Key points from the ASE Annual Conference 2026

Last week, the Developing Experts team was delighted to attend the ASE Annual Conference 2026, an annual event that is a must for anyone involved in STEM and science education. Held at the University of Nottingham and in partnership with AQA, we attended the event to deliver our talk: “Bringing careers to life: Embedding 6 Gatsby benchmarks into every science lesson”.  We were delighted to meet so many teachers, exhibitors and educators, as well as attend talks and sessions that demonstrated what’s new and current in STEM industries and education. In particular, two sessions offered practical and evidence-based strategies for improving science education. Here are our key takeaways from these sessions. 

Changing girls’ attitudes towards STEM 

Our science curriculum focuses on making learning accessible and effective for all pupils. However, across the UK and education in general, a key challenge remains in how many female vs. male pupils study STEM-specific subjects, particularly in secondary school and beyond. At the ASE conference last week, a session discussing new insights from IRIS’s Research and Innovation Framework explored this topic, showing that long-term change comes from culture and agency – not one-off interventions. Some ways to give girls ownership over their STEM learning include: 

• Research clubs 
• Mentoring 
• Hands-on inquiry projects 
• Assemblies and workshops featuring women in STEM. 

The outcomes of these initiatives are remarkable: increased confidence, a more secure sense of belonging, and broader aspirations.

Promoting deeper thinking, not simple memorisation 

A second session tackled a common issue: pupils defaulting to memorisation rather than the application of knowledge. The session explored why this is the case, suggesting that cognitive barriers, fragmented teaching and exam pressure make simple memorisation and recall feel ‘safe’ compared to the development of reasoning and synthesis skills. Strategies to address this issue were then explored, and included: 

• Designing tasks that require analysis and explanation with the use of exam questions
• Explicitly linking concepts across topics 
• Regularly exposing students to unfamiliar contexts 

Improved deeper thinking and problem-solving skills were found to be the result of applying the strategies above – essential skills that will benefit your pupils for years after they exit your classroom. 

Bringing careers to life 

Lastly, the talk delivered by our team - “Bringing careers to life: Embedding 6 Gatsby benchmarks into every science lesson” - explored how effective science teaching involves making pupils aware of how their learning applies to real-world contexts. We explored how moving beyond abstract concepts to concrete applications—such as framing circuitry through the lens of an Electrician ensuring a building’s power supply, or data analysis through a Conservationist tracking biodiversity for sustainability—transforms the student experience. By making science both relevant and meaningful, we increase "Science Capital" and student engagement. Our platform embeds these industry connections seamlessly into every unit, providing teachers with ready-made, expert-led content that bridges the gap between the classroom and the workforce before the first slide is even shown.

At Developing Experts, this focus on applicable, future-ready learning is a key part of our pedagogy and approach. We help teachers connect curriculum learning with careers, relate science to crucial job sectors, use AI-powered tools to personalise career education and make learning inclusive and accessible for all. To learn more about our resources and the research driving our approach, visit www.developingexperts.com to set up a free account today.