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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Matt Endean is the Deputy Director of CLEAPSS, an advisory service supporting practical science and technology in schools in the UK. A former teacher, he specializes in health and safety, risk assessment, and laboratory design. Matt plays a pivotal role in developing guidance and... Read More →

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 08:45 - 09:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

08:45 GMT

From Typhoid Mary to airborne diseases: Transmission and tracking

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

LH127 (Learning Hub Level 1)

This session explores how Micro: bit technology can be used alongside case studies and practical classroom activities to help students investigate how diseases spread.

Developed during the COVID pandemic through collaborative teacher learning, the approach was designed to model both airborne and more traditional contact-based transmission. Participants will see how these activities can support engagement with current, real-world science through problem solving, discussion, and enquiry.

The session will share the background to the work, outline how the activities were developed for classroom use, and demonstrate how Micro: bits and disease-transmission scenarios can be used to promote STEM learning and scientific sensemaking. Resources will be shared digitally with attendees.

1. Use case studies and Micro: bit technology to engage students in investigating disease transmission through relevant, real-world contexts.
2. Plan opportunities for students to apply science inquiry and problem-solving approaches as they analyse evidence and identify possible sources of infection.
3. Adapt an integrative STEM activity that supports exploration, sensemaking, and discussion of disease transmission in the classroom.

Speakers

Christine Royce

Professor, Shippensburg University, USA

Beverly DeVore-Wedding

Retiring President, NSTA, America

Thursday January 7, 2027 08:45 - 09:40 GMT
LH127 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy, Using AI and technologies in teaching and learning
Key Stage / Audience Type 14-16, Post-16, Teacher Developers, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

08:45 GMT

Why did they leave? Exploring the reasons physics teachers left teaching

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

LH321 (Learning Hub Level 3)

There continues to be a physics teacher recruit and retention crisis across the nations of the UK.
There is little point in governments investing heavily in teacher recruitment if qualified teachers then leave the profession in large numbers.

With this in mind, Mark Whalley and Stuart Farmer have conducted research in both England and Scotland into identifying the reasons why physics teachers have recently left the profession. In this session, these reasons will be explored and comparisons made between the situations in Scotland and England, which factors are in common and which are different in the two nations where there has been an increasing divergence in educational policy in the last two decades. How do factors such as accountability and performativity, administrative workload, pupil behaviour, relationships with colleagues, and career progression routes impact on teacher wellbeing and their decisions to stay or leave teaching?

Speakers

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 →

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 →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Recruitment Retention and Wellbeing, Research
Key Stage / Audience Type Teacher Developers, Initial Teacher Educators, 11-14, 14-16, Post-16, Advisors/Consultants, 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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 09:55 - 10:50 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

09:55 GMT

Harnessing the power of biology teaching to inspire students

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

LH324 (Learning Hub Level 3 lab-type space)

Biology teaching, from global biomes to the regulation of metabolism, has the power to inspire students about the natural world. Since the publication of The Economics of Biodiversity: The Dasgupta Review (2021) and the National Security Assessment on global ecosystems (2026) there is a strong argument for biology teaching having a duty to inspire students and play a role in creating a society fit for the challenges humanity faces.

This session will explore what we can do as members of the biology education community to instil a lifelong love of life in our students. Themes will include inter-relationships between topics, the wonder of biology, scientific thinking skills, and connection to the biology around us.

You will leave with ideas that you can use when planning lessons, developing teaching resources, organising schemes of work, or when influencing the national curriculum and exam specifications.

Session Outcomes:
•Apply at least one new idea to their own lesson planning, resource development or curriculum influence.
•Identify ways to bring wonder, curiosity and real world relevance into everyday lessons or resources.
•Explain why inspiring biology teaching matters for students and society.

Please feel free to attend the sponsored tea/coffee available for Biology educators available after this session on Learning Hub Level 2 foyer outside of rooms 231.

Speakers

Dan Jenkins

Head of Gatsby Plant Education Programme, Science and Plants for Schools (SAPS)

Dan is Head of the Gatsby Plant Science Education Programme and directs the Science and Plants for Schools project. For over 10 years Dan has developed practicals and resources for SAPS and is a dab hand at getting any plant to behave in the school lab. Dan’s background in plant... Read More →

Chris Graham

Sustainability Lead and Teacher of Biology, Hills Road Sixth Form College / SAPS

I am the Sustainability Lead, a teacher of OCR's Level 3 Certificate in Sustainability, and a Biology teacher at Hills Road Sixth Form College as well as the visiting teacher at Science and Plants for Schools (SAPS). I have over 20 years experience as a teacher and have been leading... Read More →

Exhibitors

Science & Plants for Schools (SAPS)

Science and Plants for School (SAPS)

Science & Plants for Schools (SAPS) creates opportunities for teachers, technicians and students to find out more about plants and to become more interested in plant science.

We know that good teachers and technicians can bring plant science alive and we want to help them. We are doing this by working with curriculum developers, producing useful teaching resources, enabling teachers to share ideas through our website, and encouraging plant scientists to... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Sustainability climate change and environmental issues, Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Post-16, Teacher Developers, Advisors/Consultants, Initial Teacher Educators, Early Career Teachers, Trainee Teachers

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

Behind GCSE science pathways: How science HoDs make curriculum decisions

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

LH344 (Learning Hub Level 3 lab-type space)

This session shares findings from an Interpretative Phenomenological Analysis (IPA) doctoral study exploring how Heads of Science experience and make sense of GCSE science pathway decisions in secondary schools.

Rather than focusing on outcomes alone, the session explores the lived realities of curriculum decision-making — including tensions between accountability measures, student perceived ability, staffing constraints, and aspirations for equity in science education.

Participants will gain insight into how departmental leaders interpret and negotiate competing pressures when constructing science pathways, and how these decisions shape access to science at Key Stage 4. The session will invite reflection on how curriculum structures are experienced in practice, and what this means for equity and progression in science education.

Speakers

Stephanie Featherstone

Doctoral Researcher, University of Dundee

I am a science educator and researcher with experience teaching and leading science departments across a range of UK schools. I am currently Head of Science at Radnor House Sevenoaks and have previously held senior leadership roles in science education. My doctoral research explored... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Other, Curriculum (General), Leadership, Research
Key Stage / Audience Type Researchers, Initial Teacher Educators, 14-16

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

10:50 GMT

Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell)

Thursday January 7, 2027 10:50 - 11:15 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

If your focus is teaching or supporting biology lessons, come along for a networking session with complimentary tea/coffee and a muffin, to discuss how Miss Estruch Teach & Tell can support your practice!

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 10:50 - 11:15 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Post-16, FE/Skills, Initial Teacher Educators, Early Career Teachers, International, Teacher Developers

10:50 GMT

Physics and tea with the IOP

Thursday January 7, 2027 10:50 - 11:15 GMT

Learning Hub Level 3 landing space (outside 344-347)

We'd love to talk about physics education and how we can help you, your school or your MAT - and we've got treats. Join the IOP team to tell us what's going well and what you think we should be doing to support the profession.

Speakers

Eleanor Wylie

Professional Support Coach, Institute of Physics

Ian Horsewell

Professional Community and Retention Strategic Lead, Institute of Physics

Sponsors

Institute of Physics (IOP)

The Institute of Physics (IOP) is the professional body and learned society for physics in the UK and Ireland, with an active role in promoting co-operation in physics around the world. We strive to make physics accessible to people from all backgrounds.

Come along and visit an

... Read More →

Thursday January 7, 2027 10:50 - 11:15 GMT
Learning Hub Level 3 landing space (outside 344-347)

11-19

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

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 11:15 - 12:10 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

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

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

Preparing future teachers for generative AI: critical, creative, and ethical

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

LH322 (Learning Hub Level 3)

The session will explore how student teachers currently use generative AI critically, ethically and practically as part of their developing professional practice. Rather than presenting generative AI as a shortcut or a threat, the session will position AI as a tool that requires teacher judgement, subject knowledge and careful pedagogical decision-making. The session will highlight research conducted into how student teachers currently use generative AI in their teaching practice.

Participants will be able to:
- describe emerging patterns in how student teachers are using generative AI in their preparation, planning and professional learning;
- identify key opportunities, concerns and support needs arising from student teachers’ current AI use;
- evaluate AI-generated educational materials using criteria such as accuracy, appropriateness, inclusion, bias and pedagogical value;
- distinguish between AI use that supports professional learning and AI use that risks over-reliance or weak pedagogical decision-making;

Speakers

Ryan Gallagher

Programme Director in Science Education, University College Cork, Ireland

Stephen Murphy

Deputy Programme Director in Science Education, University College Cork, Ireland

Thursday January 7, 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
Key Stage / Audience Type Teacher Developers, Trainee Teachers, Early Career Teachers, Initial Teacher Educators

12:25 GMT

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 12:25 - 13:20 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

12:25 GMT

Sequencing for Success: Building Scientific Writing Over Time

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

LH322 (Learning Hub Level 3)

Scientific writing is a core disciplinary skill, yet many students struggle to express their understanding clearly and accurately. This session focuses on how departments can build writing successfully over time, rather than addressing it reactively at GCSE.

Participants will explore how careful curriculum sequencing ensures that students develop the knowledge, vocabulary, and structures needed before being asked to write extended responses. The session will consider how writing can be built progressively, moving from oral rehearsal to structured written outcomes.

A central focus will be the role of oracy. Delegates will examine how structured talk, including the use of sentence stems, purposeful questioning, and guided discussion, supports students to clarify their thinking and practise disciplinary language before writing. The importance of consistent routines across a department will be emphasised to ensure coherence for students.

The session will also explore how scaffolds can be used effectively within modelling. Rather than being treated as standalone supports, tools such as writing frames, exemplars, and success criteria will be examined as part of an explicit teaching process. Participants will consider how these scaffolds can be introduced, modelled, and gradually removed to support independence without reducing challenge.

Throughout, there will be a strong emphasis on aligning approaches across Key Stage 3 and Key Stage 4 to ensure that students are prepared for the demands of GCSE.

Outcomes
By the end of the session, participants will be able to:
•Explain how scientific writing can be developed progressively through curriculum sequencing
•Identify effective strategies for embedding oracy to support disciplinary writing
•Use scaffolds purposefully within modelling to support students’ written responses
•Recognise how to build consistency in approaches to writing across a department
•Take practical next steps to improve students’ confidence and accuracy in scientific writing

Background: In my current role, I work with a wide range of schools, often in areas of high deprivation, where scientific writing is frequently identified as a key barrier to success at Key Stage 4. A common challenge is that writing is addressed too late, rather than being deliberately developed across Key Stage 3.
I have developed and delivered CPD on scientific writing through Ark Curriculum Plus, working with partner schools to embed disciplinary literacy within science curricula. This builds on over ten years of classroom experience teaching science in diverse contexts. My approach draws on this work with departments, supporting both leaders and teachers to align curriculum sequencing, pedagogy, and assessment to improve students’ written responses.

Speakers

Rosie Lloyd

Senior Delivery Manager, Ark Curriculum Plus

Thursday January 7, 2027 12:25 - 13:20 GMT
LH322 (Learning Hub Level 3)

11-19

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

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

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 →

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

Using a dual lens to strengthen subject specific CPD in science

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

LH344 (Learning Hub Level 3 lab-type space)

How often do we engage with subject‑specific CPD as busy science teachers and how often does it genuinely change what we do in the classroom?

In this session, you will explore a practical model for developing subject knowledge and pedagogical content knowledge simultaneously using a learner–practitioner lens. Drawing on real case studies from secondary schools and ITT, we will examine how short, expert explanation videos can be used not as “off‑the‑shelf solutions” but as tools for deliberate professional learning.

You will be guided through how teachers and trainees are supported to:

Watch explanations first as learners to strengthen subject understanding

Revisit them as practitioners to analyse pedagogy, misconceptions, and explanations

Use structured reflection tools, including a CoRe tool, to make tacit expert thinking visible

The session will model reflection activities used in practice and invite you to critically consider how this approach could strengthen subject‑specific CPD in your own context — whether as a classroom teacher, mentor, or subject leader.

By the end of the session, participants will be able to:

Have a greater awareness of the research basis on the merits and challenges of effective subject specific CPD as well as the importance of development subject matter knowledge and pedagogical content knowledge to develop expert subject teaching.

Have an awareness of how you can and the benefits of applying a learner–practitioner lens to analyse explanations of challenging science concepts.

Know how to use a CoRe tool to support the development of pedagogical content knowledge for themselves and others

Consider applications for their own education settings ways to design subject‑specific CPD that is embedded, scalable, and sensitive to real‑world constraints.

Speakers

Catherine Leeson

Subject Development Lead - Science, Teach First

Bethany Howes

Subject Development Lead - Science, Teach First

Thursday January 7, 2027 12:25 - 13:20 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Teacher Developers, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

13:35 GMT

(STEM Learning) Subject Knowledge for Physics Teaching (SKPT - a taster session for bringing physics to life in the classroom

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

LH125 (Learning Hub Level 1)

Subject Knowledge for Physics Teaching (SKPT) courses are delivered by The Ogden Trust in partnership with STEM Learning and are fully funded by the Department for Education, to provide free physics professional development for teachers teaching physics outside their specialism.

Delivered by an expert practitioner in a supportive learning community, teachers build their competence and confidence to bring physics to life in the classroom.

The programme is delivered in a range of formats that best meet the needs and requirements of schools and teachers.

Pop into this taster session to find out more about how this course could enhance your science teaching career pathway to teach physics as an additional specialism.

Speakers

Elizabeth Calvert

SKPT Programme Manager (Science and STEM Engagement Lead), STEM Learning UK

Thursday January 7, 2027 13:35 - 14:30 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Teacher Developers

13:35 GMT

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 13:35 - 14:30 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

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

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

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 14:45 - 15:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

14:45 GMT

Climate change solutions in secondary physics, chemistry and biology

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

LH322 (Learning Hub Level 3)

The CAR and Shadow CAR reports both highlighted the importance of teaching not just about the causes and impacts of global warming, but also the solutions. Climate change solutions cover both mitigation (reducing the amount of warming) and adaptation to the impacts of the warming. Teaching about solutions links well to green careers, demonstrates the relevance of core curriculum science to real-world issues and can reduce climate anxiety.

In this talk, we will explore a wide range of technological and nature-based solutions to climate change which have clear links to 11-16 biology, chemistry and physics. In particular, we will promote a synoptic teaching approach - climate change is a multi-disciplinary problem that requires a multi-disciplinary approach to both learning and solutions. Systems thinking is key, as the climate system spans school science topics and disciplines, and can be enabled through an awareness of topic sequencing.

We will explore a broad range of solutions, including but not limited to Direct Air Capture, enhanced chemical weathering, the carbon cycle impacts of protecting sea-otters, whales and elephants, using physics to cool urban areas, as well as exploring why air conditioning is a maladaptation to climate change and tree planting may be a panacea.

Speakers

Ellie Pinches

Education Officer, Royal Meteorological Society

Thursday January 7, 2027 14:45 - 15:40 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type Teacher Developers, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

14:45 GMT

How student‑led questions and feedback support learning and self-regulation

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

LH115 (Learning Hub Level 1)

This session will explore:
• Teachers and students’ perceptions on the effectiveness of student-led questioning and feedback in engaging students in science.
• Share a more effective model of classroom discourse and how it has enhanced teaching and learning in the science classroom.
• Provide participants opportunities to share ideas and knowledge on pedagogical approaches to authentic assessments and opportunities for collaboration.

To address the underlying concerns regarding students’ learning in science, a more responsive teaching approach and assessments are relevant. This must be student-led to promote self-regulation, feedback, identify areas of weaknesses and support peers in the process (Chen & Chang, 2022). This can be facilitated through a constructivist learning environment where students can collaboratively share knowledge and ideas whilst making meaning from different concepts (EEF, 2024), with added benefits of reducing cognitive load.

This presentation will:
• Share how we trained students to use taxonomy of learning to create questions for their peers through modelling and locating these question types within their epistemological framework for learning (Elby & Hammer, 2010).
• Discuss how the OSLA (2012) model was used to assess and grade students’ presentations and implications on learning.
• Highlight teachers’ roles as facilitators of learning and reviewers of epistemological resources and framing (Elby & Hammer, 2010).
• Discuss how problem-based learning (PBL) was used to develop problems and scenarios used in the study, and how this promoted pedagogy and students’ learning.

By attending the session, participants can learn from the approach to this study as discussed above and would be able to contribute other areas not mentioned, share knowledge and network with others for future research collaboration.

Background information: Working with various secondary schools and teachers has enabled me to provide different types of support ranging from research to pedagogy and linking theory to practice. This presentation is inspired by research conducted in a secondary school with science teachers and their students. At the time, the school was concerned about students’ lack of interests in science and poor outcomes from GCSEs. This became an opportunity for me to conduct research and find possible means to improve teaching and learning at the school. I was familiar with the school due to insider knowledge in the science department and from working with the science teachers. The school was in one of London’s deprived Boroughs where achievements is below the national average and fewer students move on to post-16 let alone studying science subjects at A’ levels and BTEC.

Speakers

Ade Magaji

Associate Professor, University of Greenwich (Education and Centre for Thinking and Learning)

Thursday January 7, 2027 14:45 - 15:40 GMT
LH115 (Learning Hub Level 1)

11-19

Theme Assessment
Key Stage / Audience Type Researchers, 11-14, 14-16, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Thursday January 7, 2027 16:10 - 17:05 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

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

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

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

(OUP) Critical and scientific thinking in the age of AI

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

LH127 (Learning Hub Level 1)

Science teachers are increasingly working with students who encounter AI-generated information every day, both inside and outside school. From chatbot explanations to AI-generated revision materials and scientific imagery, young people are already navigating a world where information can appear authoritative while containing inaccuracies, misconceptions or fabricated content. This session argues that AI literacy belongs within science education because scientific thinking provides one of the strongest frameworks for evaluating AI-generated information critically and responsibly.

This interactive workshop will explore how KS3 science classrooms can support students in developing critical disciplinary literacy in response to the growing influence of generative AI. Rather than focusing on specific tools or software, the session will examine how existing approaches in science education, including evidence evaluation, identifying misconceptions, questioning claims, and communicating scientific ideas accurately, can help students engage thoughtfully with AI-generated content.
The session also considers the increasing importance of supporting students to critically engage with misinformation, disinformation and misleading online content, including scientific conspiracy claims and AI-generated inaccuracies encountered beyond the classroom.

Participants will leave with:
a clearer understanding of the implications of generative AI for science education;
practical classroom strategies for developing critical AI literacy through science;
approaches for helping students evaluate scientific claims and information critically;
increased confidence in discussing AI, accuracy, misinformation and scientific communication within KS3 science contexts;
ideas for embedding AI literacy within existing science curricula and pedagogical approaches.

Speakers

Emma Darcy

AI and Technology for Learning Consultant

Sponsors

Oxford University Press

As part of one of the world’s great universities, we’re driven by a love of learning and a deep conviction that education is a universal good.

For us, every child deserves to be taught by brilliantly professional teachers, working in close partnership with engaged parents, using the best and most inspiring learning resources, technology, and teaching methods. To that end, we work with the brightest, most creative educational... Read More →

Friday January 8, 2027 08:45 - 09:40 GMT
LH127 (Learning Hub Level 1)

11-19

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

08:45 GMT

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Steve Jones

Director, CLEAPSS

Steve taught science in secondary schools for 28 years before moving into advisory work, initially for Hertfordshire and then as a regional adviser for the Secondary National Strategy - Always passionate about practical work Steve believes that hands-on activities are quite simply... Read More →

Sponsors

CLEAPSS

Friday January 8, 2027 08:45 - 09:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

08:45 GMT

The future of the physics teaching workforce

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

LH324 (Learning Hub Level 3 lab-type space)

The last year has seen radical changes in the numbers of trainee physics teachers recruited, retained as well as those returning to the profession.

What does the future hold?

The Institute of Physics laid out its own vision for a thriving teaching workforce in its 3Rs report, published in September 2025. What has changed since then and what have we learned?

Speakers

Chris Shepherd

Manager (Teaching Workforce), Institute of Physics

Gemma Butt

Project Officer (Teaching Workforce), Institute of Physics

Friday January 8, 2027 08:45 - 09:40 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Recruitment Retention and Wellbeing
Key Stage / Audience Type Teacher Developers, 11-14, 14-16, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

08:45 GMT

Update from CLEAPSS

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

LH323 (Learning Hub Level 3)

Keep up to date with the latest guidance, resources, and support available from CLEAPSS.

This session provides an overview of recent changes and important safety updates. Ideal for technicians, teachers, and leaders who want to stay informed and confident in their practice. Join us to ask questions, discuss any concerns, and gain a clear understanding of safe and effective approaches.

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, Initial Teacher Educators, Advisors/Consultants
Social media handle(s) @cleapss

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

Are we the change? Making ESD effective through inner development

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

LH125 (Learning Hub Level 1)

The aim of this session is to invite science teachers practising ESD to honestly examine their inner relationship to change-making, and discover what the IDG framework offers in response. Also to equip participants with practical, IDG-grounded techniques to help pupils experience sustainability as a way of living, not merely a body of knowledge.

"ESD is more than knowledge and skills — it is a way of living." If this is true: Are we living it? And what might quietly prevent us?

This workshop holds space for both. You'll be invited to notice — honestly and without judgement — how your own sustainability work feels from the inside: the urgency, the satisfaction, the fatigue, and perhaps the subtle resistance when genuine progress appears. You'll encounter the identity trap: the deeply human tendency to become so invested in change-making as a source of meaning that we unknowingly slow our own progress.

Far from a counsel of despair, this is an opening. The IDG framework offers a practical map of the inner capacities that ESD actually demands — and techniques for cultivating them, in yourself and in your pupils.

You'll leave knowing which IDG dimensions your teaching currently develops and which remain untouched — and with a few concrete techniques to help yourself and your pupils experience sustainability as lived reality rather than distant abstraction.

Participants should be able to:
> Recognise the identity trap in their own ESD practice and approach it with curiosity rather than resistance
> Identify which IDG dimensions their current teaching cultivates and which remain underdevelope
> Apply at least one embodied, IDG-grounded technique to help pupils experience sustainability as a way of living

Background: A 2010 School Science Review article observed that ESD requires "tenacity and a specific way of working — it is a way of living." Yet years working across sustainability groups revealed a paradox for me: the more committed the change-maker, the more likely they were to have lost felt, embodied connection to what a sustainable future actually looks like to inhabit. Busy change-making had quietly replaced the lived experience of the change itself.
A second, more confronting pattern emerged: we often unknowingly derive identity, purpose, and meaning from the change-making process. When genuine solutions surface, they are subtly resisted — completing the work would require reinventing ourselves. Kegan and Lahey (2009) name this the immunity to change: competing commitments operating largely beneath awareness.

The Inner Development Goals framework (IDG Foundation, 2021), co-created with over 1,000 researchers and practitioners, maps 23 inner skills across five dimensions — Being, Thinking, Relating, Collaborating, and Acting — as the missing complement to the SDGs, and offers a rigorous developmental path for the inner work ESD actually demands.

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

Friday January 8, 2027 08:45 - 09:40 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type FE/Skills, Initial Teacher Educators, Advisors/Consultants, Trainee Teachers, Early Career Teachers, International

09:55 GMT

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 09:55 - 10:50 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

09:55 GMT

My pipette is a lab - the many uses of the single-use pipette

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

CH314 (Creative Hub Level 3)

In this session participants will engage in experiments which are conducted solely in a plastic pipette. We will do four experiments on kinetics, equilibrium and extraction.

Participants will measure with and combine different compounds in a pipette and they will observe changes inside the pipette bulb. Our aim is to showcase an easy method to do popular practicals at a lower cost, both timewise and financially. Participants will be left with experiments that work and can be directly applied in their classroom in the same week if they wish. My interest in microscale practicals is born out of necessity - in my country labs are greatly lacking.

In the last 10 or so years I teach teachers in microscale methods and try new experiments in my classroom. In the last few years I work closely with colleagues from UK (school teachers and CLEAPSS) to develop new experiments.

Speakers

Nasko Stamenov

Lecturer, Sofia University, Sofia, Bulgaria

Nasko Stamenov is a chemistry educatior and communicator. He holds a MSc in Materials' science from the Sofia University, Bulgaria, where he currently teaches 'Methodology of the chemistry experiment'. As sciemce communicator Nasko has a weekly show on the Bulgarian National tele... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
CH314 (Creative Hub Level 3)

11-19

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

09:55 GMT

Research in action: unlocking better science teaching

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

LH323 (Learning Hub Level 3)

This session will explore how action research has been used to drive meaningful and sustained improvements in science teaching and learning at The Manchester Grammar School. Framed around the principle of teachers as researchers, we will share how small-scale, classroom-based inquiry has empowered colleagues to take ownership of their professional development and directly shape departmental practice.

Over the course of the session, we will present a series of practitioner-led research projects carried out across the science department. We will outline how these projects were structured, supported, and embedded into a wider CPD programme, including the role of collaborative discussion, learning walks, and professional dialogue.

Crucially, we will evaluate the impact of this approach beyond individual classrooms, demonstrating how insights from action research have informed departmental priorities, strengthened consistency in teaching, and contributed to a culture of reflective practice. We will also reflect on the challenges of implementing this model and how they were addressed to ensure engagement and sustainability.

The session will include opportunities for discussion, enabling participants to consider how a similar approach could be adapted to their own contexts. Attendees will leave with practical strategies for embedding action research into CPD and for fostering a culture where evidence-informed practice can thrive.

Speakers

Anna Wicking

Assistant Head (Professional Development and Digital Innovation), The Manchester Grammar School

Jason Ashton

Physics Teacher, The Manchester Grammar School

Friday January 8, 2027 09:55 - 10:50 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Teacher Developers, 14-16, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers

09:55 GMT

Why girls choose A-level physics - findings from an EdD research project

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

LH344 (Learning Hub Level 3 lab-type space)

Curious to know why girls do choose physics A-level? This session presents the results and conclusions from a doctoral research project recently conducted in England.

Outcomes – Participants will be able to reflect on the uptake of A-level physics by girls in their school and take ideas from the research to employ in their own setting.

Following on from the results presented at ASE 2026 Annual Conference, this session will present the final results and findings from my EdD doctoral thesis into why girls do choose to study A-level physics. It is aimed at secondary school teachers and leaders looking to increase the numbers of girls choosing the subject, as well as researchers interested in physics education. There will be time allocated at the end of the presentation for comments, questions and discussion.

Background – At ASE Conference 2026, I presented the initial findings from my doctoral research project and in this session I will share the findings and conclusions presented in the thesis. The research draws upon my experience of teaching GCSE and A-level physics. Initially I was curious to know why girls who enjoyed physics at GCSE and were achieving top grades were not choosing to take the subject to A-level. The numbers of girls choosing A-level physics have remained stable over a few decades, so I decided to find out what it is about these girls to explain why they choose A-level physics through the use of focus groups and semi-structured interviews.

In my experience, girls studying A-level physics regularly outperformed the boys (in tests and conducting practical work) and so I wanted to know more about their reasons for choosing a subject that many girls choose not to study.

Speakers

Gill Clarke

Doctoral Researcher, Oxford Brookes University

Friday January 8, 2027 09:55 - 10:50 GMT
LH344 (Learning Hub Level 3 lab-type space)

11-19

Theme Other, Research
Key Stage / Audience Type 14-16, Post-16, Researchers, 11-14, Initial Teacher Educators

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

Biology educators tea/coffee and muffins (sponsored by Miss Estruch Teach & Tell)

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

Learning Hub Level 2 landing space outside rooms LH227-230

Sponsors

Miss Estruch Teach & Tell

Friday January 8, 2027 10:50 - 11:15 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Advisors/Consultants, Post-16, FE/Skills, Initial Teacher Educators, Early Career Teachers, International, Teacher Developers

10:50 GMT

Physics and tea with the IOP

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

Learning Hub Level 3 landing space (outside 344-347)

Speakers

Eleanor Wylie

Professional Support Coach, Institute of Physics

Ian Horsewell

Professional Community and Retention Strategic Lead, Institute of Physics

Sponsors

Institute of Physics (IOP)

Friday January 8, 2027 10:50 - 11:15 GMT
Learning Hub Level 3 landing space (outside 344-347)

11-19

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

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 11:15 - 12:10 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

11:15 GMT

New to Science Leadership

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

LH323 (Learning Hub Level 3)

Leading people is not the same as teaching students! Middle leaders are the engine room of schools and are worth investing in.

In this session, we will draw on the New to Science Leadership course (the most recent cohort led in autumn 2026 by ASE in partnership with Astin Consulting) to answer questions such as:

- what kind of training best prepares teachers for leading their peers?
- is leading the same as managing?
- how to prepare for a difficult conversation, how to run an effective departmental meeting, how to lead change?

Ideal for teachers new to leadership (or aspiring to), or those responsible for developing new leaders.

Speakers

Christina Astin

Coach and Education Consultant, Physics Partners and Astin Consulting

http://www.linkedin.com/in/christina-astin

Friday January 8, 2027 11:15 - 12:10 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Leadership
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Teacher Developers
Social media handle(s) @ChristinaAstin, @astin_consulting

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

PISA 2025: Outcomes and implications for the Teaching and Learning of science

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

LH124 (Learning Hub Level 1)

The primary focus of the PISA Assessment in 2025 was on the outcomes of school science education for 15-year-olds. The 2025 Assessment framework, which was the basis of testing in over 90 countries in 2025, introduced three new elements.
First, two of the original competencies in the 2015 framework were merged. This change enabled the introduction of a new third competency that measured students’ ability to “research, evaluate and use scientific information for decision making”.
Second, because of the importance of educating students about the environment, climate change a specific focus on environmental education was added. The framework for this was elaborated in the document Agency in the Anthropocene.

This framework has three new competencies with a focus on education for sustainability and climate change. Finally, the concept of attitudes to science has been broadened to the notion of science identity which introduces the notion of capital. This talk will explain these changes, their rationale and illustrate ways in which they were measured with sample items. In addition, it will present the findings from the results published in September 2026, and discuss their implications.

Speakers

Jonathan Osborne

Professor, Stanford University

My career started by teaching science in London comprehensives in 1972 for 9 years. Curently I am the Kamalachari Professor in Science Education, Emeritus, in the Graduate School of Education, Stanford University in California but now back in the UK. I was President of the US National... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

11-19

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

11:15 GMT

Rising to the challenge: improving pedagogy & practice in physics education

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

LH127 (Learning Hub Level 1)

This session will look at two specific EEF guidance reports in detail with a physics-specific lens: Improving Secondary Science and Effective Professional Development. We will draw on a wider evidence-base concerning the challenges of adult behaviour change and its influence on improving teacher practice. This session will consider individual and organisational impact and will be relevant to teachers and leaders of physics.

Background: The Ogden Trust has worked closely with Durrington Research School and The EEF on the Working Through Others programme, a new pillar of The EEF's impact work focused on developing and delivering evidence-informed practice. The results of this collaboration have informed The Ogden Trust's new strategy and programme development.

Speakers

Jackie Flaherty

Head of Teaching and Learning, The Ogden Trust

Ben Crockett

Co-Director, Durrington Research school

Ben is an Assistant Director at Durrington Research School, and Assistant Headteacher at Durrington High having joined the school in 2013. Ben has previously been head of Geography. As part of his wider school role, Ben in responsible for ensuring the quality and consistency of... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH127 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Teacher Developers, 11-14, 14-16, Post-16, Initial Teacher Educators

12:25 GMT

(Pearson) Science reform in action - what comes next for teachers and learners?

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

LH013 & LH014 (Learning Hub Ground Floor)

Science education is entering a pivotal period of change. This interactive, evidence-informed session will explore how reform can translate ambitious national intent into qualifications, assessment and classroom practice that work for teachers and learners. Drawing on Pearson’s engagement with teachers, science leaders, students and subject communities, the session will consider what successful reform should achieve , what different stages of science reform could mean for subject leaders, teachers and students, and what schools will need to implement changes successfully.
Session aims

Make science reform tangible and relevant for classroom practitioners and leaders.
Surface practitioner priorities, risks and implementation need so that teacher and learner experience informs future qualification thinking.
Build confidence by identifying proportionate preparation schools can undertake while policy and qualification details continue to develop.

Delegate takeaways

A phased school-readiness checklist.
Practical actions departments can begin without overcommitting.
A sharper understanding of potential implications for learners, teachers and departmental delivery.
Questions and discussion prompts to use with departments, senior leaders and trust teams.

This session is followed by a catered lunch, sponsored by Pearson, for secondary educators and early career teachers or trainees. Please join us to continue the networking opportunity and further explore how Pearson can support you.

Speakers

Shauna O'Brien

Head of Science, Pearson

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Friday January 8, 2027 12:25 - 13:20 GMT
LH013 & LH014 (Learning Hub Ground Floor)

11-19

Theme Assessment, Inclusion and Diversity including SEND, Leadership
Key Stage / Audience Type 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Teacher Developers

12:25 GMT

Beyond keywords: Disciplinary literacy in Post-16 science curricula

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

LH231 (Learning Hub Level 2)

This interactive session will explore how disciplinary literacy can be embedded into post-16 science curricula to support learners in moving beyond the memorisation of key terms towards reading, writing, reasoning and communicating like scientists.

The session draws on work developed at Milton Keynes College Group within a growing sixth form context, where disciplinary literacy has been used as a curriculum design principle across A Level and Applied Science provision. The approach was developed in response to a familiar post-16 challenge: learners may know isolated scientific vocabulary, but struggle to interpret exam questions, explain processes precisely, evaluate evidence, or communicate using the conventions of the discipline. Drawing on research-informed practice in disciplinary literacy, curriculum design, and assessment, the session will show how science teachers can make the hidden demands of scientific reading, writing, and thinking more explicit.

Participants will examine examples of how diagnostic questions can reveal gaps in conceptual understanding, command-word interpretation, and scientific reasoning. The session will also consider how independent study booklets and structured writing tasks can help learners practise the forms of explanation, evaluation and evidence use required in Biology, Chemistry and Forensic Science. There will also be a demonstration of tools which are used to identify specific AO gaps which relate to terminology/application of language and how we address it.

During the session, participants will be able to review sample resources, view the tools we use and given time to consider how similar approaches could be adapted for their own phase, subject or qualification context.

By the end of the session, participants will be able to:

1. Identify the specific literacy demands within post-16 science tasks;
2. Distinguish between teaching scientific vocabulary and developing disciplinary scientific thinking.
3. Use diagnostic questions to uncover barriers to scientific understanding.
4. Adapt examples of disciplinary literacy resources for Biology, Chemistry, Forensic Science or related pathways.
5. Consider how disciplinary literacy can support curriculum planning for academic, applied and future technical science routes.

The session is intended for science teachers, curriculum leaders, post-16 practitioners and anyone interested in strengthening students’ access to complex scientific knowledge through practical, evidence-informed pedagogy.

Speakers

Afsan Redwan

Deputy Head of Sixth Form, Milton Keynes College

Friday January 8, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

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

12:25 GMT

Bring climate change to life through chemistry and real-world contexts

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

LH322 (Learning Hub Level 3)

How can chemistry lessons help learners make sense of climate change and sustainability?

In this session, we explore how sustainability contexts can bring chemical concepts to life and connect them to the global challenges of climate change.

We use examples from historical developments and current research to show how chemistry underpins a range of climate solutions. We will look at how chemists and scientists tackle these issues, helping learners see the relevance of their studies beyond the classroom.

We will explore ready-to-use resources and approaches, and reflect on how teachers could adapt these for their own settings. We will also draw on findings from the Green Shoots report to show how teachers can embed climate change and sustainability more consistently and meaningfully into chemistry teaching.

Speakers

Rebecca Laye

Education coordinator, professional development & regional engagement, Royal Society of Chemistry

Emma Lumb

Education coordinator, community engagement, education strategic programmes, Royal Society of Chemistry

Friday January 8, 2027 12:25 - 13:20 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type Teacher Developers, 11-14, 14-16, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers

12:25 GMT

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 12:25 - 13:20 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

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

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 13:35 - 14:30 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

13:35 GMT

Ideas exchange to catalyse and support school and research partnerships

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

LH321 (Learning Hub Level 3)

In this session I am to explore ‘what works’ in initiatives that support schools and universities/researchers to work together.

Welcoming educators, senior leaders, and STEM professionals with experience funding or supporting research in schools to an exploratory workshop finding out what works to involve young people directly in research and innovation. Come along to learn more. Discussions will also inform the design of a new grant aimed at supporting educators to build the confidence and capacity to tap into existing programmes connecting schools and researchers or run their own research projects.

Outcomes: Participants will share and learn about best practice in integrating participating in research in teaching and learning approaches.

Participants will connect with others with an interest in supporting a culture of research and innovation in UK schools.

Participants will influence the design of a pilot grant being developed by the British Science Association.

There are a number of ways that schools can engage with researchers, including through schemes like IRIS, Orbyts and the Royal Society Partnership scheme. However visibility of, and access to these opportunities is not always consistent. With funding from UKRI, the British Science Association will be supporting UK schools in challenging circumstances to deepen their relationships with research and researchers; by taking part in existing schemes or running their own research projects.

The workshop is for educators, senior leaders, and STEM professionals with experience of funding, supporting, or brokering relationships with research and researchers, as well as educators interested in connecting their students with real research.

Speakers

Susan Matambanadzo

Education Manager, British Science Association

Friday January 8, 2027 13:35 - 14:30 GMT
LH321 (Learning Hub Level 3)

11-19

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

13:35 GMT

Mathematics support for serving science teachers - seeking a way forward

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

LH324 (Learning Hub Level 3 lab-type space)

Building on our work investigating the mathematical skills of trainee science teachers, in this session we will explore the needs of serving teachers. The aim of the session is to inform our next steps to support trainees and serving science teachers with the maths skills required to teach GCSE sciences.

In this session we will:
(a) identify mathematical skills challenges
(b) revisit issues experienced by trainees
(c) identify the issues for serving teachers using:
(i) a survey of GCSE Examiners’ reports
(ii) an overview of existing CPD provision for serving teachers together with lessons from uptake and evaluation information.

Working closely with trainee teachers, we have begun to review existing resources that might help teachers to improve their maths skills.
In this session participants will be asked about:
(a) the resources teachers and teacher developers use to develop maths skills of serving teachers
(b) whether an online self-assessment tool would be helpful
(c) what additional CPD provision may help
(d) the possible role of online asynchronous support
(e) resources that might support science teachers to improve their maths skills pedagogy

Background: With over 60 years of Physics teaching experience between them as well as a background of supporting Science teachers with Physics, Ally Davies, Liz Nourshargh and Caroline Neuberg have been working together on the maths skills of trainee science teachers since 2021, initially as part of the IOP Physics Teacher Educator Programme. Since then, they have presented at conferences, published a paper, written maths support materials and delivered Maths CPD on behalf of a number of organisations. As they continue to work with trainee Science teachers and deliver maths CPD for a variety of organisations, they aim to ensure that the tools developed are suitable for and freely available to all Science teachers.

Speakers

Ally Davies

Consultant, Ally Physics

At this conference I'll be speaking about recent work on maths skills of trainee science teachers and considering what support might be helpful for in service teachers of science.
In my semi-retirement, I'm also working to improve representation of minoritised groups/identities... Read More →

Caroline Neuberg

Senior Lecturer in Education / Consultant, Leeds Trinity University

Dr. Caroline Neuberg is a Senior Lecturer in Secondary Education at Leeds Trinity University (LTU). The second Intensive Training and Practice (ITAP) completed by her science trainees focuses on signature pedagogies, dedicated to practical work. Many of the trainees, who have experienced... Read More →

Friday January 8, 2027 13:35 - 14:30 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

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

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 14:45 - 15:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

14:45 GMT

Teaching climate change through biodiversity and ecosystems

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

LH125 (Learning Hub Level 1)

Climate change education is becoming increasingly important within secondary science education. However, biodiversity, ecosystems, and climate change are often taught separately, limiting opportunities for students to develop connected understanding of environmental issues and sustainability challenges.

This session introduces an integrated curriculum framework developed to support the teaching of climate change through biodiversity and ecosystems in Malaysian secondary schools. The curriculum was developed as part of a PhD project using a design-based research approach informed by curriculum analysis, teacher perspectives, and iterative refinement.

The session aims to support secondary science teachers and curriculum developers in exploring practical approaches for integrating climate change concepts within existing science and geography topics. Participants will be introduced to the structure of the curriculum framework, including integrated learning objectives, inquiry-based learning approaches, differentiated learning strategies, and examples of classroom activities.

Examples from selected lesson plans and teaching materials will be shared to demonstrate how biodiversity and ecosystems can be connected meaningfully to climate change using local environmental contexts and real-world environmental issues. The session will also discuss practical considerations identified during teacher piloting and curriculum refinement, including curriculum alignment, classroom feasibility, and interdisciplinary integration.

Participants will have opportunities for brief reflection and discussion on how similar approaches could be adapted within their own educational contexts.

Participants will:

- identify practical approaches for integrating biodiversity and climate change concepts within secondary science education
- explore curriculum integration strategies and lesson design approaches
- reflect on teacher-informed approaches to climate change education
- consider how curriculum materials could be adapted for their own contexts

Speakers

Mardhiah Hanum Omar

PhD Researcher, University of Leeds

Friday January 8, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, International

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

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 →

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

Education system building

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

LH344 (Learning Hub Level 3 lab-type space)

Central aims for the session: (a) to support participants in understanding what constitutes educational system building and (b) how to categorise and evaluate their own leadership efforts to identify key areas of focus for continuous improvement.

Education system building is an empirically evidenced approach to educational improvement. System building involves teachers and school leaders collaborating to organise, support, and manage teaching and learning across five key domains of practice:

1. Building educational infrastructure: designing formal teaching materials (schemes of work, assessments) and establishing social resources for learning (norms, values, and relationships among students, teachers, and leaders)

2. Teacher professional learning for supporting use of infrastructure in practice: formal CPD, coaching, and opportunities for peer learning (co-planning, peer observation, lesson study, collaborative data analysis)

3. Managing environmental relationships: navigating external environmental influences (exam boards, DfE, inspection bodies, cultural and political shifts), and engaging environmental actors (universities, professional bodies, community actors)

4. Monitoring and managing performance for continuous improvement: monitoring and evaluating teaching and learning (data analysis, staff appraisal, observations of teaching and department routines, and designing mechanisms for teacher feedback), and identifying areas for continuous improvement

5. Developing and distributing academic leadership: structuring teams and roles (HODs, curriculum leads), and encouraging leadership of initiative across all staff

In reflecting on my work as a HOD in three schools, I can organise my activities into each of these domains, and identify domains where my efforts are focused in an average week. I can also compare across my different schools and see how work in each domain looked different depending on the context. This can be a useful framework for reflection to identify 'gaps' in our leadership practice.

However, this lens is most powerful for helping us coordinate improvement efforts across these domains. For example, it can help us to identify when data being collected is not being used to (re)design students’ educational experiences, or staff appraisal routines are not used to shape teacher learning initiatives and/or (re)configure informal leadership roles. A system building frame also helps leaders to conceptualise why some approaches that explicitly work across domains, like lesson study, can be incredibly powerful.

In this session, I will outline the key findings from the education system building research coming out of the US, and draw on my experience as a science leader in England to reframe this for a UK educational context, as well as provide participants with an opportunity to audit their own leadership practice, and learn from other leaders how their work looks similar/different through a system building lens.

Speakers

Emily Seeber

Head of Science, Lord Wandsworth College

Friday January 8, 2027 14:45 - 15:40 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Leadership, Research
Key Stage / Audience Type Teacher Developers, Initial Teacher Educators, Advisors/Consultants, Researchers

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 hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Friday January 8, 2027 16:10 - 17:05 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

16:10 GMT

Frontier Science: What we learn(ed) from rainbows

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

LH322 (Learning Hub Level 3)

Unexpectedly, many concepts and practices central to our physics today, that students and educators could find interesting, originated in the study of rainbows.

Speakers

Michael Berry

Emeritus Professor of Physics, University of Bristol

Friday January 8, 2027 16:10 - 17:05 GMT
LH322 (Learning Hub Level 3)

11-19

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

16:10 GMT

Integrated instructions and microscale practical work

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

LH323 (Learning Hub Level 3)

Effective practical work can be challenging for students for many reasons, not least the overload on their working memory. Students’ understanding of the chemical concepts underlying a practical observation or measurement relies on them cognitively attending to a wide range of matters: their theoretical understanding of the world, new and recalled skills and knowledge, instruction in written and verbal form, the materials and equipment, and the social environment of the classroom.

This session will discuss two key aspects of improving students’ experience and engagement with practical work. Microscale practical tasks make use of smaller quantities of chemicals, simpler equipment and techniques, and a more rapid progression from start to observations and measurements. Integrated instructions use simplified guidance incorporated into diagrammatic representations of equipment and method. Participants will see how these approaches have been embedded throughout the chemistry curriculum, including the selection of suitable tasks, typical student responses and outcomes, and the process of securing staff buy-in. Links will be drawn between examination syllabuses and the conceptual understanding developed through these practicals.

Outcomes: Participants will be able to identify opportunities for microscale practical work, adapt instructions to reduce extraneous demand, and plan steps for implementation in their own departments.

Speakers

Bob Worley

Part Time Advisor, CLEAPSS

Bob Worley FRSC MSc was the 2021 winner of the Royal Society of Chemistry Prize for Excellence in Secondary Education. He taught for 20 years and afterwards became the Senior Advisor at CLEAPSS dealing with school chemistry laboratory safety, from which he pioneered microscale chemistry... Read More →

David Paterson

Assistant Head Teacher, Aldenham School

Friday January 8, 2027 16:10 - 17:05 GMT
LH323 (Learning Hub Level 3)

11-19

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

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 11-19 Committee

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

LH323 (Learning Hub Level 3)

If you are a secondary teacher or science education consultant, come along to the "Meet the 11 to 19 Committee" session at the end of Friday of Annual Conference 2027.

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

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

Speakers

Rebecca McCready

Chair of ASE 11 to 19 Committee, Duke's Secondary school, SE Northumberland

Friday January 8, 2027 17:10 - 17:30 GMT
LH323 (Learning Hub Level 3)

11-19

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

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

CLEAPSS Hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Saturday January 9, 2027 08:45 - 09:40 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

08:45 GMT

Interrogating PISA datasets with an interactive dashboard

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

LH322 (Learning Hub Level 3)

The project has taken a design research approach to explore how to facilitate and support statistically appropriate use of secondary data from International Large-Scale Assessments (ILSAs) by a range of stakeholders. The breadth of the publicly available PISA datasets affords opportunities for school leaders, researchers and policy makers to examine variables beyond attainment data, providing information on a range of contextual factors that have the potential to be invaluable when seeking a deeper understanding of students’ experiences in schools. So, the aim of this project is to improve access to, understanding of, and engagement with PISA data among educational stakeholders through the co-development of an accessible, interactive online dashboard that can support evidence-informed discussion and decision-making.

The need for this platform has arisen as the OCED makes PISA data available, but expertise in both coding and statistics are needed to format the data so valid statistical analysis can be undertaken. For example, decisions regarding what and when comparisons are appropriate need to be made.

In the session, the tension involved in balancing the complexity and the interpretability of complex data when developing a range of visualisations will be explored. I will then discuss key priorities identified by a range of stakeholders and show how these affected the development of the dashboard. Workshop attendees will then have the opportunity to use the dashboard (including the PISA 2025 science specific data which will have been released by then), and to explore its potential benefits.

Speakers

Judith Hillier

Associate Professor of Science Education, University of Oxford

Saturday January 9, 2027 08:45 - 09:40 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type Initial Teacher Educators, Advisors/Consultants, 14-16, International, Researchers

08:45 GMT

The neuroscience of science lessons

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

LH115 (Learning Hub Level 1)

Science lessons often ask pupils to process abstract ideas, unfamiliar vocabulary, diagrams, models and practical observations all at once. This session explores how teachers can use selected ideas from cognitive science and neuroscience-informed research to make that complexity more manageable without oversimplifying the science.

The session will focus on three classroom applications: using dual coding to improve explanations and support understanding; applying cognitive load theory to design clearer instruction; and using retrieval practice to strengthen long-term memory.

Along the way, participants will consider where these approaches are most useful in science, where they can be misapplied, and how to adapt them for different contexts and age groups. This is a practical, evidence-informed session designed for classroom teachers and subject leaders who want to refine their teaching.

Participants will leave with a clearer understanding of the research base, concrete examples from science teaching, and strategies they can use to improve pupils’ learning, recall and confidence.

By the end of the session, participants will be able to:
•identify key principles about memory and learning that are relevant to science teaching;
•select and adapt dual coding strategies to support pupils’ explanations of scientific concepts;
•apply cognitive load principles when planning explanations, modelling and tasks;
•use retrieval practice in ways that support durable learning in science;
•evaluate their own classroom practice for opportunities to improve clarity, retention and progression.

Background: When I started teaching, my training did not mention the brain - it was as if we'd forgotten that this is where learning happens! I have a degree in cognitive neuropsychology, so this seemed surprising. Happily, as my career progressed, the sector has moved on to a great understanding of the principles of cognitive science and I have been heartened to see the impact of this on students. Through classroom practice, collaboration with colleagues and engagement with research on memory and learning, I will share an approach that focuses on a small number of evidence-informed principles with clear relevance to science teaching. Rather than offering “quick fixes”, this session draws together practical strategies that have helped make explanations clearer, reduce unnecessary cognitive overload and strengthen long-term retention

Speakers

Jessica Wood

Head of Subject, Ark Curriculum Plus

Saturday January 9, 2027 08:45 - 09:40 GMT
LH115 (Learning Hub Level 1)

11-19

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

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

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

(OUP) The magic of storytelling in the diverse physics curriculum

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

LH124 (Learning Hub Level 1)

Storytelling has always been a powerful way to share knowledge, shape understanding, and engage curiosity — but its role in the physics classroom is often overlooked. In this session, we will explore how narratives can transform the way students experience physics, making it more engaging, memorable, and authentically inclusive.

The session begins by unpacking the concept of a curriculum narrative — a structured and sequenced thread that connects key ideas across lessons and units. Participants will examine how narrative techniques can help learners perceive the curriculum not as a collection of isolated facts but as a cohesive and compelling story. Using classic narrative structures, we will discuss how educators can build meaningful arcs around topics such as forces, radioactivity, or energy, framing physics as a human story of curiosity, bravery, collaboration, and discovery.

It’s important to acknowledge the risks and challenges of storytelling in physics education: as such, the session will encourage us to consider how to balance narrative elements with rigorous concept delivery, avoid reinforcing stereotypes, and design lessons that make key ideas explicit and secure.

The session will be highly practical and interactive, with opportunities to:

- Explore a range of narrative themes relevant to physics teaching, such as awe and wonder, bravery in discovery, collaboration, and resilience
- Map existing units onto a narrative structure and develop creative approaches to embedding stories into everyday practice
- Discover new and inclusive sources for narratives, including students’ own cultural contexts, contemporary STEM careers, and “what if” scenarios that spark curiosity.

By the end of the session, attendees will:

- Understand the principles and benefits of curriculum narrative design in physics
- Be equipped with actionable strategies for incorporating storytelling into lessons and schemes of work
- Gain insights into how stories can challenge outdated stereotypes and foster a more inclusive physics curriculum that resonates with every learner.

Participants engage with themes such as awe and wonder, bravery in discovery and collaboration and resilience within a discussion of how these can shape teaching within a curriculum mapping task including embeddings storytelling into lessons, explanations and sequences of learning.

Participants will leave with:
a clearer understanding of the implications of generative AI for science education;
practical classroom strategies for developing critical AI literacy through science;
approaches for helping students evaluate scientific claims and information critically;
increased confidence in discussing AI, accuracy, misinformation and scientific communication within KS3 science contexts;
ideas for embedding AI literacy within existing science curricula and pedagogical approaches.

Speakers

Jonathan Lansley-Gordon

Co-Founder, Blackett Lab family

Sponsors

Oxford University Press

Saturday January 9, 2027 09:55 - 10:50 GMT
LH124 (Learning Hub Level 1)

11-19

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

09:55 GMT

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Saturday January 9, 2027 09:55 - 10:50 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

09:55 GMT

Photosynthesis & respiration – place in science curriculum - misconceptions

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

LH115 (Learning Hub Level 1)

Photosynthesis and respiration are the chemical reactions that enable solar energy to fuel life on this planet. Photosynthesis is also where almost all living substances start their life.

• The energy pathway from solar to respiration underpins life on earth
• It helps students understand the origin of fossil fuels and our climate concerns
• It is made far too complex and complicated when part of the biology curriculum
• I argue that they need a place in the chemistry and physics curriculum not only in biology.

I have written and produced many resources to help students understand the associated physics (energy) and chemistry, which address misconceptions and simplify what are very complex biochemical pathways:

• FuseSchool short video which has had half a million views https://www.youtube.com/watch?v=3XIyweZg6Sw
• SSR articles
https://www.ase.org.uk/resources/school-science-review/issue-382/model-respiration-and-photosynthesis-in-which-oxygen-plays
https://www.ase.org.uk/resources/school-science-review/issue-349/fuel-and-food-are-not-made-energy-constructive-view

• Science issues resource. Www.scienceissues.org.uk
The talk will start with some questions teachers can use on their students to identify misconceptions. Participants will discuss their ideas in pairs (“Tell Each Other”)

I will show the FuseSchool Video and my simple “stretched oxides” photosynthesis model together with this very simple global diagram to show cross-curricular importance. [Can't attach pictue - it shows the degradation ove energy from sunlight to waste heat driving the cycling of matter: fuel+oxygen = carbon dioxide + water

We then debate how we can give these reactions more importance in future science curricula, linking it all with the need to help students understand the science behind climate change (specifically the origin of the extra carbon dioxide we are putting into the atmosphere).

Speakers

Keith Ross

Science Teacher Developer, Science Issues

Saturday January 9, 2027 09:55 - 10:50 GMT
LH115 (Learning Hub Level 1)

11-19

Theme Curriculum (General), Sustainability climate change and environmental issues
Key Stage / Audience Type Teacher Developers, 14-16, Initial Teacher Educators

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Saturday January 9, 2027 11:15 - 12:10 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

11:15 GMT

From recruitment to retention - supporting international physics teachers in England

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

LH321 (Learning Hub Level 3)

This session focuses on the latest findings and recommendations from ASE’s International Science Teachers project, supported by the Gatsby Foundation

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Rob Butler

Registrar, Association for Science Education

Saturday January 9, 2027 11:15 - 12:10 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Research, Recruitment Retention and Wellbeing
Key Stage / Audience Type 11-14, 14-16, International, Researchers, Advisors/Consultants, Initial Teacher Educators, Teacher Developers
Social media handle(s) @theASE

11:15 GMT

Making practical science memorable: A cognitive-science informed approach

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

LH127 (Learning Hub Level 1)

This session aims to help science teachers and leaders to:

> understand how the model of memory can inform decisions about practical science teaching;
> recognise when practical work may overload working memory, limiting learning;
> evaluate the strengths and limitations of different approaches to practical work;
? apply evidence-informed principles to design practical lessons that maximise learning.

Practical work can motivate students and bring science to life—but practical lessons can also place heavy demands on students’ attention, leaving them focused on following instructions or handling equipment rather than learning the intended science.

In this session, we will explore how the model of memory can help teachers make better decisions about practical science teaching. By considering the limitations of working memory and the importance of attention for encoding into long-term memory, we will examine why some practical activities lead to strong learning and others do not.

Participants will compare different approaches to practical work, and discuss when each is most likely to be effective. We will also consider how the purpose of the practical—whether to teach disciplinary knowledge, substantive knowledge, or practical skills—should shape the chosen approach.

Attendees will leave with a better understanding of how to plan and adapt practical lessons so that students think hard, remember more, and learn better.

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

> identify potential sources of cognitive overload in practical science lessons;
> select appropriate practical approaches based on lesson goals and student needs;
> adapt existing practical activities to better support attention, memory, and learning;

Background: Practical work is often seen as central to science education, yet students do not always learn what teachers intend from these experiences. My interest in this area has developed through classroom practice, curriculum design, and engagement with cognitive science research on memory, attention, and cognitive load. Through reflecting on when practical lessons have been most and least effective, and drawing on research-informed approaches such as explicit instruction and the “model of memory,” I have developed a framework for making more deliberate choices about how practical work is organised and delivered. This session brings together classroom experience and evidence-informed thinking to help teachers move beyond “doing” practical work towards securing lasting learning.

Speakers

Euan Douglas

Assistant Head Teacher, St George's Catholic College

I am an Senior Assistant Headteacher responsible for Teaching & Learning and the curriculum at Saint George Catholic College, an Outstanding comprehensive school in Southampton. My involvement with the ASE includes being a member of both my regional committee and previously the 11-19... Read More →

Saturday January 9, 2027 11:15 - 12:10 GMT
LH127 (Learning Hub Level 1)

11-19

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

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

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 →

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

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

CLEAPSS hands-on workshop drop-in

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

LH017 (Learning Hub Ground Floor)

A chance to gets hands-on, and try out some of the latest CLEAPSS practicals.

Pop in, ask a question, chat with the CLEAPSS advisors!

For queries, please email [email protected]

Speakers

Matt Endean

Deputy Director, CLEAPSS

Sponsors

CLEAPSS

Saturday January 9, 2027 12:25 - 13:20 GMT
LH017 (Learning Hub Ground Floor)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 0-4, 11-14, 14-16, Initial Teacher Educators, Post-16, Technicians, Trainee Teachers

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

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

12:25 GMT

Future green engineering jobs in the KS3 curriculum.

Saturday January 9, 2027 12:25 - 13:30 GMT

LH125 (Learning Hub Level 1)

The Office for National Statistics published estimates of green jobs in July 2025. 61% of these were STEM-based, especially in engineering and tech and only 3% were nature-based. The Intergovernmental Panel on Climate Change has estimated up to 725,000 new roles could be created in low-carbon sectors like renewable energy generation and electric vehicle manufacture.

EngineeringUK has developed a set of curriculum resources, the Climate Schools Programme, in several Key Stage 3 subjects and a simple model for how to use the subject of environmental sustainability to engage students in thinking about engineering and tech careers.

The resources and model are based on solutions to environmental problems, rather than the problems themselves, and naturally extends to the current and future careers associated with those solutions. Attendees will have a chance to explore how they might put these ideas into practice in their setting.

Speakers

Kim Biddulph

Head of Engagement Projects, Engineering UK

Michael Hardisty

Head of Environmental Sustainability, Engineering UK

Saturday January 9, 2027 12:25 - 13:30 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type 11-14, Advisors/Consultants, Trainee Teachers, Early Career Teachers, Initial Teacher Educators

13:35 GMT

Student agency to use AI tools when learning in science

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

LH324 (Learning Hub Level 3 lab-type space)

AS students increasingly turn to tools like ChatGPT and Gemini, we introduce a student-agency framework to help learners use AI more critically rather than over-relying on it.

In this workshop computer science education researchers will work with science educators to begin adapting the agency framework for use in the science classroom.

Speakers

Veronica Cucuiat

Raspberry Pi Foundation

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Saturday January 9, 2027 13:35 - 14:30 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

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

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

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 →

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

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

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

There is another way: Learning lessons on behaviour from AP

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

LH127 (Learning Hub Level 1)

This session will explore alternatives to mainstream behaviour management policies, by drawing from examples in an alternative provision setting. The session will challenge the traditional rewards and sanctions system and the use of detentions by showing how these systems fail to engage pupils in education in a meaningful way and ultimately leads to harm to all students, but particularly those from disadvantaged backgrounds and those with SEND. It will then explore an alternative approach, using genuinely trauma-informed practice and instilling an intrinsic engagement in learning. We will cover our approach and what can and cannot be easily applied in a mainstream setting.

Outcomes:
Participants should gain:
- an understanding of how and why the current paradigm of behaviour management is not appropriate for a range of learners
An ability to challenge standard approaches to behaviour.
- knowledge of alternative approaches from AP settings and how these can be used to transform behaviour management and policy in mainstream settings

Background: This session is based on our experiences working in an alternative provision setting for the past 4 years...

- at the 2026 Conference, many people Matthew spoke to were interested in our setting’s unique approach to behaviour, specifically the lack of any sanctions or rewards system, and how we successfully educate pupils who have been unable to engage in mainstream, including those who have been permanently excluded.

- this session combines Matthew’s insight as a science teacher and Elijah’s MEd research. It will consider classroom approaches but will also address broader issues and themes in education and will hopefully be of interest to a range of audiences.

- those in leadership positions will have more opportunity to implement school-wide structural changes, but I hope that those in standard teaching roles will also gain from the session and be able to adapt their own practice within the confines of a wider school policy.

Speakers

Matthew Axbey (they/them)

Manager of ICT, Data, Exams, and Assessment Team, Malden Oaks School & Tuition Service

Elijah Wisken

Teacher of SEN, Rivers Academy West London

Saturday January 9, 2027 15:55 - 16:50 GMT
LH127 (Learning Hub Level 1)

11-19

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

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