ASE 2025 Annual Conference

The session delves into the transformative potential of AI in creating a more dynamic and responsive educational environment. The session focuses on practical applications and tangible outcomes for educators, including sharing ideas & strategies from practising teachers and providing valuable insights and practical takeaways for the delegates.

In traditional classrooms, responsiveness to student needs is paramount. Traditional teaching methods, while effective in many respects, often struggle to address the diverse and evolving requirements of individual students. AI technologies offer innovative solutions to bridge this gap, enabling educators to tailor their approaches to better meet the needs of each learner.

Delegates in this exploration of AI technologies for responsive teaching will gain:
1. Understanding of AI Applications: A comprehensive understanding of how AI technologies can be applied to create more responsive and effective teaching environments.
2. Practical Implementation Strategies: Strategies for integrating AI tools into their teaching practices to personalise learning and enhance student engagement.
3. Insight into Data Utilisation: Knowledge of how to leverage data-driven insights to inform instructional decisions and improve student outcomes.

The proposed structure of the talk is detailed below:

>Overview of the Topic - Explain the importance of responsive teaching and the role of AI in education

>Understanding AI Technologies in Education
*What is AI?
Define AI and provide examples relevant to education.
*Key AI Technologies Used in Education:
Machine Learning
Natural Language Processing
Intelligent Tutoring Systems
Data Analytics
Provide real-world examples and case studies

>Benefits of AI for Responsive Teaching
*Personalised Learning Experiences - Discuss how AI can tailor educational content to individual students.
*Real-Time Feedback and Assessment- Explain the benefits of immediate feedback and adaptive assessments.
*Enhanced Student Engagement - Explore AI tools that make learning more engaging.
*Efficient Classroom Management- Describe how AI can automate administrative tasks and support classroom management.

>Practical Implementation Strategies
*Integrating AI into Teaching Practices- Step-by-step guide on incorporating AI tools in the classroom.
*Case Studies and Success Stories - Share specific examples of schools & teachers successfully using AI for responsive teaching.

>Challenges and Considerations
*Technical and Ethical Challenges - Discuss potential challenges such as data privacy, bias in AI, and technical barriers.
*Future Trends and Developments -Highlight emerging trends and the future of AI in education.

>Q&A and Interactive Discussion

>Conclusion- Summary of Key Points /Recap the main takeaways from the talk.
*Call to Action
*Encourage delegates to explore and experiment with AI tools in their teaching practices.

Is teacher attrition an inevitable fact of life? Annual attrition rates for Early Career Science Teachers in England are running at an eye watering 15% per annum despite major government initiatives. But this does not have to be case. Taking case studies from across the world delegates will be invited to see if there are lessons to be learned from further afield.

Can the whole of the Atomic Structure GCSE unit be taught and learnt in one hour? This workshop will explore the impact of Spaced Learning within lessons in physics education. This statistically significant study shows how recent advances in our understanding of neuroscience can be applied to the classroom to maximise learning rates.

Delegates will explore evidence-based approaches to implement Spaced Learning in their teaching, as well as gaining insight in this exciting area of cognitive science. Although the research study and associated peer-reviewed article presented is focused on physics teaching and learning, the strategies discussed are highly transferrable to other areas of the curriculum.

The talk will consider the barriers impacting learners within science education and strategies to overcome them by exploring the Plymouth Science SEND Toolkit. Consideration has been given to supporting pupils with particular SEND needs and how to scaffold learning to support them effectively.

The session will focus on unlocking learning and removing barriers to ensure all children make progress. During the session the toolkit will be explored to consider removing barriers for those with visual impairment, hearing impairment, physical disability, neurodivergent pupils, dyslexic pupils etc. Examples from lessons will be discussed to exemplify good practice. Evidence-informed practice will be explored.

This session will delve into the concept of retrieval practice and its transformative impact on primary science teaching and learning. Designed for primary teachers and teacher developers, this session provides actionable strategies, supported by robust research, to improve memory retention and comprehension in young learners, including:

•Cognitive science about retrieval.
•Practical ideas for retrieval examples from key stage one and key stage two
•Results of a teacher survey about retrieval - which strategies are people using and what are the barriers to retrieval ?
•Overcoming obstacles for retrieval.
We will explore the definition and cognitive benefits of retrieval practice, with some background neuroscience, underpinned by educational research, and investigate practical examples for use in the classroom – giving you a toolkit of strategies to embed retrieval practice into your daily teaching to support engagement, address misconceptions, make meaningful and relevant links, and reinforce learning to boost pupil outcomes.

Do you want to make science real and relevant, build links with local industries and increase STEM career aspirations? This session will explore why links to real-world contexts are important, as outlined in the EEF's 'Improving Primary Science Guidance Report', and how the Children Challenging Industry programme improves attitudes towards science through connections to the wider curriculum.

This hands-on practical workshop will showcase a variety of free, curriculum-based resources for primary teachers, supporting you to achieve this through the use of industry storylines.

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.

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!

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

Despite recent efforts from Ofqual to raise the profile of experiments in terminal GCSE assessments, recent research reviews from Ofsted suggest that teachers frequently focus on substantive knowledge at the expense of detailed understanding of the experimental skills (the working scientifically skills) required to undertake scientific enquiry. Consequently, research nationally and internationally suggests that teachers adopt recipe-style experiments restricting students' curiosity and scientific understanding.  

Microscale experiments offer an affordable and safe pedagogic strategy to support teachers move beyond a recipe-based approach to experimentation and support teachers diagnose and challenge the misconceptions held by students. Moreover, our recent research has shown that offering early career teachers professional development, including microscale experiments within their teaching practice, can be revolutionary. However, teachers are yet to adopt microscale experiments readily, given concerns about compliance with terminal examinations.

Through a suite of hands on minds on microscale experiments, this interactive practical session explores how microscale experiments can support delegates to develop enquiry skills as part of their everyday teaching practice. We offer a range of microscale practicals that align with the required practicals in the GCSE and A-level chemistry curricula in England. In doing so, we provide guidance that supports delegates to center working scientifically skills in their teaching and support their students' understanding of the practical components of the chemistry curriculum in England. By attending this workshop, delegates will uncover the power of microscale experiments. Delegates will examine how microscale practicals are valuable time-saving tools that act as a springboard to develop oracy in their classroom. To support delegates embed microscale practicals in their teaching, each attendee will receive copies of 7 GCSE and 4 A-level microscale experimental methods and accompanying worksheets.

Sreepur Village in Bangladesh was established in 1989.  It keeps mothers with their children. It received the 2024 Alexander Award from the ASE  for their project Talking Science, a project set up in 2010 to enable the women recipients at Sreepur to  find that they were carrying out science in many of their everyday activities and learning  skills relevant to their lives when they return to their village . Information and skills such as how to put out fires, tell the time, filter water and grow vegetables in a sac gardens. A recent initiative is learning bicycle maintenance and repair.  This presentation will illustrate some of the everyday activities that occur daily in this purpose-built village in Tengra area of Bangladesh.

Einstein once said that “without changing our pattern of thought, we will not be able to solve the problems we created with our current patterns of thought.” These words emphasise the role of climate education and educators in “equipping learners with the skills, attributes and competencies required to safeguard our [highly interconnected] social, environmental and economic wellbeing” as encapsulated in UNESCO’s definition of Education for Sustainable Development (ESD).

Understanding complex global issues requires a new ‘way of thinking’ that consider the many interactions that occur within and across ecological, social and economic systems. Furthermore, people who score higher on ‘systems thinking’ are consistently more likely to be better informed of value issues like climate change as personally important and so take more effective action.
Climate Fresk, is a highly engaging, gamified workshop, based in information taken from the latest IPCC Assessment Report3. This workshop is designed to facilitate conversations among participants and challenge their assumptions in relation to the mechanisms of climate change.

Having featured recently as a very popular article in ASE's own Primary Science journal and used extensively in teacher training, CPD courses and partnership schools at the University of Strathclyde, Scotland’s National ITE establishment, this workshop will be of intense interest to ASE members as it illustrates how to help children and teachers exercise their anticipatory and systems thinking competencies through use of a fun gaming platform as they gain an understanding of emergent earth system behaviour, involving feedback loops and climate tipping points, and the potential impacts of this behaviour on highly interconnected ecological, social and economic systems.

A crime has been committed. There has been a theft at the ASE conference! In this session the participants will become Forensic Scientists. We will find out how Scene of Crime Officers (SOCOs) collect DNA evidence from the crime scene and how the evidence can be used to solve this case. As part of our analysis we will reveal how the thieves in this case are all part of the same family. We will see how information contained in the DNA has been inherited from the mother and father and how this evidence builds to create a strong case to convict them. This is a fantastic way of directly demonstrating the process of inheritance to children in an engaging and fun way. It will help with their understanding of the topic and to see how inheritance can be used to solve criminal cases in the real world. Come along to see some fantastic novel approaches for helping to teach Year 6 pupils about "Evolution & Inheritance".

Seaweed is known in Scotland as a super food but it has many other uses. In this session we will be using seaweed to demonstrate different photosynthesis rates, and show how you can achieve quantitative results to show the function of photosynthesis. Seaweed also has an important role in fighting climate change with its ability to help reduce animal produced methane. We will also demonstrate how to produce an Egeria Tower. A
n extremely visual representation of photosynthesis at work. Arguably the most important biological process known to man.

In this introductory session for ITT’s and ECT’s we discuss what a specification is, and how we assess what’s in it, looking at content, Assessment Objectives, the structure of an AQA GCSE science exam paper, how we apply a mark scheme and some implications for teaching and learning of particular aspects of the assessments.

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

It may seem obvious but revising/studying for an exam improves student outcomes on the exam. However, how students revise and the strategies they use can have a big influence on these outcomes. In recent years, evidence drawn from cognitive psychology has given teachers a much better insight and understanding of effective teaching and study strategies. However, the students may not be utilising these strategies when undertaking independent study.

In this session we will explore the evidence base into effective revision strategies and present findings from our recent study that focussed on developing effective revision strategies for GCSE science. Findings suggest that a sequenced approach to revision is helpful and that effective techniques need to be taught and embedded into the curriculum.

Could the inclusion of the science of early brain development in the national curriculum build the skills and knowledge we need to close the attainment gap and build the next generation of parents and citizens? This session will take the form of a panel discussion on the science of early child development and the long-term impact that early experiences can have on the life chances of every child.

It will talk about the changes we could make to society and education through teaching children about early child development and hear from teachers who have done this by teaching the SEEN Curriculum. Speakers will be key players in education, and science leads/teachers who have taught the Kindred² SEEN programme to KS2/KS3 students.

The session will end with a Q&A and discussion with delegates, and we will be keen to hear your thoughts and questions

• Suitable for early years, primary, secondary or policy audience with an interest in curricula and new approaches to teaching.
• The SEEN Programme was developed in collaboration with Oxford University and two Expert Advisory Groups.
• Kindred² is a charitable foundation working collaboratively with partner organisations to improve early education and early child development.
  
  Kindred² is proud to be sponsoring this session for the ASE at its' 2025 Annual Conference.

 

How clean is the air that surrounds you where you live or that you breathe on your walk to school or work? Are there as many insects as there should there be in your garden or local park and does this number matter?
These kinds of starter questions have been used successfully to engage participants throughout the UK in a Citizen Science initiative called the ‘Open Air Laboratories Project’. Insights gained have helped shape the creation and implementation of scientific learning resources that can be adapted for use in diverse groups and settings, to improve understanding not only of our environment, but of more complex ideas such as ‘connectivity’ and ‘change’.

A recent Education Endowment Foundation (EEF) evidence review of metacognition and self-regulated learning (Muijs & Bokhove, 2020) suggests that enabling learners to apply metacognitive strategies in the classroom can have a high impact on learning outcomes. The summary guidance report (https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/metacognition) identifies seven recommendations and these include setting an appropriate level of challenge and promoting metacognitive talk between learners during whole class dialogue.

Metacognition and cognitive conflict are two of the key pedagogical pillars that underpin the seminal research into Cognitive Acceleration, established in 1981 by Michael Shayer, Philip Adey and Carolyn Yates at King's College, London. In this research, metacognition is defined as a learner’s ability to ‘think about their thinking’. The professional learning programme and teaching resources, arising from this work, translated this research into a series of classroom lessons, initially within the context of secondary science (CASE). Since its inception, the theoretical principles of Cognitive Acceleration have been applied across different age phases (5-11 years) and curriculum subjects (e.g. maths CAME) and English (LTE)). Collectively, these learning, teaching and professional development resources provide practical classroom approaches aimed at enabling learners to develop their ability to think and think about their thinking.

The EEF review of metacognition and self-regulated learning draws attention to understanding the differences between developing a learner’s knowledge of how they think, the strategies they employ to achieve this and their ability to select, regulate and evaluate the effectiveness of using different strategies. Findings within this review also suggest that teaching metacognitive and self-regulated strategies discretely, outside of the curriculum as stand-alone ‘thinking lessons’ is less effective and calls for teachers to identify subject specific teaching opportunities where metacognitive strategies can be applied appropriately within curriculum subjects.
In this interactive workshop, a team of current CA tutors and those involved in the research will draw from these materials to offer some classroom strategies (and insights) that will support you in enabling learners to think about their thinking in science in today's classroom. This session will include presentation, interaction and professional reflection . We will revisit the theory behind Cognitive Acceleration and model teaching approaches that bring this theory to life in a science classroom. Within the context of both secondary and primary science, this session will support you to consider:

How do I establish a learning environment that promotes a culture of thinking and curiosity?
How can I introduce an appropriate level of collaborative challenge in my science lessons?
How might I employ classroom dialogue (metacognitive talk) to facilitate challenge (and conflict) and metacognition in my science lessons?

Frames for Learning (F4L) is a CPD programme for teachers and their teaching assistants which aims to improve science attainment by scaffolding how teachers and pupils approach multi-staged science tasks. F4L is an EEF funded pipeline project that recently completed its pilot phase (September 2023- July 2024).

The F4L programme aims to increase pupils’ recall, knowledge, and understanding in science, by supporting teachers to use the F4L approach. This approach can be integrated into the existing curriculum, and supports teachers to develop and deliver lessons which optimise the amount of information children must process at once (cognitive load), whilst building on pre-existing knowledge and understanding (schema development) to support learning outcomes.

Y5 teachers from 20 primary schools in South Yorkshire and neighbouring regions participated in the pilot. Training took place through a mix of face-to-face and online CPD sessions. Initially, teachers were trained to use worked examples that they could apply immediately. The training programme culminated in teachers planning and delivering their own lessons using the F4L approach. Alongside these applied skills, attendees gained an appreciation of how applied psychology and cognitive science can make a difference to teaching and learning in the primary classroom.

This interactive workshop is hosted by the lead developers of the F4L programme: Andy Bullough and Diarmuid Verrier. The workshop is suitable for teachers and teaching assistants. It will cover key issues that arose during the pilot phase as teachers applied the F4L approach within their classroom and will describe the ways in which the approach supports primary science education.

The ‘frame’ itself is an elegantly simple and readily accessible approach and curriculum tool used to develop a scaffolded pedagogy to science enquiry in KS2 science activities that supports the progress of all learners, including disadvantaged learners.

During the session an exemplar frame activity will be used to consider how the frame can help good practice in the classroom, through the application of cognitive science concepts and principles such as focus, attention, cognitive load theory, schema development, dialogic approaches and meta cognition in the classroom setting.

Building the frame into lesson plans can help ensure that children are ‘on task’ and focused on the intended activity, that they are learning the required curriculum content, and that they are successfully achieving the learning objectives of the task.

By attending this workshop, delegates will develop an enhanced appreciation of how cognitive science approaches can be applied in the classroom.  In addition, this is an opportunity to learn more about the frames approach in particular, as well as possible future F4L CPD opportunities.

Join the past Chair of the ASE's National Technician Committee for insights into school science technicians and teachers working together - how they collaborate to optimise best working practices! 

In this session we will dive into the AQA science specifications and their newly published resource to discuss how current specifications can support students learning on sustainability and the environment. What more could be done to enhance these important topics across the sciences by adopting a more integrated approach?

In the evolving landscape of education, embracing neurodiversity is essential as more adolescents and adults become aware of their neurodiverse traits and the impact on their daily lives. There is greater acceptance in the science community that a neurodiverse team brings many benefits, but how can we adapt our learning environments to allow everyone to flourish?  This session explores the hidden strengths and the needs of neurodivergent teachers and students. We will be exploring strategies to create supportive, inclusive science classrooms, and what needs to be addressed at the institution level.

The New ‘Normal’ and Neurodiversity
We will challenge traditional notions of normality, highlighting the unique strengths neurodivergent individuals bring to science, such as hyperfocus and creativity. Real-life examples will illustrate their significant contributions.

Supporting Neurodivergent Students and Teachers
Discover techniques to adapt activities and manage executive function challenges that are science specific. Share strategies to reduce the administrative burden on teachers. Participants will engage in designing inclusive science activities, promoting collaboration.

Creating a Supportive Environment
Latest research and case studies will showcase best practices for fostering an inclusive classroom. We will discuss recognising hidden struggles and promoting well-being for both students and teachers.

Interactive and Sensory-Friendly
We are requesting dimmed lighting and flexible seating, so that this session ensures comfort for all attendees. Open discussions will allow sharing of experiences and solutions.

Join us to unlock the potential of neurodivergent learners and educators, making science education inclusive for all.

Join us for a dynamic, one-hour introductory session focused on mastering pedagogy in light of the RSC’s new on-line, on-demand course ‘Effective Pedagogy’. This session features a panel of expert authors and educators who will provide valuable insights into essential pedagogical topics, such as cognitive science and checking for understanding. Our experts will share their experiences and successful practices, offering practical strategies to enhance teaching effectiveness and student learning outcomes. Find out how you can make the most of the RSC’s fully funded teaching resources and the RSC’s ‘Education in Chemistry’ magazine articles alongside the on-demand course as part of your professional teaching journey.  

School grounds will almost all have a variety of habitats and microclimates – even if just unkempt vegetation, a tree or two, asphalt and all-weather sports “grass”. These can be the starting point for helping students to discover how our urban spaces can be developed to influence resilience climate change, even if first learning is to suggest what not to do! For the future, school grounds will play a very significant role in schools’ Climate Action Plans.
The Coop Manchester Academy, 11-16, has been a pilot school for the National Education Nature Park (NENP). This session will look at the progress made with the steps that they have taken with their outside space and the impact that this is having within the formal curriculum across the sciences for instance in fieldwork, and in a multitude of ways outside it. Richard (STEM lead and Science Technician) and Aimee (physics and science teacher) will have very practical advice about what the simplest steps can be to “greening” your grounds, the connections that offer support and developing change in your school.

School grounds are a haven for STEM in action – from engineering to ecology. Melissa will discuss how observations in hot weather can inspire learning in sometimes dull-to-teach areas of physics, bringing Science Capital to lessons, showing the difference that planning and planting for nature and climate can make. Infra-red images, and also low-cost infra-red thermometers, will show how the thermal picture of your school can be revealed – even though much of this can be found from simple experience on a hot day. This will link with teaching about e.g. latent heat – making very important biology connections with transpiration, specific heat capacity and materials, the e/m spectrum and the greenhouse effect. Resources for lessons on the NENP website will be referenced.

Delegate outcomes:
Awareness of
•how your school grounds, whatever their current state, can be a resource for learning
•links with specific parts of GCSE (and KS3) sciences
•material available on NENP website for connecting with 11-16 teaching in the sciences
•using infra-red thermometers and images – enlivening thermal physics and adding cross curricular dimensions
•steps to improve your school grounds for nature
•careers relevance in fields such as construction, landscape architecture, civil engineering, materials and urban design, as well as routes via ecology
•potential enhanced engagement of students in STEM climate relevant action and connections

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 will share the outcomes from two research projects investigating climate change education across the sector.

The first research project includes 14 case studies to find out how school leaders are tackling the Department for Education’s Climate Change and Sustainability Strategy in primary and secondary schools, colleges and at Multi-Academy Trust and local authority level.

The aims of research project two were: to explore teacher confidence in teaching aspects of climate change; and to gain an understanding of primary teachers ’needs to support effective climate change teaching and learning in different curriculum subjects.

Findings from both research projects will be summarised and themes drawn out. There will be an opportunity for participants to discuss and reflect on project outcomes and take away potential ideas to develop in their own schools and settings, as well as professional development providers.

Delegates will have:
•a greater understanding of how education settings are tackling the Department for Education’s Climate Change and Sustainability Strategy.
•insights into teachers ’confidence and understanding in teaching aspects of climate change and highlight issues of climate anxiety if any.
•considered the challenges of and explored some practical solutions to teaching climate change and sustainability (with a focus on primary subject leaders).

In recent years, education in England has seen a move towards ‘evidenced-based’ practice with the Department for Education privileging ideas and practice drawn from cognitive science.  

An area that has gained significant interest is that of ‘retrieval practice’. On the face of it, retrieval practice appears to be an intuitive and easy to implement strategy for a teacher, as it requires students to retrieve (remember) information from their long-term memory, rather than passively restudy it. The act of deliberately retrieving information then improves the retention and later retrieval of that information, which is often referred to as the ‘testing effect’.

Despite there being strong evidence that retrieval practice supports learning, there are a number of issues that teachers should be aware of when translating the research into effective classroom practice.

This session aims to share some of the issues that retrieval practice research raises for teachers and discusses some key consideration for teachers who already use or want to use retrieval-based strategies in their practice. Drawing on findings from two recent research projects, the concept of retrieval-based learning will be outlined, along with key ideas to support the development of effective and efficient strategies.

Electron Microscopy (EM) is a powerful tool that reveals structures at the micro and nanoscales, offering a unique window into the microscopic world. Despite its transformative capabilities, EM remains relatively unknown outside of academic circles, with minimal exposure in standard school curricula—briefly touched on at A-level biology. Yet, its potential to enhance learning goes far beyond the sciences. Imagine teaching cell biology by showing real EM images of different cell types, or bringing abstract concepts to life in subjects like history with stunning details of ancient glass.

Under the Microscope is a public engagement initiative designed around a simple yet exciting question: "What would you like to see imaged at the microscale?" This talk explores how EM can break down barriers and captivate diverse audiences. Since its inception in 2023, it has evolved from being purely online to being shown on TV, going international, and reaching local communities including children from SEND backgrounds.

Join Dr. Luke Norman as he demonstrates how a single concept can be adapted to reach different audiences through creative mediums. Like Ant-Man, get ready to shrink down and explore the fascinating world at the nanoscale, where every detail tells a story.

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

Effective science education needs to reach beyond the classroom – climate and ecological education is vital knowledge that is essential in the real world and can unite entire school communities. Current approaches to climate education fall short of equipping our pupils with the skills they need for their futures, leaving them helpless and hopeless in the face of the climate crisis.

In this interactive session, SOS-UK and Teach the Teacher young people will share solutions to this issue, explore intergenerational approaches, curriculum tracked changes, and ideas into how we facilitate two-way learning between students and teachers, school staff, and even how that knowledge is shared with families back at home too. Breaking climate education out of its silo empowers our young people to make real change, while feeling supported by the educators around them.

Enquiry types are an important part of the disciplinary knowledge in the primary science curriculum (England). This session, presented by the authors of the new edition of the book ‘It’s not fair – or is it?’, will use the latest thinking on this aspect of science education to help you to:

•distinguish between the science enquiry types, considering where confusion may arise
•identify which is the most useful enquiry type for particular contexts and questions
•plan for progression in teaching children how to carry out science enquiries from the early years through to upper key stage 2

This session is related to the ASE/Millgate book It's not fair - or is it?