ASE 2025 Annual Conference

Educators are invited to attend a captivating and insightful talk that explores the sophisticated mechanisms of CENTURY’s AI capabilities, driven by cutting-edge algorithms and informed by the latest research in machine learning.

Understand how CENTURY’s AI uses vast datasets to gain deep insights into each student’s learning journey, by identifying patterns in performance, preferences and challenges.

The talk offers educators valuable insights into how CENTURY is using machine learning to transform education. Attendees will discover how the platform reduces teacher workload by dynamically adjusting recommendations to cater to the individual needs of every learner, enhancing engagement, comprehension and achievement.
Don’t miss the opportunity to see how CENTURY has been the driving force over the last nine years in the use of artificial intelligence to revolutionise education.

There is no question that a strong, evidence-informed and solutions-focused approach to teaching about climate change is vital to our young people. We have moved on from the "is it happening?" and "what causes it?" stages of our pedagogy, and are now developing and improving our understanding of the best ways to teach a range of diverse and complex impacts, and to explore and suggest solutions in a politicised, dynamic and complex world and education landscape. With many options and programmes available, how do you navigate the best resources for your teaching and your students?  

In this session, we'll explore the ways in which we can draw inspiration from a multi-disciplinary climate science, to improve our teaching of science. Presenting a range of tools, visualisations and simulations - including a short demonstration workshop - this session will inspire you to explore different sources and resources, and take away plenty of ideas and examples to include in training and teaching.

During a practical activity students will be developing their substantive, disciplinary and procedural knowledge. When deciding on the purpose of a practical activity teachers need to consider all three of these areas of knowledge and how they develop over time. The Deconstructed Practical is a strategy for identifying and isolating the knowledge needed for, and developed during, a practical activity. This session outlines the strategy and supports delegates in putting the theory into practice.

By the end of this session delegates will have a better understanding of the importance of purpose in practical work and a strategy for developing disciplinary and procedural knowledge over time.

In response to a crisis in recruitment of physics teachers, the DfE expanded those eligible for a bursary enrol on teacher education courses to include international candidates applying for physics teacher education courses. By 2024 the expansion of the physics bursary resulted in a exponential increase in the number of international candidates applying to science PGCE programmes. This significant increase masks the decline in home students applying for courses that lead to qualified teacher status as a science teacher
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These changes highlight a major shift in the diversity of our preservice teachers, mirrored across all institutions involved in this project.

This shift compels us to reflect on and address the impact of our colonial heritage on our teaching practices. Yet, recent policy developments such as the Core Content Framework and the Early Career Framework require us, as teacher educators, to prioritize research-informed methods, which risk perpetuating a white westernised curriculum.

To gain new insights that ensure our practices as teacher educators are inclusive and welcoming of diverse pedagogies, we summarize the findings of two research projects:
In the first half of our presentation, we discuss a research project led by Dan Cottle which investigated the experiences of international preservice teachers on PGCE courses across England. We include ECTs on this proposal to centre their voices and gain greater insight into their experiences on their teacher education courses and ECT positions. We as teacher educators proactively use this research to construct ongoing conversations which informs our ongoing practice and support.
Consequently, in the second half of our presentation, we will explore how these discussions prompted us as a group of teacher educators to construct a collaborative self-study to critically examine our practice as a group of science teacher educators. In creating this project, we aim to discover how adopting self-study research techniques could improve our practice as white teacher educators in British universities. As an outcome of our self-study research we construct a guidance document for fellow teacher educators supporting a diverse cohort of preservice teachers.

By attending this presentation, delegates will:
•Gain a deeper understanding of the experiences of international students during their PGCE and ECT courses.
•Examine how to effectively support international students succeed in UK as a science teacher.
•Discuss inclusive strategies when working with a diverse cohort of students.
•Reflect upon the value self-study research, as a technique that can revolutionise any teaching practice.
Due to current government initiatives aimed at addressing the science teacher recruitment crisis, it is imperative that the entire teaching community critically reflect on how they welcome and support an increasingly international audience of preservice teachers.

Drawing is a fundamental practice of science and there is growing evidence that we should be encouraging drawing across the curriculum and age span. In this presentation, I will illustrate a number of different functions that drawing serves in education. We will also look at the role of the teacher in supporting learners to draw the right things and in the right ways for learning and assessment. We will consider some possible concerns (do you need to draw well to learn or teach by drawing? Is drawing anxiety real?) and future opportunities (Is technology expanding the potential for drawing?). We might even get some coloured pencils out!

Mathematical and data sciences are everywhere, and their influence is growing. Our education system must adapt’ – A new approach to mathematics and data education, Royal Society 2023. Using authentic scientific data sets this workshop will give delegates experience of how they can use free technology in the classroom to help their students explore and understand data sets from the natural world.

This ASE event is being run in partnership with the Advanced Mathematics Support Programme, with support from the Department for Education.

Drop-in anytime to try our reliable practicals demonstrating core biological principles. Discover relevant, engaging and affordable practicals covering a range of key curriculum topics. Try something new or troubleshoot an old favourite, join us for ten minutes or two hours. Inspiration guaranteed!   (For 11-19 teachers and technicians; ITE and trainees)

This session relates to the ASE Book Teaching Secondary Biology - click here to be directed to the resource in the ASE Bookshop and explore further details

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.

It is now not just possible, but essentially routine, to image, move, and spectroscopically probe single atoms. Indeed, state-of-the-art nanotechnology involves the manipulation of matter with better than atomic precision – we can target (and break/form) single chemical bonds. This is achieved using a microscope like no other: the SPM (scanning probe microscope). This ability to not only see but prod, poke, push, pull, pick up, and/or put down individual atoms and molecules means that the world of quantum mechanics becomes tangible even at a GCSE level. I will discuss how we have used the Sixty Symbols project to bring quantum physics of this type to broad audiences (ranging from 5 to 85 years of age), and where this type of approach can be adopted (and adapted) for classroom/lecture theatre teaching.

A core component of our most recent work at Nottingham involves the integration of machine learning methods with atom manipulation, with a particular focus on the automated assembly of artificial nanostructures and lattices. In essence, we’re working towards the development of a 3D printer that uses individual atoms as its fundamental building blocks. I’ll cover our first, faltering steps in this direction. But beyond its direct exploitation in research (at all scales), AI -- including large language models like ChatGPT -- obviously has a rapidly increasing influence on university physics at all levels: undergraduate teaching, Masters courses, PhD training, assessment/feedback in general... Time permitting, I’ll update and expand on the pros and cons of ChatGPT and its ilk (in the context of physics education and training) that are outlined in this video.

In this session we will be looking at the specific practical skills in the GCSE specifications and implications for assessment in our examinations.

We will be using examples from our assessments to support the development of students GCSE practical skills in the classroom.

Drop-in anytime to try our reliable practicals demonstrating core biological principles. Discover relevant, engaging and affordable practicals covering a range of key curriculum topics. Try something new or troubleshoot an old favourite, join us for ten minutes or two hours. Inspiration guaranteed!   (For 11-19 teachers and technicians; ITE and trainees)

This session relates to the ASE Book Teaching Secondary Biology - click here to be directed to the resource in the ASE Bookshop and explore further details

This workshop on the Nature of Science, given the ‘green tick’ on the ASE’s accreditation scheme addresses questions like ‘Why did I really go into teaching? What future do I want for my students? How can I help them get there?’   Cathy Priest passionately taught secondary school science for 20 years, her students excelled in their exams and loved science, but she rarely got a chance to think about these questions. She now works in teacher training at the Faraday Institute for Science and Religion, aiming to help busy teachers find ways to reach beyond day-to-day curriculum requirements, and inspire their students about the deeper, wider, and more wonderful reaches of science. She aims to equip teachers to help their students develop the scientific literacy to thrive in a world filled with complex, interdisciplinary questions and issues.

The workshop delves into topics including the underlying curiosity and creativity of the scientific endeavour, and aspects like the history and philosophy of science. Here’s why it is so exciting to help students better understand this and other aspects of the nature of science.

Young people today face many deep and important questions, such as those about identity and meaning; humanity’s response to issues like food security, the climate crisis and natural disasters; and the ethical considerations of different technological developments. Helping students to appreciate the nature and role of science including its power but also its limits and therefore the need for other perspectives to approach society’s big questions with wisdom, knowledge, curiosity and confidence is something that science teachers can do to help prepare young people for using their science well beyond the world of exams. This is helpful whether they are going to become brilliant scientists and thought-leaders, or simply citizens able to thrive in a complex, science and technology-filled society.

We do know however, that exams, syllabuses and inspections are important, so the workshop addresses the OFQUAL requirements ‘to appreciate the power and limitations of science; the ethical considerations which may arise from science; the everyday and technological applications of science; and the personal, social, economic and environmental implications of science”. Furthermore, an aspect of CPD identified by Ofsted in their recent science review: ‘Evidence suggests that CPD should align with the curriculum and include teachers learning about the nature of science and its methods. So, it supports teachers to help their students to develop scientific literacy, critical thinking and an understanding of how science can interact with other subjects to offer holistic solutions to world problems and big questions.

In summary, delegates will be supported in understanding that students come to their science lessons with different experiences and personal beliefs that should be considered when planning and delivering science lessons.  It enables them to explore through an interactive presentation, the power and limits of science to answer, 'Big Questions' and the value of other perspectives and it will also support science teachers in reviewing and considering strategies and resources which help students learn about the nature of science.

Drop-in anytime to try our reliable practicals demonstrating core biological principles. Discover relevant, engaging and affordable practicals covering a range of key curriculum topics. Try something new or troubleshoot an old favourite, join us for ten minutes or two hours. Inspiration guaranteed!   (For 11-19 teachers and technicians; ITE and trainees)

This session relates to the ASE Book Teaching Secondary Biology - click here to be directed to the resource in the ASE Bookshop and explore further details

This session explores how to implement the Institute of Physics' Top Tips for Inclusive Science Teaching in the classroom.   The focus will be on the themes of:

•Creating an inclusive classroom culture
•Making the learning relevant
•Building numeracy and literacy for science

The aim of the tips is to make sure all students feel included in science lessons and have what they need to thrive.
Examples will be physics based but the workshop is suitable for ALL teachers of science, including those early in their careers!

Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2025. 

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?

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

The IOP is delighted to be hosting these informal tea and cake sessions for anyone interested in delivering physics education!  Pop along, eat, drink and chat - we look forward to welcoming you.

Step into the role of a crime scene investigator and explore potential clues left behind at the murder scene of Dr. Ward, such as hair, fingerprints, and DNA.
Can you use these pieces of evidence to help solve the mystery and identify the culprit? Join us for an engaging session where we will analyse evidence and conduct gel electrophoresis to find out WHODUNNIT!

Drop-in anytime to try our reliable practicals demonstrating core biological principles. Discover relevant, engaging and affordable practicals covering a range of key curriculum topics. Try something new or troubleshoot an old favourite, join us for ten minutes or two hours. Inspiration guaranteed!   (For 11-19 teachers and technicians; ITE and trainees)

This session relates to the ASE Book Teaching Secondary Biology - click here to be directed to the resource in the ASE Bookshop and explore further details

Quantum technologies are developing much faster than the classroom curriculum evolves. How can we bring quantum ideas into the secondary school classroom and still deliver our required curriculum content? How can a laser pointer and a prism demonstrate quantum effects?

The new, free resource book from the Perimeter Institute for Theoretical Physics provides hands-on activities for your students that will do just that.

This workshop will show some of the fun and simple activities in the Quantum Technology resource and you will see how easily they can be used in your own classroom, and how strongly they connect cutting edge physics with the standard high school curriculum. Waves and superposition, charged particle beams, light, diffraction, refraction, interference, dispersion, lens optics: all parts of the curriculum addressed by these resources, with connections to quantum effects illustrated whilst still highlighting the classical curriculum content.

Diffraction patterns can be interpreted as ‘probability maps’ and this has a direct connection to the quantum world – could dice be used to develop a diffraction pattern? The quantum tunnelling that can produce these probability maps has uses in electron microscopy, but comparing with optical microscopes, including issues with resolving power can take us through optics ideas that our students need to understand. You will try this yourself in this workshop, including making the links to wavelength and the Rayleigh criterion using cheap LEDs and pencils.

If you like the workshop, we can even turn the round of applause at the end into a laser!