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Walton Sea Cadets

Whether at sea or on land, the Sea Cadets offers young people across the UK amazing opportunities for personal development - by learning new skills and working in teams - we offer an environment where young people find new confidence and inspiration.

Established in 1856 the Sea Cadets was created by communities wanting to give young people instruction on a naval theme. Traditionally old seafarers provided training while local businessmen funded the unit building.

Today, 14,000 young people based in 400 units in towns, cities and ports across the UK are challenging themselves and developing new skills, like sailing, boating and rock climbing - supported by 9,000 volunteers.

To view this months addition of the Sea Cadets Newsletter please click on images to the left.

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ERASMUS+ project: Roadmap to Building a Caring and Respectful School Community September 2018 - July 2020

Sometimes bullying is invisible or when it does happen, not everyone is aware of it. It can ruin children’s lives, research shows that its effects can last well into adulthood in terms of impact on emotional, physical and mental health.

We are planning to have different themes that we will develop during the duration of the project, each one will be building on better understanding of issues caused by bullying, ideas and activities that will develop skills and competences in children and staff.

Theme one: Make a noise about bullying - What is bullying?

Different types of bullying including: physical/mental/verbal/direct/indirect Homophobic, biphobic and transphobic bullying, cyber-bullying. How and why it happens? The role of bystanders.

Bullying and gangs The activities planned in this theme will give students and staff involved give a good understanding of what bullying is, what relational conflict is and importantly what roles are involved in bullying incidents. Partners will be able to compare how different or similar issues of bullying are in each setting and share best practice.

Theme two: All different all equal - Race and faith targeted, sexual and gender related – celebration of what makes them and others different – Preventing bullying - ABC of bullying prevention

In this theme the activities are going to promote individualities, such as sharing of different cultures, believes, sexuality and race. It is promoting social inclusion, being valued and having a sense of belonging especially with students who feel marginalised.

Theme three: Words can hurt more than you know - Bullying and special educational needs/disability (SEND)

This theme explores vulnerability of SEND students. The activities will cover strategies that recognises that bullying accrued.

Theme four: We're better without bullying - Bullying and the law

Students and staff need to know what laws protect victims of bullying, as well as 'ringleaders' and bystanders. Particular attention is going to be made to each country's laws, cyberbullying and sexting (exploitation). This is fostering objective of Promoting the acquisition of skills and competences as it enables all parties to know the rules/laws and consequences of bullying.

Theme five: Taking Action Together - Anti Bullying policy – responding to bullying as whole school

The best way to respond to bullying is to do as a whole school setting. This means that everyone from students, teachers, parents and other staff connected to the school has a clear idea of values and responsibilities. Devising whole school policy with all parties involved is best practice. Partners from schools will review their current practices and learn from each other as well as listen to guidance from professional bodies such as Anti Bullying Alliance in UK ....

Theme six: This is a bully fee zone - Peer mentoring – prevention and support

This is where students are being trained on how to become Anti Bully mentors, learning the skills to listen and become first port of call in reporting system. With this supporting role as well as other strategies covered in earlier themes, the school should become more inclusive and safer place to learn.

For more information and updates on the project, please visit our eTwinning page where we keep all the work from the project.

TTC students delivering Anti-bullying assemblies to primary schools

On Monday 28th January three representatives of The Oxfam Youth Ambassadors (Erosan Nallaiknthan, Lucy Ransome and Jessie Arter) went to Engaines Primary School to deliver a presentation about Anti-bullying to help them understand what bullying is and how to deal with it. At the end of the presentation, we told them about the competition that we are holding and they seemed to be quite excited to join in the competition.

Our idea was to go and visit primary schools in our local area, to inform students of the dangers of bullying and the effects. We then launched a competition for the pupils to create a poster or comic strip. We wrote to all ‘feeder’ primary schools and arranged time and dates with their head-teachers.

The three chosen posters or comic strip would receive a £5 Amazon voucher and the overall winner's design will be made into postcards. Each primary school will receive 100 copies.

In TTC teachers will use the postcards as rewards when students make extraordinary achievement academic or otherwise. In the end, we had four schools to visit. For three schools it was whole school assemblies and for one school we did one hour lesson.

We organised ourselves into groups of three and four and started planning. We had to think carefully about language and the type of activities we would want to do. In some schools, there were ages from Reception class (4-year-olds), to the Year 6's. Mrs Burley, Mrs Vella and Mr Pryer helped us and gave us some advice. We wrote scripts so that would not need to read from a power point and we practised and practised.

The first school visited was Engaines in Little Clacton and the three students presenting were: Erosan, Lucy and Jessie. In Engaines we presented the power point to the whole school through an assembly. It was pretty nerve-racking to do. The school’s reaction was well handled. They seemed excited about the competition.

The second school was Frinton-on-Sea Primary lead by Lotti Talbot, Rosanna Savage and Willow Jessup. It was a 45 minute session with a class of year 4s. They listened well and they asked several questions. The activities we did were; Scenario cards, Thought sheets, Word searches, and Sticky notes. They too seemed excited and eager to start the competition.

The third school was All Saints Primary in Great Oakley. Frank Wilthire, Kieran Thompson and Jessie Arter (steeped in as Aidan was ill) performed the presentation in front of the whole school in an assembly. They discussed to their shoulder partner a lot about their point of view. The kids were very well mannered and nice. The assembly was roughly 20 minutes.

The final school we visited was Rolph Church of England primary school in Thorpe. Four TTC students performed an assembly in front of the whole school; Aidan Murray, Jake Edwards, Jessica Rose and Maisey Meesen- Pedersen.

With the primary school visits finished we greatly anticipated competition entries. At the OYA club on Thursday, we judged entries from Engaines. It was tough deciding which three were the best and we all had a chance to vote, selecting the best.

The primary visits are part of sharing good practice through ERASMUS+ project. Lottie, Rosanna, Willow and Madeline will take the report to Greece at the end of February and share this with our project partners from Turkey, Portugal, Italy, Romania and Greece.

OYA meet every Thursday after college. We get involved in different campaigns such as the Fairtrade, Send my friend to school and projects where you might have a chance to represent TTC abroad. Why don’t you come and join us and make some difference in our school and the world?

Meeting in Greece for ERASMUS+ project

On the 24th February four year 9 Oxfam Youth Ambassadors travelled to Greece to work with other countries to promote anti-bullying.

The plane departed Luton Airport early in the morning and arrived at Athens International Airport at 14:20 (12:20 UK time). We had a long, 6-hour wait until boarding was available for our internal flight to Mytilene. As we arrived at Mytilene airport within 40 minutes where we met up with the Romanian, Turkish and Italian groups. We were driven by coach to Hotel Adonis in Mythimna. It was midnight when we reached the hotel and to our surprise, it started to snow!

On the first day we met up with the rest of the groups and travelled to the school. The school was made of marble and was quite small compared to TTC. The first activity was an icebreaker and gave us time to interact with the other members of the project. Our presentation was one of the first and it went very well. After a few more ambassadors finished their presentations, it was home time for the rest of the school. Parents of the local school organised lunch for everyone and set it all up in the hall. Mothers cooked and baked traditional Greek food for the Erasmus project.

For the rest of the day we spent the late afternoon and evening with our friends from Greece as they gave us a tour and took us to a restaurant near our hotel.

Tuesday we travelled to Mithymna in Lesbos, which had the most beautiful scenery! We had a tour of the area, which included visiting the local library, Turkish baths, having a look at a castle and visiting an Orthodox church.

For lunch we went to a traditional restaurant on the mountains in the village of Stipsi where the food was amazing! After we finished we went for a walk along the mountains to look out on the rest of the village. We went back to the school in Petra after the refreshing walk.

On Wednesday morning we set of on a day trip; we visited the ruins of an ancient theatre and temple. Our next stop was The Theophilos Museum of Folklore Art and Modern art gallery. Theophilos was a local painter in the early 20th century who painted in naïve style in lots of locations around the island. One of his paintings documented the first plane flying over the island.

In the second part of the afternoon we split up into groups and walked around the town of Mytilene to do some shopping and then all had lunch together. On the way back to the Hotel, we stopped at The Thermal spa right by the bay. We had a tour of their outdoor and indoor pool. The sunset in the bay with the towering mountains in the background was quite magical!

Thursday morning was an early start back at the school where we worked in mixed nationality groups on LGBT issues and watched different scenarios of related personal experiences.

After we finished the scenarios, people set up food around the hall for lunch. In the afternoon, we spent time on posters that represented positive words in each of our languages.

Our final day was the Friday which we had a spectacular tour of Petra. We split into two groups and set off for an activity. As a group, we first visited a museum, two churches and we captured pictures of the beautiful town and its views. Dancing lessons then took place in a gym that we would then later perform after the evening dinner. Once we finished the dancing lessons, we all headed back to the school where we finished off our posters and presented them in our groups to everyone else.

We came back to the hotel and the six of us walked up to Molivos Castle and took amazing photos. On the way back down from the castle we popped into a shop to buy masks for our carnival dinner. Later we got ready for the dinner, put on our masks and set off to meet other people from the school. We arrived at a restaurant where we collected our awards and finished off with a lot of dancing till late. The end of the evening was emotional for everyone as we were not ready to say our goodbyes all had such an amazing time and made such good friends.

It was a fantastic experience to meet students from these countries. We would absolutely love to take part in an Erasmus project again! This work has helped our understanding of how the world is affected by bullying; it boosted our self-confidence with meeting new people and was not what we expected. We are staying in touch with the friends we made and are looking forward to meeting more.

Tendring Technology College Receives a Prestigious European Award - The eTwinning School Label

Teachers and students at Tendring Technology College have been celebrating after being awarded a highly regarded European award – the eTwinning School Label.

The school has secured the award as a result of their:

  • Digital and eSafety practice
  • innovative and creative approaches to pedagogy
  • supporting continuous professional development of staff
  • embedding collaborative learning practices with staff and pupils

eTwinning is the digital community for schools. Over 660,000 teachers in 44 countries across Europe and beyond, have joined the community since it launched in 2005. Valentina Burley, project coordinator, said: “We are delighted to have been the awarded the eTwinning School Label. Everyone at Tendring Technology College has enjoyed working with European partners. To secure the eTwinning School Label is a real honour for the students and teachers who participated in the projects.”

The College has been involved with the eTwinning initiative for over four years, working in with partner schools in Germany, Sweden, Turkey, Italy, Romania, Greece and Portugal projects using eTwinning’s digital tools. Amongst the projects undertaken was Places and their Stories. This was collaborative work with partners from Germany and Portugal. It involved students finding more about local places that have been forgotten but had importance in the past. In the last two years, Tendring Technology College secured funding from ERASMUS+ European initiative. Several students had a chance to represent the College at the international meetings such as in Lesvos in Greece. Students had a chance to visit a refugee camp near Methylene.

The ERASMUS+ project theme this year is about anti-bullying. As part of the two year project students have been trained by the Princes Diana Award to become Ant-bullying Ambassadors. On Thursday, 27th March, 40 students attended all day training event with the aim to empower young people. At the end of the day, students created an action plan of how to approach reducing bullying in their schools and will become Anti-Bullying Ambassadors! In the afternoon staff members were invited to attend SELMA training which included hate by providing knowledge of what bullying is and how to tackle it.

Ashley Marks, inclusion mentor said: “It was great to see students engaged and to hear of their plans to make the College even safer place to learn.”

Some of the students who took part wrote statements on their opinions of the training course.

Jake Edwards 9VBu - “This experience made me understand more about bullying. It helped me learn about cyber, physical and verbal bullying. It was a very important and useful day as we learnt a lot about bullying. We are planning to do assemblies to tell everyone about out plans.”

Jessica Rose 8RRo – “This anti-bullying workshop was an exciting and useful experience. We hope to raise awareness of bullying and let everyone one know you to deserve to be here, no matter what the bullies say and we need you to know that we’re here if you ever need to talk to us. I feel proud and confident helping victims of bullies.”

Frank Wiltshire 7NIS – “On Thursday the 28th of March 2019, I and 39 students attended an anti-bullying work shop. When we arrived at Landermere Hall, we were given a training guide, notebook and a badge. For the first half of the day we played games and took part in activities and fir the second half of the day we participated in activities based around spotting bullying and raising awareness. By the end of the day we were fully trained. We now know how to help if anyone has been bullied.”

ERASMUS+ project: Every Child Matters - September 2017 - June 2018

In September TTC secured project funding that will enable travel of small group of students to the partner schools. ERASMUS+ is a European funding which make it possible for schools from different participating countries to work together, to develop, share and transfer best practices. TTC is part of the two-year project titled ‘Every Child Matters-Refugees and Immigrants in Education’ which aims to address key values of social justice, fairness and diversity. We are working with European partners: Adana in Turkey, Palermo (Sicily) in Italy, Petra (Lesbos) in Greece and the Lousado in Portugal.

The project will involve on line and face-to-face activities that will develop knowledge and understanding of each other’s cultures and language, raise the awareness of global issues such as inequality, conflict and sustainable development. Throughout students will be able to develop skills in critical thinking, cooperation and teamwork and communication.

For example, team work will be explored when students are visiting host countries and working on common activities such as creating a piece of art or music. Sharing ideas and experiences will enable students from all partners to learn from each other and create mutual respect. In particular, it is hoped that experiences will enrich the lives of refugee students who at times don’t see education as valued. Learning will be extended to students who are not immigrants as it will enable to develop skills to combat prejudice, xenophobia and discrimination.

As part of transnational collaboration four students at one time will be representing TTC at project meetings and workshops taking place:

  • Mobility 1: 27th March to 31st March 2017 in Palermo, Italy
  • Mobility 2: 15th May to 19th May 2017 in Petra, Lesvos, Greece
  • Hosting Mobility 3 in TTC: 9th October to 13th October 2017
  • Mobility 4: 20th November to 25th November 2017 in Forave, Portugal
  • Mobility 5: February 2018 (dates to be confirmed) in Adana, Turkey

ERASMUS+ European Project (Every Child Matters: Education of refugees and immigrant children), meeting in Palermo, Sicily, Italy, 27th March to 31st March

Reported by: Lydia McFettridge, Emily Young, Richard Wedge and Quinn Atkins accompanied by Mr Prior and Mrs Burley

Our host school was Archimedes situated right in the centre of city of Palermo. We stayed in the old part with only 15 minutes of walk to the school. We went to the school each morning and meet with other partners. Each day we did something different. First day was presentations; we took turns in introducing our schools and what we have found out about migration. We focussed our presentations on history of immigration and how this made the country more diverse. Following days, we worked in mixed groups so that we learned more from each other.

Our trip also included cultural visits. We visited the hilly town of Monreale, which has an amazing medieval cathedral, all decorated in golden mosaics. We walked part of the way on the hill Monte Caputo. It was good; with all the time it took, we could take lots of pictures overlooking Palermo.

We also visited the national marionette museum of Palermo. It was full of puppets each with an interesting history and it taught us about the entertainment they had in the olden times, before TV and internet. One of our trips was Palermo’s golden beach seaside town Mondello. We all played games on the beach with the students from the other countries and then in the afternoon we headed back to the school where we completed our posters.

Last day we spend morning visiting local park and then in the afternoon we all went to sample Palermo’s speciality brioche ice cream. There were emotional farewells before everyone was heading back home. We hope to meet some students when we host groups in October.


The slideshow below includes all information from our recent ERASMUS+ Trips.


Global Learning Programme

We are delighted that Tendring Technology College has been chosen to become an Expert Centre for the new Global Learning Programme (GLP) for England. The GLP is a programme of support for schools that can help enhance teaching and learning about global issues at Key Stages 2 and 3. It has six core aims which are to:

  • help young people understand their role in a globally interdependent world and explore strategies by which they can make it more just and sustainable
  • familiarise them with concepts of interdependence, development, globalisation and sustainability
  • enable teachers to move pupils from a charity mentality to a social justice mentality
  • stimulate critical thinking about global issues both at a whole school and at pupil level
  • helps schools promote greater awareness of poverty and sustainability
  • enable schools to explore alternative models of development and sustainability in the classroom.

The GLP focuses on developing pupils’ knowledge and understanding of global challenges through subject-based learning in key curriculum areas. It helps pupils to think critically about the issues, and develop skills and values as they consider actions that they and others can take to overcome them.

As an Expert Centre, Tendring Technology College is acting as a hub to provide local, peer-led training and support for teachers in our Partner Schools. This will involve hosting half-termly support meetings to help them to identify each school’s particular training priorities and through the GLP website access the most appropriate professional development to meet their needs. You can find out more and register your interest online at www.glp-e.org.uk or contact GLP Coordinator Valentina Burley vburley@tendringtechnologycollege.org

The Global Learning Programme is funded by the UK government and is managed by a consortium of leading global learning and educational organisations: Pearson (lead), Geographical Association, Institute of Education, Oxfam UK, Royal Geographical Society (with IBG), SSAT and Think Global. The programme runs from 2013 to 2017.