ASE 2025 Annual Conference: Full Schedule

The ASE is delighted to be hosting its Annual Conference, generously sponsored by AQA, at the University of Nottingham from 9th to 11th January 2025. International sessions are incorporated throughout the event for this year and we will have a great exhibition with lots of exclusive Conference offers. Post-16 focus-day and for those involved in leading and delivering professional development, the Teacher Developers’ Group programme is Thursday. Friday is the dedicated Technicians day and Early Career Teacher day. Sessions for both Primary and 11-19 are threaded throughout all 3 days with a focus on Research on Saturday.
Book your tickets now at https://ase2025AnnConf.eventbrite.co.uk - and remember, if you are an ASE member you will benefit from hugely discounted prices! Check out our membership here - it’s free for Early Career Teachers and only £25 for Technicians!

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08:45 GMT

Engaging under-represented young people in STEM

Thursday January 9, 2025 08:45 - 09:35 GMT

Pope LT C17

In 2023/24 the British Science Association were tasked by UKRI to 'convene' the sector around the topic of 'engaging underrepresented young people in STEM'. Over the course of the year we ran focus groups, discussion sessions and round tables on the topic, including listening to the lived experiences of young people and teachers.

This session will look at the recommendations from the last round table, and will include a panel discussion, with contributors from the STEM engagement community as well as academia and schools.

Speakers

Maria Rossini

Head of Education, British Science Association

Thursday January 9, 2025 08:45 - 09:35 GMT
Pope LT C17

All

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type ECTs, Global, Industry, Teacher Developers, Selected by Teacher Developers' Group, 0-4, 5 to 7, 7 to 11, 11-14, 14-16, Post-16

09:45 GMT

Keynote selected by Teacher Developers' Group: Welcoming diverse pre-service science trainees: transformational practices

Thursday January 9, 2025 09:45 - 10:35 GMT

Pope LT C17

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
.
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.

Speakers

Robert Campbell

Course Lead PGCE Secondary Science, St Mary's University Twickenham

I am a lecturer in secondary and primary science, having recently spent 10 years teaching in secondary.As a chemistry teacher I am particularly interested in the understanding of symbolism in science education. I completed my masters in how students justify organic chemistry mechanisms... Read More →

Dan Cottle

Associate Professor Physics Education, University of Birmingham

After spending 15 years teaching physics in secondary schools in the West Midlands area, Dan is now Associate Professor of Physics Education at the University of Birmingham as well as a DPhil research student at the University of Oxford. Dan works on widening access to physics at... Read More →

Rachel Davies

Lecturer Science Education, Kings College London

Thursday January 9, 2025 09:45 - 10:35 GMT
Pope LT C17

All

Theme Research
Key Stage / Audience Type Teacher Developers, Selected by Research Group, Global, Advisors/Consultants, ITEs, Trainees, Selected by Teacher Developers' Group
Twitter feed @CaroScienceEd; @stmaryssecsci

11:15 GMT

Coding for climate action - empowering students to tackle environmental challenges through computer science

Thursday January 9, 2025 11:15 - 12:05 GMT

Pope LT C17

Coding for Climate Action is an innovative cross-curricular program that empowers KS2 and KS3 students to explore climate change issues and design solutions using code and micro:bit inventions. Developed in partnership with Digitall, this comprehensive curriculum provides ready-to-use lesson plans, student journals, slide decks, and other resources to seamlessly integrate computer science into science and sustainability education.

The program is built around an anchoring phenomenon - the increasing frequency and severity of natural disasters worldwide. Students are challenged to create early warning systems and other digital solutions to mitigate the impacts of climate change. Through this real-world, relevant context, they develop key computational thinking skills like coding, data analysis, and problem-solving, while also cultivating creativity and a solutions-oriented mindset.

Aligned to the national curriculum, the Coding for Climate Action materials include detailed lesson plans, student activity journals, exemplars, and comprehensive curriculum maps. Designed as a plug-and-play unit, the resources make it easy for teachers to swap these engaging climate-focused lessons into their existing schemes of work.
Whether you're looking to inject more climate education into your computing curriculum or bring computational skills into your science lessons, this session will equip you with the tools and strategies to empower your students as the next generation of climate leaders and digital innovators. Join us to explore how Coding for Climate Action can ignite students' passion for addressing environmental challenges through computer science.

Speakers

Vojtech Tichavsky

Amazon Future Engineers

Sponsors

Amazon in the Community

Amazon is here to make a difference in the world, in a way unique to Amazon. With a culture built around solving “impossible” problems, we take a different, more hands-on approach to what is traditionally known as corporate philanthropy. We know that money is important, but we... Read More →

Thursday January 9, 2025 11:15 - 12:05 GMT
Pope LT C17

All

Theme Sustainability climate change & environmental issues
Key Stage / Audience Type 11-14, Global, ECTs, Teacher Developers, 7 to 11

12:15 GMT

Keynote: Mathematics (and the science curriculum) to 18

Thursday January 9, 2025 12:15 - 13:05 GMT

Pope LT C17

The relationship of mathematics to science subjects continues to evolve; from the 2010 SCORE report, the ASE’s Language of Mathematics in Science, through advanced qualification reforms, and General Mathematical Competences in the T-levels.

The Royal Society’s Mathematical Futures Programme proposed a greater focus on Domain Specific Competences, imagining that with a more mathematically literate workforce, all teachers will become teachers of Mathematical and Data Education. This session will trace these developments and consider what they mean for science education in the future.

Speakers

Andrew Noyes

Professor of Education, University of Nottingham, Faculty of Social Sciences

Andy is the founding Director of the Observatory for Mathematical Education (2023-). He is the Chair of the Joint Mathematical Council of the UK (2018-24), and a current member - and previous vice-chair - of the Royal Society's Advisory Committee on Mathematics Education. He chairs... Read More →

Thursday January 9, 2025 12:15 - 13:05 GMT
Pope LT C17

11-19

Theme Curriculum and New Teaching Approaches
Key Stage / Audience Type 11-14, 14-16, Post-16

13:15 GMT

Engineering education in primary schools is going well when…

Thursday January 9, 2025 13:15 - 14:05 GMT

Pope LT C17

If you’re keen to identify the benefits and opportunities of taking an engineering-approach in your primary classroom, the Engineering in Primary School Stakeholder Group (EiPs) are the people to meet. A cross-sector group working to improve awareness and quality of provision through the mainstream and enrichment curriculum.

This is a one-stop shop for all you need to know about engineering education opportunities for 5-11 year olds.

Speakers

Lynne Bianchi

Professor / Director, SEERIH, University of Manchester

Vice Dean for Social Responsibility, Equality, Diversity, Inclusion & Accessibility Director of Science & Engineering Education Research and Innovation HubComino Foundation Associate Great Science Share for Schools Campaign Director Principal Fellow of the HEA RSA Fellow

Dan Powell

Head of NEON, Engineering UK

Thursday January 9, 2025 13:15 - 14:05 GMT
Pope LT C17

Primary

Theme Curriculum and New Teaching Approaches
Key Stage / Audience Type ECTs, Global, Industry, Teacher Developers, 5 to 7, 7 to 11
Twitter feed @Neon_Futures

14:15 GMT

Climate Literacy for everyone

Thursday January 9, 2025 14:15 - 15:05 GMT

Pope LT C17

Every student should leave school with the basic climate literacy that enables them to engage with the media, make informed decisions about their personal opportunities and responsibilities, act as local and global citizens and develop green careers. But what do we mean by climate literacy, and how do we cater for the different forms of climate literacy required by different school leavers?

Speakers

Professor Sylvia Knight

Head of Education, Royal Meteorological society

Sylvia Knight is Head of Education at the Royal Meteorological Society and a visiting Professor in the schools of Education and of Mathematical, Physical and Computational Sciences at the University of Reading. With a background in climate science, her role involves supporting the... Read More →

Thursday January 9, 2025 14:15 - 15:05 GMT
Pope LT C17

All

Theme Sustainability climate change & environmental issues
Key Stage / Audience Type 5 to 7, 7 to 11, 11-14, 14-16, Post-16

15:45 GMT

Panel: The practicalities of practical work

Thursday January 9, 2025 15:45 - 16:45 GMT

Pope LT C17

The recently published report by the Royal Society on the Science Education Tracker survey indicates that we have had a fall off in practical activities in science classrooms. The question is why has this happened when we know that hands on practical activity motivates science learners and helps them learn.

This session draws in teachers and heads of science who will speak to the practical work situation in their school and help provide evidence of why this fall off is happening – lack of resources, teacher confidence with practical activity, shortage of lab space, overloaded curriculum, reduction in teaching time, post-covid catch up????

This session links with the panel session on post Covid practical work on Saturday.

Speakers

Jane Oldham

Lead Science Technician and Chair of ASE, De Ferrers Academy and Association for Science Education

Currently Chair of the ASE and the Lead Science Technician at the de Ferrers Academy, a large multi-site academy in the Midlands. Jane has been a Science Technician for 18 years, currently leading a team of 6 technicians, where she specialises in supporting KS4 and KS5 chemistry... Read More →

Jon Hale

Head of Biology, Beaulieu Convent School, Jersey

Korede Komalafi

Acting Head of Biology, Graveney School

Hannah Macgregor- Dignan

Luke Jones

Head of Science, Twyford C of E Academies Trust (Ealing)

Luke is Head of Science at Twyford CoE High School and has supported science curriculum development across four schools, which have an average progress 8 of over one. Luke has developed a practical curriculum looking at the practical skills required at A-Level and mapped these across... Read More →

Thursday January 9, 2025 15:45 - 16:45 GMT
Pope LT C17

11-19

Theme Practical Work
Key Stage / Audience Type 11-14, 14-16, Post-16, ITEs, Teacher Developers
Twitter feed @theASE