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

(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

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

Making physics concepts stick through narrative, models and analogies

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

LH321 (Learning Hub Level 3)

Physics is full of abstract ideas. For many students, these concepts can feel remote and inaccessible. Narrative and analogy offer powerful ways to bridge that gap.

This interactive session will explore how storytelling, models, and analogies can transform the teaching of physics. We will look at classic examples such as the “rope” model of current electricity or the “dice roll” analogy for nuclear decay alongside original classroom tested narratives I have developed. We will discuss how these approaches benefit student learning, from reducing misconceptions to increasing engagement.

We will also consider the limitations of analogies, how encouraging students to recognise where a model breaks down can be beneficial to understanding. Given time, there will be an opportunity for participants to share their own analogies and reflect on how narrative can enrich their teaching practice as well as how AI can play a role in this style of teaching.

Outcomes: By the end of the session, participants will be able to:
•Identify effective uses of narrative, storytelling, models, and analogies in physics teaching.
•Apply at least two new analogies or narratives in their own lessons.
•Evaluate the strengths and limitations of analogies to avoid reinforcing misconceptions.
•Develop strategies to make abstract concepts more memorable and engaging for students aged 11–18.

Background: Over 30 years of teaching physics to students aged 11–18, I have found that physics concepts - from Newton’s laws to nuclear decay - often become more accessible when framed through narrative or analogy. My classroom practice has involved developing stories and models that resonate with learners, drawing on both established teaching analogies and my own creations. These approaches have consistently helped students connect new ideas to prior knowledge, making difficult concepts memorable and meaningful.

Speakers

Nicholas Hulbert

Head of Physics, Tanglin Trust School

Thursday January 7, 2027 09:55 - 10:50 GMT
LH321 (Learning Hub Level 3)

11-19

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

(AQA): From curiosity to confidence: Securing practical progression from KS3-KS5

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

LH321 (Learning Hub Level 3)

This CPD session explores how science teachers can effectively plan for and support strong progression in practical work from KS3 through to KS5. Moving beyond isolated experiments, the session focuses on how practical skills develop over time, building from curiosity and engagement in KS3 to confidence, independence, and precision at A-Level. Teachers will consider how to sequence practical experiences, reinforce key skills, and ensure students are well-prepared for the increasing demands of assessed practical work. The session emphasises the importance of coherence and continuity in developing scientifically skilled and confident learners.

By the end of this session, participants will be able to:
> Identify the key components of effective practical progression from KS3 to KS5.
> Recognise gaps and inconsistencies in students’ practical skills development.
> Apply strategies to support a coherent and purposeful approach to practical work across the curriculum.

The session will explore what effective practical progression looks like across the secondary phase, using examples to highlight how skills can be built and revisited over time. Teachers will engage in activities to map practical skills, analyse current practice, and identify opportunities to strengthen progression. Through discussion and practical approaches, participants will develop strategies to ensure students move from early curiosity to confident, capable practical scientists by the end of KS5.

Speakers

Lisa Mooney

Subject Support Manager - Science, AQA

Frank Lowor

Subject Support Manager - Science, AQA

Frank is a highly experienced educator and assessment specialist with over two decades of service in science education. He has held leadership roles including Head of Science and Head of Vocational Science, teaching GCSE and A-level sciences across multiple schools. Currently serving... Read More →

Sponsors

AQA

Proudly partnering the ASE for their 2027 Annual Conference.

Since 1903, we’ve been rewarding achievement by designing and delivering fair and inclusive assessment. We do this because we believe that quality assessment is an essential ingredient for a good education. We’re the most chosen exam board in England and we set and mark the papers

... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH321 (Learning Hub Level 3)

11-19

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

11:15 GMT

BERG: From sequence to species: Learning through DNA barcoding

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

LH231 (Learning Hub Level 2)

This session will explore how the practical Barcoding For Beginners project is being used to investigate invertebrate biodiversity with learners in years 10-13. Hear about the impact of authentic scientific investigation and collaboration on educators and students and see the resources available to support this inquiry-based project using molecular biology techniques, bioinformatics and transferable skills.

Launched in September 2024, Barcoding For Beginners is a project by Wellcome Connecting Science, funded by a Royal Society SEED Partnership grant. It provided funded CPD for eligible educators, a series of resources, equipment and consumables to support a 10 hour DNA barcoding project in the classroom. This session will discuss the findings from this two year project and examine the impact on educators and learners of completing inquiry-based science, using molecular biology equipment, supported by scientists in the field.

This session will discuss and showcase:
• how DNA barcoding has been used in schools and FE colleges for practical, inquiry-based projects investigating invertebrate biodiversity in years 10 - 13
• how using practical project work can enhance understanding of molecular biology techniques in the curriculum
• the positive engagement of educators and technical staff with Barcoding for beginners CPD and resources
• the impact on practical molecular biology ability, transferable skills and career awareness in participating students
• one of the bioinformatics exercises to showcase how interrogating open access databases can be used in teaching

Attendees will:
• understand the structure and impact of the Barcoding for beginners programme and how it can be applied in school and colleges
• hear about the impact the practical investigations had on students engagement with molecular biology and bioinformatics and their development of practical skills.
• discuss how a DNA barcoding project fits with the curriculum and can be integrated into teaching
•t rial a bioinformatics element from the project to demonstrate how the project can enhance students’ domain-specific skills

Speakers

Francesca Gale

Head of Science Engagement and Enrichment, Welcome Connecting Science

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 11:15 - 12:10 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, FE/Skills, Technicians

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

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

12:25 GMT

BERG: Collaborating on AI, assessment, and inclusion in HE biosciences

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

LH231 (Learning Hub Level 2)

This interactive session will explore how collaborative, cross-institutional communities of practice can support higher education science educators in responding to emerging pedagogical challenges. The session will introduce the collaborative work of the BERG Higher Education Working Group through two current thematic areas: AI and assessment and decolonising the curriculum.

Through a series of short reflective case studies and emerging examples from participating HEIs, contributors will share approaches, challenges, and ongoing questions relating to inclusive curricula, assessment design, and the impact of generative AI on teaching and learning.

Participants will then be invited to discuss their own institutional experiences, challenges, and priorities within these areas. The session will encourage collaborative dialogue across disciplines and institutions, recognising that many of these challenges extend beyond bioscience education alone.

The session will conclude with a shared reflection on the role of collaborative networks and communities of practice in supporting responsive, inclusive, and evidence-informed approaches to science education in higher education.

Outcomes: - Participants will be able to:

Share current challenges and emerging practices relating to AI, assessment, and inclusive curricula within higher education science education.

Reflect on how different HEIs are responding to shared pedagogical and curricular challenges.

Discuss opportunities and barriers associated with collaborative approaches to educational change.

Consider how cross-institutional communities of practice can support ongoing professional dialogue and development.

Higher education science educators are navigating rapid pedagogical, curricular, and technological change. In response to shared challenges across the sector, members of the Biology Education Research Group (BERG) Higher Education Working Group, part of the Royal Society of Biology, established collaborative thematic groups focused on AI and assessment, and decolonising the curriculum. These groups bring together educators and academics from multiple HEIs to share practice, reflect on emerging challenges, and explore approaches to inclusive and responsive science education.

Speakers

Caroline Smith

Assistant Head of School - Curriculum Innovation and Student Experience, University of Westminster

Sarah Rayment

Nottingham Trent University, Senior Lecturer in Molecular Sciences

Dr Sarah Rayment is a senior lecturer in bioscience within SST. She is co-course leader for Bioscience courses with Integrated Foundation year and centre director for the bioscience scholarship research centre. She is passionate about skill development: whether through authentic student... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Other, Using AI and technologies in teaching and learning
Key Stage / Audience Type Post-16, FE/Skills

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

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

13:35 GMT

(MiniOne Systems) Who's Baby Luna's Father? Using DNA Fingerprinting to Solve a Mystery

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

CH314 (Creative Hub Level 3)

Embark on a hands-on adventure and join marine biologists in their quest to uncover the mystery of Luna's father! Meet Luna, an adorable whale calf, and become part of a passionate team determined to solve this heart-warming puzzle using gel electrophoresis and DNA fingerprinting.

Speakers

Erika Fong

Director, MiniOne Systems

Molecular Biology Anywhere and for Everyone! The game changing MiniOne Electrophoresis System was first of its kind designed specifically for teachers and students to have equal access to key biotech techniques with engaging activities. Whether used in the classroom lab or at home... Read More →

Sponsors

MiniOne Systems (Embitec)

Browse our webpage at https://eu.theminione.com for links to:

> The MiniOne Electrophoresis System
> The New e-Pipette
> The MiniOne Incubator
> The Let it Glow Bacterial Transformation MiniLab
> Pipetting and Gel Loading Practice Kits
> MiniOne MiniLabs - complete lab kits for ha

... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, Technicians, FE/Skills

13:35 GMT

A gender/sex debate in biology

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

LH321 (Learning Hub Level 3)

Aims:
- To create a safe space for debate where people can explore their own understanding of gender/sex
- To deconstruct some ideas about classification systems and essentialism.

Objectives:
- To be able to answer the question “What is a woman?”
- To be able to answer pupils’ questions about gender/sex more confidently
- To be able to name and explain several examples of organisms that are outside of the gender/sex binary

In this workshop I will create a space where we are able to debate about gender and sex, we will be looking for the grey areas and discovering how and why things are not always as binary as they seem. Using my gender studies background I will share with you some philosophical ideas about gender/sex and oppression. We will explore how queer nature can be, and share exceptions to the sexual binaries in humans, and many other organisms.

Speakers

Helen Stamp (she/her)

Freelance educator specialised in gender/sexuality diversity and feminisms

As a teenager, I was drawn to gender/women's studies as an option for my undergraduate degree, but as I was not sure about the career options, I chose a "safer" degree in Biology and Education. After 11 years as a biology teacher, I was lucky enough to be able to return to university... Read More →

Thursday January 7, 2027 13:35 - 14:30 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 11-14, 14-16, Post-16, Early Career Teachers, Trainee Teachers

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

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

14:30 GMT

Inside nature: Transforming zoo post‑mortems into powerful biology Education

Thursday January 7, 2027 14:30 - 15:40 GMT

LH323 (Learning Hub Level 3)

Ever wondered how to bring real-world science into your classroom in a meaningful and engaging way? This session introduces Inside Nature, a free resource developed by ZSL that transforms real animal post-mortems into curriculum-linked learning experiences.

You’ll gain insight into the full journey—from veterinary investigation to classroom resource—including the scientific, ethical, and creative decisions involved. Through examples and discussion, we’ll explore how authentic science can enhance engagement, deepen understanding, and make abstract concepts tangible for students.
Whether you’re looking to enrich your curriculum, improve practical engagement, or connect students with real scientific careers, this session will provide inspiration and ready-to-use ideas.

Outcomes: By the end of this session, participants will be able to:
Explain how authentic scientific practices can be adapted into curriculum-aligned resources
Identify effective strategies for using real-world science to enhance student engagement and understanding
Evaluate the use of multimedia approaches (e.g. dissection footage, animation) in supporting learning
Plan how to incorporate similar approaches or resources into their own teaching context

Background: At ZSL, every animal that dies in our care undergoes a post-mortem (necropsy) conducted by specialist veterinary pathologists. These examinations contribute to animal welfare, global research, and the advancement of veterinary knowledge.

Recognising that many secondary schools face barriers to accessing real-world science experiences, ZSL’s Conservation Education team developed Inside Nature. This project bridges classroom learning and authentic scientific practice by transforming real post-mortems into curriculum-linked resources. Drawing on collaboration between educators, scientists, and creative teams, the project translates complex, sensitive material into impactful, accessible teaching tools

Speakers

Robyn Meehan

Senior Learning Officer, Zoological Society of London

Thursday January 7, 2027 14:30 - 15:40 GMT
LH323 (Learning Hub Level 3)

11-19

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

14:45 GMT

BERG: Weird biology - powerful learning through unusual examples

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

LH231 (Learning Hub Level 2)

Biology is full of phenomena that seem almost unbelievable: fish that shoot jets of water to catch prey, fungi that manipulate insect behaviour, mammals with unusual resistance to disease, plants that trap animals, and organisms capable of remarkable regeneration. Yet these examples are far more than curiosities. Used thoughtfully, they can become powerful tools for teaching fundamental ideas such as adaptation, natural selection, transport, communication, homeostasis, ecology and disease.

This session will showcase a range of striking biological examples most suitable for Key Stages 4 - 5. For each example, participants will consider the core concept it helps to teach, why it is memorable, and how it might be introduced through images, short video clips, questioning, retrieval practice or discussion. Examples will be chosen to show how a single case study can often be adapted for different ages and levels of prior knowledge.
The session will also explore principles for selecting effective examples: ensuring clear curriculum relevance, avoiding novelty for novelty’s sake, linking surprising contexts back to core biological ideas, and using examples to deepen understanding rather than replace it.

Delegates will leave with a bank of ready-to-use examples alongside a practical framework for identifying and evaluating further case studies of their own. Whether teaching GCSE or A-level biology, participants should gain ideas that can be implemented immediately to enrich lessons and strengthen student learning.

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

• select unusual biological examples that align clearly with curriculum concepts from KS4 to post-16;
• use images, short clips and questioning to turn examples into effective teaching episodes;
• explain how curiosity, relevance and novelty can support memory and engagement;
• adapt examples for different age groups, specifications and levels of prior knowledge;
• identify further case studies that can enrich their own biology curriculum.

This session is grounded in a combination of classroom practice, cognitive science, subject-specific pedagogy and professional reflection.

Speakers

Aaron Bridges

Head of Science, Eton College

As a classroom biology teacher and Head of Science, I have long been interested in why some explanations and examples remain with students while others are quickly forgotten. Biology provides a wealth of extraordinary organisms, behaviours and adaptations, yet teaching can sometimes... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 14:45 - 15:40 GMT
LH231 (Learning Hub Level 2)

11-19

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

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

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

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

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

LH127 (Learning Hub Level 1)

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

‘If you truly understand something, you can teach it to others’
Getting pupils to make their own videos gives every learner a voice and develops a variety of additional transferable skills, ranging from literacy and oracy to collaboration and digital skills.

Join Dr Ben Scott as he showcases examples of pupil’s work that demonstrate their understanding of science ranging from digital lab report videos, creating models of atomic concepts and revision videos. These tasks engage and challenge learners to be more creative in how they express their understanding. Apart from showcasing some of his favourite go to tools, he will also demonstrate how he uses rubrics to design and mark these types of assessments.

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

Since Covid, Ben has been passionate about the use of technology in teaching and found many digital tools remained in his classroom when he returned to face-to-face teaching. This led to him becoming a digital research and development coordinator as part of the Teaching and Learning school team. Ben has been selected as a UK Adobe Innovator for the last two years, recognised for his creativity in science teaching. He is also a founding member of the National PedTech Partnership, a UK focus group of digital thought leaders who are developing a pedagogy first, technology second approach within their school institutions. Using a variety of digital tools, he continues to implement innovative ways to challenge pupil’s learning, through engaging and creative means, to assess their knowledge and understanding. Creating YouTube style video content has been particularly powerful.

Speakers

Benjamin Scott

Science Teacher, Dr Challoner's High School

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

Suitable for All key stages

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

16:10 GMT

PANEL: Subject Leaders - Leading through challenge and change

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

Creative Hub Atrium Level 1

This panel discussion is for all Secondary Science Leaders; experienced, new to and aspiring. Come along and hear from colleagues working at the chalk face who will share their insights into some of the key challenges facing schools and leaders. There will be plenty of opportunity for you to share and discuss the many challenges of leading in Science.

As well as discussing your own successes and challenges, topics are also likely to include:

> Recruitment and retention
> developing your team - planning and leading CPD
> Supporting non-specialists and non-scientists
> Leading curriculum change
> The road ahead for science leadership

Speakers

Martin Reece

Science Education Consultant

Thursday January 7, 2027 16:10 - 17:25 GMT
Creative Hub Atrium Level 1

11-19

Key Stage / Audience Type 11-14, 14-16, Post-16
Social media handle(s) @theASE

17:30 GMT

ASE Reception

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

Leathersellers Hide (Learning Hub Level 4)

The ASE Reception (formerly known as the Members Reception) is an open event for everyone, whether you are an ASE Member or not - it's an opportunity to say hello and network with others after an inspirational first day at Conference. Join us for a glass of bubbly to celebrate the ASE!

The ASE Books of the Year winners will also be announced, as well as the CASTME awardees. We look forward to welcoming everyone on Thursday evening of 2027.

Special Service Awards will also be announced.

Everyone is invited to have their first drink, compliments of the ASE. A PAYG will remain open for the evening until 21.30 for continued networking and socialising.

The Alexander Award: The Alexander prize is awarded annually, to a woman or group that includes women who has made a significant contribution to the scientific, technological, engineering or mathematical (STEM) education of girls or women, in situations of scarce resources.

It is granted in memory of Sir Norman Alexander, a physicist who held various roles in Nigeria, Ghana, Mauritius, Botswana, Lesotho and Swazliand. Sir Norman was married first to Elizabeth Alexander a pioneering scientist herself who carried out research in radar, geology, and tropical soils and then, after her death to Constance Geary, chief women education officer in Northern Nigeria. Mary Alexander, Sir Norman's daughter established the award in Sir Norman’s name, for women and girls in recognition of the pioneering working carried out by his wives and daughter.

CASTME Awards: CASTME’s mission is to raise the general level of STEM education in commonwealth countries and beyond. They support and promote education at all levels, working in partnership with schools, colleges, civil society organisations and industry across the world. Their awards scheme recognises innovation, awareness raising, and sustainability across science education.

Speakers

David Allen

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

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Lynn Ladbrook

Chief Executive, Association for Science Education

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

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

Suitable for All key stages

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

08:45 GMT

(AQA): Practical Power: classroom practice and exam success in A-level biology

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

LH321 (Learning Hub Level 3)

This CPD session supports science teachers in strengthening the connection between practical work and exam success in A-level Biology. While practical experiences are central to the subject, students often struggle to translate hands-on understanding into high-quality written responses in assessments.

This session explores how practical skills, knowledge, and exam technique intersect, helping teachers bridge the gap between classroom practice and examination performance. By focusing on how practical work is assessed, teachers will be equipped to maximise the impact of practical activities on student outcomes.

Session Outcomes:
By the end of this session, participants will be able to:
Identify how practical skills and knowledge are assessed in A-Level Biology examinations.
Recognise common weaknesses in how students apply practical understanding in written responses.
Apply strategies to better integrate required practical work with exam preparation and assessment success.

The session will explore the relationship between practical work, CPAC and exam performance, using real A-Level Biology questions and mark schemes to highlight key demands. Teachers will engage in activities to analyse how practical knowledge and skills are examined, review student responses, and identify where marks are gained and lost. Through discussion and practical strategies, participants will develop approaches to ensure that practical experiences translate into confident, accurate, and successful exam performance.

Speakers

Damien Gent

Subject Support - Science Lead, AQA

Sponsors

AQA

Friday January 8, 2027 08:45 - 09:40 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type Post-16

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

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

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

Post-16 chemistry masterclass: IR & 1H NMR spectroscopy

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

LH322 (Learning Hub Level 3)

This session will cover IR spectroscopy - interpretation of spectra to determine functional groups & fingerprinting using example spectra run by volunteer delegates to exemplify key teaching and examination points; ditto for 1H NMR spectroscopy - methods of interpreting spectra to determine molecular structure and predicting spectra from known structures - again to exemplify key teaching and examination points.

Outcomes: delegates will be more au fait with what a good examination answer looks like for both IR and 1H NMR and the classic student misconceptions to avoid.

Speakers

Peter Hoare

STEM Outreach Officer, Newcastle University

I am a former chemistry teacher (20 yrs) now working in STEM Outreach at a Russell Group University (16 years) and an experienced (31 yrs) A-level chemistry examiner for a major English exam board. I run many masterclasses, A-level Revision Workshops and Spectroscopy in a Suitcase... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type FE/Skills, Advisors/Consultants, Post-16, Early Career Teachers, Trainee Teachers

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

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

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

LH324 (Learning Hub Level 3 lab-type space)

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

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

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

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

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

By the end of the session, participants will:

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

Speakers

Maria Rossini

Head of Education, British Science Association

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

Gemma Butt

Project Officer (Teaching Workforce), Institute of Physics

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

Suitable for All key stages

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

11:15 GMT

(AQA): Practical Power: classroom practice and exam success in A-level chemistry

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

LH321 (Learning Hub Level 3)

This CPD session supports chemistry teachers in strengthening the link between practical work and examination success in A-Level Chemistry. Although practical activities are a fundamental part of the subject, students often find it challenging to convert their experimental experience into precise, high-quality written answers.

This session examines how practical understanding, subject knowledge, and exam technique work together, enabling teachers to better connect classroom investigations with assessment performance. By focusing on the ways practical work is examined, teachers will be able to enhance the impact of practical teaching on student outcomes.

By the end of this session, participants will be able to:
> Identify how practical knowledge and skills are assessed within A-Level Chemistry examinations.
> Recognise common issues in the way students interpret and apply practical understanding in written responses.
> Apply strategies to more effectively link required practical work with exam preparation and student success.

The session will explore the relationship between practical work, CPAC requirements, and exam performance, using authentic A-Level Chemistry questions and mark schemes to highlight key expectations. Teachers will take part in activities to examine how practical skills and concepts are assessed, analyse student responses, and pinpoint where marks are achieved or missed. Through reflection, discussion, and practical strategies, participants will develop approaches to ensure that practical experiences are translated into accurate, confident, and successful examination performance.

Speakers

Lisa Mooney

Subject Support Manager - Science, AQA

Frank Lowor

Subject Support Manager - Science, AQA

Sponsors

AQA

Friday January 8, 2027 11:15 - 12:10 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type Post-16

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

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

Chemical grenades

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

LH127 (Learning Hub Level 1)

Most teachers have been confronted in the classroom by a "chemical grenade" - a question from a pupil that may or may not have been intended to cause damage, but which was also both hard to answer and very interesting, often just touching the edges of the syllabus.

By sharing some of the most interesting chemical grenades from my teaching, I hope to outline an approach to answering these questions in the pursuit of developing teachers' chemistry knowledge and ability to explain abstract concepts from physical an inorganic chemistry at GCSE and A-level in a "rigorous but hand waving" way that pupils might appreciate.

Some grenades to be considered, most drawn from A-level pupils, include: "When an equilibrium responds to an increase in pressure, does the pressure ever return to its old value?", "If copper complexes are coloured because of d-d transitions, why don't they just re-emit the light they absorbed?", "How do chiral molecules rotate plan polarised light differently when they are randomly oriented?", "Why doesn't adding a solid to an equilibrium mixture change the position of equilibrium?"

I hope to show that working out the answers to these questions, and then how to present the answer to pupils, can be tricky, but also leads to a better understanding of the chemistry being taught.

Speakers

Matthew Smith

Head of Chemistry, St Pauls School

Matthew has been teaching high school chemistry for 16 years and is in charge of a team of 13 chemists at St Paul's School. His department teaches about 750 pupils and has been building microscale and small scale chemistry into their curriculum for several years, and he and his team... Read More →

Friday January 8, 2027 12:25 - 13:20 GMT
LH127 (Learning Hub Level 1)

11-19

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

Developing metacognitive skills through the science curriculum

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

LH113 (Learning Hub Level 1)

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

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

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

Speakers

Nathan Burns

Teacher Educator, Mr Metacognition Limited

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

Suitable for All key stages

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

13:35 GMT

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

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

LH322 (Learning Hub Level 3)

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

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

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

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

Speakers

Carol Davenport

Professor of STEM Engagement, Northumbria University

Antonio Portas

Assistant Professor, Northumbria University

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

Suitable for All key stages

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

13:35 GMT

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

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

LH125 (Learning Hub Level 1)

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

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

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

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

Speakers

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Ben Garside

Senior Learning Manager, Raspberry Pi Foundation

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

Suitable for All key stages

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

13:45 GMT

(Pearson) ECT's & Secondary educators' lunch

Friday January 8, 2027 13:45 - 14:30 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Pearson is delighted to offer a catered lunchtime networking opportunity to all Early Career Teachers and Trainees, as well as secondary teachers.

Come along and talk to us about what we can offer and how we can support you in your school.

Speakers

Shauna O'Brien

Head of Science, Pearson

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Poppy Pan

Lead Specialist - Science, Pearson

Sponsors

Pearson

At Pearson, we create meaningful learning experiences for people of all ages. Our mission? To help students, educators, and businesses make progress toward their personal and professional goals. Explore learning for every stage of life with Pearson.

Talk to us on our stand about

... Read More →

Friday January 8, 2027 13:45 - 14:30 GMT
LH013 & LH014 (Learning Hub Ground Floor)

11-19

Theme Other
Key Stage / Audience Type 11-14, 14-16, Early Career Teachers, Post-16, Trainee Teachers

14:45 GMT

Engaging young people in science through animal behaviour

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

LH124 (Learning Hub Level 1)

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

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

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

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

Speakers

Charlotte Evans

Education Officer, Association for the study of animal behaviour

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

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

14:45 GMT

Building fluency in organic mechanisms (White Rose Education)

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

LH322 (Learning Hub Level 3)

This session explores how a mechanistic approach can improve the teaching of organic chemistry at post-16, helping students move beyond surface memorisation to genuine understanding. Drawing on evidence from examiners’ reports and common errors seen in student work, we will examine why students often struggle with mechanisms and how a more structured, language-rich approach can overcome these barriers.

Delegates will consider how to build student fluency in recognising key features of reactions before tackling mechanisms themselves. This includes confidently identifying homolytic versus heterolytic fission, and distinguishing between addition, substitution, and elimination through analysis of overall equations.
Participants will engage with a range of carefully designed, classroom-tested strategies to scaffold learning across the two years of the course. These include:

•Dual coding approaches to represent mechanisms visually and verbally
•Activities matching mechanistic steps to their chemical meaning
•Diagnostic tasks that require students to select or justify the next step in a mechanism
•Completion and sequencing exercises to reveal and address misconceptions

All resources are grounded in research-informed practice and refined through extensive classroom experience.
The session concludes with dedicated time for reflection and collaboration. Delegates will work in groups to adapt and design resources for their own teaching contexts, ensuring that ideas can be implemented immediately and effectively in the classroom.

Speakers

David Fairclough

Secondary Science Specialist, White Rose Education

Sponsors

White Rose Education

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

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

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

... Read More →

Friday January 8, 2027 14:45 - 15:40 GMT
LH322 (Learning Hub Level 3)

11-19

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

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

Tale of two stems - growing and genotyping anthocyaninless brassicas (Part 1) (MiniOne Systems)

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

CH314 (Creative Hub Level 3)

PLEASE NOTE THIS SESSION HAS A MAXIMUM CAPACITY OF 24 - on a first-come, first-served basis on the day (Sched is not used for pre-booking.)

Plants are one of the most versatile and accessible model systems in science education — bridging the gap between the macro world students can see and the molecular world that drives it. Anthocyanins, the powerful antioxidants behind the rich colours of grapes, blueberries, and purple cabbage, offer a stunning entry point into both cell biology and genetics — and they're hiding in plain sight.

This two-part session takes you on a journey from plant to pipette. Beginning with phenotype, you'll learn how to reliably germinate rapid cycling brassica seeds to cotyledons in as little as 72 hours — giving your students visible, measurable results within a single school week. From there, we'll connect what students can observe with their own eyes to the molecular evidence beneath the surface.

In this first session, we'll walk you through the full workflow: scoring plants based on their phenotypic purple pigmentation, performing a DNA extraction, and preparing samples for PCR of the anthocyanin/anthocyaninless genetic marker. By the end, you'll have the confidence and the practical know-how to bring authentic plant molecular biology into your classroom.

All delegates participating in Part 1, are welcome to join the Embitec team for tea/coffee and cakes during the break, before Part 2 commences.

Speakers

Erika Fong

Director, MiniOne Systems

Sponsors

MiniOne Systems (Embitec)

Friday January 8, 2027 14:45 - 15:40 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Post-16, Technicians

14:45 GMT

(OCR) Improving accessibility of assessment in the classroom

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

LH321 (Learning Hub Level 3)

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

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

Speakers

Andri Achilleos

Biology Subject Advisor, OCR

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

Mike Jackson

Physics Subject Advisor, Cambridge OCR

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

Sponsors

Cambridge OCR

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

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

... Read More →

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

Suitable for All key stages

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

14:45 GMT

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

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

LH013 & LH014 (Learning Hub Ground Floor)

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

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

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

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

Speakers

Victoria Hedlund

AI bias researcher, consultant and founder, Gen Ed Labs

Miles Berry

Professor of Computing Education, University of Roehampton

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Sponsors

SEPA

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

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

Suitable for All key stages

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

16:10 GMT

CLEAPSS 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

Preparing for participation: Lesson prep and high participation strategies

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

LH324 (Learning Hub Level 3 lab-type space)

During the session, we will:

* Explain what we mean by lesson preparation, and some key strategies that secure high participation in lessons (including Call and Response, Turn and Talk, mini-whiteboards)
* Share our experiences embedding these in our own practice, and in establishing these across departments and schools
* Facilitate discussion on how these practices might be applied in attendee's contexts

As a result of the session:
* Teachers will have a new approach to lessons - preparation rather than planning
* Teachers will have a good understanding of some high participation strategies that they can use in the classroom
* Leaders and teacher developers will have advice and ideas for implementing these in their contexts

Background: Historically, the quality of teaching and learning (and in turn student outcomes) in science lagged behind other subjects in our MAT and the national picture for science. This led to a period of reflection and learning, drawing on works from the 'CogSciSci' network of authors and bloggers, the 'In Action' series of books and 'Teach Like A Champion'. One output of this was what we called a Framework for Good Science Teaching, which put checking for understanding as one of the 4 central pillars, and in particular the use of high participation strategies to ensure all students cognitively participate in the lessons. Beyond this, the whole purpose of the framework was to move colleagues away from 'lesson planning' - typically endless resource creation - to 'lesson preparation', where staff intellectually engage with the resources available to consider how to best use them with their students. We will talk about our experiences across the Trust, and within one specific school where this has had significant impact on students' understanding of science. We intend to support further learning on these strategies through online webinars and writings in ASE publications, for attendees to continue their professional development.

Speakers

Deb Barnett

Director of Science, Co-op Academies Trust

Laura Dufty

Head of Science, Co-op Academies Trust

Friday January 8, 2027 16:10 - 17:05 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

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

16:10 GMT

Tale of two stems - growing and genotyping anthocyaninless brassicas (Part 2) (MiniOne Systems)

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

CH314 (Creative Hub Level 3)

PLEASE NOTE THIS SESSION HAS A MAXIMUM CAPACITY OF 24 - on a first-come, first-served basis on the day (Sched is not used for pre-booking.)

Plants are an ideal model system to teach macro and molecular levels of biology. Anthrocyanins are powerful antioxidants found in many of our favourite produce, including grapes, blueberries and purple cabbage.

In this second session, the molecular evidence comes to life. Taking the PCR products prepared in Part 1, you'll load and run your samples on the MiniOne Electrophoresis System — visualising the DNA banding patterns that reveal the genotype of each plant. Within minutes, the gel tells the story: which plants carry two functional copies of the anthocyanin gene, which carry one, and which carry none.

With results in hand, the real scientific thinking begins. Students will compare their molecular data directly against the phenotypes they scored in Part 1 — connecting the visible purple or green pigmentation of each plant to the genetic evidence on the gel. It's a genuine eureka moment: the bridge between what students can see and what the DNA reveals.

This session brings Mendelian genetics off the page and into the lab in the most tangible way possible. Dominant and recessive alleles are no longer abstract concepts — they are visible bands on a gel, matched to living plants sitting right in front of your students.

Speakers

Erika Fong

Director, MiniOne Systems

Sponsors

MiniOne Systems (Embitec)

Friday January 8, 2027 16:10 - 17:05 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Post-16, Technicians

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

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

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

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

LH323 (Learning Hub Level 3)

The capability to image single molecules has revolutionised biology.

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

Lastly I will describe how our early single molecule work on DNA polymerase led to the development of next generation DNA sequencing, now widely used, and the lessons that can be learnt from this experience.

Speakers

Sir David Klenerman

University of Cambridge

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

Suitable for All key stages

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

08:45 GMT

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

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

LH321 (Learning Hub Level 3)

Crucially, biology and psychology feed each other. Cortisol impairs working memory, which worsens worry, which keeps the amygdala firing, which sustains the stress response. The loop runs until something interrupts it, which is why both physiological strategies (controlled breathing) and cognitive ones (reappraising arousal as challenge, not threat) work.

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

Background and context: Exam anxiety is common, and for many students it actively undermines performance - the familiar experience of a capable student who "goes blank" despite knowing the material.
This isn't simply nerves. When the brain appraises an exam as a threat, the amygdala triggers two stress responses: a fast one (adrenaline, via the sympathetic nervous system) and a slower one (cortisol, via the HPA axis). Cortisol directly impairs the prefrontal cortex and hippocampus - the very structures handling working memory and retrieval.
This is the biological mechanism behind the blank mind.

Speakers

Amanda Clegg

Science and Leadership Consultant, AKC Educational Consultancy

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

Karen Collins

Educational Consultant, Apogee Education, Learning and Development

@kcoscience

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

Suitable for All key stages

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

08:45 GMT

Research Meet (1)

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

LH324 (Learning Hub Level 3 lab-type space)

Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.

Speakers

Alastair Gittner

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

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

Suitable for All key stages

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

09:55 GMT

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

The genetics of sickle cell detection and therapy (MiniOne Systems)

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

CH314 (Creative Hub Level 3)

Join us on this hands-on workshop where we will unlock the secrets of Sickle Cell Disease.

We will explore the genetics of sickle cell disease and genetic testing.

Extend the narrative by becoming medical geneticists conducting newborn screenings for SCD to determine disease inheritance and susceptibility. We can wrap up with modern therapies now available for SCD.

Speakers

Erika Fong

Director, MiniOne Systems

Sponsors

MiniOne Systems (Embitec)

Saturday January 9, 2027 09:55 - 10:50 GMT
CH314 (Creative Hub Level 3)

11-19

Theme Practical work including beyond the classroom
Key Stage / Audience Type 14-16, Post-16, Technicians, FE/Skills

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

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

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

Leathersellers Hide (Learning Hub Level 4)

Inquiry-based learning is difficult to put into practice when we are teaching scientific content that is well-known and indisputable. If teachers already have the correct answers, why should students bother trying to find them out for themselves? Drawing from the history of science can help us find interesting questions that today’s mainstream science does not address and does not have ready answers to. I will illustrate this through examples taken from my previous and current work, including the anomalous boiling of water and the puzzle over the workings of the Voltaic battery. Taking inspiration from John Dewey, I focus on the experience of student. How can we help students have a true experience of science, both in experiencing natural phenomena and experiencing scientific inquiry? Dealing with phenomena that deviate from textbook descriptions can allow students to experience nature truly for themselves. Puzzling over how to make sense of such phenomena can give them the experience of actual scientific inquiry.

My discussion in this talk is part of a general attempt to enhance the interaction between science education and the history and philosophy of science (HPS). Despite great efforts by Michael Matthews, Douglas Allchin and others, HPS remains on the fringes of science education, and science education is not a major concern in mainstream HPS. This is a lamentable situation. On the side of philosophy of science, there is obvious potential for engagement with the teaching of the nature of science. From the history of science, I think the most promising contribution is to help students (and teachers) realise that respected past scientists have investigated nature in different ways from what we are now accustomed to, and that there is value in revisiting these alternative approaches.

Speakers

Hasok Chang

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

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

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

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

Suitable for All key stages

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

11:15 GMT

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

Frontier Science: Exploring Mars

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

LH323 (Learning Hub Level 3)

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

This talks summarises how we have reached a new understanding about the evolution of Mars and its Habitable, ‘Warm and Wet’ ancient past, and how we plan to continue exploring Mars with new missions – robotic and human.

Speakers

John C Bridges SFHEA

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

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

Suitable for All key stages

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

12:25 GMT

Relax and unwind with 3 short films on nature

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

Leathersellers Hide (Learning Hub Level 4)

Join us to relax and unwind during lunchtime at the ASE Annual Conference. Enjoy three stunning short films showcasing fascinating wildlife and their ecosystems.

‘The Caretakers’ is a journey into the weird, wonderful and truly astonishing lives of the small yet mighty creatures who keep the world turning – beetles. They have been successful for millions of years, but they’re in serious trouble; what does the future hold for these incredibly important animals, and for us if they disappear? 21 minutes. Director – Tom Hanner

‘Creatures of the Kaleidoscope’ Explore one of natures most magical creatures, the Cuttlefish. Embark on a mesmerising journey of nature’s living kaleidoscopes. Follow these elusive creatures as this documentary delves deep into the extraordinary lives of these remarkable cephalopods, see their unique abilities as they morph into a stunning array of colours and shapes in a blink of an eye. Witness the incredible transformation from vulnerable prey to cunning predators, navigating the vast oceans ever changing surroundings and dangers. 18 minutes. Director – Hannah Jodie Alexander

‘Fascinating World of Wood Ants’ This film visualizes the lifecycle of Wood Ants and emphasizes their vital ecological role in the ecosystem. It showcases their journey, social dynamics, and ecological contributions, highlighting the importance of preserving their habitats in the face of environmental challenges. 11 minutes. Director – Siddique Salim Khan

These short films are kindly made available for viewing at ASE’s Annual Conference through ASE’s long-standing collaboration with the Museo de Ciencias of the Universidad de Navarra.

Speakers

Marie Ann Reynell

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

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

12:25 GMT

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

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

LH124 (Learning Hub Level 1)

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

In this session, we will explore how strategies such as purposeful oracy games can transform the quality of talk and argumentation in your science classroom. You will be introduced to a simple, repeatable structure that moves students beyond mere prediction to explaining their reasoning, observing with purpose, and reconciling their ideas with evidence. Rather than seeing/dialogue/ as an "extra," you will learn how to weave it into the fabric of your lessons, creating rich, productive environments where good talk becomes a habit.

We will discuss the small, manageable changes you can make to your everyday practice; from a short starter activity to a more extended investigation, that can have a transformative impact on student thinking, engagement, and scientific literacy.

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

Speakers

Peter Munroe

Head of Chemistry, Uckfield College

Alex Black

Council Member, Lets Think Forum

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

Suitable for All key stages

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

13:35 GMT

Educake X AQA: GCSE to A level transition

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

LH127 (Learning Hub Level 1)

Join AQA and Educake for a joint session exploring the challenges students face when transitioning from GCSE to A-level Science.

AQA will share valuable data and insights from examiner reports, highlighting some of the common areas where students can struggle as they move from GCSE to A-level. The session will explore practical ways to prepare students for this transition, with ideas and support to help build the knowledge, skills and confidence needed for success at A-level.

There will also be time for moderated questions from the audience, alongside questions submitted in advance, providing an opportunity to further explore the impact of the GCSE-to-A-level transition and discuss effective ways to support students as they progress.

Educake will provide a brief demonstration of how its tools can help teachers identify gaps in essential and prerequisite knowledge, highlight areas for students to focus on, and support the development of more independent learning habits as students prepare for A-level study.

Speakers

Constance Young

Head of Editorial, Educake

Damien Gent

Subject Support - Science Lead, AQA

Sponsors

AQA

Educake

PROUD SPONSORS OF THE 11-19 PROGRAMME AT THE 2027 ASE ANNUAL CONFERENCE

Educake is an award-winning online assessment and revision platform for KS2, KS3 and GCSE. Educake can help you do more teaching, by saving you time on setting homework, marking and analysing results: specification-matched tests can be set in seconds. You get immediate insights into

... Read More →

Saturday January 9, 2027 13:35 - 14:30 GMT
LH127 (Learning Hub Level 1)

11-19

Theme Curriculum (General)
Key Stage / Audience Type 11-14, 14-16, Post-16

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

13:35 GMT

Yes you can!

Saturday January 9, 2027 13:35 - 15:40 GMT

CH314 (Creative Hub Level 3)

The ASE H&S Group is delighted to run a demonstration workshop for science teachers that shows a range of exciting and eye-catching practical activities, but often thought to be banned or restricted owing to the risks if the activities are carried out wrongly. These demonstrations are great for helping students understand science and get excited about it.

This session will focus on how to undertake these activities to inspire students, and how to do them safely by planning carefully and following the proper safety precautions. It is about using risk assessment as an enabling tool, not a barrier.

Speakers

Peter Borrows

Member of ASE's H&S Group / Consultant / Former Director of CLEAPSS, Troye Scientific

Retired(ish) Director of CLEAPSS.

Member since 1966, and former Chair, of ASE Safety in Science Group (and its predecessors).

Author of 54 articles in Education in Chemistry between 1994 and 2012 on chemistry outdoors, two in School Science Review [(1984), The Pimlico chemistry trail, 66 (235), 221-233 and (2006), Chemistry outdoors, School , 87(320), 23-31] and chapters in two books [ (2004) Chemistry Tr... Read More →

Chris Lloyd

Head of Advisory Service / Member of ASE H&S Committee, SSERC

Ralph Whitcher

Chair of Health & Safety Committee, ASE

Saturday January 9, 2027 13:35 - 15:40 GMT
CH314 (Creative Hub Level 3)

11-19

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

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

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