Design Technology Teacher - Raise Academy

Voyage Education Partnership; Widnes; On-site; GBP 30,000 - 50,000; Full time

Job summary

An established multi-academy trust seeks a passionate Design Technology Teacher to inspire and engage students in a supportive environment. This role offers the chance to shape creative learning experiences and foster personal growth among students. With a focus on collaboration and individualised learning, you will contribute to a culture that values kindness and compassion. Join a forward-thinking academy that prioritizes student well-being and academic success, and be part of a team dedicated to making a difference in the lives of young people. This is a unique opportunity to influence future generations positively.

Benefits

Free Lunch at School

Flexible Working Approach

Access to CPD and Training

Cycle to Work Scheme

Free Parking

Private Health Support

Small Class Sizes

Fantastic Classroom Support

Qualifications

• Qualified Teacher Status and a degree or equivalent required.
• Experience in teaching Design Technology and working with diverse learners.

Responsibilities

• Deliver engaging Design Technology lessons tailored to student needs.
• Collaborate with staff to enhance the curriculum and student outcomes.

Skills

Classroom Management

Curriculum Development

Student Engagement

Behaviour Management

Communication Skills

Adaptability

Education

Qualified Teacher Status

Degree in Education or Related Field

Job description

Design Technology Teacher - Raise Academy (The Raise Academy)

Location: Widnes, UK

Education Phase: Secondary

Job Role: Teacher

Working Pattern: Full-Time

Contract Type: Permanent

Application Deadline: Friday, 16th May 2025

Interview Date: 23.05.2025

About us

The Youth Engagement Schools (YES) Trust is a multi-academy trust based broadly in the North West of England. Together, we have developed a growing family of schools which makes a difference for children and young people. As we continue to set and raise the bar in all the work we undertake, we are keen to maintain our national recognition as one of the highest achieving alternative and SEN multi-academy trusts in the country.

We unashamedly use words like “kindness” and “compassion” in our values. Our ability to make that difference rests on our vision and our core values which include an absolute belief in the importance of collaboration and mutual support, and on our recognition of the trust as a family of schools in which colleagues are equally valued. We want to continue this further, and to become the employer of choice for teaching and support staff across the region.

We are:
• Child centred
• Adaptive and sensitive to need
• Authentic in our relationships

We strive for:
• Solution-focused mindsets
• A climate of reflection and feedback
• Intrinsic motivation *
• Continual improvement
• A culture of collaboration

Our minimum expectations of our staff are:
• Belief in our core values
• Professional conduct at all times
• Appropriate communication
• Ability to follow direction
• Kindness and compassion
• Flexibility and adaptability

Job Description

The role of Design Technology Teacher is atruly unique opportunity to play an integral part in shaping the learningthroughout the school, with creativity and ambition. We are looking for someone with the expertiseto incorporate the specialist purpose-built classrooms for design technologyinto the curriculum across the school. The successful applicant will provideinspirational learning opportunities that enable our pupils to shape theirinterests and future goals.

To deliver the vision, oursubject teachers will work in collaborationwith the Headteacher focusing on three key themes:

1) Re-connecting , raising aspirations and motivating

· A whole education, recognising that essential pre-cursors to academic successare personaland emotional development, independent living anddecision-makingskillsanddiscovering meaningful interests and goals

· A personalised curriculum including specific engagement activities basedontheinterestsofeach individual learner

· Positive and trusted adultrole models in the formofLearning Mentors and qualified teachers recruited fortheir enthusiasm for working with disconnected youngpeopleand their ability tounderstand and adapt, inorder to meet the needs of the students

· Opportunities to support social and emotional needs throughindividualised programmes and a varied curriculum

2) Unlocking every child’s potential

· The curriculumwill determine the knowledge and skills students will learn at each stage. It will be planned efficiently to deliverexceptional lessons where students make outstanding progress, and are able torelate their learning to the wider world

· Individualised learning programmes, basedontheinterestsand skills ofthestudentsand which drawupon the diverse rangeof pastoral, vocational, engagement and personal and social development activities

· Small groups ofstudents (max 1:10) with capability tooffer1 to 1 student support

· Practical application of knowledge to develop skills that prepare for accreditation and work towards independence and social integration

3) Recognising and celebrating achievement

§ Positive learning environments with praiseforsuccessand recognition of achievement

§ Regular liaison with parents and carers to involve themfully in the education of their children includingweekly progress telephone calls

§ Celebrationof success through weekly celebrations with students and staff rewards fortargeted elements and high-profile annual celebration events

§ Relevantvocational learning that broadens the curriculum we offer to students,providing the opportunity to support their classroom learning by gainingpractical skills in the workplace and ultimately allowing them to achieverecognised qualifications

KeyPriorities

· Supportthe vision and direction of the school

· Providean engaging curriculum within the academy

· Deliverand maintain effective learning and teaching throughout school

· UndertakePerformance Management & Line Management responsibilities for a learningmentor

· Ensureeffective pastoral care and behaviour support.

· Tobe responsible for the day-to-day impact of own subject across the curriculum

· Willingnessto demonstrate a flexible approach to the curriculum to meet schoolrequirements

Teachingand Learning

Teachers at the academy will helpsecure and sustain effective teaching and learning throughout the Academy,monitor and evaluate progress and present students’ achievements, effectivelyusing benchmarks to track set targets for improvements.

They will:

· Deliver the teaching of their ownsubject within the school and other subjects as and when required

· Support and maintain an environmentand a code of behaviour which promotes and secures good teaching, effectivelearning and high standards of achievement

· Support and maintain the mental healthand wellbeing of the students which promotes and secures good teaching,effective learning and high standards of achievement

· Help organise the curriculum and itsassessment and work with the SLT to monitor and evaluate it in order toidentify areas for improvement

· Ensure that the curriculum andassessments meet National Curriculum requirements

· Ensure that improvements in literacyand numeracy are priority targets for all students across school

· To liaise with the Academy’s SENCO inorder to identify students who require further support or intervention

· Deliver and support the PHSE and RHSEprogrammes across the school.

PartnershipWorking

· Support in establishing a culture andcurriculum which fulfils the aims and requirements of the whole schoolcommunity as set out in the vision

· Seek opportunities to invite parentsand carers into the academy to enrich student experience and to promote theacademy’s value to the wider community

· Collaborate with staff, to activelypromote British values, as well as the academic, spiritual, moral, social,emotional and cultural well-being of students and their families

· Represent the academy at relevantmeetings, as and when required

Healthand Safety / Child Protection

· To help ensure that health and safetystandards meet statutory requirements, monitoring health and safety matterswithin the school, particularly ensuring that all members of staff takereasonable care for the health and safety of themselves and others

· To help ensure that Child Protectionand Safeguarding procedures and Department of Health assessments of Children inNeed are rigorously complied with, and that the welfare and health and safetyof students are of prime consideration

· To promote the safety and well-beingof students and staff

• A teaching day that ends at 3.30pm
• Small class sizes
• Fantastic classroom support
• Access to training and CPD including furtherprofessional qualifications.
• Specialist training where required
• Cycle to work scheme
• Flexible and supportive approach to work
• Free lunch at school
• Free parking (including charging stations onmost sites)
• Nursery benefits
• Education Mutual – private health support -access to a 24/7 GP, free face to face counselling, physiotherapy, nursehelp-line, prescription service whenever you need it

Desired Criteria

· Recognised behaviour / curriculum / SEMHqualification

• Evidenceof having led whole school learning and teaching strategy.
• Demonstration of highexpectations
• Success with studentswho are below expected levels
• Work with disconnectedstudents
• Evidence of coachingand/or mentoring
• Able to effectivelyresolve personnel issues
• Training andunderstanding of child protection
• Training and experienceof working with students with a variety of mental health needs
• Proven ability inleading a staff CPD session on a subject area
• Experience of supportingstaff
• Effective liaison withGovernors and a good understanding of their role

· Knowledge and experience of current goodpractice and development in special education provision

· Knowledge of successful practice in teachinghard to reach students

· Knowledge of how to promote independence foryoung people with complex needs

· Behaviour Management training

· Mental Health training

· Knowledge and experience of supporting differentaspects of SEND, including ASD, ADHD, SLCN

· Knowledge of OFSTED Framework

· Work in the wider community

· Pre-recruitmentchecks

Evidence

· QualifiedTeacher Status

· A degree orequivalent

· Evidence offurther professional development

Provenability to:

• Set high expectationswhich inspire, motivate and challenge students
• Promote good student progressand outcomes
• Demonstrate full subjectand curriculum knowledge
• Plan and teachwell-structured lessons
• Adapt teaching torespond to the strengths and needs of all students
• Use assessmenteffectively to inform student’s progress and to analyse data to help thetarget setting process.
• Manage behavioureffectively to ensure a good and safe learning environment
• Fulfil wider professionalresponsibilities
• Communicate and workeffectively in a multi-disciplinary school team includingparents/guardians and other external agencies
• Commitment toschool-wide focus on student attainment
• Ability to motivate andinspire

· Good organisational skills

· Generate enthusiasm for new ideas in bothstudents and staff

· Communicate effectively to groups andindividuals, orally and in writing

· Resolve conflict through active listening andnegotiation

· Demonstrate a flexible approach and awillingness to listen to others

· Provide advice and guidance to parents andcarers in a positive and clear manner

· Remain calm when working under pressure

· Ability to show patience and empathy

· Ability to analyse situations, prioritise andhelp to implement realistic solutions

· Ability to establish and develop goodrelationships with all involved in the school

· Willingness to deliver and supportextra-curricular activities

· Ability to inspire all in a love of learning foryour subject Evidence of understanding and commitment to equality ofopportunity

· Respect for students’ individualdifference

· Demonstrate a good level and understanding ofICT

· Knowledge of how to deal with safeguardingissues in school

· Awareness of current developments in educationand the implications of these.

· Understand how to plan appropriate interventions

· Behaviour management techniques for groups andindividuals

· Know how to develop effective rapport withstudents, this being based on high expectations and establishing a purposefullearning environment

· Able to delegate responsibility withaccountability for area of responsibility

· Communicate withstaff teams effectively

· An ability to establish and maintain positivepartnerships with parents, students and communities

· Commitment to the school’s wider community

· Awareness of the need to develop a schoolculture responsive to the nature of the school’s communities

· Positive recommendationfrom present employer

· Adherence tostandards established in Safer Recruitment guidance.