ASE 2025 Annual Conference

We pay lip-service to green chemistry in the UK by including just one of the 12 published reasons from the American Chemical Society, for adopting a green chemistry approach. There are at least 5 more that are applicable to school practical chemistry. In this talk for teachers, technicians, publishers, exam bodies and consultants, we will show, with live demonstrations and videos, some of the results of adopting “green” principles. The talk will also cover the latest developments in Hydrogen based fuels in schools.

Imagine telling your students that their upcoming science mock exam is the most important exam of their life. Imagine the pressure this puts them under. Imagine the enormous quantity of information that they feel they need to ‘know’ for their exam. Imagine thinking that some revision lessons on ‘difficult topics’, and some general advice on revision will help.

Imagine doing this with the majority of students every year. Without question.

Imagine if you did question whether there was a ‘different way’. For many years, like most other science teachers, I had assumed that there was no ‘other’ way. Then I asked the question, and started on a journey, during which I used all my knowledge of formative assessment, built up since my early involvement with the King’s College team and the ‘Inside The Black Box’ project, to develop new formative methods for preparing my students for their science examinations. This journey resulted in the total breakdown of the differentiation between preparation for summative assessments, such as mock exams, and the formative assessment techniques that my students were used to using in their lessons.

Imagine the end result of the journey being a totally different, more formative, approach to both preparation for exams, and of the revision done, by students.

Imagine discovering that this benefitted every students’, confidence with their science exams, regardless of their abilities and past attainment. Imagine that this also resulted in far better examination results across the board.

Imagine that nothing on my journey involved any more work for the students, nor for the teacher.

Imagine if you could get the benefits of the first part of my journey in a single session at this year’s ASE conference.

Imagine a totally new approach to linking formative and summative assessment to help students prepare for their science exams.

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.

In this interactive session, the OCR Science team will summarise the key lessons from the 2024 summer exam series. We will highlight some of the misconceptions to be overcome at GCSE and A Level. With the aid of candidate exemplars, we will discuss strategies and resources to deal with misconceptions.

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.

In 1925, a high school teacher, John Scopes, was found guilty of violating the state of Tennessee’ Butler Act which made it illegal to teach human evolution in state-funded schools. We introduce interdisciplinary (science and RE) classroom resources which revisit the 1925 Trial through a role play and help students learn how our understanding of fossils and evolution have developed since. 

IRIS has supported over 7,700 students across 10% of UK secondary schools to carry out real research, contributing to knowledge today and solving the problems of tomorrow. We’ve seen how teachers and schools can developing a culture of Research & Innovation and how it transforms students’ experience of and relationship with STEM.

Do you want to inspire your students to pursue STEM careers and make a positive impact on the world? Do you want to learn how to foster a culture of research and innovation in your school that engages learners of all abilities and backgrounds? If so, join us for this session where we will share what we’ve learnt from our work and research. You will also get practical tips and resources on how to start your own research and innovation journey.

Engaging students in the practice of science is fundamental for learning. Debate persists over how this can be achieved in the classroom and the research reveals the potential and caution required if teachers are to utilise practical science activities effectively, as ‘hands-on’ and ‘minds-on’ learning opportunities.

In this keynote, we will review and discuss the importance of facilitating practical work that supports students’ deep intellectual engagement with the practice of science during inquiry-based activities and how this translates into improved learning.

We will reconsider research around inquiry-based learning, cognitive acceleration in science education, and classroom dialogue through a practical science lens. This body of research provides valuable insights into how this can be achieved in your classroom. Drawing from the real-classroom experiences of KS2-KS4 teachers (like you) who have adapted their pedagogical and assessment practices, we will illustrate how practical science activity can engage students in minds-on learning.

Join us to have a totally hands-on experience of the following Required Practicals. GCSE - Specific Heat Capacity;  Acceleration - Newton’s 2nd; Radiation - Leslie’s cube; GCSE & A-Level How does the Resistance of a Wire depend on its length? A-Level - Simple harmonic motion in a spring mass system; Relationship between period and length of the pendulum; Time constant for a capacitor-resistor circuit;  Free teaching resources available. Download our App EasySense2 onto your phone, it’s free as well (Android users allow all permissions when downloading).

We are living in an Age of Misinformation – much of it scientific.  The problem is compounded by: a) the hubris that comes from the belief that Google can provide all the answers; b) the fallacious belief that we have no need of experts; and c) a science education which deludes itself that it can educate students to be scientifically literate. Yet nothing could be further from the truth as we are all dependent on the expertise of scientists as we are on the expertise of a plumber, lawyer or doctor.  Most of the science that we encounter from how to mitigate climate change to the risks of vaccination are too complex and way beyond the boundaries of school science.  The issue, it will be shown, is not one of evaluating the science but rather make judgements of credibility of scientific experts and the claims they put forward. What can and must school science do to help?

This workshop will present the findings of an international, interdisciplinary team which explored this issue and the recommendations that emerged from their work in the report – Science Education in an Age of Misinformation (available from https://sciedandmisinfo.stanford.edu/) . The workshop will be interactive drawing on classroom examples for participants to discuss and explore requiring the use of foundational media literacy strategies and the use of three key questions that must be asked of any scientific claim. These are: Is there a conflict of interest? Does this person/organization have the appropriate scientific expertise? And is there a scientific consensus on this topic?

Participants will have an opportunity to consider what they can do in their classrooms and discuss the arguments for why current curricula are woefully inadequate in addressing scientific misinformation which is undermining belief in science, and more broadly, belief in democracy.

Join a hands-on workshop filled with quick and engaging physics experiments that use the power of smartphone technology. This innovative approach empowers physics teachers and technicians to create dynamic, interactive learning experiences. By combining theory with practical application, it makes science both accessible and exciting.

Participants will explore a range of experiments, from motion analysis to temperature measurements. The workshop demonstrates how smartphone technology, alongside wireless datalogging sensors and the PASCO Smart Carts, can enhance experimentation.

By integrating these tools, teachers and technicians will learn how to captivate students' interest and foster an environment that encourages active participation and a deeper understanding of physics concepts. This workshop promises to be an enriching experience that bridges the gap between theory and practice, making science come alive in real-world contexts.

Please download the FREE SPARKvue app on your Android, and iOS Device in preparation for this workshop.

A chance to gets hands-on making equipment and carrying out the latest CLEAPSS practicals  

A talk showcasing a series of new and old Physics practicals, and discussion about how to ensure they work and how to get the best out of them in lessons

Since moving from mainstream secondary education to work in Alternative Provision (AP*) in September 2022, Gemma has been tackling the question of what a meaningful, fit-for-purpose, and successful science curriculum, looks like in this setting. Very little is written about the curriculum in AP in general, and there is even less writing or data on Science in AP. Science provision in AP is patchy across the country, with some provisions unable to find a science teacher and dropping the subject from the curriculum. Many science teachers working in AP are the sole teacher, or work in a team of two people, and the vast majority work without a technician. Finding herself in a similar situation, Gemma reached out to others and formed the Science in AP network.

Many young people excluded from school, at risk of exclusion, or unable to access mainstream education due to SEMH needs, have poor prior experiences of science education. Reflecting the national trend, seen in research such as the Science Education Tracker, many of these young people have the least access to practical science work and enrichment opportunities - both when they have been in mainstream schools and during their time in AP.

In this session Gemma will talk about her journey so far in developing a science curriculum in AP. We will look at ways to adapt a curriculum to a setting where students come and go, and may join with many gaps in their education. We will also look at ways to enable students in AP to access practical science and science enrichment opportunities - even when budgets are tight!

The session will also discuss how the lessons from AP can be applied to mainstream secondary education - ensuring students at risk of exclusion are not excluded from the science classroom before they are even excluded from school.

Science Education has always been bound up with technology. Advances in technology mean that we need to re-think not only how we conduct education but also what education is for.

The new generative AI challenges many of the current goals of education. I argue, with examples, that this should return us to valuing the importance of dialogue more. Dialogues supported by AI can help teach students how to think better about science and help induct them into participation in the long-term global dialogue 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

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.

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.

Since 2021, ASE have been working with schools across England to improve their inclusive practice. Our programme ‘Inclusion in Schools’ took a whole school approach to creating a welcoming, safe environment for all children to engage in learning. An ASE consultant worked 1:1 with senior leaders to support them in delivering their vision for inclusion by developing an action plan where focus points were decided through data collection and analysis, consideration of whole school priorities and policies, school demographic and resources. Schools were then provided with timetabled CPD, regular networking opportunities, ongoing evaluation meetings with their consultant, and relevant resource to help them meet their goals. 93% of senior leaders on the programme agreed being part of Inclusion in Schools increased the inclusive culture across the school.

ASE’s Inclusion in Science was an online CPD programme focused on using inclusive techniques to engage students, specifically in science. Over 6 modules, participants learnt how adjusting their language, pedagogy and curriculum can help every student feel that science is for them. The course has been praised for being engaging, informative, thought-provoking, and evidence-based, with an inclusive and welcoming atmosphere for sharing ideas. Participants have called it ‘transformative’ and:
‘An absolutely brilliant course that allows you to think deeply about your pedogeological practice’
All of ASE’s work aims to create an environment where students who are underrepresented in STEM are better engaged and inspired in their education and broaden their aspirations.

This session will:
1.Introduce why inclusion work is important to increase diversity in STEM.
2.Reflect on the key take aways from Inclusion in Schools and Inclusion in Science.
3.Showcase ASE’s current offers which now include primary and international secondary schools.

A chance to gets hands-on making equipment and carrying out the latest CLEAPSS practicals  

A look at the latest developments in the rising area of chemistry education; Microscale chemistry

This session looks at how a multi-academy trust developed a DEI vision and implemented that in the curriculum and resourcing of secondary science.

Practical work in KS3 Science is often framed as an activity and may not represent good progression from the primary phase.  This workshop will propose a way of ensuring students are challenged and supported to develop their skills and understanding of Working Scientifically, building foundations for GCSE.

We all need Climate Action Plans and Sustainability Leads but how do we make them impactful to deliver the scale of change needed at the pace that's needed? This presentation will describe the journey we are undertaking at Hills Road Sixth Form College in Cambridge. A summary of our thinking behind the journey can be read in an article entitled 'The role of the education sector in shaping a sustainable future' in the Journal of Biological Education here: https://www.tandfonline.com/doi/full/10.1080/00219266.2024.2288418.

This presentation will cover:
•Developing a culture for sustainability in an organisation
•How to reduce your institution's carbon footprint
•Ways to incorporate sustainability into the curriculum
•Enhancing careers education
•Developing a voice to push for change.

Whether you are in initial teacher education, an early career teacher, an experienced teacher, someone with management responsibilities or in an organisation supporting the education sector you can be part of driving this agenda forward. There are a vast number of organisations supporting the education sector to move forward with sustainability and this can be daunting at times. This talk aims to give you concrete ideas for taking back to your organisation to help drive the change needed at the pace that's needed.

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.

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?

A chance to gets hands-on making equipment and carrying out the latest CLEAPSS practicals  

The pressure of delivering a high-quality curriculum and prioritising student success can often come at the expense of teaching, wellbeing and professional progress, and is an issue that affects all stages of the profession – from ECTS to seasoned educators.  

This session will explore different strategies and resources available to help all science teachers juggle these competing demands.

This work is based on research about Cognitive Acceleration in Science Education (CASE) and recent trends in science teaching, related to the integration of scientific practices and the development of critical thinking and high-order skills in students (Kuhn & Lerman, 2021; Merta Dhewa et al., 2017; Oliver & Venville, 2015; Osborne, 2014). The work describes a proposal for science teaching at a public high school in the United Kingdom (St Joseph’s Catholic High School, Slough, UK)

The proposal encompasses 15 teaching units that engage students in inquiring, modelling, and argumentation practices around challenging learning scenarios found in the National Curriculum for Physics. The learning scenarios confront students’ initial ideas and engage them in outlining initial models that will be confronted with the results of hands-on work that creates a need for exploring and understanding. The teacher’s guide is essential to trigger the social construction of knowledge and the development of metacognitive skills in students, through small-group and whole-group discussions. Argumentation is carefully scaffolded to stimulate students’ logical reasoning and to support them in the development of evidence-based conclusions.

In addition, the teaching units integrate specific episodes of the history of science providing meaningful contexts to understand how and why particular scientific explanatory models around big ideas related to energy, forces, or the properties and structure of matter were built. These episodes are meaningfully connected to the topic explored in any teaching unit and in combination with the experimental work and guided reasoning, provide a powerful approach to support the reconstruction of students’ initial models.

This work is part of a PhD thesis using a pre/post-research design to evaluate the impact of the intervention on students’ knowledge and skills. In addition, qualitative and quantitative methods will be applied to analyse students’ artefacts and the teacher and students interactions to develop a better understanding of the process that fosters cognitive development and scientific reasoning in students

References:
Kuhn, D., & Lerman, D. (2021). Yes but: Developing a critical stance toward evidence. International Journal of Science Education, 43(7), 1036-1053.
Merta Dhewa, K., Rosidin, U., Abdurrahman, A., & Suyatna, A. (2017). The development of Higher Order Thinking Skill (Hots) instrument assessment in physics study. IOSR Journal of Research & Method in Education (IOSR-JRME), 7(1), 26-32.
Oliver, M., & Venville, G. (2015). Cognitive acceleration through science education: The CASE for thinking through science. In The Routledge international handbook of research on teaching thinking (pp. 378-387). Routledge.
Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196.
Suprapto, E., Sumiharsono, R., & Ramadhan, S. (2020). The Analysis of Instrument Quality to Measure the Students' Higher Order Thinking Skill in Physics Learning. Journal of Turkish Science Education, 17(4), 520-527.

Cheap and easy to use microcontrollers such as Arduino, BBC Micro:bit, and the Crumble are an excellent way to enhance your 11-18 physics curriculum. In this session we showcase and practice how to integrate strands of the computing curriculum into the physics classroom with hands on demonstrations of how you can build on your students programming skills.

Programming RGB LEDs to model the life cycle of stars (KS5 Physics)

Coding a reaction time experiment (KS3-4 Physics)

Visualising potential divider circuits (KS4-5 Physics)

Sensing circuits and control (BTEC/Vocational) is presented as a curriculum case study:
We teach a module focusing on sensors and transducers as part of the Applied Science BTEC course. To escape the monotony of multimeters, we have adapted the scheme of work to incorporate Micro:Bits instead. Using simple breadboard circuits to connect various sensors to the Micro:Bit, and quick drag & drop coding to retrieve data from them, we get meaningful readings which can be immediately put into contextual applications. In one experiment we use a reed switch to sound a burglar alarm, in another we make an LED array tell the user if their plant’s soil is too wet, too dry or just right. Students leave equipped with the theoretical knowledge of how sensors work, the practical skills to use them in real-life scenarios, and the confidence to explore further.

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

Looking to infuse biology with excitement and innovation? The workshop offers attendees the opportunity to immerse themselves in hands-on demonstrations and training in cutting-edge biology techniques.

Participants will gain insights into optimising microscope usage through proper setup and maintenance protocols and delve into the exploration of the newest range of microscopes and slides.

Moreover, they’ll participate in their own Moss Safari, and experience an innovative approach to teaching photosynthesis with the innovative PASCO Photosynthesis Chamber that leverages fully controllable conditions for photosynthesis experiments.

Attendees can anticipate leaving the workshop equipped not only with enhanced technical skills but also with a deeper understanding of how to transform conventional biology lessons into dynamic and interactive learning experiences.

A chance to gets hands-on making equipment and carrying out the latest CLEAPSS practicals  

The session aims to support secondary school science teachers in the delivery of climate change education through evidence-based teaching materials. The climate change teaching materials were developed through a rigorous and robust scientific process based on the latest climate change evidence.

Every day, a vast quantity of research on climate change is produced. However, the majority of this research is directed primarily towards academic and scientific audiences, leaving a gap in its accessibility to the general public and, crucially, teachers. The specialised focus of current approaches means that the dissemination of climate change research, especially within the social sciences, is as rapid as needed; however, it does not succeed in enabling wider communities to gain an understanding, thus negatively impacting climate action.

Compounding the problem, there exists misinformation or ‘fake evidence’ about climate change that further prevents public understanding. The vast body of rigorous climate change research, combined with its complexity, means that this globally significant topic can be challenging to understand and decipher for those outside the scientific community.

It is imperative that all teachers are informed and kept up to date with the latest verified evidence on climate change to ensure that future generations are equipped with accurate knowledge and are empowered to act. To assist secondary school science teachers in teaching climate change, a set of evidence-based materials was created, incorporating the most recent evidence on climate change.

The OCR Science team will outline recent progress we have made in helping teachers to improve representation in the science classroom. We'll look at how teachers can help their students to their develop STEM identity. We will highlight our resources to help teachers to meet the Gatsby Careers benchmarks.

Stories, observations, opportunities and insights from the physics coaching community.

Under a rock you would have been to have remained unaware of physics teacher recruitment and retention problems in UK schools.

This session draws together voices from the physics coaching community, a long running pool of expertise trickle funded by DfE and centrally organised over the years by IoP & more recently STEM learning.

We will celebrate the amazing work being done by teachers of physics both in and out of specialism. Reflect on the power of networks. Share lessons leant by the coaching community... and, perhaps most importantly, give you as many brilliant physics engagement ideas, quick wins, and unforgettable demonstrations as we can pack into this session.

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 looks at how thoughtful curriculum planning and development using cognitive science can ensure accessibility and attainment for all learners.

If you are a secondary teacher or science education consultant, come along to the "Meet the 11 to 19 Committee" session at the end of Friday 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 for one of the ASE journals?

We look forward to listening to your questions and will endeavour to answer them!