ASE 2025 Annual Conference

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.

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.

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
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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.

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.

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!

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.

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.

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.

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.

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.