ASE 2027 Annual Conference: Full Schedule

The ASE is delighted to be hosting its’ 2027 Annual Conference at the University of Northampton from 7th to 9th January.

08:45 GMT

BERG: Learning about biology in the Early Years

Thursday January 7, 2027 08:45 - 09:40 GMT

LH231 (Learning Hub Level 2)

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:

1. NAMING and HABITATS - identification of organisms, naming, personal names, everyday names and scientific perhaps, locations, criterial attributes.

2. SYSTEMS - interrelationships horizontally and vertically.

3. 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.

The 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).

In 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).

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.

Speakers

Dr Lady Sue Dale Tunnicliffe

Patron / Retired Reader in Science Eduction IOE, CASTME and UCL IOE

Dr Sue Dale Tunnicliffe was Reader in Science Education at UCL IOE, an experienced teacher of all ages, as well as at universities. Sue is a Former OFTSED inspector and Head of Education at the Zoological Society and has published both academic papers and 13 books . Sue is particularly... Read More →

Sponsors

Miss Estruch Teach & Tell

Miss Estruch Teach & Tell is the proud sponsor of the Biology Education Research Programme (BERG) on Thursday of Conference,

'Teach & Tell is run by Miss Estruch (Katie Estruch), a biology teacher since 2009 and former Head of Department, now helping teachers get their most valu... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH231 (Learning Hub Level 2)

Primary

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type 5-7, 7-11, 0-4, Trainee Teachers, Researchers

08:45 GMT

Co-designing an assessment matrix for thinking scientifically outdoors

Thursday January 7, 2027 08:45 - 09:40 GMT

LH115 (Learning Hub Level 1)

This session aims to enable participants to:

• Understand how children’s thinking scientifically can be assessed meaningfully in outdoor primary science
• Explore a research informed Thinking Scientifically Assessment Matrix that supports progression across primary phases
• Engage with examples of how the matrix has been co designed and trialled with experienced teachers in real classrooms
• Consider how assessment can strengthen, rather than constrain, outdoor science learning
• Reflect on how a shared assessment framework can support trainee teachers, Early Career Teachers and whole school professional learning

Outdoor 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.

By the end of the session, participants will be able to:
• Identify key features of progression in children’s scientific thinking across the primary age range, in outdoor contexts.
• Use an assessment matrix to recognise and interpret evidence of thinking in outdoor science lessons
• Adapt assessment approaches to support exploratory, enquiry rich learning
• Apply shared assessment language to support planning, reflection, and professional dialogue within and across schools
• Support trainee teachers and Early Career Teachers in developing confidence with assessment of primary science, particularly in outdoor and enquiry based contexts
• Integrate a research informed assessment framework within ITE programmes to strengthen coherence between university based theory and school based practice
• Consider next steps for embedding the assessment of thinking scientifically within their own settings

This 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.

Speakers

Rebecca Lee

Class Teacher, Kimberley Primary School

Aamir Khalique

Class Teacher, Roundhill Primary School

Thursday January 7, 2027 08:45 - 09:40 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom, Assessment
Key Stage / Audience Type Teacher Developers, 5-7, 7-11, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

08:45 GMT

Co-developing spatial computing climate change play toolkit with children

Thursday January 7, 2027 08:45 - 09:40 GMT

LH124 (Learning Hub Level 1)

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.

The 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.

The 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.

The 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.

Participants 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.

By 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.

Speakers

Muhammad Zulfadhli Kamarudin

Postgraduate Researcher, School of Education, University of Leeds

Thursday January 7, 2027 08:45 - 09:40 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Sustainability climate change and environmental issues, Using AI and technologies in teaching and learning
Key Stage / Audience Type International, Initial Teacher Educators, Trainee Teachers, Early Career Teachers, 7-11, Researchers

08:45 GMT

(Pearson): Practical science models that schools can actually deliver

Thursday January 7, 2027 08:45 - 09:40 GMT

LH125 (Learning Hub Level 1)

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.

Participants 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.

Speakers

Shauna O'Brien

Head of Science, Pearson

Poppy Pan

Lead Specialist - Science, Pearson

Thursday January 7, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Practical work including beyond the classroom
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators

08:45 GMT

Under the microscope: What science teachers really think about the New Curriculum

Thursday January 7, 2027 08:45 - 09:40 GMT

LH323 (Learning Hub Level 3)

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.

Teacher 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.

Speakers

Grainne Hallahan

Head of Community, Teacher Tapp

Thursday January 7, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Curriculum (General), Curriculum Change in England
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Researchers, Initial Teacher Educators

09:55 GMT

Pedagogical approaches for teaching emotive issues in primary science

Thursday January 7, 2027 09:55 - 10:50 GMT

LH125 (Learning Hub Level 1)

Aims of this session:
> To raise awareness of the link between the primary National Curriculum content and the lived experiences of children and families.
> To help delegates pre-empt potentially emotive issues within the science National Curriculum and consider sensitive pedagogical responses.

Emotive 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.

Outcomes: 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.

We 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.

Topics that we include are:

The 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.

Living, dead and things that have never been alive - Potential concern: death.
Food chains – Potential concern: awareness of the brutality of predation.
Fossils and evolution - Potential concern: conflict with science and families’ cultural/religious beliefs.
Living things and their habitats, life cycles and reproduction - Potential concern: sustainability/habitat destruction.
Inheritance and Selection – Potential concern: upset caused to children who do not live with their biological parents.

Speakers

Nicola Treby

Associate Professor and Head of Primary Core Subjects, University of Roehampton

Vanessa Matthews

Senior Lecturer in Primary Science and Assistant Programme Leader BA year 2, University of Roehampton

Thursday January 7, 2027 09:55 - 10:50 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy, Recruitment Retention and Wellbeing
Key Stage / Audience Type 5-7, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

09:55 GMT

Purposeful practical work for inclusion in primary science

Thursday January 7, 2027 09:55 - 10:50 GMT

LH115 (Learning Hub Level 1)

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.

The 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.

Outcomes: 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.

Background: 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.

Speakers

Lynne Bianchi

Professor / Director, SEERIH, University of Manchester

Vice Dean for Social Responsibility, Equality, Diversity, Inclusion & Accessibility
Director of Science & Engineering Education Research and Innovation Hub
Comino Foundation Associate
Great Science Share for Schools Campaign Director
Principal Fellow of the HEA
RSA Fellow

@Uo... Read More →

Sarah Earle

Professor of Science Education, Bath Spa University

Sarah Earle is Professor of Primary Science Education at Bath Spa University. Previously a primary school teacher, she now leads the Teacher Assessment in Primary Science (TAPS), the Focus4TAPS professional learning programme and Nuffield research into practical work projects. She... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom
Key Stage / Audience Type 5-7, 7-11, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

09:55 GMT

Keynote: Disciplinary oracy in the science classroom

Thursday January 7, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

Through 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.

Speakers

Amy Gaunt

Amy Gaunt is Director of Education at Voice 21, the national oracy charity which exists to increase access to high-quality oracy education.

She is co-author of Create an Oracy Curriculum (2026) and Transform Teaching and Learning through Talk: the Oracy Imperative (2019... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Curriculum (General)
Key Stage / Audience Type International, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Researchers, Teacher Developers, Trainee Teachers

11:15 GMT

(IRIS) From enrichment to entitlement: teaching research and innovation at secondary school

Thursday January 7, 2027 11:15 - 12:10 GMT

LH323 (Learning Hub Level 3)

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.

The 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.

What 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.

It 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.

Aims and outcomes - In this session we will:

> show why research and innovation are better taught explicitly than left to chance

> walk through the lesson sequence and the knowledge each lesson builds

> show how it fits existing schemes of work, progression pathways and the enrichment you already run

Delegates 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.

Speakers

Georgina Lott

Head of Education Innovation, Institute for Research in Schools (IRIS)

Kelly Murfet

Education Innovation Lead, Institute for Research in Schools (IRIS)

https://www.linkedin.com/in/kelly-murfet-8a9065348/

Sponsors

Institute for Research in Schools (IRIS)

The Institute for Research in Schools
Our mission is to change the culture in UK education so that every young person experiences real research.

We do this by:Providing opportunities for young people to carry out research projects and share their findings with the worldEmpowering... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Research, Curriculum (General)
Key Stage / Audience Type 11-14, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Researchers, Teacher Developers

11:15 GMT

Beyond chick hatching: Humane alternatives for teaching life cycles

Thursday January 7, 2027 11:15 - 12:10 GMT

LH125 (Learning Hub Level 1)

Speakers

Daisy Hall

Science Education and Outreach Manager, Animal Aid

Thursday January 7, 2027 11:15 - 12:10 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Practical work including beyond the classroom
Key Stage / Audience Type 5-7, 7-11, 0-4, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators
about <br>

11:15 GMT

Building professional curiosity, joy and agency in trainee teachers

Thursday January 7, 2027 11:15 - 12:10 GMT

LH115 (Learning Hub Level 1)

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.

Aims:
• Understand how science can be given a strong, coherent and joyful profile across a primary ITE curriculum
• Explore how purposeful and critical engagement with research can be scaffolded for student teachers and ECTs.
• 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.

Background: 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.

Our 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.

We 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.

Speakers

Alison Murphy

Senior Lecturer, Nottingham Trent University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

I started my professional career as a classroom teacher and science lead in a London primary school. I was and remain passionate about classroom learning that promotes a scientific mindset alongside the development of an understanding of key scientific concepts. This professional... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy, Recruitment Retention and Wellbeing
Key Stage / Audience Type Teacher Developers, 5-7, 7-11

11:15 GMT

A novel way of teaching inheritance to students using forensic science.

Thursday January 7, 2027 11:15 - 12:10 GMT

LH124 (Learning Hub Level 1)

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.

The 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.

For 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.

The 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.

I 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.

The 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.

Another 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.
Students 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.

The 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.

Speakers

Mandy Hartley

Science Educator, The Little Story Telling Company

Thursday January 7, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

Suitable for All key stages

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

11:15 GMT

AI use in Trainees and Early Career Teachers

Thursday January 7, 2027 11:15 - 12:10 GMT

LH324 (Learning Hub Level 3 lab-type space)

This 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.

You 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.

The 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.

The 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.

Outcomes:
Following this session, participants will hopefully be able to:

* Recognise key patterns in how trainee teachers engage with AI.
* Critically consider how AI may shape professional identity and autonomy.
* Reflect on implications for teacher education, mentoring, and induction.
* Identify emerging challenges around authenticity, confidence, and dependency.
* Engage with research-informed discussion around AI and identity development.
* Consider how AI use may influence teachers beyond efficiency and workload.

This 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.

Speakers

Jonty Leese

Associate Professor and Head of International PGCE Programmes, University of Warwick

Joanna Pellereau

PGCE Course Science Lead, Warwick University Centre for Teacher Education

Having been a physics teacher and Head of Department for over a decade, I am now Physics PGCE lead and a teaching fellow at the Centre for Teacher Education at the University of Warwick. I also take on freelance work and have supported OUP with the Kerboodle resources for the new... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

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

11:15 GMT

Explore how to tackle climate change using science and global perspectives

Thursday January 7, 2027 11:15 - 12:10 GMT

LH113 (Learning Hub Level 1)

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.

I 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.

It 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.

It 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.

Speakers

Cathy Priest

Training Lead of the Youth and Schools Team, Faraday Institute for Science and Religion

I taught secondary school science for 20 years in the UK and abroad and led KS4, Biology and Physics departments. I now work at the Faraday Institute for Science and Religion as the training lead in the youth and schools' team, developing and delivering CPD for in service and trainee... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH113 (Learning Hub Level 1)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 7-11, International

12:25 GMT

Honorary and Professional Members lunch (invitation only)

Thursday January 7, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

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 Association
Regional affairs of the Association
Science education in general (at a national or international level)

Speakers

Lynn Ladbrook

Chief Executive, Association for Science Education

Emily Perry

Professor of Education, Manchester Metropolitan University

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Claire Seeley has been a teacher for over thirty years in a wide variety of contexts including both inner city and rural schools England. Claire is also a Primary Science Consultant, providing both continuing professional development and initial teacher training. She has a passion... Read More →

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

I worked in primary schools for over twenty years as a classteacher, senior leader and Deputy Headteacher. I taught across Key stages 1, 2 and 3 in UK and in Spain. During this time I developed a passion for science, art and design, improvised drama, assessment for learning, creativity... Read More →

Rob Butler

Registrar, Association for Science Education

I'm a Chartered Science teacher, the registrar and Project Officer for the ASE (running the Keeping Science Practical project).
I'm a senior professional development leader for the Science Learning Partnership network and I help the Science Council promote their professional registers. I'm an ex-special school senior leader, an ex-science teacher and an OUP author. I jointly run the ASE's Inclusive Science Educati... Read More →

Thursday January 7, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

12:25 GMT

Patterns in the Solar System

Thursday January 7, 2027 12:25 - 13:20 GMT

LH125 (Learning Hub Level 1)

Science is a powerful process that gives structure to our innate ability to find patterns in the world around us.

Patterns observed by Galileo only make sense if our model for the solar system is Sun-centred.

Come 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.

Speakers

Alan Denton

Physics coach, Perimeter Institute

Stuart Farmer

Learning and Skills Manager, IOP and Perimeter Institute

I was a teacher of physics in Scotland for over 30 years before becoming the Scottish Education Manager for IOP in February 2019. Throughout this time I have been active in curriculum and assessment development and providing professional learning for teachers. I am a former Chair... Read More →

Thursday January 7, 2027 12:25 - 13:20 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

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

12:25 GMT

The language of discovery: Making scientific vocabulary work for everyone

Thursday January 7, 2027 12:25 - 13:30 GMT

LH127 (Learning Hub Level 1)

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.

All 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.

Speakers

Hellen Remant

Science Education Consultant, Putting Learning First

Thursday January 7, 2027 12:25 - 13:30 GMT
LH127 (Learning Hub Level 1)

Primary

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

13:35 GMT

(CLEAPSS) Observing practical primary science lessons: A framework for leaders

Thursday January 7, 2027 13:35 - 14:30 GMT

LH124 (Learning Hub Level 1)

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.

This 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.

By 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.
Ideal for: science leads, senior leader with responsibility for science and consultants who support schools to improve science.

By the end of this session, delegates will be able to:
• Describe how observing a practical science lesson differs from most others
• Use a structured framework to focus your observations on what matters most in practical science
• Apply a set of guided prompts to make confident, concise judgements across all aspects of a practical lesson
• Recognise what high-quality practical science looks like across key domains, including purpose, lesson practicalities, adaptive teaching, and purposeful feedback
• Provide clear, evidence-informed feedback that supports teacher development and improves outcomes for pupils

CLEAPSS 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.

Speakers

Sally Fulford

Primary Consultant, CLEAPSS

Ex -secondary and primary science teacher now working (and loving my roles) as a consultant for Primary CLEAPSS, the Ogden Trust, PSQM, TAPS and more. Based in Devon.

Jason Harding

Primary Section Leader, CLEAPSS

Sponsors

CLEAPSS

Founded in 1963, CLEAPSS supports safe, engaging, and innovative practical activities in science (as well as design & technology and art & design). We provide schools and college staff with expert advice, training, resources, and trusted guidance. Providing staff with access to CLEAPSS... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Leadership
Key Stage / Audience Type 5-7, 7-11, Teacher Developers, Initial Teacher Educators, Advisors/Consultants
Social media handle(s) @cleapss_primary

13:35 GMT

Climate change in the new primary curriculum

Thursday January 7, 2027 13:35 - 14:30 GMT

LH115 (Learning Hub Level 1)

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.

The 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.
Delegates 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.

There 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.

Outcomes:
> Understanding of how to effectively embed climate change content across the primary curriculum
> Make connections between the causes and effects of climate change

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Joe Cannell

Primary Curriculum Lead, The Geographical Assocation

Thursday January 7, 2027 13:35 - 14:30 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Curriculum Change in England, Sustainability climate change and environmental issues, Leadership
Key Stage / Audience Type 5-7, 7-11

13:35 GMT

Designing inclusive science pedagogy for every child to achieve and thrive

Thursday January 7, 2027 13:35 - 14:30 GMT

LH322 (Learning Hub Level 3)

This session invites you to rethink what inclusion looks like in science classrooms.

With 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.
Rather 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.

We will explore how to:
•design lessons that support engagement, understanding and participation for all learners
•shift from ‘doing’ science to thinking scientifically
•broaden what counts as evidence of learning

Along the way, we will consider some critical questions:
•Who gets to feel like a scientist in our classrooms?
•Which aspects of our teaching unintentionally create barriers?
•And what might it mean to design differently?

This 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:
•Identify common cognitive, linguistic and participation barriers within science lessons
•Explain the principles of an anticipatory, UDL-informed approach to inclusive pedagogy
•Analyse their own teaching or curriculum materials in terms of access, engagement and expression
•Apply at least one practical strategy (e.g. multi-modal representation, structured participation, flexible outcomes) to redesign a science activity
•Critically reflect on how current practices may privilege particular learners and how this could be adapted

Speakers

Katy Bloom

Associate Professor ITE & Science Lead, York St John University

Thursday January 7, 2027 13:35 - 14:30 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Inclusion and Diversity including SEND, Leadership
Key Stage / Audience Type Teacher Developers, 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

13:35 GMT

Do AfL practices provide feedback for teachers and guidance for learners?

Thursday January 7, 2027 13:35 - 14:30 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

While 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.

Paul 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.

Speakers

Chris Harrison

Professor of Science Education, King’s College London

Researcher keen to work at classroom level. Teacher educator. Research interest: Assessment and especially Assessment for Learning. Inquiry in science/experimental science. Professional Learning and practice-based evidence. Big, big ASE enthusiast!!

Thursday January 7, 2027 13:35 - 14:30 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Assessment
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers, Teacher Developers

13:35 GMT

Harnessing game based learning in science

Thursday January 7, 2027 13:35 - 14:30 GMT

LH344 (Learning Hub Level 3 lab-type space)

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.

Rather 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.

A 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.

The 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.
Assessment 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.

Importantly, 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.

This 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.

Speakers

Ed Walsh

Science Education Consultant, Ed Walsh Consulting

An author and CPD presenter, I was a teacher for 20 years, 12 of them as team leader. I then worked as a consultant, supporting teachers and science teams, training teachers and developing curriculum materials. I am now a Series Editor for Collins, CPD Trainer for AQA and Development... Read More →

Tammie Schrader

Science Education Consultant, Oakesdale School District/Hagan Foundation

Thursday January 7, 2027 13:35 - 14:30 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

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

14:45 GMT

Metals are solid aren’t they? Tackling misconceptions through responsive teaching

Thursday January 7, 2027 14:45 - 15:40 GMT

LH125 (Learning Hub Level 1)

How can children’s misconceptions be identified and addressed to secure scientific understanding?

This 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.

This session is aimed at classroom teachers and science leaders, and aims to:

• Share evidence from research, including issues common misconceptions that children hold.
• 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
• Give participants opportunity to try out and discuss some of the resources to identify their own misconceptions
• 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.

Speakers

Jo Montgomery CSciTeach

Primary Science Education Consultant, Dr Jo Science Solutions

RSC Excellence in Primary Education Prize 2024. With both a teaching and science background, Dr. Jo Montgomery has more than 20 years’ experience working with children and schools to support science education from Early Years to university. Passionate about encouraging curiosity... Read More →

Alex Farrer

PSQM Development Lead, Primary Science Quality Mark

PSQM Professional Learning Partner.
Primary Science Teaching Trust Fellow.
Member of the PSQM Expert Advisory Group.
Member of the ASE Teacher Developers’ Committee.
Accredited trainer of the Primary Science Capital Teaching Approach.
Co-author of the PSTT resources See Through Sci... Read More →

Thursday January 7, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Assessment
Key Stage / Audience Type Early Career Teachers, 0-4, 5-7, 7-11, Trainee Teachers

14:45 GMT

How to use CASE pedagogy to improve student understanding of the control of variables in science investigations

Thursday January 7, 2027 14:45 - 15:40 GMT

LH344 (Learning Hub Level 3 lab-type space)

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.

Rather 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.

Aims:
Share pedagogical approaches: Introduce the 5 pillars of Cognitive Acceleration through Science Education (CASE) to help bridge the cognitive readiness and demand gap.

Solve recurring classroom problems: Provide specific strategies from the first five CASE lessons to help students master the control of variables in investigations.

Improve student thinking through dialogue: Disseminate methods for using classroom dialogue transcripts to accurately evaluate and strategically elevate student cognitive levels.

Showcase a new resource: Launch the "CASE for Teachers" online course by demonstrating its interactive workbook and video simulations.

Background: 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.

Speakers

Alex Black

Council Member, Lets Think Forum

Thursday January 7, 2027 14:45 - 15:40 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

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

14:45 GMT

Planning for dialogue and learning through action: lessons from Tonga

Thursday January 7, 2027 14:45 - 15:40 GMT

LH113 (Learning Hub Level 1)

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.

In 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.

In this engaging workshop combining activity and dialogue we will:
> Explain the internationally used 5E framework for active learning and how it is supported by educational neuroscience
> Explore alternatives to screen-led teaching and how we can support oracy - developing scientific vocabulary and dialogue
> 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).
> Invite the audience to reflect on how these insights might inform their own teaching.

Participants will leave the session with:
> A framework for progressive planning
> Ideas for developing oracy
> An enriched view of science education in a global world
> Questions about the potential for pupil books as an alternative to screens

Kendra 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.

Speakers

Philippa Gardom-Hulme

Science Education Writer, Trainer and Consultant, The Curriculum Foundation

Philippa has written a wide variety of school science resources, including Activate and Complete Lower Secondary Chemistry for Oxford University Press. She has created innovative activities bringing contemporary science into the classroom for ASE, the European Union, Practical Ac... Read More →

Kendra McMahon

Professor in Science Education, The Curriculum Foundation & Bath Spa University

Thursday January 7, 2027 14:45 - 15:40 GMT
LH113 (Learning Hub Level 1)

Suitable for All key stages

Theme Curriculum (General)
Key Stage / Audience Type International, 5-7, 7-11, 11-14, Advisors/Consultants, Initial Teacher Educators

14:45 GMT

Presidential Address: We need to talk about equity: Dilemmas, threats and possibilities for science education

Thursday January 7, 2027 14:45 - 15:40 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.
This 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.
The 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.

Speakers

Professor Louise Archer OBE

ASE President / Karl Mannheim Chair of Sociology of Education, UCL Institute of Education

I am currently the Karl Mannheim Professor of Sociology of Education at UCL IOE (2017-) and co-chair of the Sociology Activity Group (with Jessica Ringrose). Previously I was Professor of Sociology of Education at King's College London, where I was also the Director of the Centre... Read More →

Thursday January 7, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Chair Chat

Thursday January 7, 2027 15:40 - 16:10 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2027. The Chair is a vital role to the ASE, and the elected Chair provides an authoritative voice for the thousands of members that the ASE supports, along with those working within the wider science education community. Those elected remain part of our Chair Trio for 3 years.

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in one of the ASE journals? First time attending our flagship Conference?

If this is your first ASE Conference, then please come along and say Hello.

We look forward to hearing your questions and will endeavour to answer them or point you in a selection of possible right directions!

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 15:40 - 16:10 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Meet the ASE Teacher Developers Committee

Thursday January 7, 2027 15:40 - 16:10 GMT

LH322 (Learning Hub Level 3)

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 leadership

If 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!

Speakers

Katy Bloom

Associate Professor ITE & Science Lead, York St John University

Thursday January 7, 2027 15:40 - 16:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

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

16:10 GMT

BERG: Cultivating curiosity: high-quality plant science education for all

Thursday January 7, 2027 16:10 - 17:05 GMT

LH231 (Learning Hub Level 2)

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.

The 50-minute session divided as follows

0-40 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.

Outcomes: After attending, participants will be able to:

> Utilise and share current best practice, research and resources in plant science education
> Identify and access key plant science education organisations and projects
> Join, or be able to refer to, a community of other educators interested in plant science
> Co-create recommendations to inform future research and support

This 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.

Speakers

Anna Newman-Griffis

Durham University, Assistant Professor in Biosciences

Haruko Okamoto

Associate Professor in Biochemistry, University of Sussex

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 16:10 - 17:05 GMT
LH231 (Learning Hub Level 2)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, Trainee Teachers, Initial Teacher Educators

16:10 GMT

Click, create, captivate: Use video media to engage and challenge learning

Thursday January 7, 2027 16:10 - 17:05 GMT

LH127 (Learning Hub Level 1)

Aims:
•Learn about a range of free digital platforms that can be used to create video content
•Understand how the use of video content can transform learning, as shown by the PIC/RAT model
•Learn how to create their own videos or templates to scaffold tasks for pupils
From TikTok to Teams calls, many platforms offer video editing software features for free, therefore creating video content has never been easier.

‘If you truly understand something, you can teach it to others’
Getting 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.

Join 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.

Outcomes:
-Be more confident about harnessing video editing software in their own classrooms
-Be able to design rubrics to create and mark their own pupil video assignments
-Record their own videos to help support their own lessons and learners

Since 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.

Speakers

Benjamin Scott

Science Teacher, Dr Challoner's High School

Thursday January 7, 2027 16:10 - 17:05 GMT
LH127 (Learning Hub Level 1)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type Early Career Teachers, 11-14, 7-11, Trainee Teachers, 14-16, Post-16

16:10 GMT

Supporting students’ epistemological science beliefs in STEM education

Thursday January 7, 2027 16:10 - 17:05 GMT

LH344 (Learning Hub Level 3 lab-type space)

My aim with this session is to:
• raise awareness of students’ epistemological beliefs;
• discuss how these beliefs influence students’ participation and engagement; and
• illustrate how these beliefs can be supported towards a more sophisticated understanding through STEM educational practices.

Recent 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.

My 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.

I 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.

Speakers

Mads Kofod

Master's Graduate (STEM Education), University of Copenhagen

Thursday January 7, 2027 16:10 - 17:05 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, 7-11, 11-14, Initial Teacher Educators, International

16:10 GMT

Primary Speed Science

Thursday January 7, 2027 16:10 - 17:25 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

Whether 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.

Speakers

Angharad Pass

Primary Science Specialist Education Consultant

The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz

Thursday January 7, 2027 16:10 - 17:25 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

Theme Other
Key Stage / Audience Type 0-4, 5-7, 7-11
Social media handle(s) @theASE

17:30 GMT

ASE Reception

Thursday January 7, 2027 17:30 - 19:30 GMT

Leathersellers Hide (Learning Hub Level 4)

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!

The 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.

Special Service Awards will also be announced.

Everyone 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.

The 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.

It 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.

CASTME 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.

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Lynn Ladbrook

Chief Executive, Association for Science Education

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 17:30 - 19:30 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

08:45 GMT

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

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

LH124 (Learning Hub Level 1)

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

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

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

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

Speakers

Lynne Bianchi

Professor / Director, SEERIH, University of Manchester

Alex Sinclair

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

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

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

Primary

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

08:45 GMT

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

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

Leathersellers Hide (Learning Hub Level 4)

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

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

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

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

Speakers

Joe Partridge

Primary Science Specialist, White Rose Education

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

Dan Breeze

Head of Primary Science, White Rose Education

Sponsors

White Rose Education

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

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

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

... Read More →

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

Primary

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

08:45 GMT

Inclusive approaches to thinking scientifically

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

LH113 (Learning Hub Level 1)

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

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

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

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

Speakers

Anna Stanton

Science leader and teacher, Rowangate School

Helen Tiplady

Senior Lecturer in Education, University of Northampton

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

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

Primary

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

09:55 GMT

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

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

LH115 (Learning Hub Level 1)

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

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

Speakers

Maren Kelly

Head of STEM, St Catherine's Prep School

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

Primary

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

09:55 GMT

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

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

LH013 & LH014 (Learning Hub Ground Floor)

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

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

Speakers

Mary Myatt

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

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

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

Suitable for All key stages

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

10:50 GMT

Chair Chat

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

Leathersellers Hide (Learning Hub Level 4)

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Emily Perry

Professor of Education, Manchester Metropolitan University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

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

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

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

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

LH324 (Learning Hub Level 3 lab-type space)

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

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

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

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

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

By the end of the session, participants will:

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

Speakers

Maria Rossini

Head of Education, British Science Association

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

Gemma Butt

Project Officer (Teaching Workforce), Institute of Physics

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

Suitable for All key stages

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

11:15 GMT

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

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

Leathersellers Hide (Learning Hub Level 4)

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

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

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

Speakers

Martin Reece

Science Education Consultant

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

11-19

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

11:15 GMT

Primary Science: programme of study reform for England

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

LH013 & LH014 (Learning Hub Ground Floor)

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

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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Alex Sinclair

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

Bryony Turford

Primary Science Professional Development Leader, Primary Science Geeks

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

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

Primary

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

11:15 GMT

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

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

LH115 (Learning Hub Level 1)

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

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

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

Speakers

Lee Jowett

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

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

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

Primary

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

11:15 GMT

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

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

LH113 (Learning Hub Level 1)

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

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

Speakers

Tina Whittaker

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

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

Laura Oakes

School Science Subject Leader, The Crescent Academy

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

Suitable for All key stages

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

12:25 GMT

Building scientific literacy through explicit vocabulary teaching

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

LH113 (Learning Hub Level 1)

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

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

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

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

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

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

Speakers

Rachael Cuthbert

Primary Education Specialist / Author, Independent Consultant

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

Primary

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

12:25 GMT

Cultivating a science mindset through outdoor learning

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

LH124 (Learning Hub Level 1)

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

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

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

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

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

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

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

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

Speakers

Nicky Malkin

Teacher, St Mary's First School, Uttoxeter

Dawn McCann

Teacher, Hillside Primary School

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

Primary

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

12:25 GMT

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

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

LH115 (Learning Hub Level 1)

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

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

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

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

Speakers

Sarah Punshon

Artistic Director, One Tenth Human

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

Primary

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

12:25 GMT

Frontier Science: Engineering the future

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

LH345 (Learning Hub Level 3 lab-type space)

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

Speakers

Ollie Folayan FREng CEng FIChemE

Head of Process Engineering, Costain

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

Suitable for All key stages

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

12:25 GMT

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

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

LH344 (Learning Hub Level 3 lab-type space)

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

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

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

Speakers

Mark Whalley

Senior Lecturer in Education, University of Chester

I'm a senior lecturer in Educational Leadership at the University of Chester. My main teaching covers Professional Learning and Change Leadership but I also tutor across the MA Educational Leadership programme. My principal research interest is in teacher retention and by focusing... Read More →

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

Suitable for All key stages

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

13:35 GMT

Primary TeachMeet Lightning Talks

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

Creative Hub Atrium Level 1

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

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

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

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

Speakers

Angharad Pass

Primary Science Specialist Education Consultant

The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz

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

Primary

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

13:35 GMT

Developing metacognitive skills through the science curriculum

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

LH113 (Learning Hub Level 1)

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

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

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

Speakers

Nathan Burns

Teacher Educator, Mr Metacognition Limited

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

Suitable for All key stages

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

13:35 GMT

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

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

LH323 (Learning Hub Level 3)

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

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

Speakers

Janet Owen FRSA, AMA

Executive Director, The Earth Museum

Pauline Stirling

Learning Coordinator, The Earth Museum

Louisa Perkins

The Earth Museum

Sponsors

Earth Museum

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

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

Suitable for All key stages

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

13:35 GMT

Helping KS2 children understand climate change: practical lessons

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

LH229 (Learning Hub Level 2)

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

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

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

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

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

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

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

Speakers

Graham Davies

Climate Educator & Podcast Host, The Climate Classroom

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

Suitable for All key stages

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

13:35 GMT

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

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

LH322 (Learning Hub Level 3)

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

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

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

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

Speakers

Carol Davenport

Professor of STEM Engagement, Northumbria University

Antonio Portas

Assistant Professor, Northumbria University

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

Suitable for All key stages

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

13:35 GMT

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

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

LH125 (Learning Hub Level 1)

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

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

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

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

Speakers

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Ben Garside

Senior Learning Manager, Raspberry Pi Foundation

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

Suitable for All key stages

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

14:45 GMT

Engaging young people in science through animal behaviour

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

LH124 (Learning Hub Level 1)

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

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

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

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

Speakers

Charlotte Evans

Education Officer, Association for the study of animal behaviour

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

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

14:45 GMT

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

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

LH115 (Learning Hub Level 1)

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

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

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

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

Speakers

Francesca Gale

Head of Science Engagement and Enrichment, Welcome Connecting Science

Alex Farrer

PSQM Development Lead, Primary Science Quality Mark

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

Primary

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

14:45 GMT

Making Primary Science Meaningful

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

LH127 (Learning Hub Level 1)

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

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

Speakers

Nicky Waller

Advisory Teacher for Primary Science, University of York

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

Primary

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

14:45 GMT

(OCR) Improving accessibility of assessment in the classroom

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

LH321 (Learning Hub Level 3)

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

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

Speakers

Andri Achilleos

Biology Subject Advisor, OCR

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

Mike Jackson

Physics Subject Advisor, Cambridge OCR

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

Sponsors

Cambridge OCR

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

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

... Read More →

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

Suitable for All key stages

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

14:45 GMT

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

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

LH013 & LH014 (Learning Hub Ground Floor)

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

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

The Science Education Policy Alliance (SEPA) brings together the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Royal Society of Chemistry to coordinate and collaborate on science education policy www.se-pa.co.uk

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

Speakers

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Miles Berry

Professor of Computing Education, University of Roehampton

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Sponsors

SEPA

The Science Education Policy Alliance (SEPA) brings together the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Royal Society of Chemistry to coordinate and collaborate on science education policy, with Professor Dame Athene Donald... Read More →

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

Suitable for All key stages

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

16:10 GMT

(CLEAPSS) Promoting oracy through practical science

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

LH124 (Learning Hub Level 1)

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

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

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

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

Speakers

Helen Spring CSciTeach

Primary Science and Outdoor Learning Consultant, Spring Learning

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

Kathryn Horan CSciTeach

Primary Consultant, CLEAPSS

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

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

Sponsors

CLEAPSS

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

Primary

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

16:10 GMT

Teacher confidence: The key missing link in primary science improvement

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

LH115 (Learning Hub Level 1)

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

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

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

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

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

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

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

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

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

Speakers

Becki Price

Science consultant and teacher, The Willows Primary School

Chris Wemyss

Teacher and Subject Leader, Gladstone Primary School

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

Primary

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

16:10 GMT

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

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

LH321 (Learning Hub Level 3)

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

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

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

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

Speakers

Andy Markwick

Lecturer in Primary Science Education, University College London

Amy Strachan

PPrimary Science Lecturer and STEM consultant, University College London

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

Primary

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

16:10 GMT

Food, cooking and STEM "Science on Stage" Booklets

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

LH229 (Learning Hub Level 2)

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

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

Speakers

David Featonby

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

Ruth Oliveira

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

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

Suitable for All key stages

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

16:10 GMT

Panel: Planning and upskilling CPD for curriculum reform

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

LH013 & LH014 (Learning Hub Ground Floor)

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

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

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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

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

Suitable for All key stages

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

16:10 GMT

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

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

LH344 (Learning Hub Level 3 lab-type space)

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

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

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

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

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

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

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

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

Suitable for All key stages

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

17:10 GMT

Meet the ASE Primary Committee

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

LH124 (Learning Hub Level 1)

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

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in Primary Science or one of the ASE journals?

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

Speakers

Angharad Pass

Primary Science Specialist Education Consultant

The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz

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

Primary

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

08:45 GMT

Energise your science teaching: enquiry, sustainability and real-world contexts

Saturday January 9, 2027 08:45 - 09:40 GMT

LH113 (Learning Hub Level 1)

How can we teach primary science in ways that are both rigorous and genuinely meaningful?

This 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.

Participants 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.

We 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.
You will leave with clear, classroom-ready approaches that combine strong science pedagogy with meaningful context—without increasing workload.

By the end of the session, participants will:
• Explore enquiry-based science lessons using real-world energy and sustainability contexts
• Apply strategies to support pupils in asking questions, investigating, and communicating findings
• Integrate opportunities for purposeful talk to strengthen scientific reasoning
• Be ready to implement at least one practical, evidence-informed strategy in their classroom

Background: 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.

I 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.

Speakers

Jo Montgomery CSciTeach

Primary Science Education Consultant, Dr Jo Science Solutions

Saturday January 9, 2027 08:45 - 09:40 GMT
LH113 (Learning Hub Level 1)

Primary

Theme Curriculum (General), Subject knowledge & pedagogy, Sustainability climate change and environmental issues
Key Stage / Audience Type 5-7, 7-11
Social media handle(s) @DrJoScience

08:45 GMT

Making primary physics matter

Saturday January 9, 2027 08:45 - 09:40 GMT

LH124 (Learning Hub Level 1)

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.

Using 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.

The 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.
This 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.

As a result of attending, participants will be able to:
> use strategies to elicit and respond to pupils’ existing physics ideas and misconceptions
> adapt practical activities so that the physics learning is explicit and purposeful
> structure classroom talk to support reasoning, explanation and participation
> teach and reinforce key physics vocabulary more effectively
> apply evidence-informed approaches to improve pupil understanding in primary physics lessons
> identify at least one practical change they will implement in their own classroom practice immediately

Background: 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.
The 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.

The 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.

Speakers

Amanda Poole

Teaching and Learning Coach, Primary Partnerships, Ogden Trust

Amanda Poole is a specialist in primary science education and Chartered Science Teacher. As a physicist, she began her career as a secondary advanced skills teacher in Coventry and after holding a range of senior leadership roles in secondary education she moved into the field of... Read More →

Saturday January 9, 2027 08:45 - 09:40 GMT
LH124 (Learning Hub Level 1)

Primary

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

08:45 GMT

Science enrichment – curiosity beyond the curriculum

Saturday January 9, 2027 08:45 - 09:40 GMT

LH125 (Learning Hub Level 1)

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
We’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.
This session is built on exploration beyond the core curriculum but with scientific rigour intact.

Outcomes:
• Reflect on your own context and enrichment offer
• Made connections between core curriculum and enrichment opportunities for all
• Considered ways to build on your current enrichment activities in school
• Take away ideas and resources for use immediately including a gap analysis tool and a curriculum map

Background: 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?

Research tells us that enrichment opportunities are vital for providing space for learners to explore their interests in a less structured environment.

With 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.

Our 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.

Speakers

Bryony Turford

Primary Science Professional Development Leader, Primary Science Geeks

Becki Price

Science consultant and teacher, The Willows Primary School

Saturday January 9, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Curriculum Change in England
Key Stage / Audience Type 5-7, 7-11

08:45 GMT

Frontier Science: How the physical sciences can empower biology - applications of single molecule fluorescence to the biosciences

Saturday January 9, 2027 08:45 - 09:40 GMT

LH323 (Learning Hub Level 3)

The capability to image single molecules has revolutionised biology.

I will explain how these methods work and how we are currently applying them to study the molecular basis of neurodegenerative disease.

Lastly 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.

Speakers

Sir David Klenerman

University of Cambridge

Saturday January 9, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 7-11, 11-14, 14-16, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

08:45 GMT

I just went blank: the biology and psychology of exam anxiety

Saturday January 9, 2027 08:45 - 09:40 GMT

LH321 (Learning Hub Level 3)

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.

By the end, participants will:
> understand the biological and psychological mechanisms driving exam anxiety
> recognise the difference between knowing material and being able to show it under pressure
> have practical strategies to help students break the anxiety loop from both directions

Background 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.

Speakers

Amanda Clegg

Science and Leadership Consultant, AKC Educational Consultancy

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

Karen Collins

Educational Consultant, Apogee Education, Learning and Development

@kcoscience

Saturday January 9, 2027 08:45 - 09:40 GMT
LH321 (Learning Hub Level 3)

Suitable for All key stages

Theme Assessment
Key Stage / Audience Type 7-11, 14-16, 11-14, Post-16, Teacher Developers

08:45 GMT

Research Meet (1)

Saturday January 9, 2027 08:45 - 09:40 GMT

LH324 (Learning Hub Level 3 lab-type space)

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.

Speakers

Alastair Gittner

Teacher and Chair of ASE Research Committee, Hallam Teaching School Alliance

Saturday January 9, 2027 08:45 - 09:40 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research
Key Stage / Audience Type Researchers, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Post-16, Teacher Developers, Trainee Teachers, Initial Teacher Educators, Early Career Teachers

09:55 GMT

Improving primary science teaching in areas of high deprivation & challenge

Saturday January 9, 2027 09:55 - 10:50 GMT

LH125 (Learning Hub Level 1)

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.

We 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.

We’ll also discuss the real world barriers schools face — including high subject leader turnover — and what helped them keep making progress.

Participants will gain:
• Evidence of impact, including clear improvements in teacher confidence, positive shifts in science teaching practice and excellent participant feedback on CPD quality
• Insights into systemic challenges, particularly:
- High turnover of science subject leaders and its effect on continuity
- Practical strategies for supporting science subject leaders in high deprivation contexts
- An approach for using deprivation related data to understand school needs and tailor support
- Recommendations for sustaining improvement, even in schools with leadership instability

Background: 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.

This 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.

CPD 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.

Speakers

Kulvinder Johal

Regional Mentor for London and the S.E., Primary Science Teaching Trust

@kulvinderj

Sophie Franklin

Impact & Research Director, Primary Science Teaching Trust

Saturday January 9, 2027 09:55 - 10:50 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Other, Research, Leadership, Inclusion and Diversity including SEND
Key Stage / Audience Type 5-7, 7-11, Researchers

09:55 GMT

What do I need to do to be ready for Curriculum 2028? A masterclass.

Saturday January 9, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Join us to unpick the headline changes and what is already working in your setting.

This masterclass is aimed at primary subject and cross phase leaders, curriculum developers in schools MATS and trusts.

You 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
Leave feeling confident and with a plan of action for the next 12 months

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

Create a personal timeline of planned actions for readiness to teach the new primary science curriculum in 2028
Identify changes needed to your long-term planning and resources
Consider subject knowledge and CPD implications for science leaders and teachers of science at your school

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Bryony Turford

Primary Science Professional Development Leader, Primary Science Geeks

Alex Sinclair

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

Saturday January 9, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

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

09:55 GMT

Panel: Big Followings, Real Learning: A Q&A With Science Educators Who Reach Millions

Saturday January 9, 2027 09:55 - 10:50 GMT

Leathersellers Hide (Learning Hub Level 4)

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.

Online 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?

This 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.

Speakers

Stuart Naismith

Primary Teacher / Advisor, STEM with Mr N

I am Teacher of Innovation at Kelvinside Academy, a STEM educator and creator of STEM with Mr N, through which I have created hundreds of freely available STEM education videos and resources for teachers, children and families. Having spent most of my career as a primary classroom... Read More →

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Saturday January 9, 2027 09:55 - 10:50 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Trainee Teachers, Technicians
Social media handle(s) @theASE

09:55 GMT

Research Meet (2)

Saturday January 9, 2027 09:55 - 10:50 GMT

LH324 (Learning Hub Level 3 lab-type space)

Speakers

Alastair Gittner

Teacher and Chair of ASE Research Committee, Hallam Teaching School Alliance

Saturday January 9, 2027 09:55 - 10:50 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research
Key Stage / Audience Type Researchers, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Post-16, Teacher Developers, Trainee Teachers, Initial Teacher Educators, Early Career Teachers

09:55 GMT

Staying human in the science learning loop (AI Fairness)

Saturday January 9, 2027 09:55 - 10:50 GMT

LH323 (Learning Hub Level 3)

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.

This 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.

The 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.

Outcomes

Delegates will be able to:
• Recognise when generative AI is inferring student identity and changing science output as a result.
• Use specific strategies, prompts and processes that support fair generative AI use in their classroom.
• Model critical generative AI use to their students as part of wider digital literacy in the new Curriculum.
• Discuss the fairness implications of generative AI in science learning with colleagues, leaders and students.

Speakers

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Saturday January 9, 2027 09:55 - 10:50 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type Teacher Developers, 0-4, 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

10:50 GMT

Chair Chat

Saturday January 9, 2027 10:50 - 11:15 GMT

Leathersellers Hide (Learning Hub Level 4)

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Emily Perry

Professor of Education, Manchester Metropolitan University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Saturday January 9, 2027 10:50 - 11:15 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

Developing authentic enquiry in primary science (White Rose Education)

Saturday January 9, 2027 11:15 - 12:10 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

Drawing 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.

Recent 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.

The 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.

Participants 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.

Practical 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.

The 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.

Whilst 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.

Speakers

Daniel Kechoud

Year 4 Teacher, Science Lead and PhD Candidate, Wolf Fields Primary School / University of Cambridge

Dan Breeze

Head of Primary Science, White Rose Education

Sponsors

White Rose Education

Saturday January 9, 2027 11:15 - 12:10 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

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

11:15 GMT

Teaching primary science outdoors

Saturday January 9, 2027 11:15 - 12:10 GMT

LH124 (Learning Hub Level 1)

This practical workshop will support teachers in taking their primary science lessons outdoors.

• To consider which lesson objectives should be taught outdoors, and which lesson objectives could be taught outdoors
• To plan purposeful practical activities
• To explore opportunities for assessment and recording outdoors

Helen 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.

This 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.

Participants will be able to reflect on their own science teaching, and to plan further opportunities for taking their science lessons outdoors.

Speakers

Helen Spring CSciTeach

Primary Science and Outdoor Learning Consultant, Spring Learning

Saturday January 9, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

Primary

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

11:15 GMT

Keynote: Authentic scientific inquiry in school science: Learning from the history and philosophy of science

Saturday January 9, 2027 11:15 - 12:10 GMT

Leathersellers Hide (Learning Hub Level 4)

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.

My 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.

Speakers

Hasok Chang

Professor, Dept of History and Philosophy of Science, University of Cambridge

Hasok Chang is the Hans Rausing Professor of History and Philosophy of Science at the University of Cambridge. He received his degrees from Caltech and Stanford, and has taught at University College London.

He is the author of Inventing Temperature: Measurement and Scientific Pro... Read More →

Saturday January 9, 2027 11:15 - 12:10 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

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

11:15 GMT

Place-based STEM education: Heritage, careers and curriculum

Saturday January 9, 2027 11:15 - 12:10 GMT

LH323 (Learning Hub Level 3)

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.

The 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.

Participants 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.

Reflection and Questions. Participants will share how they have mapped a career in the past and the future to a lesson in their science curriculum.

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.

Background: 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.

Speakers

Emma McNeil

Curriculum Development Officer, Operation Spitfire 4 Schools

Emma McNeil is a Primary School Teacher, STEM specialist and heads up the education program for Operation Spitfire 4 Schools. She has developed the OS4S curriculum whilst working in a post at The Potteries Museum & Art Gallery which is funded by Operation Spitfire. Previously she... Read More →

Jo Malone

Senior Advisor, Operation Spitfire 4 Schools

Saturday January 9, 2027 11:15 - 12:10 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

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

11:15 GMT

Using AI effectively to reduce workload - A realistic perspective

Saturday January 9, 2027 11:15 - 12:10 GMT

LH322 (Learning Hub Level 3)

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.

You 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.

A 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.

Designed 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.

Following this session, participants hopefully will be able to:

* Identify appropriate tasks where AI may reduce workload effectively.
* Critically evaluate whether AI is the right tool for a specific task.
* Apply simple AI-supported strategies to improve efficiency in planning, communication, and organisation.
* Recognise common risks and limitations when using AI in professional settings.
* Use AI more intentionally, ethically, and with clearer professional boundaries.
* Trial at least one realistic AI workflow within their own practice.

Speakers

Joanna Pellereau

PGCE Course Science Lead, Warwick University Centre for Teacher Education

Saturday January 9, 2027 11:15 - 12:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research, Recruitment Retention and Wellbeing
Key Stage / Audience Type Researchers, Teacher Developers, 0-4, 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Technicians, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

12:25 GMT

Decolonising primary science: examples, research and next steps

Saturday January 9, 2027 12:25 - 13:20 GMT

LH113 (Learning Hub Level 1)

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.

Concrete 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.

We 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.

Speakers

Danielle Oudomvilay

Classroom Teacher and Science Subject Lead, Bevington Primary School

Alex Sinclair

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

Saturday January 9, 2027 12:25 - 13:20 GMT
LH113 (Learning Hub Level 1)

Primary

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

12:25 GMT

Primary networking lunch space

Saturday January 9, 2027 12:25 - 13:20 GMT

LH013 & LH014 (Learning Hub Ground Floor)

This venue has been made available for primary science educators to get together and network during their scheduled lunch break.

Pop-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!

Grab your lunch and come along for some networking and informal chatting.

Speakers

Angharad Pass

Primary Science Specialist Education Consultant

The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz

Saturday January 9, 2027 12:25 - 13:20 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

Theme Other
Key Stage / Audience Type 0-4, 5-7, 7-11

12:25 GMT

Rich retrieval: consolidating and elaborating scientific concepts

Saturday January 9, 2027 12:25 - 13:20 GMT

LH127 (Learning Hub Level 1)

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.

This 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.

We 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.

The workshop aims to:
> Explain the rationale for the Rich Retrieval strategies in terms of cognitive neuroscience and science education research
> Provide examples of Rich Retrieval activities and how to use them
> Share insights from our research to date
> Give participants the opportunity to share their experience of using retrieval in science lessons
> Participants will leave the session with:
> A deeper understanding of the potential of retrieval practice to support learning
> Practical ideas about how to make retrieval practice richer
> Questions about how to make the most of retrieval practice in their own context

Speakers

Kendra McMahon

Professor in Science Education, The Curriculum Foundation & Bath Spa University

Kerry-Anne Barber

Senior Lecturer Primary PGCE, Bath Spa University

Saturday January 9, 2027 12:25 - 13:20 GMT
LH127 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type 7-11, Advisors/Consultants, Early Career Teachers, Researchers, Trainee Teachers

12:25 GMT

Frontier Science: Exploring Mars

Saturday January 9, 2027 12:25 - 13:20 GMT

LH323 (Learning Hub Level 3)

I have explored Mars with the Curiosity Rover, orbiters and Martian meteorites.

This 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.

Speakers

John C Bridges SFHEA

Professor / Planetary Scientist, University of Leicester School of Physics and Astronomy

Saturday January 9, 2027 12:25 - 13:20 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 5-7, 11-14, 14-16, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Trainee Teachers, Technicians

12:25 GMT

Relax and unwind with 3 short films on nature

Saturday January 9, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

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 Khan

These 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.

Speakers

Marie Ann Reynell

Director of Development, Museo de Ciencias, Universidad de Navarra (Science Museum, University of Navarra)

Saturday January 9, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

12:25 GMT

Talking and thinking at Science on Stage: using simple stimuli and strategies to build a culture of rich scientific talk

Saturday January 9, 2027 12:25 - 13:20 GMT

LH124 (Learning Hub Level 1)

Are your students working in groups but not truly thinking together?

In 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.

We 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.

We will also provide practical examples and a framework for designing these sequences, so they are easy to implement and highly effective.

Speakers

Peter Munroe

Head of Chemistry, Uckfield College

Alex Black

Council Member, Lets Think Forum

Saturday January 9, 2027 12:25 - 13:20 GMT
LH124 (Learning Hub Level 1)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, Initial Teacher Educators, Advisors/Consultants, Trainee Teachers, Early Career Teachers

13:35 GMT

Primary pop-up make and take

Saturday January 9, 2027 13:35 - 14:30 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

From 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.

Dip 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.

Speakers

Angharad Pass

Primary Science Specialist Education Consultant

The Padlet for the Teachmeet is here: https://padlet.com/saraheamesscienceleader/ase-conf-saturday-10th-january-2026-primary-science-teach-me-ruozfsim8u6eq9lz

Saturday January 9, 2027 13:35 - 14:30 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

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

13:35 GMT

Decolonising the science curriculum; using science to challenge racism

Saturday January 9, 2027 13:35 - 14:30 GMT

LH321 (Learning Hub Level 3)

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.

I 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.

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.

The 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.

Speakers

Cathy Priest

Training Lead of the Youth and Schools Team, Faraday Institute for Science and Religion

Saturday January 9, 2027 13:35 - 14:30 GMT
LH321 (Learning Hub Level 3)

Suitable for All key stages

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type International, 7-11, 11-14, 14-16, Post-16, Initial Teacher Educators

13:35 GMT

Sunsets, Shadows, and Seasons: Motions and Mathematics in the Sky

Saturday January 9, 2027 13:35 - 14:30 GMT

LH125 (Learning Hub Level 1)

Why do shadows change throughout the day? What causes the seasons? How can observations of the sky help students develop mathematical understanding?

This 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.

The 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.

Participants 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.

As a result of attending this session, participants will be able to:
• use simple models and demonstrations to explain shadows, seasons, and Earth’s motion
• facilitate interdisciplinary STEM activities that integrate science inquiry and mathematical reasoning
• adapt astronomy-based investigations for classroom and outdoor learning contexts
• support student observation, prediction, and sensemaking through hands-on learning experiences
• identify opportunities for cross-curricular connections between mathematics and science

Background: 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.

The 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.

Speakers

Janet Stramel

Professor, Fort Hays State University, USA

www.linkedin.com/in/janet-stramel

Dean Stramel

Professor, Fort Hays State University, USA

Saturday January 9, 2027 13:35 - 14:30 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

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

13:35 GMT

The impact of policy on curriculum design: A Policy Group perspective

Saturday January 9, 2027 13:35 - 14:30 GMT

LH322 (Learning Hub Level 3)

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.

This 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.

Additionally, 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.

Speakers

Helen Darlington

Co Chair of ASE Policy Group, South Wirral High School

Gareth Bates

Senior Lecturer in Education / Co-Chair of ASE Policy Group, Anglia Ruskin University

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Saturday January 9, 2027 13:35 - 14:30 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Curriculum (General), Leadership
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants
Social media handle(s) @theASE

13:35 GMT

What if the next climate solution is in your classroom? Project Earth - empowering young people to build a better world.

Saturday January 9, 2027 13:35 - 14:30 GMT

LH124 (Learning Hub Level 1)

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.

This 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.

Don't just teach young people about the future. Give them the tools to help shape it.

Young people have extraordinary potential. Project Earth helps turn it into impact — now..

Speakers

Becky Parker MBE

Director (Project Earth) / Physics Teacher / Visiting Professor (School of Physics and Astronomy), Queen Mary University of London

[email protected]
Instagram: https://www.instagram.com/projectearthhq/
Youtube: https://www.youtube.com/@ProjectEarthHQ
LinkedIn: https://www.linkedin.com/company/project-earth-global/
My LinkedIn: https://linkedin.com/in/becky-parker424... Read More →

Saturday January 9, 2027 13:35 - 14:30 GMT
LH124 (Learning Hub Level 1)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 14-16, Post-16, 7-11, Technicians, FE/Skills, Advisors/Consultants, Early Career Teachers, Initial Teacher Educators, Trainee Teachers, International

14:45 GMT

(Pearson) Future-ready science: Connecting climate, media literacy and green pathways

Saturday January 9, 2027 14:45 - 15:40 GMT

LH125 (Learning Hub Level 1)

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.

Participants 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.

Participants 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.

Speakers

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Becky Thorne

Senior Qualifications Manager, Pearson

Saturday January 9, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues, Research
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators, Researchers

14:45 GMT

Making the most of AI-generated science images in the primary classroom

Saturday January 9, 2027 14:45 - 15:40 GMT

LH115 (Learning Hub Level 1)

Generative 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.

During 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.

The 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.

Delegates will be able to:
• Recognise common misconceptions reinforced or introduced by generative AI produced primary science images.
• Use a clear framework and checklist to appraise generative AI visuals before using them in lessons.
• Apply prompting strategies that reduce the risk of misconception-rich outputs.
• Confidently discuss generative AI image quality with colleagues and pupils as part of wider digital literacy.

Background: 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.

Speakers

Helen Harden CSciTeach

Science Education Consultant (Secondary), Association for Science Education

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Saturday January 9, 2027 14:45 - 15:40 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type 0-4, 5-7, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

14:45 GMT

Pollinator conservation: A case for school gardens

Saturday January 9, 2027 14:45 - 15:40 GMT

LH322 (Learning Hub Level 3)

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).

Teachers 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).

This 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.

This presentation involves sharing a new STEAM GBL curriculum with support materials and research results on the efficacy of implementation.

Outcomes: 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.

Background: 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.

Speakers

Kathy Cabe Trundle

Professor and Researcher, Utah State University

Saturday January 9, 2027 14:45 - 15:40 GMT
LH322 (Learning Hub Level 3)

Primary

Theme Sustainability climate change and environmental issues, Research, Practical work including beyond the classroom
Key Stage / Audience Type International, Researchers, 0-4, 5-7, 7-11

14:45 GMT

Using story probes to link primary science and literacy

Saturday January 9, 2027 14:45 - 15:40 GMT

LH113 (Learning Hub Level 1)

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.

Stories 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.

Participants 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.

These 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.

As a result of attending this session, participants will be able to:
1) Facilitate close reading and productive science talk around science scenarios.
2) Use a story scenario to identify and interpret students’ ideas revealed through story-based discussions
3) Apply formative assessment strategies that use student thinking to inform instruction.
4) Adapt or create story scenarios that integrate science content with literacy practices

Speakers

Page Keeley

Past President/NSTA Press Author, National Science Teaching Association

Page Keeley is an American science education consultant and author of over 25 books linking research to practice, including several award-winning books in the Uncovering Student Ideas in Science formative assessment series. She is a co-author, with Ed Walsh, of the UK publication, Understanding Children's Ideas in Science. She works with school districts, universities, and organizations throughout the U.S. and internationally to build capacity for understanding student thinking through assessment... Read More →

Ed Walsh

Science Education Consultant, Ed Walsh Consulting

Saturday January 9, 2027 14:45 - 15:40 GMT
LH113 (Learning Hub Level 1)

Primary

Theme Assessment
Key Stage / Audience Type 5-7, 7-11, Advisors/Consultants

14:45 GMT

Curriculum Change in England for KS1 to KS4

Saturday January 9, 2027 14:45 - 15:40 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Lauren McLeod

Head of Education Policy, Royal Society of Biology

Lauren joined the Royal Society of Biology as Head of Education Policy in July 2017. Previously she has worked on gender projects, including Opening Doors, and higher education projects as part of the education team at the Institute of Physics, and as a science teacher in North L... Read More →

Rachel Hartley

Pedagogy and Professional Practice Strategic Lead, Institute of Physics

Laura Daly

Programme Manager, Education Policy, Royal Society of Chemistry

Saturday January 9, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

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

14:45 GMT

The best of Science on Stage 2026

Saturday January 9, 2027 14:45 - 15:40 GMT

LH323 (Learning Hub Level 3)

The biennial Science on Stage Festival took place in Klaipeda, Lithuania in May 2026.

The 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.

This 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.

Speakers

Stuart Farmer

Learning and Skills Manager, IOP and Perimeter Institute

Becky Parker MBE

Director (Project Earth) / Physics Teacher / Visiting Professor (School of Physics and Astronomy), Queen Mary University of London

Maren Kelly

Head of STEM, St Catherine's Prep School

Peter Munroe

Head of Chemistry, Uckfield College

Simon Poliakoff

Physics teacher and Lead Practitioner Teaching and Learning, The Priory School Hitchin

Over the last few years whilst working as a physics teacher Simon has created sets of ideas for teaching physics organised by topic area which are shared freely on a Creative Commons non-commercial licence via the www.teachphysics.org website. The aim has been to bring together practical... Read More →

Rose Edmondson

Teacher of science and geography, Falinge Park School

Alex Black

Council Member, Lets Think Forum

Saturday January 9, 2027 14:45 - 15:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Initial Teacher Educators, International, Post-16, Early Career Teachers, Trainee Teachers, Teacher Developers, Researchers

15:55 GMT

Collaborative professional learning in primary science practical activities

Saturday January 9, 2027 15:55 - 16:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

This 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.

This 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.

Speakers

Lucy Wood

Kings College London

Chris Harrison

Professor of Science Education, King’s College London

Maria Pack

Primary Science Consultant, CLEAPSS

Jason Harding

Primary Section Leader, CLEAPSS

Saturday January 9, 2027 15:55 - 16:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

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

15:55 GMT

Dialogic teaching -a new CPD resource for primary science

Saturday January 9, 2027 15:55 - 16:50 GMT

LH113 (Learning Hub Level 1)

Join ASE and our partner, University of York Science Education Group, for the launch of our Dialogic Teaching in Primary Schools MOOC.

This 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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Peter Fairhurst

Research Fellow, University of York Science Education Group

I am a research fellow at the University of York where, in addition to empirical research, the focus of my work is the translation of research-evidence into classroom resources that support students' learning of science through the development of teachers' research-informed pract... Read More →

Saturday January 9, 2027 15:55 - 16:50 GMT
LH113 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 7-11, Initial Teacher Educators, Teacher Developers

15:55 GMT

A framework for fostering scientific argumentation: Enhanced (CASE)

Saturday January 9, 2027 15:55 - 16:50 GMT

LH124 (Learning Hub Level 1)

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.

The 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.

Throughout 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.

Background: 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.

Speakers

Alex Black

Council Member, Lets Think Forum

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Saturday January 9, 2027 15:55 - 16:50 GMT
LH124 (Learning Hub Level 1)

Suitable for All key stages

Key Stage / Audience Type Teacher Developers, 5-7, 7-11, 11-14, 14-16, Initial Teacher Educators