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ASE East Anglia Area Conference 2014 - Ipswich School, Ipswich

Saturday 18th October 2014

Join us for a half day, CPD event at Ipswich School, Ipswich. An all new event for primary, secondary and cross-phase teachers. Special trainee rates available.

Time: Registration from 8.30am - 1.30pm

Venue: Ipswich School, 25 Henley Rd, Ipswich, Suffolk IP1 3SG View map

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(Please note that this event was rescheduled from 26 April to the autumn term.)

Conference RatesFee
ASE member £25
Non-member £40
ASE Trainee member £10
Trainee Non-member £15


Keynote Speaker - Science education and the world of science: Phil Smith, Teacher Scientist Network (TSN)

"The UK economy needs more scientists and engineers", how many times have we read/heard this statement in the last few years? Is it true and what role does science education in schools have to play? As teachers, in both primary and secondary education, are we adequately preparing our students for the world of work, and do we feel that we are well enough equipped ourselves to contribute to the future of UK plc!  

Phil's role as coordinator of Norfolk's Teacher Scientist Network, this year celebrating its 20th birthday, sees him sat across both worlds, and his talk hopes to address some of these questions, with some practical advice for all to take on this challenge.


Assessing Mastery (A1): Liz Lawrence

Across London a group of consultants and advisors have developed and trialled a joint approach to science assessment. In this workshop I will share the ethos and rationale of the group, describe how our assessment matrix can be used and explain why we believe it supports children in improving their scientific understanding. This is not presented as the definitive answer but as a contribution to the 'life after levels' debate. 

CUP CAKE SCIENCE (B2): Steve Marshall

This session will explore this latest phenomenon within our science lessons. Using Cup cake cups for investigating, making cupcakes in classroom for science and even decorating as a way of stimulating pupil recording creatively . Come and be challenged and relaxed. Even a chance to taste. 

Evolution and inheritance in the new National Curriculum (B1): Stuart Naylor

Many primary teachers are concerned about teaching the section on evolution in the new primary national curriculum. That’s understandable. The aim of this session is to outline the background that you need to teach this area, to make it accessible and easy to understand, and to give you ideas for what you can do in the classroom. You will leave this session feeling confident and looking forward to putting this into practice! 

Primary (A2) Astroscience: Claire Seeley

Never has space been more exciting: singing astronauts, voyager leaving the solar system, Virgin Galactic… Practical ideas for bringing astronomy alive in your classroom explaining cross-curricular links between maths, literacy and science. 


TBC (A3):

Enquiry based learning in science  (B3): Kevin Blogg 

The Spiritual, Moral, Social and Cultural development of pupils have always been a key element of the work of schools, and continues to be a focus of OFSTED inspections. The DfE notes that when children are engaged in spiritual development “their curiosity about themselves and their place in the world increases, they try to answer for themselves some of life's fundamental questions.” This is also the territory of science education, which makes science an ideal vehicle for SMSC development. Come and explore practical, thought provoking and practical ways of furthering this development. 


Update on A level and GCSE (A4): OCR

This session will provide a generic update on the GCSE reforms in science and the redeveloped A levels. Followed by an update on how OCR are responding and what we are currently proposing for our new science qualifications. 

Secondary (A5) Practical work – what is the point? (A5): Richard Needham

Since the ASE’s Getting Practical project, there have been many developments around the use of practical work in teaching and learning science. It has become the focus of attention for many within science education and this is leading to a better understanding of the ‘what’, ‘how’ and ‘why’, but also highlighting concerns about assessment and resourcing. This session takes an in depth look at one practical activity to explore some of these issues. It also explains different ways the activity can be used in teaching to focus on different learning outcomes. 

A challenge for all learners? Getting started with SOLO taxonomy (B4): Sarah Pannell and Michelle Pope

Balancing the need of all learners whilst covering the breadth of the curriculum is a significant challenge in science education. SOLO taxonomy allows teachers to set differentiated learning objectives and provide a personalised learning experience by encouraging deeper thinking. Particularly useful for promoting synthesis of concepts, it also promotes self-assessment and reflection by learners. Sarah and Michelle will introduce SOLO taxonomy and reflect on how it can improve learning in science by using examples from their classes. They will address both the theoretical basis of this pedagogy and will offer practical, take away strategies for getting started using SOLO taxonomy in your classes.  What is it and how can it help me and my pupils? How is it different to Bloom's and why is it suitable for learners of all ages? Using examples from my own teaching practice I will try to show you how SOLO can take you from shallow to deep understanding. 

10 Practicals to do before you die (B5): Nick O’Brien

"Is it the whoosh bottle? How about dissecting a heart? I've always loved the Doppler Ball." In this session, we aim to show you not only how to set these practicals and demonstrations up, but also give you practical tips to help you instil awe and wonder in your lessons. We will also look at ways we can make these integral learning opportunities rather than just 'whizz/bang' party pieces. 


Fool your brain or develop your brain?: Steve Marshall

A quick opportunity to work your brain and see how you might develop it, could this be a solution to a growth or fixed mindset?