ASE 2025 Annual Conference

A cross curricular approach to teaching Year 8 students about Climate Change was developed based on the the model for a Meaningful Climate Change Education (Greer and Glackin, 2021). A number of different subjects including STEM, Humanities, Languages and Art taught students about issues relating to climate change and sustainability over a 3 week period.

The teaching sequence for each subject was developed through the lens of 'Alternative Visions of the Future', a core quality of a meaningful climate education. Students were asked to develop their own alternative vision of the future, explore it from multiple perspectives and present this at a research poster conference at the end of a 4 week period. The interdisciplinary nature of the project meant teachers, as well as students, were required to consider the central question from multiple perspectives and provided an important opportunity for teacher CPD.

Science is often on the back foot in terms of the availability and development of technology and assessments, the forgotten child behind English and Maths. The ever-changing world in which our learners will be entering is one where employers are now more interested in skills over experience. The analytical, logical and critical thinking skills required are all interwoven within the science curriculum – how can assessments provide actionable insights into knowledge, skills and ability, not only for academic success but also as a lifelong critical thinking scientist?

Required Practicals (or core practicals) have been a part of GCSE science courses since 2018. This session looks back at why they were introduced, what knowledge and understanding they are meant to develop in students and how this is assessed in exams. We will look at how well students perform in these exams, and what lessons this can teach us about these practicals should be delivered as part of a science curriculum.

Based on the speaker's research for their Master's project, this session explores the research on what secondary science teachers believe about dialogue, talk and oracy in the classroom. Opening with a summary of what experience and knowledge science teacher have about dialogic teaching, the session then evaluates the attitudes that science educators hold towards the pedagogies of dialogue and oracy.

Finally the talk will consider what barriers might prevent the use of dialogue and talk in the science classroom, concluding with some useful strategies on how to foster understanding through talk. Delegates will come away understanding more about dialogue, specifically how attitudes towards talk can affect practice in the classroom. Teachers who attend will be more reflective about their own attitudes to dialogue and therefore better equipped to evaluate its use in their own lessons.

How does the CONNECT-science questionnaire assess students' emotional connection to science, while open schooling activities and the captivating story "Our Green Library: CARE-KNOW-DO" ignites their passion and fosters scientific knowledge and action?

This research is part of the EU-funded project CONNECT-science.net and the UK Green-Forum involving primary and secondary schools.

Come on microscopic adventure through a microscope and learn how moss offers solutions to climate change, rotifers deal with microplastics, and how tardigrades have become urbanised.

Moss Safari is an increasingly popular activity and having featured in the BBC Live Lesson in 2024 more primary and secondary school teachers are doing Moss Safari’s as part of their curriculum or extra-curricular activities.
Get ready for your Science Week in March 2025 or primary to secondary transition activities by attending this live Moss Safari session with a focus on ‘Change and Adapt’ the British Science Association’s focus for British Science Week.

Andy (Dr Moss) will take you on a live Moss Safari and tell you the stories of how three of the Big Five have changed and adapted over geological time and are adapting (or not) to urbanisation, climate change and environmental pollution.

Delegates will enjoy a fascinating adventure exploring a sample of moss for the Big Five microscopic organisms, learn novel practical approaches to microscopy, and curriculum linked subject knowledge.

Delegates be given access to a free online resource suitable for Key Stage 2, Key Stage 3 or Key Stage 4.
This event will be in collaboration with Vitta Education who provide the microscope and the Edulab Moss Safari kit.

How can non-specialists teach high-quality, inspiring, and accurate science lessons confidently in the primary classroom? This session looks at ways to deliver the curriculum and give your pupils a rich science experience even if the last time you were in a lab was your own secondary-school days.

Science and stories, fact or fiction, are means to engage, inspire, enlighten and provoke. Jules and Lynne explore how using story as a pedagogic tool for primary science teachers. Join us for discussion and reflection on the space and place for stories in children’s science learning wherever you are in the world.

The STEM project, which will be presented at Science on Stage at Turku 2024, "Wildflower Seed Bombs Using Recycled Paper," offers an innovative approach to promoting biodiversity and sustainability using all three sciences.  The idea of crafting seed bombs from recycled paper and using native wildflower seeds, aims to address environmental challenges while also finding a way to repurpose recycled paper. This project focuses not only on biodiversity and increasing wildlife in our gardens but also looks at the material composition in creating a perfect seed bomb and investigating how they could dispersed using different flying mechanisms.  
The workshop will look at:

1.Develop a formula for seed bomb construction incorporating different types, length and structure of recycled paper as a primary binding agent.

2. Look at a specific pollinator we will attract and create a Top Trump card for them based on their rarity and usefulness for our wildflower patch.

3. Design a wind dispersal device how to disperse the seed bombs more effectively.

A warm welcome to the primary science networking space! Come along and pick up complimentary refreshments, meet other primary colleagues and find out more about how the Primary Science Teaching Trust (PSTT) can support you. We have expert advice on hand and a wealth of FREE resources to give away, including prize draws for many of our paid resources.  We are delighted that TTS-group and Explorify are joining us in the networking space - please come along and chat to them about the latest resources and how to access their support.  

Pearson aim to cultivate science capital by making it a relevant, relatable, and accessible subject. In this session, Pearson will delve into some approaches for bringing science to Pupil Premium students. They will share strategies for making Science tangible for students and suggest ways to promote STEM careers in the classroom and wider school environment.

This session is sponsored by Pearson Edexcel

Are the physics required practicals in your school seen as stand-alone tasks? How can we ensure that these practicals are meaningful to students and are used effectively to aid progress in both conceptual understanding and development of disciplinary knowledge?

Where do they fit in the sequence of learning? Join The Ogden Trust team for a hands-on workshop which includes engaging hooks to ascertain prior knowledge and some teacher hacks for ensuring these class practicals run smoothly. We will suggest relevant contexts to bring the practicals to life by making links to real world applications.

Boost your confidence teaching photosynthesis. Explore our practicals, manoeuvre through misconceptions and delve into the progression within this core topic. Designed for all teachers including both early career and experienced who want to enthuse their students with photosynthesis, you will:

•explore and discuss the pedagogy around teaching photosynthesis
•grow your confidence in handling common practicals
•take away a renewed appreciation of the wonders of photosynthesis to share with your students
•be introduced to new SAPS resources

Visit us at www.saps.org.uk
Tweet @SAPS_News

The use of models in science teaching and learning is a core practice. Given that many science concepts are abstract, too  big or too small to visualise readily, models allow  students to develop their knowledge of key ideas in science . Conversely, a lack of understanding about models, their uses and limitations can develop or perpetuate misconceptions across science (Education Endowment Foundation, 2018).

A lesson study is presented here, which investigates how the concept of a model can be taught by employing an interdisciplinary approach. Interdisciplinary learning is where new approaches to solving a problem, and/or new understandings of a concept are ‘synthesised’ through the benefit of integrating knowledge from different disciplines: a new way of thinking is created by considering a problem from multiple disciplinary perspectives (Simpson and Dawkins, 2023). The lesson study used examples of models from chemistry, biology, physics, maths, geography, and English alongside teaching practices designed to facilitate the integration of these different disciplinary perspectives. The presentation includes an analysis of feedback from the students in the lesson and their teachers. This study has been approved by the University of Birmingham Humanities and Social Sciences Ethics Review Committee (ERN_0808-Jun2023).

Delegates will have the opportunity to hear about a successful collaboration between a secondary school and university, and an opportunity to reflect on the impact of bringing practicing teachers, teacher educators and researchers together. Given the importance of interdisciplinary approaches in international curricula, including the International Baccalaureate , this presentation will also be of interest to both UK and international audiences. Delegates will understand better the concept of interdisciplinary learning through this lesson study approach and will hopefully be inspired to develop their own cross-disciplinary learning opportunities in their school or educational setting. All delegates will benefit from the opportunity to discuss, reflect on, and debate the shared difficulties in teaching students the role of models in science.

References
Education Endowment Foundation. 2018. Improving Secondary Science. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4
Simpson, M., Dawkins, D. (2023). A framework for interdisciplinary learning in science education. SSR in Depth, 104(388), 13-18. https://www.ase.org.uk/resources/school-science-review/issue-388/framework-interdisciplinary-learning-in-science-education

The biennial Science on Stage Festival took place in Turku, Finland in August 2024.  The Science on Stage Festival brings together hundreds of teachers from across Europe and beyond to share innovate strategies for teaching science from all levels from early years, through primary to secondary.  

In this session, members of the Science on Stage delegation which represented the UK at the Festival will describe and demonstrate some of the best bits from Turku.

This session will explore the ways in which AI can be employed to support learning equity and diversity throughout students' time in schools, including the impact on uptake of and achievement in STEM. In addition to looking at the current research in this area, attendees will be introduced to a range of AI tools they could use in their classroom immediately.

Executive functions are a set of cognitive skills that help us to guide and control our attention, thoughts and behaviour in order to think flexibly, work towards goals and ignore distractions. They develop slowly throughout childhood and adolescence but there can also be considerable variation between individuals.

Executive functions are consistent predictors of academic outcomes, such that a child with good executive functions is likely to do well at school. In this session I will review our recent research investigating the role that different aspects of executive function play in maths and science learning at primary and secondary level and make some suggestions about both what can, and what can’t, be done in the classroom to support these important learning skills.

This workshop will share practical ideas about how, when starting a topic, teachers can quickly and easily find out what children already know and what misconceptions they may hold.  It will then consider, using examples from classroom practice, how they can be used to plan next steps in teaching.

This session has links to the book Understanding Children's Ideas in Science sold by ASE/Millgate House

The author of the new book "Science Fix: Science Made Easy for Primary Teachers", Danny Nicholson, will discuss how to use a variety of cheap and free tools for teaching primary science. Using examples drawn from the book, Danny will guide you through the use of these tools, looking at how they can be mapped to the science curriculum as well as computing skills.  The session will look at digital storytelling tools, virtual field trips, data collection and more.

You will leave with knowledge, new skills and a range of ideas to immediately slot into your science plans.

A hands on session looking at ideas for teaching upper primary children about how AI works in different contexts. The session includes:

- Applications of AI
- AI safety in schools
- Exploring BIG Data applications
- Unplugged activities to explore how AI works
- Benefits of AI
- AI ethics
- Environmental impacts of AI

A set of tried and tested resources will be showcased, and shared, designed specifically to support primary aged children develop their understanding of all aspects of AI.

Teaching Primary Science Outdoors

This hands-on outdoor session will support you in planning and teaching science lessons outdoors. We will focus on planning for, and teaching, conceptual understanding and working scientifically objectives outdoors. We will look at assessment and recording in science lessons that take place outdoors as well as considering some of the specific practicalities of outdoor learning. You will leave with lots of ideas, as well as renewed confidence and enthusiasm to take your science lessons outdoors!

This session related to the book Teaching Primary Science Outdoors sold by the ASE/Millgate House.

We are proud to share with you the new primary science curriculum recently launched by Oak National Academy, in partnership with The Centre for Industry Education Collaboration (CIEC), from the University of York.
Oak’s new fully-resourced is built upon the exploration of big questions and employs the latest research-based pedagogical strategies to address common misconceptions while enhancing pupils’ substantive and disciplinary knowledge and vocabulary effectively.

Teachers can access adaptable, sequenced resources, including new and improved slide decks, practice tasks, quizzes and guidance, that provide them with a high-quality starting point for planning their lessons. These have been created to emphasise the development of practical skills, mathematical proficiencies and an understanding of scientific practices, all while embracing diversity as a fundamental principle.

Come and find out about how these high-quality resources can be used to build great curriculum plans and lessons, reduce your lesson planning workload and ultimately improve pupil outcomes.

The first recommendation in the EEF Improving Primary Science report is that teachers should explicitly teach new vocabulary and its meaning, creating opportunities for repeated engagement and use over time.
In this session, delegates will explore a range of engaging activities and games which will support children to understand, use and remember scientific vocabulary. The approach is non-threatening and accessible to all, while encouraging children to take ownership of their own learning and to reach their full potential. The session will include the vocabulary needed for both content knowledge and working scientifically as well as to promote science capital. Delegates will consider how vocabulary can be used within practical lessons to support children to discuss and explain their science as well as thinking about how it can be pre taught prior to science experiences and reinforced afterwards.

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!

Save planning and marking time and raise student attainment and confidence with Isaac Physics (Key Stages 3,4 and 5). Extend and challenge with Isaac Physics and the British Physics Olympiad (BPhO).

Isaac Physics is a free online open learning platform to support the development of problem-solving skills in physics from 11 to university. Now offering resources for maths at GCSE and A Level (including further maths) and chemistry and biology at A Level. Work is auto-marked with feedback. Regular use of Isaac Physics is evidence-based to improve student skills, attainment and success in meeting offers for high-tariff universities for STEM degree courses; additionally, on average teachers save 3-4 hours on planning and marking. This session will introduce attendees to the features of an Isaac Physics Teacher account and explore the many resources on Isaac Physics for secondary science teachers.

Attendees will learn about Isaac Physics’s ready-made lesson resources, tests and mentoring to raise student attainment and confidence, support revision and develop problem-solving skills. All free and auto-marked with feedback!

Attendees can access Isaac Physics free weekly online CPD, suitable for ITE trainees, ECTs and more experienced teachers and subject leads. Delivered by the Isaac Physics Teacher Support Manager, an IOP-accredited Physics Teacher Educator. Sessions are designed to be welcoming, supportive and inclusive of all teachers of science, irrespective of age, gender, sexuality, disability, beliefs, race, teaching experience and subject specialism. Save planning and marking time and raise student attainment and confidence with Isaac Physics (Key Stages 3,4 and 5). Extend and challenge with Isaac Physics and the British Physics Olympiad (BPhO).

Isaac Physics is a free online open learning platform to support the development of problem-solving skills in physics from 11 to university. Now offering resources for maths at GCSE and A Level (including further maths) and chemistry and biology at A Level. Work is auto-marked with feedback. Regular use of Isaac Physics is evidence-based to improve student skills, attainment and success in meeting offers for high-tariff universities for STEM degree courses; additionally, on average teachers save 3-4 hours on planning and marking. This session will introduce attendees to the features of an Isaac Physics Teacher account and explore the many resources on Isaac Physics for secondary science teachers.

Attendees will learn about Isaac Physics’s ready-made lesson resources, tests and mentoring to raise student attainment and confidence, support revision and develop problem-solving skills. All free and auto-marked with feedback!

Attendees can access Isaac Physics free weekly online CPD, suitable for ITE trainees, ECTs and more experienced teachers and subject leads. Delivered by the Isaac Physics Teacher Support Manager, an IOP-accredited Physics Teacher Educator. Sessions are designed to be welcoming, supportive and inclusive of all teachers of science, irrespective of age, gender, sexuality, disability, beliefs, race, teaching experience and subject specialism. Wherever possible we aim to accommodate teachers' caring responsibilities.

The BPhO complements Isaac Physics in developing problem-solving skills, confidence and curiosity in physics with a range of challenging competitions which allow students to compete against other aspirational students. There are fourteen annual physics competitions for students in Year 10 to Year 13 (although some students in Year 9 may participate). These aim to encourage the study of physics and to recognise excellence in young physicists. Attendees will learn how to get their students involved and find out about the range of competitions, including the Computational Challenge, Astro Olympiad and international teams!

The BPhO complements Isaac Physics in developing problem-solving skills, confidence and curiosity in physics with a range of challenging competitions which allow students to compete against other aspirational students. There are fourteen annual physics competitions for students in Year 10 to Year 13 (although some students in Year 9 may participate). These aim to encourage the study of physics and to recognise excellence in young physicists. Attendees will learn how to get their students involved and find out about the range of competitions, including the Computational Challenge, Astro Olympiad and international teams!

Objectives:
Understand AI Fundamentals: Provide a clear understanding of basic AI concepts, including machine learning, neural networks, and data analysis, tailored to the middle school context.
Explore AI Applications in Science Education: Demonstrate specific AI tools and applications that can be used to enhance science instruction and engage students.
Develop Practical Skills: Offer hands-on experience with AI resources and activities that educators can directly implement in their classrooms.
Address Ethical Considerations: Discuss the ethical implications of AI use in education, focusing on data privacy and bias, and how to navigate these challenges responsibly.
Workshop Structure:
Introduction to AI in Education (20 minutes):
Brief overview of AI and its relevance to modern education.
Discussion on the potential benefits and challenges of incorporating AI into the science curriculum.
Interactive Demonstrations of AI Tools (30 minutes):
Showcasing AI applications such as virtual labs, intelligent tutoring systems, and data analysis platforms.
Live demonstrations on how these tools can simulate scientific experiments, provide personalized feedback, and enhance data literacy.
Hands-On Activities (25 minutes):
Participants will engage in interactive exercises using AI tools.
Group activities where educators can brainstorm and design lesson plans incorporating AI technologies.
Sharing of best practices and innovative ideas for classroom implementation.
Ethical Considerations and Open Discussion (10 minutes):
Addressing the ethical issues surrounding AI in education, including privacy concerns and algorithmic bias.
Encouraging critical thinking and discussion among participants on how to ethically integrate AI in their teaching practices.
Q&A and Closing Remarks (5 minutes):
Open floor for questions and discussion to clarify doubts and provide additional insights.
Summary of key takeaways and resources for further learning.
Target Audience: Middle school science educators, curriculum developers, and educational technology specialists who are interested in integrating AI into their teaching practices to foster a more engaging and effective learning environment.
Materials Provided:
Detailed handouts on AI concepts and tools.
Access to an online repository of resources, including lesson plans, software recommendations, and further reading materials.
Conclusion: This workshop aims to empower middle school educators with the knowledge and skills to effectively integrate AI into their science classrooms. By providing practical tools and fostering a deeper understanding of AI's potential, we can inspire educators to enhance their teaching practices and better prepare students for the future.

As a paediatrician I am very focussed on the importance of improving the wellbeing of children and their families. This is key to developing a resilient community and giving children the skills they will need to adapt to climate change.
We need to bring education and health care together to meet this challenge.

Approximately 5% of the UK carbon footprint is produced by the NHS, 5% of journeys are related to the NHS and 5% of the UK workforce is within the NHS. My talk will be joining the dots between health and education and how we all need to work together to create a positive vision of a healthy low carbon future.

The “replacing plastics” project is a creative, interdisciplinary application of both chemistry and physics to a real-world problem. The project is executed by students: they create natural polymer substances that resemble plastic, and then test the suitability of their product as an alternative for plastic in everyday life by analysing a range of physical material properties. In doing so, the students explicitly address the United Nations’ Sustainable Development Goal 12: responsible consumption and production. Aside from building their skills, the applied nature of this hands-on project instils a sense of urgency and purpose for their academic studies and creates a vision of how science matters in their future lives.

In this session, we will examine both the simple method to create our own biopolymer from milk and vinegar and the selection of material tests that the students used to compare the biopolymer with the plastic alternative. This experimental process presents itself as a core workflow around which open-ended investigations and problem solving can be scaffolded, stimulate creative and critical thinking. Additional extension questions and variations that allows this project to be adapted for KS1 towards A Level will be discussed. This project was presented as a workshop at the Science on Stage International Festival in Turku, Finland.

This session explores purposeful practical work in the primary classroom through the context of Electricity. Delegates will learn how to design practical activities that deepen pupils learning of electricity concepts while helping pupils see the usefulness of their science learning in everyday life.

By applying science learning to practical problem solving activities, delegates will see how carefully designed practical work can support pupils in seeing themselves as scientists as well as being an effective tool to widen pupils' understanding of how science works.

"Leaders' plans to develop pupils’ disciplinary knowledge were usually much less developed than their plans to develop pupils’ substantive knowledge. In general, not enough consideration was given to identifying the disciplinary knowledge, including concepts, that are needed to work scientifically. This limited how effectively leaders could plan a curriculum for pupils to get better at working scientifically over time" - Finding the optimum, Ofsted, February 2023

The PLAN Knowledge Matrices and Examples of Work have successfully supported teachers to plan and confidently assess the substantive knowledge in the National Curriculum in England for Key Stages 1 & 2. In this session, new analogous PLAN resources will be used to demonstrate what working at the expected standard in the working scientifically skills for different year-groups looks like, so teachers can plan appropriate outcomes and make robust assessment judgements.

During the session, the National Curriculum in England working scientifically statements will be broken down so participants understand how different working scientifically skills progress from one phase to the next with examples to illustrate this progression.

Delegates who participate in the session will:

•access resources that will support the teaching and assessment of the working scientifically skills
•understand how the different working scientifically skills progress between phases
•be shown what pupils’ work that meets the expectations looks like for the different working scientifically skills in different phases.

Play is key for young children’s learning, and the world around them is a source of wonder and interest. Using play based methods, NUSTEM have developed a resource to help early years educators introduce young children to STEM careers. The resources are designed to support adults without a science or STEM background to confidently engage children with science and careers.

In this session we will look at why it’s important to introduce STEM careers into early years and how we can help children playfully explore the world around them through the award winning Play, Be, C resource.

Practical work can fulfil many purposes in the primary science classroom, but which should be the focus, and how do we know if practical work has been used effectively? This research project has been funded by the Nuffield Foundation and draws upon expertise from Bath Spa University (Sarah Earle and Stuart Read) and The University of Manchester (Lynne Bianchi and Julie Jordan) to consider practical work from a uniquely primary perspective.

In this session, we will explore findings from the literature, a national stakeholder survey and teacher interviews to draw conclusions about purposeful practical work. We will share draft guidance and invite discussion about how to support effective practical work in primary science.

Join us for this practical session that looks at how to ensure meaningful learning happens when awe and wonder experiences are brought into the primary classroom. We'll look at some familiar and some new 'wow factor' activities and consider how these can be linked to the curriculum, how the science applies in the real world and how learning can be made relevant to children's own lives.

This session related to Kathryn's book Wow! But Why though? Sold by the ASE/ Millgate House bookshop

The ASE Schools’ Exhibition has become one of the most popular elements of the ASE Annual Conference every January. Schools from all sectors of education are invited to present a science project happening in their classrooms or science/STEM clubs. One teacher from each school is invited to provide a display, which can include artefacts and/or posters illustrating their school project, and is invited to talk about their project. Up to 2 pupils can accompany their teacher to help demonstrate their activities and talk about their school project.

Come along to the Schools' Exhibition to chat with the project leaders and educators, and find out more what has been going on in other schools and STEM clubs.

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.

This workshop aims to equip teachers in KS2&3 with the knowledge and tools to effectively integrate games into their science teaching. By demonstrating the educational potential of games and providing practical strategies for implementation, we can help educators create more engaging, interactive, and effective learning environments for their students.

Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.

Details of these mini-presentations will be made available by December.

Have you recently left the classroom, or perhaps considering alternative career paths in science education? Maybe you are considering part time with a related role elsewhere. There is an increasing rise in the ‘portfolio’ career for educators. Come along to this discussion to consider the risks, opportunities, pros and cons of diversifying beyond the classroom. If you have already developed this sort of career come along and share your experiences.

Scientific enquiry is well recognised as an integral part of primary-aged science learning. However, there is debate about the extent to which children should be guided to design and carry out their own enquiries or be provided with instructions to follow. In this session the CLEAPSS Primary/King’s College London team will talk about the classroom research they have done, and the enquiry focused professional learning program they are running. We hope to explain our rationale and the methodology we are using, sharing some of the successes and challenges of our journey.

Creating the opportunity for some choice instigates powerful feelings of autonomy that help children take ownership of the activity and engage with their learning. Our aim is to help teachers feel comfortable about giving their children decision-making opportunities during practical enquiry activities and for their children to increasingly think of enquiries as theirs. The CLEAPSS/KCL Team will share some schools' early successes and welcome a shared discussion about their recent findings and reflections.

Bothered that your pupils only investigate questions that you give them? Concerned the quality of questions is poor when they’ll left to develop an enquiry?

In this session we’ll take you through an approach that improves your approach to scientific question-asking.

The publication of the EEF’s Improving Primary Science report led us to reflect on our own practice and collaborate with 14 local schools to develop and trial a range of activities that provide explicit opportunities for pupils to engage with vocabulary over time both within science lessons and across the wider primary curriculum. Our "STREAM" approach aims to add breadth and depth to science vocabulary retrieval using authentic contexts such as stories and real-world problems that connect to pupils’ experiences. Linking high-quality class texts, STEAM challenges and playful vocabulary activities gives teachers and pupils the opportunity to contextualise and practice new vocabulary, improve engagement, build positive attitudes towards science and improve academic outcomes for all pupils. In this session, participants will have the opportunity to explore the activities and provide feedback, reflect on their own teaching strategies, and discuss whole-school planning ideas.

In this session, we discuss the importance of diverse role models. Our presenter delves into the meaning of diversity and common misconceptions that ‘diversity’ brings.We will be signposting high quality resources that are easy to add to your curriculum while enriching your science lessons. Particularly aimed at class teachers, science subject leaders, student teachers and anyone with an interest in primary science education.

As we approach a likely curriculum review, the IOP has been considering the design principles and structure of a physics curriculum that develops deep and enduring knowledge and understanding of some big ideas of physics, capability in its practices and ways of thinking, and positive lasting impression of the subject. In this session, we will explore and discuss how those principles might be put into practice.

The need to improve literacy skills is widely recognised, not only as a way to support outcomes in science but also to support pupils more widely as a lifelong skill. Evidence also shows that literacy is a major barrier for disadvantaged learners making more progress in science (https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/science/), hence literacy has become a focus for most schools.

In a packed curriculum, tackling literacy can feel like another job to do and so this session explores how we can integrate the development of literacy skills with building both substantive and disciplinary knowledge in secondary science.

Many schools now have a whole school approach to developing literacy, with suggested strategies sometimes feeling that they don’t quite lend themselves to the science classroom. Science teachers may also lack confidence in their ability to develop literacy when faced with whole school approaches developed by ‘literacy experts’. Having a science-led approach can promote buy in of both staff and students in overcoming the barriers to literacy.
This session explores how we can take ownership of literacy development either within our own classroom or across a department, gain confidence in approaches and ensure that activities enhance the science as well as the literacy.

Practical, science-relevant strategies will be shared to develop a range of aspects of language and literacy, including at word, sentence and paragraph level. Links will also be made to reading comprehension and application in an unfamiliar context, still a challenge for many learners at KS4.

Intended outcomes

•Consider the challenges and barriers to developing literacy in secondary science
•Develop approaches to improving a range of literacy skills whilst also building knowledge and understanding in science
•Develop confidence in overcoming barriers to literacy in science

This session is sponsored by Collins.

In 2023, we had the third Science Education Tracker which surveys young people’s views and experiences of science education in England and their attitudes towards science and to career aspirations in science, technology, engineering and mathematics.

The findings of this survey are quite concerning. Between 2016 and 2023, there has been a marked reduction in young people’s access to more interactive forms of practical science, with these trends most accentuated between 2019 and 2023. While we know experience of hands-on practical work is key to learning and motivating students in science, most students in 2023 encountered practical work via videos. The survey also showed that, between 2019 and 2023, young people were less interested in science and computing with this decline in interest being more pronounced among younger cohort

Join in with this panel session chaired by David Montagu from the Royal Society, to hear the perspectives of experts with a wealth of experience in science education, on the decline of practical work post-covid and ideas of how we might address this in our schools and colleges.

Prioritising Practicals: Ideas to Deliver Engaging Practical Lessons for Different Types of Learners (Part of Pearson’s Engage, Inspire and Support Series)

This interactive session will be exploring practical science approaches designed to cater to and captivate a variety of learner types. From hands-on experiments to exciting demonstrations, these ideas will empower educators to create dynamic learning experiences that resonate with every student and create more inclusive, and effective learning experiences in their classrooms.

This session is sponsored by Pearson Edexcel

Geologists just look at rocks, right? In this talk, I’ll invite you to reimagine the almost unimaginable ways in which geology shapes our lives, livelihoods, and Labour's red wall. I’ll show how many of the great social, environmental and economic challenges of the 21st Century require the work of Geoscientists…

A series of practical demonstrations showing how to carry out safely a selection of practical activities often mistakenly thought to be banned or restricted in school science.

Drop in to discuss any topic – GCSE, A-level and extension work.  Collect free resources for examined material. Try out laboratory experiments.  Which telescope should you buy?  Consider joining the UK meteor network.  See how to make a radio-telescope from an oil can – a cantenna.  Great Projects.

Why do some students struggle to draw graphs?
This session summarises the research around graph research and interpretation providing simple solutions for the classroom.

By the end of this session delegates will have a better understanding of the complexities of graph construction and interpretation alongside a series of simple strategies to implement immediately in the classroom.

The value of using stories and narrative to engage learners is well established. In this talk, we will explore research-backed approaches to how storytelling can enrich the physics curriculum and how doing so provides educators with novel, authentic ways to incorporate vital themes around equality, diversity and inclusion.

There is widespread interest among teachers in using Generative AI tools such as ChatGPT to support lesson planning, to reduce teacher workload and to enhance lesson variety and quality. This session presents the findings of research exploring the experience and impact of over 100 secondary science teachers who used ChatGPT to prepare Year 7/8 lessons in the summer term 2024. This research was a randomised controlled trial, commissioned by the EEF and co-funded by the Hg Foundation.

The session will explore:
-the impact of using ChatGPT on teacher workload and lesson quality, compared with a comparison group who used no Generative AI
-how teachers integrated ChatGPT into their planning processes and the tasks/activities they used ChatGPT for
-teachers’ perceptions of using ChatGPT and intentions for future use
-teachers’ experiences of learning to use ChatGPT

Web address included here (as it will not fit in the box below): https://educationendowmentfoundation.org.uk/projects-and-evaluation/projects/choices-in-edtech-using-generative-ai-chatgpt-for-ks3-science-lesson-preparation-2024-teacher-choices-trial

This session looks at how AI can support accessibility and inclusion in science teaching.

Miles will begin the keynote with a quick introduction to the foundations of generative AI, before demonstrating some of the practical ways in which tools like Chat GPT may be used to save on science teachers' workload. He then turns to consider some ways in which pupils might use, and misuse, these technologies themselves.

He concludes with a discussion of the broader ethical and other implications of generative AI. This will be a great opportunity for teachers to consider how and why they might incorporate more use of AI into their practice.

Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.

Details of these mini-presentations will be made available by December.

The primary teach meet is a great opportunity for people from the Primary Science Education Community to come together to network and hear about top tips, inspiring resources and not-to-be-missed opportunities.

Our previous survey of Science Initial Teacher Training providers and their trainees in England, conducted during 2023 showed that there is a systemic lack of focus on mathematical skills in science Initial Teacher Training.  As a result of this work, the authors are developing a freely available targeted maths resource to support pre-service science teachers during their training year.  

During this structured workshop, the authors will share the audit being developed, the results of initial testing and seek your input to the signposting of external resources which will support trainee teachers to further develop their science specific maths skills.

Help us to select and match the best resources to each maths skill.

This session relates to the books sold by ASE/Millgate titled the Language of Maths in Science and Grappling with Graphs.

Discover Energy with Megawatt! Megawatt is a STEM card game that challenges players to build an electricity grid, teaching about energy and climate change, systems thinking, problem-solving and inspiring the next generation of scientists and engineers to take on the task of helping the world reach net zero.

In collaboration with the ASE, the creators of Megawatt have gone on to develop material for teachers to use as the basis for three lessons, with activities, relating to power generation. These are:

1. ***Energy Resources***: a detailed look at the different ways in which power may be generated, with a focus on evaluating the pros and the cons – and with a lively activity to follow.
2. ***Energy Mix***: how different countries generate their power, with a focus on developing a good mix based on the resources available – and with students working on a good energy mix for a particular island.
3. ***National Grid***: how a national grid works – and here with students now designing a grid for the same island.

**Who is this for?**

Megawatt alongside its teaching resources have been successfully used, with adaptations, with students aged from 10 to 17 – but predominantly we’ve been working with those aged around 13 to 15. It ties in very well with a variety of STEM curricula used in a range of different educational systems. It is also relevant in geography classes.

**How does it work?**

It is possible just to take a short lesson of, say, 45 minutes or one hour and play the game. It’s not hard to learn, and it’s a great motivational tool, introducing students to the topic of power generation.

Ideally, we recommend devoting a full school day to using the complete range of materials. In many cases, Megawatt can provide a facilitator to come to your school and lead the whole session, or teacher training to support you in integrating these lessons into your curriculum teaching.

This engaging workshop led by the dynamic Sam Holyman will delve into the transformative power of retrieval practice to save teachers time while improving student outcomes. Delegates will learn to evaluate the use of retrieval practice in the classroom and understand how it significantly enhances student learning and retention. Retrieval practice involves actively recalling information, which strengthens memory and aids in transferring knowledge to long-term storage. It helps students become more adept at remembering and applying what they learn. This session will begin with an evaluation of the effectiveness of retrieval practice based on research, including a consideration of different types of retrieval practice and their relative merits.

A key feature of this session is demonstrating how quizzes can be a cornerstone of retrieval practice. Sam will provide a practical, interactive demonstration of how quizzes can be used not just as assessment tools, but as powerful instruments for fostering student metacognition. Delegates will see how quizzes help students reflect on their learning processes, identify knowledge gaps, and develop improvement strategies. This metacognitive approach encourages students to take ownership of their learning, leading to greater academic success.

The session will also explore how quizzes can serve as diagnostic tools to identify student concerns and inform classroom practice. By analysing quiz results, teachers gain valuable insights into students' understanding and misconceptions. This data-driven approach allows for more targeted and effective teaching interventions, ensuring every student receives the support they need to succeed.

This session is highly interactive, combining discussion, group work, and live demonstrations to create a rich CPD experience. Delegates will have the opportunity to collaborate with fellow educators, share their experiences, and gain new perspectives on best practices in teaching.

Leading this workshop is Sam Holyman CSciTeach, an explosive Chemistry teacher with a wealth of experience in various educational settings, including comprehensive, grammar, and independent schools in the Midlands. Sam is also a prolific academic author with over 30 titles published by renowned publishers such as OUP, Pearson, and Collins. Her extensive catalogue includes print and digital textbooks, worksheets, and opinion blogs, catering to UK specifications and beyond.

This session is supported by Educake, which provides online homework and revision for many KS3 and GCSE subjects. It is based on a bank of about 100,000 specification-mapped questions that are automatically marked and give instant feedback to students. These questions, written by teachers and specialist subject editors, range from multiple choice to one-to-three-word answers.

This not-to-be-missed session promises to be both inspiring and practical, equipping attendees with the tools to make a real difference in students' learning journeys.

This session presents the findings from one of thirteen action research projects that took place during Year 2 of the Penryn Creative Collaboratives program. The program was launched in 2021 and was funded by the Arts Council with the generous support from the Freelands foundation. The research partner is the University of Exeter. The findings from Year 2 can be found in the research report Crickmay et al (2023).

Delegates will develop an understanding of the action research during the session, it will be presented by the Science teacher who conducted the research from Penryn College Secondary School in Cornwall. Delegates will also hear the thoughts and perspectives of the Head of Science. In the first year the action research involved a class of Year 8 students. The industry partner was The Leach Pottery, St Ives, Cornwall who provided a real-life example of where the scientific process is used in a creative industry. Potters use glaze trials as part of the creative process of making pots. During this process, one variable is changed (the metal salts used to colour the glaze) while many variables are kept the same (eg. kiln temperature, clay body, shape and size of the tiles). This is similar to the independent and control variables in a science investigation.

During science lessons the project explored how we can harness creative skills to encourage students to think like scientists. Students came up with their own ideas for investigations and the action research focused on the student's use of the creative skills of dialogue and collaboration and honing and developing ideas while planning and conduction the investigations. The findings from this research are reported in van Veen, E. (2023) and delegates will come away with an understanding of how these findings were reached.

The use of the creative skills in science investigations was extended in a second piece of action research that involved Year 7 and 8 students in all science lessons across the school.. The creative skills were frequently referred to while the students planned and carried out semi open ended investigations and the research looked at how we can assess those creative skills when they are being used in the service of a science investigation.

The session will be led by the science teacher who conducted the action research and the teacher who was the Head of Science during the action research. Delegates will develop an understanding of the two pieces of action research, how the workshop from the Leach Pottery worked and also how the Creative Skills wheel can be used as a tool to help students understand the importance of Creative Skills to the scientific process.

Chemistry Professor Sir Martyn Poliakoff FREng FRS will talk about his experience of using YouTube videos to bring chemistry to a wider audience and to inspire a new generation of chemists.  Physics teacher Simon Poliakoff (Sir Martyn’s son) will then share a variety of practical strategies to effectively use videos to support science teaching in schools and colleges including using videos to reduce cognitive load.

This session will look at how to engage EYFS pupils of all abilities with science without introducing misconceptions. We will consider some key topics and ways to teach them through simple but correct explanations and practical experiments. This will be linked to the English National Curriculum, but with applicability to other curricula. There will be an opportunity to share ideas with other EYFS teachers.

We will introduce and model a simple framework for sequencing Explorify activities to help build children’s long-term memory. We will use new and updated activities which elicit children’s existing knowledge and provide opportunities to practice tier 3 science topic specific vocabulary. The Education Endowment Foundation’s research into teaching primary science advocates using vocabulary approaches that promote rich language connections. Explorify’s award winning activities provide this, together with the opportunity for children to verbally explain their thinking. This helps the children refine their understanding and particularly benefits pupils from socio-economically disadvantaged backgrounds. We will try practical activities that help build children’s science understanding and experience in the trickier parts of the materials curriculum. Then we will consider how children’s knowledge can be deepened using Explorify activities for retrieval practice and making links with prior learning.

Why are plants vital to us ? They can provide solutions to some of the problems associated with today’s world,  for example in addressing  climate change and improving wellbeing . This session will raise awareness for teachers and pupils , share resources about the issues and the importance of plants.

Using the different types of enquiry we will look at using plants and their friends ,both inside and outside the classroom , to make children more aware of the issues and how plants might help to solve them . There will also be practical tips as to how to grow  and look after plants and to create a wildlife garden at school .

CIEC’s ever-growing collection of classroom investigations Sustainable Stories and Solutions for our Planet highlights the issues and impacts of sustainability for upper key stage two (9-11 year-olds) children. It contains practical and discussion activities to develop children’s awareness and understanding of sustainability.

The resource includes case studies from companies with a strong reputation in sustainability which provide real life contexts for children to develop the substantive and disciplinary knowledge of the primary national curriculum.
New for 2025, the pack has a brand-new set of activities to introduce children to the topic of sustainable fuel. Come along and try out a range of the exciting activities this pack has to offer.

Where previous COVID-19 restrictions deprived many teachers and pupils of the opportunities to teach and learn through practical science activities, have you noticed that practical science has been / continues to be affected? Using research shared in ‘Finding the Optimum’, we’ll open a discussion around the continued need to to develop and build on children's Working Scientifically skills. This hands-on practical workshop will share CIEC’s strategies to get children working like scientists, focussing on improving resilience, collaboration and disciplinary skills.