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The Bebras Challenge

 

This year 755 students from Years 7-13 took part in the Bebras Challenge. The Bebras Challenge introduces computational thinking to students worldwide. This exciting challenge takes place in schools, under the supervision of teachers, over a two-week period in November. Last year, over 3 million students from more than 80 countries participated!

This year we competed against just over 467,00 students in the UK. Each participant has 45 minutes to tackle a series of interactive tasks, designed to encourage logical thinking and problem-solving skills appropriate for their age group. The tasks are designed to allow every student the opportunity to showcase their potential, whether they excel in maths or computing, or not.

196 students finished in the top 50% achieving a Merit, 180 students finished in the top 25% achieving a Distinction and 84 students managed to finish in the top 10% nationally and receive a Gold Award. These 84 students are invited to take part in the next level of the competition in March 2025, The Coding Challenge. 

The following students did not drop a point across the whole challenge, a great achievement. Ishaan P, James C, Henry H, Oliver H, Hannah K-A and Larry E. 

The UK Bebras Challenge is organised by the Raspberry Pi Foundation and delivered in partnership with the University of Oxford.

Congratulations to all involved. 

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30th January

Teachers commended for transforming Design & Technology education

We were delighted to read that our Design and Technology teachers, Miss Yalley and Mr Hadley were featured in the Design and Technology publication.  The article discusses the transformation of the Design & Technology (D&T) department at St. Clement Danes School over the past five years. It discusses how Mr Hadley and Miss Yalley took ownership of the subject, implementing a new subject ethos based on trust, excellence, respect, and safety to foster student responsibility and independence. Key Initiatives & Changes Revamping Projects & Curriculum Introduced more challenging design projects at earlier years (Years 8 & 9). Shifted focus to design skills, problem-solving, and justifying choices over just practical outcomes. Prioritized quality over quantity in student projects. Notable projects: Year 7: Robot concepts Year 8: Articulated lamps Year 9: Branded dispensers & modular speakers Encouraging Inclusion & Diversity Created a girls-only club to boost female participation in GCSE Product Design. Sixth-form girls mentor younger students, building confidence and community. Design Ventura Competition Integrated mock coursework with the Design Ventura competition. Encouraged teamwork and prototyping to improve engagement. Use of AI & Technology Introduced cloud-based tools to make learning more accessible. Leveraged AI for idea development and communication. Professional Development & Industry Links Participating in the Teachers in Residence program to gain industry insights. Adopted industry models like the Double Diamond Design Process and Scrum-based project sprints to enhance student learning. Established workshops with industry professionals to inspire students, especially girls, to pursue design careers. Key Takeaways for Educators Adapt curriculum to student needs and school culture. Pilot new initiatives as clubs first to gauge student interest. Encourage student feedback to refine teaching methods. Be open to change and continuously evolve teaching strategies. The article ultimately encourages educators to embrace creativity, experimentation, and student collaboration in D&T education. We are very proud of our teachers for their continued hard work and dedication for each of their subject areas. Congratulations to Mr Hadley and Miss Yalley for their inspiring article and the incredible work they’ve done to transform Design & Technology at St. Clement Danes! Their dedication to fostering creativity, inclusion, and industry connections is truly commendable, and their impact on students will undoubtedly be long-lasting.