ASE 2025 Annual Conference

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

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

Rich contexts, taken from children’s literature, can be used to give pupils a purpose for scientific learning. Stories promote emotive responses - leading to children being more invested in their learning. By using drama conventions, children become real scientists; help well-known characters and understand the breadth of STEM careers available. In a post-lockdown world, this re-builds resilience, problem-solving, collaboration and metacognition.

In Ted Hughes’ The Iron Man, local farmers are outraged by a giant metal man destroying their livelihoods and are desperate for help. As electrical engineers, can pupils learn the substantive and disciplinary knowledge required to stop him in his tracks?

Delegates will step in to fictional contexts and solve problems as working scientists. During the workshop, they will learn how to carefully select age-appropriate texts for purpose and build a progressive sequence of substantive and disciplinary knowledge for a range of topics across the primary science curriculum. There will also be opportunities to consider wider, meaningful curriculum links and outdoor learning opportunities.

This lunch (by invitation only) is for those Honorary ASE members and science teachers and technicians who have gained professional registration or Chartership: CSciTeach, RSci or RSciTech, all of whom are invited to join Lynn Ladbrook, the ASE's CEO.

In England, the government framework for initial teacher education is based on educational research from around the world. In this session we will explore:

• how the research identified in the framework influences initial teacher education
• what other research influences initial teacher education, positively and negatively
• what research we would like to see carried out about initial teacher education

ASE Teacher Developers Committee and Research Committee will jointly curate and host this session.

British Science Week happens every year in March in the UK. This session will look at top tips and support available for you to engage all young people in your school with STEM- with a focus on inclusion, and EDI. We will hear about funded opportunities and free resources as well as hear from teachers from the British Science Association's 'Engage' network on how they've used the week to kick-start STEM engagement in their schools, especially with children from more underrepresented backgrounds.

This workshop on the Nature of Science, given the ‘green tick’ on the ASE’s accreditation scheme addresses questions like ‘Why did I really go into teaching? What future do I want for my students? How can I help them get there?’   Cathy Priest passionately taught secondary school science for 20 years, her students excelled in their exams and loved science, but she rarely got a chance to think about these questions. She now works in teacher training at the Faraday Institute for Science and Religion, aiming to help busy teachers find ways to reach beyond day-to-day curriculum requirements, and inspire their students about the deeper, wider, and more wonderful reaches of science. She aims to equip teachers to help their students develop the scientific literacy to thrive in a world filled with complex, interdisciplinary questions and issues.

The workshop delves into topics including the underlying curiosity and creativity of the scientific endeavour, and aspects like the history and philosophy of science. Here’s why it is so exciting to help students better understand this and other aspects of the nature of science.

Young people today face many deep and important questions, such as those about identity and meaning; humanity’s response to issues like food security, the climate crisis and natural disasters; and the ethical considerations of different technological developments. Helping students to appreciate the nature and role of science including its power but also its limits and therefore the need for other perspectives to approach society’s big questions with wisdom, knowledge, curiosity and confidence is something that science teachers can do to help prepare young people for using their science well beyond the world of exams. This is helpful whether they are going to become brilliant scientists and thought-leaders, or simply citizens able to thrive in a complex, science and technology-filled society.

We do know however, that exams, syllabuses and inspections are important, so the workshop addresses the OFQUAL requirements ‘to appreciate the power and limitations of science; the ethical considerations which may arise from science; the everyday and technological applications of science; and the personal, social, economic and environmental implications of science”. Furthermore, an aspect of CPD identified by Ofsted in their recent science review: ‘Evidence suggests that CPD should align with the curriculum and include teachers learning about the nature of science and its methods. So, it supports teachers to help their students to develop scientific literacy, critical thinking and an understanding of how science can interact with other subjects to offer holistic solutions to world problems and big questions.

In summary, delegates will be supported in understanding that students come to their science lessons with different experiences and personal beliefs that should be considered when planning and delivering science lessons.  It enables them to explore through an interactive presentation, the power and limits of science to answer, 'Big Questions' and the value of other perspectives and it will also support science teachers in reviewing and considering strategies and resources which help students learn about the nature of science.

This session will introduce the ideas presented in Markwick and Reiss (2024). Reconceptualising the school curriculum to address global challenges: Marrying aims-based and ‘powerful knowledge’ approaches. Published in Curriculum Journal, BERA.

We argue that our science curriculum must be re-thought to consider how we prepare students for their futures in such uncertain times and that the ideas presented by Young's 'powerful knowledge' and Reiss and White's 'aims-based curriculum' should be integrated as they are complementary in such contexts.

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!

Primary Science Quality Mark hub leaders from the East Midlands will share examples from schools across the region of the impact of the year-long, PSQM professional development and wider school improvement programme on science subject leadership, teaching and learning and curriculum design. The PSQM programme provides expert support to science subject leads to equip them to to identify development priorities and professional learning needs leading to a transformation of the quality and profile of science education in their schools. This session will showcase the impact of science subject leadership development in PSQM schools. Examples will include outcomes in areas such as using assessment to support learning, promoting inclusion and equity, connecting contexts and skills with other curriculum areas and real-world contexts, developing pupils’ scientific vocabulary, teaching the knowledge and skills required to work scientifically and ensuring the science curriculum engages, inspires and challenges all pupils through planned progression in content and procedural knowledge.

ASE Teacher Developers' supports those whose roles include:

1. The design, coordination and facilitation of professional development , mentoring and coaching, whether in school, schools groups or external
2. Subject and departmental leadership

If this is you, come along to the "Meet the ASE Futures Committee" session at the end of Thursday of Annual Conference 2025. We'll share upcoming activities led by the committee and talk about the ways you can get involved. We are keen to hear your views about how the ASE Futures Group can support you and your colleagues.

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

Changing seasons, changing states, growing and decaying all provide rich learning opportunities for pupils in the EYFS. This session looks at engaging activities for observing over time enquiries spanning minutes, hours, days and weeks.

The ASE Primary committee is delighted to meet and greet any new primary science educators to Annual Conference. Whether you are a lone delegate attending for the first time, or presenting for the first time, do come along and chat with members of the committee who will welcome you and advise you on the various ways you can enjoy your day, and gain some great professional learning amongst like-minded colleagues.

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.  

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!

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

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

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

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

 

The focus of our research is to inform how classroom science practice can be improved through effective engagement with parents in an out of school science club.

The focus participant samples are families from ethnic diverse backgrounds from The Meadows in Nottingham. Both parents and their children explore different scientific concepts from the EYFS or National Curriculum and develop their use of scientific vocabulary.

Parents are an important factor to the collaboration of home-school communication. In the session, they reflect on their school experiences and reflect on their science learning. They use their own unique experiences and life journey to present scientific learning in the classroom.

Providing contextual learning linked to the seasons/weather/local habitats allows the children to experience science daily and engage in everyday conversations using their scientific literacy.

By providing effectively engaging sessions, we are building a community of families that can envisage careers for their children in the world of science. The children build confidence in themselves as scientific explorers and can feel what it means to think like a scientist.

The co-collaboration of parents has enlightened us on their invaluable support for encouraging and supporting their children’s learning away from school.

As the majority of our families have English as a second language and some children also have SEND, we are proactive in promoting effective use of scientific literacy and scientific vocabulary.

We have observed children’s and their parents’ engagement and enthusiasm grow over the past 18 months. We have identified language as a barrier for communicating abstract concepts but have found that using the right approach and apparatus, we are able to teach the learning objectives clearly.

The approaches we have used are self-narration; short simple direct instructional language for processes and challenge; verbal feedback from the parents, praise and encouragement for the children. Importantly we have found that reflection on the learning also helps consolidate the new learning, ready for the next session.

Interestingly, we have applied adapted approaches to the input but have retained the same outcome for all of the children in attendance. We have noticed that the competency of children’s first language at home also correlates with the engagement of science learning. They can be imaginative and support this with language. They can create pictures mentally with the support of their parents in their first language. We call this ‘family learning’. Many of the families from the marginalised backgrounds express their desire for social mobility for the children and they believe that a firm grounding in science is essential. Many of our parents are highly qualified from the country of birth and apply their knowledge to the sessions explaining what is happening to their children.

The children have developed essential skills such as listening, following instructions, asking questions, sharing, turn taking, drawing, explaining, relating their understanding to others, developing writing skills and collaborating in family learning.

Join in with Primary Swap Shop Pops Up, where primary teachers have an opportunity to pop their project, free resource or artefact onto a table top for discussion and networking/swapping ideas etc, with other primary educators.

If you have something that you would like to share with conference delegates, please contact Sheetal Kowalczyk by email at s.kowalczyk@bro.gdst.net . Spaces are limited!

Contributions should be no larger than 40cm x 80cm - and fit on a table top
Whatever you show, should take no longer than 5-10 minutes to arrange on the table
Contributions should be inspiring and thought provoking, something that teachers may not have seen before
Ideas should be tried and tested - so that teachers can feel assured that they can replicate your idea back at their school.

If you have had an article published about your idea in Primary Science Magazine or another journal, please have a copy of that on the table alongside our display, so that teachers can read more about it. If you are happy for teachers to contact you, please feel free to leave your card or material on your table for teachers to take away.
Everything shared in the Primary Swap Shop is free of charge and without agenda, that creates the special friendly atmosphere of the pop-up!

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

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

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

If you are a primary science educator, come along to the "Meet the Primary Committee" session at the end of Friday of Annual Conference 2024.

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 Primary Science or one of the ASE journals?

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

This invitation only reception has been arranged by CLEAPSS and is an opportunity to launch their Primary Ambassadors' work moving forward.

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.  

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.

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!

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.

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.

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.

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.

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…

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.

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.