ASE 2027 Annual Conference

Join us for a practical and hands-on session where we’ll provide support to run a fresh new science club or transition activity where we do the hard work for you.
We’ll share quick ideas and free resources that you can use immediately and will take the strain of ideas and time. We’ll identify time saving strategies, budget busting ideas and filling your science cup up again!
Perfect for anyone looking to give their transition days or science clubs a facelift!

Outcomes:
As a result of attending our session, you will be able to:
•Leave with ideas, practical solutions and time and money saving tips!
•Reflect on current practice and share with other delegates
•Explore issues specific to technicians providing enrichment support

The aims of this session are to:
• Support technicians with ideas and resources for transition activities and science clubs
• Plenty of pick up and go plans with low prep, high impact
• Identify time and money saving methods of running enrichment activities more effectively

Background:
We have been creating digital resources to support educators to run their own in house science clubs for more than 4 years. These resources are age and thematically organised. Initially our packs were just for primary age range as we both have a primary background. The more time we spent chatting with educators of all ages since the inception of My Science Club, the more the idea of supporting secondary colleagues kept arising. Technicians in particular, spent time on our stands and in our sessions telling us they wished something like this existed for secondary as they never seem to have enough time to pull together ideas for content or had run out of ideas and needed a fresh approach. We suggested that our Upper Primary Packs would work well initially but it lit a fire in our bellies that this could grow into something bigger and support more educators to provide engaging enrichment activities and make their lives easier. In January 2026, we launched our first lower secondary packs adapted from the upper primary content. Now, alongside the talented Dr Jo Montogmery, we are now creating bespoke packs for secondary with primary versions. Both of which can be used effectively in transition activities and lower secondary science clubs.

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

This interactive session explores how cross-curricular topics such as energy, climate, and sustainability can be taught through enquiry-driven, real-world contexts. Grounded in the primary science curriculum, it demonstrates how linking to geographical understanding—such as rocks and soils, water systems, habitats, environments, and human impact—can strengthen, rather than dilute, disciplinary knowledge.

Participants will take part in a practical renewable energy investigation, modelling how pupils can ask questions, test ideas, and interpret results. The session also introduces free, adaptable resources and shows how they can be used to support substantive and disciplinary knowledge and skills.

We will also explore how initiatives like the Great Science Share for Schools and Practical Action projects can provide purpose and audience for pupil learning, raising engagement and science capital.
You will leave with clear, classroom-ready approaches that combine strong science pedagogy with meaningful context—without increasing workload.

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

Background: This session draws on classroom practice and cross-curricular curriculum development, with a focus on improving how pupils engage with complex scientific ideas such as energy and climate. My work has been shaped by integrating science and geography to provide meaningful, real-world contexts that support both conceptual understanding and pupil motivation.

I have collated, developed and trialled classroom approaches where pupils ask their own questions, investigate renewable energy systems, and communicate their findings—leading to improved engagement, confidence, and scientific reasoning.