\nThis presentation will showcase a new K-12 STEAM garden-based learning (GBL) curriculum that focuses on biodiversity and sustainability and was co-developed by an interdisciplinary team of classroom teachers\, STEM education researchers\, and scientists. We will disseminate evidence of the curriculum’s efficacy from our research with teachers and students. There will be space for questions and answers towards the end of the session.\n\nThis presentation involves sharing a new STEAM GBL curriculum with support materials and research results on the efficacy of implementation. \n\nOutcomes: Participants will learn about and explore free\, online resources that integrate social and emotional learning through the 3-H learning model (Hearts-on\, Hands-on\, Heads-on). Resources include 135 integrated K-12 STEAM GBL lessons\, recommended children’s literature and reference books\, 24 teacher and family resource sheets for sustainable gardens\, citizen science projects\, and 18 STEM career videos. A limited number of native bee colouring books will be available to the first arriving attendees\, with online access for all participants.\n\nBackground: As a science educator and researcher with more than 40 years of experience in science education leadership\, including 10 years of public-school teaching\, I have led 4 transdisciplinary teams in developing curricula for K-12 students and PreK teachers\, including work with National Geographic\, Primrose Schools\, the Ohio Department of Education\, and USDA-NIFA. This session will focus on our most recent project. CATEGORIES:PRIMARY LOCATION:LH322 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:8d48d35d5d76a3a0cefd223faf24b69b URL:http://ase2027annconfnorthants.sched.com/event/8d48d35d5d76a3a0cefd223faf24b69b END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T144500Z DTEND:20270109T154000Z SUMMARY:Using story probes to link primary science and literacy DESCRIPTION:This session draws on decades of research on formative assessment (including Paul Black and Dylan Wiliam’s work) focused on uncovering and using students’ ideas as the foundation for instruction. The approach has evolved through classroom practice that combines research on conceptual understanding\, disciplinary literacy\, and productive science discussion. Story probes were developed combine the engagement of narrative with the instructional power of formative assessment.\n\nStories naturally engage learners\, spark curiosity\, and invite discussion. In this interactive session\, participants will explore how story probes can be used to connect science learning\, literacy practices\, and formative assessment. Through carefully crafted story scenarios\, students encounter characters expressing different ideas about a scientific phenomenon or concept. These scenarios encourage learners to analyse characters’ perspectives\, and share their own ideas in a low-risk and engaging context.\n\nParticipants will experience how story probes can be used to uncover children’s thinking about science while supporting close reading strategies by interpreting meaning from text. Attention will be given to how teachers can listen for children's ideas\, use those ideas to inform instruction\, and create classrooms where thinking\, questioning\, and sensemaking are valued. Participants will leave with practical strategies for developing and integrating story probes into science instruction in ways that strengthen both conceptual understanding and literacy skills. They will also be provided with a link to access and download sample story probes.\n \nThese story probes are based on extensive formative assessment research and practice from both the UK and the US. Page Keeley’s probes in the Uncovering Student Ideas series published in the U.S. are used extensively in schools throughout the U.S.\; and\, in collaboration with Ed Walsh\, have been adapted by Millgate for a UK audience.\n \nAs a result of attending this session\, participants will be able to:\n1) Facilitate close reading and productive science talk around science scenarios.\n2) Use a story scenario to identify and interpret students’ ideas revealed through story-based discussions\n3) Apply formative assessment strategies that use student thinking to inform instruction.\n4) Adapt or create story scenarios that integrate science content with literacy practices\n\n CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:898c58b3bc5364768ae7f928a4f69741 URL:http://ase2027annconfnorthants.sched.com/event/898c58b3bc5364768ae7f928a4f69741 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T144500Z DTEND:20270109T154000Z SUMMARY:Curriculum Change in England for KS1 to KS4 DESCRIPTION: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 KS3 and KS4 plus transition from KS2 and KS1.\n\nPlease note the other sessions in the conference programme\, on KS1 and KS2\, and on biology\, chemistry and physics at KS3 and KS4. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:7ceb6ba23dd7a8e47f52b46a356d6ca1 URL:http://ase2027annconfnorthants.sched.com/event/7ceb6ba23dd7a8e47f52b46a356d6ca1 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T144500Z DTEND:20270109T154000Z SUMMARY:The best of Science on Stage 2026 DESCRIPTION:The biennial Science on Stage Festival took place in Klaipeda\, Lithuania in May 2026.  \;\n\nThe Science on Stage Festival brings together hundreds of teachers from across Europe and beyond to share and innovate strategies for teaching science at all levels\, from early years through primary to secondary.  \;In this session\, members of the Science on Stage delegation which represented the UK at the Festival will describe and demonstrate some of the best bits from Klaipeda.\n\nThis session is being co-ordinated and chaired by Stuart Farmer\, Chair of the Science on Stage UK National Steering Committee\, along with some of those representing the UK in Klaipeda. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH323 (Learning Hub Level 3)\, Northampton\, UK SEQUENCE:0 UID:a1d7552692b350b08eb00523e81eebb4 URL:http://ase2027annconfnorthants.sched.com/event/a1d7552692b350b08eb00523e81eebb4 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T155500Z DTEND:20270109T165000Z SUMMARY:Engaging practical ideas for teaching physics DESCRIPTION:\nThis session will showcase a range of fun and engaging practical and demonstration ideas from across the secondary physics curriculum. Participants will have the opportunity to try the ideas for themselves and discuss the pedagogy behind them. Resources to support the implementation and links for further ideas will be shared with all participants. Any common difficulties and issues will be discussed and solutions shared.\n\nOutcomes: As a results of attending the session participants will have tried a range of practical activities which they can implement in their own schools.  \; Non-specialist physics teachers and technicians will have developed their pedagogical content knowledge linked to the ideas.  \; They will know where to find the completed sets of ideas organised by topic on www.teachphysics.org and how they can be used to support improving a physics scheme of work or lesson plan. CATEGORIES:11-19 LOCATION:LH115 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:b01181fc4846f6017173447c36dde5ec URL:http://ase2027annconfnorthants.sched.com/event/b01181fc4846f6017173447c36dde5ec END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T155500Z DTEND:20270109T165000Z SUMMARY:Microscale chemistry: What do pupils think about it? DESCRIPTION:There's a gap in the research on STUDENT perception and experience of microscale chemistry. \n\nWhy microscale - time\, sustainability\, ease (literature review of existing research).\n\nThe study: Mapped the AQA A level specification (including RPs) against existing microscale practicals. Students completed both activities\, and then attended FG interviews and completed questionnaires. This study was conducted with two cohorts\, each completing the macro and micro versions throughout Y12.\n\nFindings from research project - what do the students think? Does it aid their understanding? Some interesting findings relating to SEND and cognitive load have been found (study still underway).\nThe future: Exam boards are beginning to utilise microscale in exam-style questions (electrolysis example in GCSE Chemistry 2024)\, some discussion and implications.\n\nOutcomes: Attendees will have a deeper understanding of the student experience during practical work\, how microscale could be used in their classrooms\, and what the benefits are for their students. CATEGORIES:11-19 LOCATION:LH324 (Learning Hub Level 3 lab-type space)\, Northampton\, UK SEQUENCE:0 UID:958cf332a5ab30ecc3b4f523075b46da URL:http://ase2027annconfnorthants.sched.com/event/958cf332a5ab30ecc3b4f523075b46da END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T155500Z DTEND:20270109T165000Z SUMMARY:There is another way: Learning lessons on behaviour from AP DESCRIPTION:\nThis session will explore alternatives to mainstream behaviour management policies\, by drawing from examples in an alternative provision setting. The session will challenge the traditional rewards and sanctions system and the use of detentions by showing how these systems fail to engage pupils in education in a meaningful way and ultimately leads to harm to all students\, but particularly those from disadvantaged backgrounds and those with SEND. It will then explore an alternative approach\, using genuinely trauma-informed practice and instilling an intrinsic engagement in learning. We will cover our approach and what can and cannot be easily applied in a mainstream setting.\n\nOutcomes:\nParticipants should gain:\n- an understanding of how and why the current paradigm of behaviour management is not appropriate for a range of learners\n An ability to challenge standard approaches to behaviour.\n- knowledge of alternative approaches from AP settings and how these can be used to transform behaviour management and policy in mainstream settings\n\nBackground: This session is based on our experiences working in an alternative provision setting for the past 4 years...\n\n- at the 2026 Conference\, many people Matthew spoke to were interested in our setting’s unique approach to behaviour\, specifically the lack of any sanctions or rewards system\, and how we successfully educate pupils who have been unable to engage in mainstream\, including those who have been permanently excluded.\n\n- this session combines Matthew’s insight as a science teacher and Elijah’s MEd research. It will consider classroom approaches but will also address broader issues and themes in education and will hopefully be of interest to a range of audiences.\n\n- those in leadership positions will have more opportunity to implement school-wide structural changes\, but I hope that those in standard teaching roles will also gain from the session and be able to adapt their own practice within the confines of a wider school policy. CATEGORIES:11-19 LOCATION:LH127 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:e2ad63311781eee6234c0bb59b99f5c7 URL:http://ase2027annconfnorthants.sched.com/event/e2ad63311781eee6234c0bb59b99f5c7 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T155500Z DTEND:20270109T165000Z SUMMARY:Collaborative professional learning in primary science practical activities DESCRIPTION:This session focuses on a 5 year research and development project SCIENCE NINJAS that CLEAPSS and King's College London undertook with teachers in primary schools. It will chart the developmental journey we took in framing and adapting the professional learning work that we undertook with primary teachers\, across KS1&2\, as they explored and experimented with both increasing the amount of practical activities they did with their classes and how they focused in on the teaching and assessment decisions they needed to take to support science learning through practical work. \n\nThis project was built on a collaborative approach with classroom teachers\, CLEAPSS teacher educators and researchers from King's. Each of these groups has benefitted greatly in their knowledge\, understanding and skills required to ensure practical activities in primary not only engage children but help them learn science. In our talk we will report on how science NINJA leads from the research schools have perceived the impact of the project on their children\, their teachers and themselves and what they have found beneficial and tricky in steering the professional learning during this project. \n\nThis will be topped with reflections from the CLEAPSS and King's team. So come along and have a taste\; we promise their will be delights as well as treats to take back to your own classroom or share with interested colleagues. CATEGORIES:PRIMARY LOCATION:LH013 & LH014 (Learning Hub Ground Floor)\, Northampton\, UK SEQUENCE:0 UID:d2352aee3a6e0048b769c5d638b33260 URL:http://ase2027annconfnorthants.sched.com/event/d2352aee3a6e0048b769c5d638b33260 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T155500Z DTEND:20270109T165000Z SUMMARY:Dialogic teaching -a new CPD resource for primary science DESCRIPTION:Join ASE and our partner\, University of York Science Education Group\, for the launch of our Dialogic Teaching in Primary Schools MOOC.\n\nThis resource is supported by the Templeton World Charity Foundation as part of ASE’s Sustaining the Impact of Big Questions in Classrooms in Science Education initiative CATEGORIES:PRIMARY LOCATION:LH113 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:e4164176556fbc6ede5d4f8f45bd8063 URL:http://ase2027annconfnorthants.sched.com/event/e4164176556fbc6ede5d4f8f45bd8063 END:VEVENT BEGIN:VEVENT DTSTAMP:20260910T172323Z DTSTART:20270109T155500Z DTEND:20270109T165000Z SUMMARY:A framework for fostering scientific argumentation: Enhanced (CASE) DESCRIPTION:Participants will experience a series of short science-learning episodes designed to model how prediction and the five CASE pillars can foster effective scientific argumentation. Through carefully structured dialogic activities\, participants will discuss scientific contexts\, make and justify predictions\, evaluate competing explanations and reflect on the pedagogical moves that support productive classroom talk.\n\nThe session will briefly introduce the theoretical foundations of CASE and the role of prediction in generating cognitive conflict and conceptual engagement. Participants will then work collaboratively through classroom examples that demonstrate how prediction tasks can stimulate reasoning\, evidence-based discussion and metacognitive reflection.\n\nThroughout the session\, participants will analyse how teacher questioning\, social interaction and task design contribute to an environment where scientific argumentation can flourish. Time will also be provided for reflection and action planning so participants can consider how these approaches could transfer to their own contexts.\n\nBackground:  \;Scientific argumentation is increasingly regaining recognition as central to high-quality science education\, yet many classrooms still struggle to move beyond short-answer recall or teacher-led questioning. This workshop explores how prediction\, when deliberately integrated within the CASE framework\, can help create conditions in which students are more willing to articulate\, defend and reconsider their thinking.The conditions that researchers such as Osborne\, Kuhn and Erduran have insisted are necessary for successful argumentation will be explored in relation to the CASE pedagogy.The way that eliciting predictions and explanations creates a classroom culture for dialogic teaching to flourish will be demonstrated throughout the presentation. The presenter has developed and refined approaches that combine the established CASE pillars with explicit prediction routines to encourage deeper reasoning and richer pupil talk. The session is informed by research into cognitive conflict\, social construction of understanding and the role of exploratory discussion in science education. CATEGORIES:SUITABLE FOR ALL KEY STAGES LOCATION:LH124 (Learning Hub Level 1)\, Northampton\, UK SEQUENCE:0 UID:60417844a75127cf7dfa410c68d3f78f URL:http://ase2027annconfnorthants.sched.com/event/60417844a75127cf7dfa410c68d3f78f END:VEVENT END:VCALENDAR