ASE Futures (Teacher Developers') Conference 2024: Full Schedule

The one day ASE 2024 Teacher Developers’ (formerly known as Futures) Conference will take place in Kings Cross, London - our thanks go to AQA and Ogden Trust for their sponsorship of this event.

09:30 BST

Arrival and Registration

Join us for cuppa at the start of the Teacher Developers day, drawn together by the ASE Futures Group and Events team.

Speakers

Emily Perry

Professor of Education, Sheffield Hallam University Institute of Education

Claire Seeley MA CSciTeach

Primary Science Education Consultant

Friday June 21, 2024 09:30 - 10:15 BST
Atrium

All

10:20 BST

Introductions

Join Claire Seeley, as she introduces the day and highlights the sessions and activities.

Speakers

Rachel Hartley

Pedagogy and Professional Practice Strategic Lead, Institute of Physics

Claire Seeley MA CSciTeach

Primary Science Education Consultant

Friday June 21, 2024 10:20 - 10:25 BST
Atrium

All

10:30 BST

Keynote: Beyond show and tell: shaping continuous professional development with research-informed principles of practice

Many of us make the journey from teacher to teacher developer and teacher educator.

In this session we will consider the roles of teacher developers and educators, and the research surrounding the development of the knowledge base of a teacher. The Teaching and Learning team at The Ogden Trust have adopted core principles of practice which underpin all of their professional development offer. Details of these principles and their implementation will be shared.

The keynote will be followed by opportunities to reflect on and discuss the implications for our practice in phase-specific groups.

Speakers

Jackie Flaherty

Head of Teaching and Learning, The Ogden Trust

Friday June 21, 2024 10:30 - 11:15 BST
Lecture Theatre

All

11:15 BST

Early Years and Primary Discussion

An opportunity to reflect on and discuss, in phase groups, the implication of the keynote for our practice

Speakers

Claire Seeley MA CSciTeach

Primary Science Education Consultant

Friday June 21, 2024 11:15 - 11:35 BST
Primary Room

Primary

11:15 BST

Secondary and Post-16 Discussion

An opportunity to reflect on and discuss, in phase groups, the implication of the keynote for our practice

Speakers

Emily Perry

Professor of Education, Sheffield Hallam University Institute of Education

Friday June 21, 2024 11:15 - 11:35 BST
Secondary Room

Secondary

11:35 BST

Tea/Coffee break

Friday June 21, 2024 11:35 - 11:55 BST
Atrium

All

11:55 BST

An entitlement to teacher professional development; implications for our practice

In several countries, teachers have an career-long entitlement to professional development. In England, there are now moves in that direction with the Early Career Framework and a probable Labour Party pledge for a future entitlement for all teachers. This raises questions and opportunities for leaders of professional development. In this session we'll explore, in discussion, the implications for science education of an entitlement to professional development.

Speakers

Emily Perry

Professor of Education, Sheffield Hallam University Institute of Education

Claire Seeley MA CSciTeach

Primary Science Education Consultant

Friday June 21, 2024 11:55 - 12:45 BST
Primary Room

All

11:55 BST

Initial Teacher Education: responses to the core content framework and re-accreditation process TBC

Speakers

Katy Bloom

Senior Lecturer, School Learning and Teaching Lead, York St John University

Professor Leigh Hoath

ITE Lecturer and ASE Co Chair, Leeds Trinity University, United Kingdom

Professor Leigh Hoath leads science education at Leeds Trinity University in the UK as Deputy Dean of Faculty, and is the co-founder of an organisation leading curriculum development concerning climate change education (Climate Adapted Pathways for Education - CAPE). She is the Co-Chair... Read More →

Alex Sinclair

Institute of Education, St Mary's University

Friday June 21, 2024 11:55 - 12:45 BST
Secondary Room

Secondary

12:40 BST

Lunch

Friday June 21, 2024 12:40 - 13:25 BST
Atrium

All

13:25 BST

Primary maths/science

Ofsted's latest report, 'Finding the optimum', recommends that schools, "Ensure that the science curriculum is planned to take account of what pupils learn, particularly in mathematics." This session will explore the links and discrepancies between the content of the National Curriculum in England for maths and science. It will identify the opportunities and challenges this represents and provide guidance that can be shared with teachers, subject leaders and senior leaders on how to plan the school's science curriculum to take account of this.

Speakers

Naomi Hiscock

Primary Science Education Consultant

Friday June 21, 2024 13:25 - 14:10 BST
Primary Room

Primary

13:25 BST

The elephant in the science staff room: an investigation into the maths skills and confidence of pre-service science teachers in England

The Maths content in all GCSE Sciences was increased with the introduction of the current GCSE Science specification in England. In this study we investigate the maths content of Secondary Science PGCE courses and the confidence of trainees with the mathematical content of GCSE Science.

Speakers

Ally Davies

Subject Advisor for Science, OCR

After teaching physics and science - and leading departments - for over 20 years, I provided and managed professional support for teachers at Isaac Physics and for the Institute of Physics. I've been a Subject Advisor at OCR since November 2021.I'm committed to making science education... Read More →

Caroline Neuberg

Senior Lecturer in Secondary Education, Leeds Trinity University

Liz Nourshargh

Professional Support Coach, Institute of Physics

Friday June 21, 2024 13:25 - 14:10 BST
Secondary Room

Secondary

14:10 BST

Tea/Coffee break

Friday June 21, 2024 14:10 - 14:25 BST
Atrium

All

14:30 BST

Revisiting the relationship between research and practice: Principles and Purpose

This session will be an opportunity for us to discuss:

the underlying assumptions of expertise, expectations and outcomes in teacher-researcher partnerships (who is the expert and in what?); the possibility of dynamic and collaborative research principles for future projects (where researchers collaborate with expert teachers, recognising their professional authority)
the development of trainee teachers as practitioner researchers to promote their professional autonomy, and empower them to enter the profession, confident to make informed pedagogical choices.

Speakers

Natasha Serret

Senior Lecturer in Education, Nottingham Trent University

Dr. Natasha Serret BA (Hons) MA PGCE SFHEAPrimary BA Joint Course LeaderSenior Lecturer in EducationNottingham Trent UniversityNottingham Institute of Education

Friday June 21, 2024 14:30 - 15:00 BST
Primary Room

Primary

14:30 BST

AQA: Disciplinary language and extended responses - the challenge of GCSE assessment

In this AQA session we’ll address some of the challenges of the disciplinary language of science in our assessments. We’ll also look at using apparatus and techniques to help teach method writing to support students in the extended response questions. We will draw on support available from our suite of resources.

Speakers

Damian Gent

Curriculum Support Manager, Science, AQA

Damian has recently joined the AQA Science Team as Curriculum Support Manager. With over 20 years teaching experience, he has worked across a wide variety of schools delivering support, school improvement and training. Damian also worked as a Science Consultant as part of the Secondary... Read More →

Friday June 21, 2024 14:30 - 15:00 BST
Secondary Room

Secondary

15:00 BST

Keynote: Fostering metacognitive awareness in pre-service teachers

Both the English Core Content Framework [CCF] and the Early Career Framework [ECT] for pre-service and new teachers contain the key evidence statement that they must ‘learn that explicitly teaching pupils metacognitive strategies linked to subject knowledge, including how to plan, monitor and evaluate, supports independence and academic success’. However, student teachers often commence ITE without a robust understanding of metacognitive strategies and their application in educational contexts, and are therefore ill-prepared to explicitly model and teach it, without receiving instruction and practise themselves. This talk will focus on a semi-longitudinal intervention to enhance metacognitive awareness in first-year ITE primary undergraduates, within a science context.

Speakers