ASE 2027 Annual Conference

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

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

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

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!

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.

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)

Get up close with some of the most experienced voices in primary science in this fast-paced, high-energy session. In Primary Speed Science, you’ll rotate between tables, spending a focused eight minutes with each expert - just enough time to ask questions, explore ideas, and gain practical insights you can take straight back to your setting.
 
Whether you’re grappling with curriculum design, enquiry, assessment, or subject leadership, this is your chance to have real conversations with people who’ve been there and done it. No long talks, just sharp thinking, honest answers, and meaningful connections.

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.

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.

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!

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!

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.

This session will present the design, implementation, and findings of a three year research and improvement project focused on raising the quality of science teaching and learning in high deprivation settings.

We worked with 32 primary schools to explore what improves science teaching — and what holds it back. You’ll hear how schools used science audits, teacher surveys, targeted CPD, and network meetings to build teacher confidence and strengthen classroom practice. We’ll share what changed, what teachers valued most, and how high-quality CPD helped schools understand their challenges and make improvements.

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

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

Background: Primary science teaching provision gaps in England remain strongly linked to socioeconomic deprivation. Schools serving communities with high levels of disadvantage often face additional barriers: limited departmental stability, fewer opportunities for sustained professional development and sometimes significant behavioural challenges.

This project worked with 32 schools across three ‘priority’ areas in the south-east of England (Edmonton, Medway and the North Thames Estuary) to understand their specific needs and to trial targeted support. The initiative combined school level diagnostic audits, teacher surveys, structured CPD, mentoring and ongoing collaboration through network meetings. The aim was to build capacity, strengthen subject leadership, and improve the quality of science teaching in a way that is responsive to each school’s context.

CPD and support was delivered across schools by Kulvinder Johal, Primary Science Mentor for the Primary Science Teaching Trust. Content was created by drawing on years of experience working in the classroom, backed up by research and findings on good primary science teaching in the sector.

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

Pop-up make and take will take place in the same space in the session following lunch at 13.35 - but it's a big room, so there's sufficient space and interest for both elements!

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

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.