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Charity and Service

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Charity

Inspired by the Woodard ethos, the College encourages and supports students and staff to get involved in all kinds of voluntary and charity activities. There are a number of ways to do this. All our lives are enriched through new experiences and the opportunity to serve locally or on the other side of the world

 
 
 
 

CAS and the IB

As part of their IB programme and reflecting the school’s Woodard ethos, many students are involved in local community service projects.

Most weekends, groups head out to projects in the Sussex area.

For example, working with the National Trust at Standen House doing Forestry and Conservation. And helping with the design and build of an outdoor education and play area for young children.

Then, there’s youth work at Activity Days, doing rock climbing, drumming, drama, go-karting and other activities with children with disabilities. This is through the local charity Aiming High for Disabled Children.

We are planning some student-led, in-house events for the local charity No Limits.Students also go into Haywards Heath to help out at Playgroups and Social Groups such as Kangaroos and Gateway.

An exciting initiative is a peer education partnership with the Red Cross. Our students will learn about Humanitarian Relief and First Aid and will be trained to go and deliver presentations in local schools.

Our Charity Action Team continues to raise funds and awareness with regular activities

 

D of E

The Duke of Edinburgh's Award, a registered charity, is a voluntary, non-competitive programme of activities for anyone aged 14-25.

 An individual challenge, it encourages young people to undertake exciting, constructive, challenging and enjoyable activities in their free time.

These develop self-confidence, skills and leadership abilities.  The Award is widely recognised by employers and people involved in education.

Ardingly College offers the Silver and Gold levels. These include

  • Service/Volunteering
  • Skills (covering almost any hobby, skill or interest)
  • Physical Recreation
  • Expeditions (training for, planning and completing a journey)
  • Residential Project (Gold Award only) a purposeful enterprise with people not previously known to the participant that lasts for a minimum of 5 days and 4 nights

At Ardingly College students have the opportunity to enrol in the award at the beginning of Shell. The level they choose will depend on their age and experience.

CCF

The College's Combined Cadet Force was established in 1902. Today, Ardingly CCF are given the opportunity to develop skills outside the classroom. These include leadership, discipline, teamwork, self-reliance and, of course, drill, skill at arms and many other military values and standards. These instil in Ardingly Cadets a sense of pride and bearing.

 

The Army section is affiliated to the Princess of Wales Royal Regiment.  This allows cadets to take part in military and adventure training not readily available to non-cadets.

Whilst not a recruiting tool, many cadets relish the military challenges and experiences presented to them with CCF service. Flying across Salisbury Plain in an Army Lynx helicopter, visiting HMS Illustrious and even Contingent Mess dinner nights will stay etched in memories for many years to come.

 

Students can volunteer to join the CCF in Year 9 and can potentially leave in the Upper Sixth as an SNCO or Cadet Warrant Officer. With an indoor shooting range, annual summer camps and logistical support provided by 11 Infantry Brigade’s Cadet Training Teams, the opportunities for adventure and self-discovery are plentiful.

Ardingly in Africa

We use our international links not only to broaden students’ horizons, but to teach them important skills such as project management and understanding eco-tourism.  

Our aim is to have a positive impact on developing teaching and learning in the countries we visit. 

Three links and projects are supported in Africa.

In Gambia, we teach practical science and support three schools, including a school for the deaf.

In Ghana, we work on a music-based project with street children. Finally, in Kenya, we have built a primary school, teach, support a lunch time feeding programme and have a link with an orphanage and a restart centre for abandoned street children, where we built a playground.


Neither political intervention nor massive foreign investment will solve Africa’s problem. The answer instead lies in educating the country’s children.

Indeed, the more immediate issues of Aids and ecological degradation can only be tackled effectively if the next generation understands the problems and is taught how to deal with them.

Nobody made a greater mistake than he who did nothing because he could do only a little’  Edmund Burke