Connected - Autumn 2016

THE MAGAZINE FOR INSTRUCTORS OF THE COMBINED CADET FORCE

CONNECTED AUTUMN 2016

COMBINEDCADETFORCE.ORG.UK

TOP TIPS

HOW GOOD PUBLICITY CAN HELP YOUR CCF PAGE 30

LEARNING ADVENTURES

THE DOFE OFFERS MUCH MORE THAN EXPEDITIONS

HIGHER POWER

HELP STUDENTS USE CCF EXPERIENCES IN THEIR UCAS STATEMENTS INSIDE: NEWS

COMMAND & LEADERSHIP TASKS RAF AIRCRAFT RECOGNITION UNIFORM INSPECTION TIPS AND MORE

CONTENTS

WELCOME

ISSU E # 4 : AU T U M N 2016 At the last CCF conference we talked about introducing non-commissioned adult volunteers in the CCF (Army).

We will pilot this approach this autumn in 1 Arty, 4 Inf and 11 Sig Brigades. The aim is to bring flexibility to how adult volunteers can contribute without detracting from cadets taking the lead.

In May, 26 Cadet Expansion Programme schools received approval to start new CCFs, and there’s another round due in November. We have approved seven linked ACF detachments in Scotland and expect applications from Wales and Northern Ireland shortly. Read some of the case studies in this issue.

New staff are being recruited.

We welcome back Mike Wharmby to lead the programme: many will remember him from his time as Secretary of the CCFA. More SNCOs are being recruited and we are buying more of the .22 rifles and radios that schools will need; I expect to see the new generation of cadet radio being available in 2017.

There’s a Science in Action Camp in Wiltshire 24-28 October that has been developed in conjunction with science teachers. It will be ideal for GCSE and AS students – please encourage them to apply.

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THIS ISSUE 06. ANNUAL CAMP This summer’s camps in pictures: are you here?

ON THE COVER Cadet Scott from Greshams at Beckingham camp

12. APPLYING TO UNIVERSITY How to help cadets with their applications

16. UNIFORM INSPECTION Top tips on inspecting a Royal Navy uniform

18. LEARNING ADVENTURES Getting the most out of D of E

BRIGADIER MATTHEW LOWE MBE Deputy Commander Cadets, Regional Command

20. MEET CEP SCHOOLS Find our more about what’s driving two new schools to the CEP programme

EVERY ISSUE 04. NEWS Competition, awards, exchange trips and celebrations

10. TRY SERVICE RAF aircraft recognition

22. COMMAND & LEADERSHIP Practical training tasks to test your cadets’ skills

24. HOW TO… Use the bulk uploading feature on Westminster

26. NOTICEBOARD Introducing Mike Wharmby

30. HOW TO… Publicise the CCF

Connected is produced by the Marketing and Communications team, based at the Combined Cadet Force Association, Holderness House, 51-61 Clifton Street, London EC2A 4DW Get in touch: Tel: 02074268377 Fax: 02074268378 Website: www.combinedcadetforce.org.uk Email: marketing@combinedcadetforce.org.uk Twitter: @CCFCadets Connected magazine is designed and edited by James Pembroke Publishing Editor: Carly Chynoweth Art editor: Simon Goddard Project manager: Esther Newman Printed by PrecisionColour Printing This publication may not be reproduced or transmitted in any form whole or in part without prior written permission of the publishers. All contents and addresses correct at time of going to press.

Every care has been taken in the preparation of this magazine, but neither James Pembroke Publishing or CCFA can be held responsible for the accuracy of the information herein, or any consequences arising from it. Views expressed by contributors might not reflect the views of the CCFA or the Army.

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NEWS

CADET NEWS FROM AROUND THE UK Sgt Laura McKeller was one of the first three recipients of the new award from the Yorkshire Society

AWA R D S

Commitment recognised

Cadets celebrating the ATC’s birthday with a baton relay

WORKING TOGETHER

CCF BATON RELAY CADETS JOIN THE ATC FOR HISTORIC CELEBRATION

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adets from Onslow St Audrey’s and the Vyne School CCFs have joined forces with other Air Cadets around the country as part of the Air Training Corps’ (ATC) 75th birthday celebrations. For six weeks over the summer the organisation held an anniversary torch relay, with a specially designed commemorative torch travelling from John O’Groats to Land’s End and

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visiting a variety of historic landmarks along the way.

CCF cadets joined forces with the ATC at RAF Linton-on-Ouse to accept the torch and help it to complete another leg of its journey.

Group Captain Mark Leeming OBE, Regional Commandant, North Region Air Cadets, said: “It’s great to see the ATC and CCF(RAF) working together to be a part of these exciting events.

“The torch relay has proven to be a great way for different units to get out there and meet each other and the community, with each being a part of this historic moment for the Air Cadets.

“I encourage units to think about more ways they can work together and we look forward to working more closely with the CCF in the future.”

THE YORKSHIRE SOCIETY has launched a scheme to recognise the contribution of CCF cadets to their communities. Three cadets were selected in the first round of awards for their outstanding dedication, hard work and commitment to the CCF: Alfie Tomlinson, Read School CCF; Laura McKeller, Bridlington CCF; and Will Richmond, Giggleswick CCF. The awards were presented by Keith Madeley, the chairman of the Yorkshire Society’s Annual Awards.

Gerard Hardy, the School Cadet Expansion Officer for Yorkshire and Humberside, said: “This is a great opportunity for schools to recognise cadets who go above and beyond the call of duty.”

Later this year the Yorkshire Society will write to all CCFs in Yorkshire and Humberside, asking them to nominate cadets for the 2017 awards.

GET IN TOUCH E: marketing@combinedcadetforce.org.uk @CCFcadets

UNIVERSITY APPLICATIONS

“You need to understand what makes a great personal statement, and make sure that cadets get that experience” Captain Mark Ollerenshaw, contingent commander at Bridlington School CCF, page 12

Cadets learning how things are done in North America

E D U C AT I O N

FIELD WORK

OVERSEAS

Cadet exchange

STEM LEARNING OPPORTUNITY FOR CADETS

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his summer, cadets from Haberdashers’ Aske’s Federation CCF enjoyed an exciting week with the Royal Electrical and Mechanical Engineers (REME).

The cadets learnt the ins and outs of how vehicles worked, and had the chance to put this theory into practice in small teams, working on Quadzilla off-road buggies.

Cadet Sergeant Kieran James Lafferty-Hennessy said the week was a big change from their normal training camps: “This has been an amazing experience for us, it’s something very different and a real

Cadets enjoy exchanges in North America over the summer

inside track on engineering and the sort of skills mechanical engineers in the army need.”

The course concluded with two competitions between the teams – the first of which was to complete a timed Formula Onestyle pit stop wheel change on their buggies, the second to make an elastic-band powered vehicle to transport an egg.

All the cadets successfully completed the course and proudly received their REME Hammer and Pincers from Colonel Ian Denison.

COMPETITION

Photography competition WE’VE EXTENDED THE deadline for our inaugural CCF photography competition to October to make sure everyone has time to collate and submit photographs from this year’s summer camp.

The contest, launched in the last issue of the magazine, has already had dozens of entries from cadets and adult volunteers alike.

Please email your images to marketing@combinedcadetforce. org.uk – stating whether the submission is from a cadet or CFAV, the entrant’s full name and school.

Prizes include £300 of Jessops vouchers for winners in each category, with runner-up prizes of £100 vouchers. Find full terms and conditions here: combinedcadetforce.org.uk/news-media-centre

IT’S BEEN A busy summer for many cadets, who’ve been on exchanges and expeditions around the world. Twenty-six cadets from the Royal Hospital School were among those who’ve spent their summer on a particularly unusual excursion, spending the summer with the US Army Manouver Center of Excellence (MCOE) at Fort Benning, Georgia, USA. Major Jonathan Pooley, from the school, said: “This camp enhanced the personal development of cadets by working in the USA, where the climatic conditions, training regimes and the extensive training facilities available are on a scale that could never be experienced in the UK.” During the exercise, the cadets spent time training with the Airborne School and had the chance to attend a shortened version of the Infantry Basic Officer Leaders Course. They were taught tactics for reconnaissance, and operation of unmanned aerial vehicles – as well as how to create a hideout and avoid detection.

Contingent commander Lt Col Marc Godfrey said: “Our cadets were fully immersed in American culture as well as gaining a superb insight into the US military. We were able to establish contacts with a local cadet unit and with the cadets at the Officer Candidate School at Benning, with whom we were hosted; both provided a culturally enriching experience of great value to both parties. The US instructors were universally excellent and all our hosts were extraordinarily generous. We hope to host a group of US cadets in the UK in the future. I thoroughly recommend such trips to all cadet units.”

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A N N UA L C A M P

AWAY: 01: Cadets take to the hills for an Alpine Trek in the Canadian Rocky Mountains.

02: Cadets on the Canadian Exchange 2016 get ready for their first hike.

03: Cadets enjoy the scenery while learning canoeing skills on the Whitehorse Canada camp.

04: King Edward VI Grammar school CCF cadets on the International Air Cadet Exchange in Hong Kong show off their new tai chi skills.

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05: Cadets on the South Africa ACFA/CCFA expedition being briefed on river safety.

06: Platoon 3 on their Alpine Trek during the Canadian Exchange.

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07: Cadets in Canada also had the chance to enjoy rock climbing.

08: The UK CCF and ACF Contingents on the Rocky Mountain camp.

09: It wasn’t all enjoying the sights! The team worked hard to build new dirt bike tracks at the training centre.

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10: Cadets go through their swim test and water rescue techniques training to ensure they are prepared for kayaking.

11: CCF cadets were part of the group taking part in a battlefield study at Rorke’s Drift. ed for the moving water kayaking.

12: Cadets in South Africa completed a five day paddle expedition along the Tugela River.

13: St Brigid’s CCF meeting the Zulu chief of Shakaland – the Zulu experience in KwaZulu.

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A N N UA L C A M P

FE ATURE

HOME AND AWAY

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Annual camp has been a runaway success in 2016, with enthusiastic cadets broadening their horizons and learning new skills 8

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rom sleeping under bashas at Beckingham to taking tai chi lessons in Hong Kong, cadets have challenged themselves and enjoyed lots of new experiences during this year’s camp season – whether they’ve spent it in the UK or abroad.

In the UK, HMS Bristol has been a hive of activity for RN cadets, who enjoyed water-based activities such as powerboating, sailing and kayaking. Others have been honing their musical skills at band camps, while the CCF (RM) sections experienced life at Lympstone, home of the Royal Marines.

CCF(RAF) cadets on camp have enjoyed staying on airbases, and graduating from the highly competitive Air Cadet Leadership Course.

Further afield, senior CCF cadets have taken place in a number of international camps, exploring parts of Africa and North America,

enjoying cultural highlights and mixing with other cadets from around the world.

The joint ACF/CCF South Africa expedition saw a multitude of activities, from meeting Zulu chiefs to kayaking along the Tugela river – keeping a wary eye open for crocodiles, of course.

The Canadian cadet exchange, saw CCF (Army) cadets join forces with the ACF, at the three Canadian camps in Alberta, Yukon Territory and New Brunswick.

Cadets enjoyed watermanship, mountain biking, abseiling, marksmanship, abseiling and wilderness first aid. At Whitehorse and Argonaut the course included a 30 hour solo exercise as well as an 18 day team expedition.

All cadet successfully graduated the course, and Regional Command are now looking at ways to expand the exchange offer for next year, based on the 2016 success. Applications for the 2017 Canadian exchange are now available on Westminster.

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A N N UA L C A M P

HOME: 01: Barnard Castle School enjoyed raft building, kayaking, volleyball and archery.

02: Cadet Scott from Greshams enjoying fieldcraft training at Beckingham camp.

03: Cadets from Bloxham CCF trying their hand at rock climbing on camp.

04: Sedbergh School CCF in front of Britannia Royal Naval College Dartmouth on their last day of camp.

05: Bromsgrove CCF cadets mastered camouflage and concealment.

06: Cadet Corporal Alfie Coupe, from Mount St Mary’s College on camp at RAF Brize Norton.

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07: Cadets at Beckingham camp enjoying some kayaking in the sunshine.

08: Northumberland CofE CCF get hands on with an armoured vehicle at Crowborough.

09: Cadets on camp at Crowborough practice their fieldcraft.

10: Cadets enjoying their AEF experience at RAF Odiham camp.

11: Longhill CCF demonstrating teamwork at Crowborough.

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12: Longhill CCF camouflaged and equipped.

13: Loretto CCF get started with team building exercises on their Barry Buddon camp.

14: Onslow St Audrey’s CCF enjoy go-karting as an evening activity on CCF (RAF) camp.

15: Cadets on tours of the hangar from the pilots at RAF Linton on Ouse.

16: Northumberland CofE School experience a lesson in the field at Crowborough.

17: CCF(RAF) cadets at the Royal International Air Tattoo.

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“CADETS HAVE CHALLENGED THEMSELVES AND ENJOYED LOTS OF NEW EXPERIENCES DURING THIS YEAR’S CAMP SEASON”

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TRY SERVICE

BAe 146: Long fuselage, four wing-mounted engines, T-tail

RAF AIRCRAFT RECOGNITION From Harriers to Typhoons and Chinooks to Squirrels, help your CCF cadets correctly identify the different types of aircraft

A

ircraft recognition is an important aspect of general service knowledge for cadets in the CCF (RAF), but it’s just as relevant – and interesting – for cadets in Royal Navy, Royal Marines and Army sections. After all, many

sections of different services will use or deploy aircraft, and cadets on camp at the busiest Royal Navy or Army bases are just as likely to come across planes and helicopters as those at an RAF station.

The Air Cadet syllabus focuses on 31 current and historical aircraft fulfilling a

“THERE IS A HANDY SYSTEM CADETS CAN USE TO HELP THEM REMEMBER THE KEY IDENTIFYING FEATURES OF EACH AIRCRAFT THEY LEARN ABOUT” 10 CONNECTED AUTUMN 2016

number of different roles (see ACP 34 for more details). Many of these look similar, however, especially from long distances – and memorising a long list of technical features can prove challenging and repetitive. Instead, there is a handy system cadets can use to help them remember the key identifying features of each aircraft they learn about.

Flying Officer Coralie Young, an Air Cadet officer in London explains how using the WEFT (wings, engine, fuselage, tail) system can help cadets remember the important features of any aircraft. Give them a picture of the plane, then ask them to characterise it based on the following features:

R A F AIR CR A F T RE CO G NITI O N

DID YOU KNOW?

Typhoon: Delta Wings, distinctive nose cone, engines at tail

The RAF museum has handy guides and quizzes about aircraft. rafmuseum.org.uk

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WINGS

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Wings or rotors? An obvious first step is to classify whether the craft is a plane or helicopter.

Shape. Are the wings straight, elliptical, swept, delta or variable? Certain aircraft, such as the Typhoon or Spitfire, have a distinctive wing shape that will help you spot them straight off.

Position. Are the wings high or low? Are they flat or angled? Planes designed to fly at very high speeds often have swept wings – angled backwards from their roots – as this can reduce drag.

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ENGINES Are the engines under the wings or buried in the fuselage or the tail unit? Or are they mounted on the aircraft, either on the tail, the top, the nose or the wings?

FUSELAGE (body of the aircraft)

Chinook: tandem rotors, distinctive cabin shape

TRY THIS

Is it long or short? Or if it’s a rotary craft, how big is the cabin? The RAF flies both small helicopters, such as the Squirrel, as well as much larger ones like the multi-rotor Chinook.

AIRCRAFT RECOGNITION PICTIONARY

Can you see a large or small cockpit?

1. Split cadets in to two teams.

Is it a distinctive shape? Historic craft such as the Bristol Blenheim have an easily recognisable nose shape.

2. List the names of the aircraft they have learnt about on slips of paper, then have cadets from each team take it in turns to pull a name from a hat.

Does the plane have a radar dish? RAF Sentry and Sentinel planes both have distinctive shapes because of their large radar dishes, which are used by the crew for surveillance.

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Distinctive tail styles include the twin tail and T-tail. The size of the tail fin and position of the elevators can also give you clues.

3. Each cadet must try and draw the aircraft, based on what they have learnt.

4. Give each cadet two minutes to attempt to draw many as they can. Their team gets a point for each aircraft drawing they identify within the time limit.

FIND OUT MORE Tutor: straight, low wings, nose-mounted engine, short fuselage, large cockpit

ACP 34 is available to download on Bader, and gives more detailed information about many different aircraft.

Harrier: high, angled wings, small fuselage, visible cockpit

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FE ATURE

HIGHER POWER The CCF develops the qualities that universities look for. Here’s how to help cadets make the most of them on personal statements

A PPLY IN G T O U NIV E RSIT Y

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tudents know that they have to make the grade academically to win a place at university, but in many cases that’s not the only hurdle they need to leap.

Many will find that it is their UCAS personal statement that makes the difference between getting in to their first and second choice degree – or any degree at all.

“Each university treats the personal statement in a different way,” says Louise Carr, a student recruitment officer at the University of Liverpool. “For highly competitive clinical subjects like medicine, dentistry and veterinary science – where there will often be a lot of applicants with very similar predicted grades – the personal statement will come in to play to help differentiate between students at quite an early stage.

“In other cases it can become relevant later. For instance, when students have their actual grades and we’re discussing clearing we might revisit a student’s personal statement if their academic results

“IT IS NOT ABOUT LISTING RELEVANT SKILLS OR LISTING WHAT YOU HAVE DONE, BUT DEMONSTRATING HOW WHAT YOU HAVE DONE HELPED YOU TO LEARN THOSE SKILLS” Louise Carr

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A PPLY IN G T O U NIV E RSIT Y

DID YOU KNOW?

4000 students from 150 universities are part of the UOTC.

are borderline. Seeing, for instance, that they have really good work experience or have done a lot of reading outside the curriculum that is relevant to the degree can help to drag them across the line.”

This is why students should always take their statements very seriously, says Captain Mark Ollerenshaw, the contingent commander at Bridlington School CCF and an assistant head teacher at the school.

“Don’t undersell its importance,” he says.

“It can be the difference between getting on to the course or not. It is the personal statement that gives the university a real flavour for the person and a sense of their achievements beyond school that can really set them apart from their peers. Being able to show that you are a rounded person puts you a step ahead.”

LEADERSHIP SKILLS CCF activities can be an effective way of demonstrating skills such as leadership, independence and resilience, but simply saying “I was in the CCF” is not enough, warns Louise.

“Students need to be able to communicate what they learnt and how it is relevant to the course they want to undertake and how well they will cope with university. For instance, with the CCF you could focus on confidence, on how you’ve learnt to look after yourself, on how it has helped you to develop initiative and negotiation skills and so on.

“It is not about listing relevant skills or listing what you have done, but demonstrating how what you have done helped you to learn those skills.”

This is an area where adult instructors can help, says Mark. Some of it is about the CCF curriculum itself – “right from the start you need to understand what

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“I REALLY PUSHED MY CCF EXPERIENCE”

CONOR BLACKBURN, STUDENT AND CADET Conor Blackburn is preparing to start

with,” he says. Part of that was

a war and security studies degree

because, although Hull was his first

at Hull University in September. The

choice, he had also applied for a couple

18-year-old, who was a member of

of business management degrees.

Bridlington School’s CCF, hopes to join

“I really pushed my CCF experience

the University Officers’ Training Corps

while also showing I had the academic

(UOTC) at university and, eventually,

experience. I used CCF as an example of

become an Army officer.

my leadership experience… I explained

“Writing my UCAS personal statement was quite hard to begin

all about the team work and that there are a lot of transferable skills involved.”

A PPLY IN G T O U NIV E RSIT Y

TOP TIPS

from the University of Warwick There is no right or wrong way to write a personal statement – after all, it’s personal – but the reader will want to get a sense of the “real you”. Here are some general tips to bear in mind: Use full sentences, proper paragraphs and well-constructed sentences. Your statement should be a mini-essay, not a series of bullet points.

Don’t make things up.

“IT ALWAYS TAKES PEOPLE LONGER THAN THEY THINK TO DO THE RESEARCH ON EACH COURSE TO MAKE SURE THAT WHAT THEY SAY IS APPLICABLE” Louise Carr

makes a great personal statement, and make sure that cadets get that experience” – but much of it is simply encouraging young people to reflect on what they have done.

GAINING THE EDGE “For us, the main thing is for cadets to have fun and enjoy the cadet experience, but we also explain to them that there are things that will help them to get a university place.

We drill in that exam grades are massively important but that other things that you can bring to the table can give you an edge. So we talk about that right from the start.

“When it comes to putting together the statement everything has to come from the student, obviously, but we give them pointers and reminders, and help by giving them a framework. We’ll say things like

‘this is what being resilient means, can you reflect on times that being a cadet has helped you do that?’ Also things like leadership, resourcefulness and so on.”

Then there is the practical side of things to keep in mind: reminding them to do it. “It’s all programmed into the 6th form schedule but it’s good to start early,” Louise agrees. “It always takes people longer than they think to do the research on each course to make sure that what they say is applicable. Then they will need to do lots of drafts and allow time for people to proof read it and offer advice.”

Make sure you sound interesting, but don’t try to be funny – attempts at humour often backfire.

Explain how your extracurricular activities will make you a good student.

Don’t focus too much on outside activities at the expense of the course you want to study; a 75:25 split between discussing your course and discussing your wider activities is a good guideline, although there is no ‘correct’ formula.

Source: www2.warwick.ac.uk/ study/undergraduate/apply/tips/

FIND OUT MORE For more information go to: www.liverpool.ac.uk/study/ undergraduate/schools/teacherresources/top-tips-for-personalstatements/

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UNIFORM

3A OFFICERS (MALE) PARADE UNIFORM

3A OFFICERS (FEMALE) PARADE UNIFORM

3B OFFICERS GENERAL DUTY RIG

ROYAL NAVY UNIFORM

PART ONE

Tips for the other services to follow in the next two issues of CCF Connected magazine

Inspecting uniforms can be one of the trickiest aspects of formal parades – especially if the cadets and adults are not from your service

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n this first article in a three-part series, we outline tips from each of the services as to what to look for as part of an inspection. Here, Master at Arms Rob Grenfell, the RN Cadet Liaison Officer at CCF RN HQ, discusses Royal Navy uniform inspection.

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JUNIOR RATINGS 3A PARADE UNIFORM

UNIFORM TIPS

3A PARADE UNIFORM THIS IS NORMALLY the parade uniform for the CCF, and will be worn when contingents are required to look extremely smart. This is sometimes referred to by sections as their cadet number 1 uniform ESSENTIALS Caps to be straight and cap badges to be in line with the nose Uniforms to be clean and pressed using a hot iron; check for tramlines White caps must be pristine; check they have been cleaned properly Shoes must be clean and polished using black shoe polish

3B GENERAL DUTY RIG CAN BE WORN ashore or afloat throughout the year.

May be worn by officers afloat, at the discretion of command.

ESSENTIALS Belt to be worn with trousers

3C OFFICERS GENERAL DUTY RIG

4 OFFICERS ACTION WORKING DRESS

Cap tallies, where worn, to have bow tied above the left ear Check for any marks on the white caps, which should show up easily

3C GENERAL DUTY RIG THIS UNIFORM CAN be worn ashore or afloat throughout the year.

ESSENTIALS Jumper should be clean and fluff-free Officers – collars to be worn inside the jumper Cadets – collars to be worn outside the jumper

4 ACTION WORKING DRESS THIS IS THE standard working uniform of the Royal Navy and has existed for more than 60 years.

Cadets should be mindful of that fact that this uniform is fire retardant and the laundry instructions should be followed to ensure it remains that way. The AWD uniform can easily look scruffy if it is not properly cared for.

ESSENTIALS Beret badge to be worn over the left eye Beret must be properly moulded, clean and fluff-free Senior cadets may wear a peaked cap Shirt sleeves can be rolled up or buttoned down.

Shirt is always tucked in to trousers Trousers are very inflexible when new; they will need to be steam ironed to add creases

JUNIOR RATINGS 3C GENERAL DUTY RIG

JUNIOR RATINGS 4 ACTION WORKING DRESS

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DJing is one of the more unusual DofE skills

DofE

DID YOU KNOW?

74% of DofE participants say it encouraged them to try a new activity

LEARNING ADVENTURES

There’s so much more to DofE than expeditions – the volunteering and skills elements provide unmissable opportunities for young people

D

O OCTOPUSES have a favourite tentacle? Can a potato tell the time? And what effect do bubbles have on nuclear waste?

Young people come up with some great ideas for British Science Association’s CREST awards, says Maria Rossini, who is the education partnerships manager at the organisation.

“CREST awards are project-based,” she says. “Students can look at any aspect of science, technology, engineering or maths that they like, or they can get involved in our link scheme and join someone else’s project.”

The awards can be completed at four levels: discovery, bronze, silver and gold. If the last three sound familiar, well, that’s intentional.

“They link directly to the DofE Award,” says

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Maria. “That way students can use what they do for the CREST award for the skills part of DofE, which means that they don’t have to choose between doing one or the other. It also means that the work that they do goes towards two awards.” On top of that, earning the silver CREST award is correlated with higher GCSE grades, while all of the achievements look good on UCAS forms, she says (see also page 12).

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UNUSUAL DofE SKILLS

01: Keeping livestock 02: Taxidermy 03: Mah-jong 04: Ventriloquism 05: DJing 06: Billiards 07: Rug-making

FLEXIBLE FRIEND One of DofE’s selling points is its flexibility, according to Chris Armstrong, the programme and quality manager for the scheme. “There is not an exhaustive list of things for young people to do,” he says. “It is up to them to sit down with their leader, talk about what interests them, and then match the activities that they do with their interests.”

08: Constructing a float for a fete 09: Historical re-enactment 10: Cross stitch

D U KE O F E D IN B U R G H

TRY THIS

STUCK FOR A VOLUNTEERING IDEA? TRY THESE: Above and below: students can try quad biking or beekeeping

This also makes it possible to get “double credit” for activities undertaken for other organisations, including cadets (see box, bottom right), the British Science Association and the John Muir award, which encourages people to care for nature.

“One misconception that people can have is that DofE is all about the expedition. Often that is the focal point – usually because you can do that in one short burst at the end, while other bits can take 18 months – but all the elements have equal weighting.”

And each element – volunteering, physical, skills, expedition and (for the Gold Award) residential – can be completed in a myriad of ways. “There is a lot of choice,” says Chris.

“For instance, we’ve approved volunteering activities including managing Park Run sessions, working in a charity shop – they have a crying need for assistance – and getting involved with the Cinnamon Trust.

That’s becoming really popular. It pairs up volunteers with members of the community who have pets, but who are not well enough to walk them, so every week a DofE participant will go and walk the dog for an hour.”

VITAL VOLUNTEERING Other volunteering opportunities include taking on a leadership role within the CCF, coaching a sports team or helping to run a local after-school club, he says.

The skills section opens up a “huge raft of opportunities” for double recognition with organisations such as the CCF, and which can count towards other parts of the DofE as well.

For instance, training to become a lifeguard could also count towards the physical section.

“Some of the more novel things I’ve had people do include mindfulness, photography and drone flying,” says Chris. Baking, bee-

Music tuition. Cadets can use their marching band skills to teach younger pupils.

Litter picking and memorial cleaning. Build links with the community and help out in time for Remembrance parades.

Visit local elderly people.

Another great way to help out in the community.

keeping and rearing rare breed poultry are other unusual options.

“We also had people involved in the Commonwealth War Graves Commission’s Living Memory project.” That could include a link to the volunteering section, perhaps through doing conservation work at a graveyard, plus a skill-based activity such as going to France on an expedition and mapping out all the graves of the school’s alumni.

The physical section tends to offer less variety – Devon doesn’t offer many opportunities to learn ice climbing, for instance – but has plenty of crossover opportunities with CCF. Finally, there is the residential section, which is only a requirement for those undertaking their gold award. “This is a chance to relate to working life or to develop skills that will be useful to students when they go to university.

Zookeeping is very popular, as are medical conferences, which appeal to students hoping to study medicine. Other residential courses combine supervised exam revision in the morning and outdoor activities in the afternoon, which parents like.”

FIND OUT MORE

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CADET SKILLLS THAT COUNT TOWARDS DofE:

01: Navigation 02: Marksmanship 03: Ceremonial drill 04: Ship recognition 05: Aeromodelling 06: Flying 07: Playing in a marching band 08: First aid 09: Aircraft recognition 10: Clay target shooting

Read more about the social impact CCFs can create through volunteering in the local community at http://combinedcadetforce.org.uk/ about-the-ccf/social-impact

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IN THE NEXT ISSUE Rockwood was one of the first CEP schools to parade

FE ATURE

THE CEP SCHOOLS The Cadet Expansion Programme is in great shape, with CEP 500 well underway. Find out more about what’s driving two new schools DR ANDREW REAY associate principal, King’s Leadership Academy, Warrington and assistant CEO of the Great Schools Trust

Physical Education was essential and so I trained as a teacher prior to starting officer training. I left in 2009 to join Future Leaders, an accelerated headship and leadership programme, and cofounded King’s Leadership Academy in 2012.

Do you have Forces experience?

How big is your school?

I was a physical education officer in the RAF for seven years. I later become a staff officer working directly for RAF HQ. At the time of application, a PGCE in

We take 120 in each year group and we’re adding one year group each year.

Eventually we will go all the way through to 6th form.

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What’s the biggest challenge facing the school?

We’ve been very successful so far and, as a result, the Great Schools Trust was asked to take over two Liverpool schools in difficulty, one in Bootle and one in Dingle.

Both were taken out of special measures within two terms. We have recently been awarded permission to build a second academy in Warrington given the demand for places.

Why start a CCF? We value aspiration, achievement and professionalism - three values within our ASPIRE code. Leadership and character are also the Academy’s specialisms, and the CCF aligns with our set of values and specialisms perfectly.

What type of CCF? We have had a RAF CCF at Warrington for three years, we’re starting the first year of a RAF CCF at Dingle this September and we’re talking to the Royal Marines about opening an RM CCF at the Bootle school.

Was it hard to get staff and governors behind the idea?

Not at all. It has the full backing of the chief

M E E T T H E CE P S CH O O L S

“THE CCF ALIGNS WITH OUR VALUES AND SPECIALISMS” Dr Andrew Reay executive, directors, governors and staff.

As lead for character and leadership for the trust, I also head up each of the CCFs as Contingent Commander, and having weekly hands-on support is critical.

The outdoor activities have proved very popular

How have pupils reacted?

They love it and have really stepped up.

As a start-up school, we’ve had to give students extra responsibility and with cadets being the inaugural CCF group from Year 8 (age 12), our sergeant – who is 13 – is probably the youngest SNCO in the country.

DAVID SHIELD assistant head teacher, St Thomas More School, Bladon, Tyne and Wear

Do you have Forces experience? No. Where are you in the process?

We have six staff members involved every week and we’ve just appointed a head of personal development across the trust to run CCF and the Duke of Edinburgh’s Award. Being a trust really helps, as we’re transferring the model we used in year one at Warrington to other schools. The teaching resources are all done, we have the experience organising field days and we have the links with air cadets, so it’s really straightforward. As the other schools come on board we will be able to share staff across all three CCFs, so we have economies of scale and staff will have the opportunity to specialise and become real experts.

How big is your school?

We have 1,500 students.

What’s the school’s demographic?

We are a comprehensive that pulls from a wide catchment area. We are very much a Catholic school, bringing in the spiritual and moral side as well as the academic.

How do you plan to recruit pupils?

The RM will come up in November to do a recruitment day with lots of activities on the Tyne. I think a lot of pupils will find it very exciting. I’m working on a selection process in case numbers are too high.

Why start a CCF? We have a strong tradition of encouraging students to do things like Outward Bound and other outdoor activities, and we have very strong traditions around Remembrance Day, so this seemed like a good fit.

Biggest challenge ahead?

We only have 24 cadet places each year at each school. Demand is so high that we could fill each place three times, so trying to meet the demand from potential cadets is a real (but nice) challenge!

Both schools have found the CCF to be a great fit within the existing curriculum

What type of CCF? Royal Marines. There is a local Sea Cadet group so we didn’t want to go down that route, but we wanted to include a lot of water-based activities, so RM was ideal.

Where are you in the process?

We applied in October 2015 and we’re planning to parade at Easter, 2017. We will collaborate with our partner school, Dame Allan’s, for two to three years. At the moment we can only have 15 cadets, as that’s how many fit in our minibus to get to Dame Allan’s, but once we break away we expect to have a CCF of around 50.

Biggest challenge ahead?

Keeping numbers [down] to 15.

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T E A M B UIL D IN G

COMMAND AND LEADERSHIP THREE DIVERTING TASKS GUARANTEED TO BUILD INTEREST, ENTHUSIASM AND CONFIDENCE IN YOUR CADETS TASK 1

TASK 2

TASK 3

SILENT PAIRS

MEDIVAC

BIG BARREL CHALLENGE

Equipment: Giant pairs print out, available at combinedcadetforce. org.uk/schools-area/ learning-centre Time: 15 minutes Where: Large indoor space Aim: Complete the giant pairs game without talking Benefit: Non-verbal communication, teamwork Instructions and result: Lay the cards face down in a grid. Cadets line up silently alongside it. One at a time they take turns to turn over two cards. Matching pairs are removed from the grid, non-matching pairs are turned back over. Cadets often find this a frustrating task as they try to communicate to each other where a matching pair might be located.

Gradually teams should realise that speed is better than spending a long time dithering.

Equipment: None Time: 5-10 minutes Where: A large, open flat area Aim: Get the whole team safely across to the other side Benefits: Logic, co-operation Instructions and result: To cross the open area a person must be carried. The carrier must return and be carried across themselves. The only person allowed to walk across is the very last person. If the carried person touches the ground while being transported, both must return to the start. Cadets who think this through and plan the order, rather than just launching in, tend to be far more successful.

MAKE IT EASIER: Use fewer cards.

MAKE IT HARDER: Time limits per turn.

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MAKE IT EASIER: Reduce the size of the teams.

MAKE IT HARDER: Impose rules on who must cross the open area first/last.

Equipment: Planks, crates, large empty barrels and a variety of items for cadets to collect (e.g. ammo tins, cones) Time: 25 minutes Where: Large outdoor area such as a sports pitch Aim: Get the team and equipment to the other side, collecting items as you go Benefits: Teamwork, planning, problem-solving Instructions and result: Teams start on one side of the pitch with planks, crates and barrels. The entire team must cross to a ‘safe area’, rolling the barrels across the planks as they go. Once in the safe area, they can use the barrels to help collect the items they need. The challenge comes from moving the large and unwieldy barrels.

MAKE IT EASIER: Reduce the distance.

MAKE IT HARDER: Increase team size and/or the amount of kit to collect.

DID YOU KNOW?

Our updated website includes a command task resource bank

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2

Cadets from St Edward’s School CCF demonstrate the careful planning is needed

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HOW TO

HOW TO

USE THE BULK UPLOADING FEATURE A step-by-step guide for using Westminster’s bulk uploading feature

W

estminster’s bulk uploading feature allows schools to upload a comma-separated file of student information for the automatic creation of CCF cadet records. The file will typically be generated by school information systems, such as SIMS or NPD, but can be manually created using Excel and saved as a comma-separated file (CSV).

G E T T I NG S TA R T E D The file must conform to the correct format, with fields defined in a specific order. The table opposite illustrates the field columns in the upload file and shows some example data. Note that the first row contains the field headings and is ignored in the file upload, while all fields are separated by commas.

When preparing your spreadsheets try to ensure that you have a separate sheet for each of your servicespecific sections. This is particularly important for larger schools and those with compulsory CCFs. If you have only one service section, you will be able to just use one spread sheet. If you have multiple sections, repeat the process for the remainder of the contingent.

Before uploading your CSV file take a look at the required fields below:

1

To begin ensure that your CSV file is formatted correctly.

It should follow the guidance from the table to the right.

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Get your records on target

HOW TO

2

Log into Westminster.

Click on Personnel.

3

Next, click on CCF Bulk Load.

4

Click on Choose File.

This will allow you to select the CSV file.

5

Select your school and then click Next.

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Once complete, you will be given a summary of the upload. This will highlight any errors.

7

Check the status of the upload and ensure that all the rows have been accepted. To complete the upload of information click Next.

8

You will now be required to enter some mandatory information. These are radio buttons that you have to select Yes or No.

9

When complete, click Confirm Upload. The cadets’ information will now be uploaded and their records created. Their Pnumbers are numbered sequentially and they have a rank of ‘Cdt’. If needed, you can now go into individual records and add any additional data.

DID YOU KNOW? The CCFA small grants scheme is now open: bit.ly/2c3e4qM

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NOTICEBOARD UPDATES FROM HQ REGIONAL COMMAND

Mike Wharmby will be leading Regional Command’s CCF team for the next four years

APPOINTMENT

CHANGE IN COMMAND IN MAY FORMER BRIGADIER MIKE WHARMBY TOOK UP THE APPOINTMENT OF ACOS CCF IN HQ REGIONAL COMMAND

M

ike Wharmby will lead Regional Command’s CCF team for the next four years, focusing on school cadet expansion, CCF modernisation and developing the Army’s role as the lead service for the CCF. Mike was secretary of CCFA for seven years and, before that, commander of the then 42 (North West) Brigade, where he was

“MY PRIORITY IS TO EXPAND THE NUMBER OF SCHOOLBASED UNITS”

26 CONNECTED AUTUMN 2016

responsible for 19 contingents.

“My priority is to expand the number of school-based units to meet the government’s target while at the same time making it easier for our volunteers to deliver a fi rst-rate CCF cadet experience across all of the CCF schools within the limited time they are able to give,” he said.

He stressed the joint nature of the CCF programme. “It is vital that the three services work together on this. I am fortunate to enjoy an excellent rapport with Lt Col Roger Armstrong of the RN and Wg Cdr Bob Chalklin of the RAF, both of whom share with the Army’s Lt Col

Alistair Mack a strong determination to modernise and improve the arrangements which underpin cadet activity in the contingents.

“Bob is retiring after more than seven years of service to CCF RAF, and is to be congratulated on all that he has achieved in this time. However, he would be the first to agree that there is great deal more to be done.”

Asked why he took up his new post, Mike said: “Supporting the cadet movement has been the most satisfying part of my working life to date and I am privileged that I have this opportunity to continue to do so, focusing now on the CCF.”

N O TI CE B OA RD

HOW TO

Use the bulk upload feature in Westminster page 24

U P D AT E

THE NEW USER INTERFACE FOR WESTMINSTER

W

ESTMINSTER NOW has a new user interface.

It has been updated to work on mobile, tablet, laptop and desktop computers for the first time. This means it will fit to the web browser on the device that you are using.

The previous user interface was 10 years old and very dated.

The new user interface is quicker and lighter. This means that searches will be faster and the entire application will work faster, too.

The new user interface has new features such as ‘freeze pane’ headers on interactive reports and a new live support button, allowing users to ‘chat’ to helpdesk staff from within

the application. The menus have moved and now offer more intuitive features.

Westminster will now be more accessible to visuallyimpaired users who rely on screen readers, as well as being compliant with other contrast guidelines.

The new interface doesn’t change the functionality of the system. Access to Westminster won’t change – it is still accessed through the Defence Gateway – but you can now use it with more devices.

For a short time users will have the option of switching back to the old interface if preferred, known as “classic view”, but this will not be possible for long.

Away on camp? The new user interface means Westminster will work better on mobiles and tablets

IN BRIEF

Put the dates in your diary for the upcoming briefing days

CCF HEADTEACHERS’ CONFERENCE The next Headteachers’ Conference is scheduled to take place on the 2nd March 2017.

Further details will be made available soon.

CONTINGENT COMMANDERS BRIEFING DAY The next event is scheduled for the 29 Nov 16 and is for new and incoming Contingent Commanders. Please apply through Westminster.

CROWDFUNDING CCFA are working with Crowdfunder UK to trial an innovative new approach to fundraising for CCFs. Updates in the next issue.

GET IN TOUCH You can contact us via email and follow us on Twitter: E: marketing@combinedcadetforce.org.uk @ccfcadets

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N O TI CE B OA RD

CEP 500

CEP APPROVAL ROUNDUP THE LATEST APROVALS IN THE CEP PROGRAMME ARE TESTAMENT TO ITS INCREASING POPULARITY: MAKE SURE YOU SPREAD THE WORD

E

ARLIER THIS YEAR in the spring edition of Connected we updated you on the next phase of CEP known as CEP 500. In May of this year the CEP steering group approved a further 33 schools. These were largely from expressions of interest (EOI) in the earlier phase but there were some schools that came through the process very quickly and will start parading this September, including Rockwood Academy in

Cadets are enjoying a huge level of support, thanks to a budget top-up

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Birmingham and Newton Rigg in Cumbria.

Amongst the 33 schools approved in the CEP 500, seven of these are in Scotland, and we are currently working closely with other devolved administrations.

The next approvals round is in November this year. We already have 29 schools ready for approval, with a further 99 interested and in the pipeline.

Our target is 500 parading units

by March 2020, so we have 119 approvals to go.

This does not mean that we cannot encourage other schools to express an interest, which can be done by going to: http:// bit.ly/2c3e4qM. Once a school has expressed an interested, it will be contacted by the Joint Team. If it meets suitability criteria, a School Cadet Expansion Officer will go through the available options and explain the school commitment to the

programme. Shortly after that the school will be able to choose what type of unit it would like: RN, Sea Cadet Corps, RM, Army or RAF. The relevant service representatives will then go to the school and explain in detail what the relevant cadet syllabus and experience involves.

If you are an interested school then find out more about the Expansion Programme at the CCFA website and complete an EOI. As for established CCFs, we are always looking for partner schools to support CEP schools. If you feel you could partner a new school then please do get in touch with your regional brigade, which can connect you with your local SCEO who would be delighted to explain the options for you.

If you would like to add an additional service to your CCF, partnering with a CEP school will increase your chances of an application being accepted.

N O TI CE B OA RD

CCF(RAF) cadets concentrate hard as they try their handS on a flight simulator

FIND OUT MORE Go to page 20 to find out more about CEP developments

Spelling it out: CCFs aim to help develop personal qualities and character

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HOW TO

HOW TO

Choose inspiring images from our photo library

PUBLICISE THE CCF There are now even more resources to help you recruit the next generation

T

his autumn CCFA has relaunched the CCF website with more information and brand-new resources to help CCFs recruit new cadets. Here’s how to make the most of the material in the new brand centre.

1

Put up posters in classrooms and on noticeboards. The new brand centre offers a series of downloadable recruitment posters and pop-up banner artwork as well as our updated brand guidelines, artwork and logos. The recruitment posters are available in Royal Navy, Royal Marines, Army, Royal Air Force and mixed-Service themes.

the presentation eye-catching and memorable.

Schools can also find a series of recruitment videos on the brand centre that are aimed at new cadets and potential adult volunteers, as well as a more general video about the CCF. This could make a great introduction to it for parents.

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Personalise your approach. Schools can use CCF resources to create their own materials or to add information and images from the CCF to existing publications. Schools can choose which photos to feature from our image library; they can even submit photos to us for consideration for addition to the photo library.

3

Get presenting. Your existing cadets are well placed to recruit the next generation of CCF cadets. Ask if they are willing to present to a small group of younger pupils to talk about all the activities they have enjoyed and what they’ve achieved.

People presenting to a large group may like to use our new branded CCF PowerPoint template to make

30 CONNECTED AUTUMN 2016

Run a taster day. This is a great way to get potential cadets interested. Take a look at our new bank of command and leadership exercises for ideas; it has long and short exercises, many of which are designed to use only minimal equipment – and can be done indoors if the weather is not on your side.

TELL US YOUR NEWS We’ve made it easier for you to share your news with us through the ‘submit a story’ section of the schools area. Here, you can send us your stories about what your CCF has been up to, with the best being featured on the news centre and in our magazine.

THE MAGAZINE FOR INSTRUCTORS OF THE COMBINED CADET FORCE

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N EX T ISSUE NEXT ISSUE: FESTIVAL OF REMEMBRANCE MAKING THE MOST OF VOLUNTEER EXPERIENCE NEW WEBSITE RESOURCES COMMAND & LEADERSHIP TASKS AND MORE