We know how important it is for young people to feel like they belong in your classroom and to feel like their contributions are valued. Drawing on the success of our Inclusion in Science programme, we are pleased to invite all those teaching secondary science to join us for this modular online programme.

These interactive webinars will develop and extend your knowledge of inclusive teaching and how to effectively apply it, we'll explore how to make meaningful impactful change and support you in planning how to apply your learning. Whatever stage you are at in making your science learning environment welcoming to all students this course will help you to audit your current provision and improve you and your department’s inclusion strategy. 

Our previous, Department for Education funded programme that ASE developed and delivered, had 95% of participants rating as good or very good, and at the end of the programme 96% felt confident about making students feel welcome in their lessons. 

Our programme will run in spring term and again in the summer term. Each module is charged at just £15 for ASE Members, £30 for Non Members (ASE Membership is just £45 per year for individual members).  

• Included Secondary: Introduction to Inclusion 26th Jan 4.30-6pm               

• Included Secondary: Bias in the Classroom 2nd Feb 4.30-6pm      

• Included Secondary: Introduction to Inclusive Language 9th Feb 4.30-6pm             

• Included Secondary: Inclusive Practice in the classroom 23rd Feb  4.30-6pm          

• Included Secondary: Developing an Inclusive Curriculum 2nd March 4.30-6pm     

• Included Secondary: Engaging young people to take science further 9th March 4.30-6pm 

Hear from a previous participant….  

Since participating in the Inclusion programme,

‘…..we have put our disadvantaged pupils at front and centre of all discussions, from work samples to interventions and also how we approach our teaching and learning in lessons. 

An example would be in the way that we use resources to support SEND and disadvantaged students, not assuming that they will access these resources as well as other students and making them available both in lessons and outside of lessons. 

We also consider how we set homework for students and reduce load and length whenever this is necessary to support our disadvantaged students. 

We have focused on these students for visits as well and careers talks are available to all students in school and disadvantaged pupils have been invited to these talks exclusively, to make this more equitable for them.’ 

Clare, Curriculum leader for science, Marden High School