DIPLOMAS
Brendon Riley, the
general manager of IBM
North East Europe, talks about the Diploma in IT and why IBM is backing it
I
N 2009 IBM was directly involved in delivering the IT Diploma across England working with 18 consortia, federations and partnerships of schools and colleges. IBM is also actively involved with e-Skills, the IT sector skills council. As a leading graduate employer
recruiting between 100 and 200 graduates per year we are continually looking to build smarter education programmes. For example, IBM’s KidSmart programme celebrates
its 10th anniversary this year. The programme has donated over 1,200 computers in child-friendly, fun and accessible units (designed by Little Tikes) to nurseries to help children get a head start with using technology to support their learning and play. We also pioneered virtual mentoring for teenage
school students – over 300 of our employees regularly mentor a similar number of school students through the IBM MentorPlace programme. So, with this heritage of engagement in the
British education system behind us, I am putting my personal weight, and the resources of IBM behind the new Diploma, and in our case behind the Diploma in IT. It is a qualification that combines academic learning
in the classroom with work-related experience. A number of employers have been involved in developing the content of the course and more are needed to help support its delivery. For me, the Diploma marks a new kind of teaching in the context of real life – young people are encouraged to work independently on projects, which develops their confidence. The Diploma was introduced in September 2008,
and the Diploma in IT is one of 10 lines of learning that are currently being studied by young people across
Backing the Diploma
England. Four more lines of learning are due to come online this September bringing the total to 17. Far from restricting young people to a particular
job or sector, the Diploma provides a robust, rounded education that will arm young people with the knowledge and skills they need to succeed whichever path they choose to follow. I believe that the introduction of the Diplomas
represents a very significant contribution towards creating the smarter education system that we need if we are to truly prosper and compete as a nation in the 21st century. Young people deserve and need our support and
investment to equip them for the challenges they will soon be facing, challenges that years ago no-one faced. This is a key reason why I wanted to get behind the Diplomas. Growing up I had little or no insight into what we
now call the “world of work”, beyond the job that my father did. Young people now need to be increasingly
The ideal learning temperature
Psycho babble
THE OTHER morning I was reading with some of the children in my youngest son’s reception class, and experienced utter frustration. Not one of the readers was capable of sitting still; even the savviest readers had forgotten most of their sounds and were unable to work out words; all were distracted and a little irritable. There was no obvious reason for this, but I could see that even the teacher was tearing her hair out. When my older boys returned home, my middle
son spent 20 minutes with his GCSE revision books before flinging them across the room and announcing that he couldn’t concentrate. There were spats at the dinner table, and a lot of remote-control activity later on when no-one could agree on what to watch on television. “Mercury is in retrograde,” said
a friend, when I expressed my frustration on the phone. “That’s the reason why everyone is so anxious at the moment; the reason why there was so much flux in the election. Everything is unpredictable.” This all sounds rather
suspicious to me, but there does seem to be something in the fact that there are forces causing a collective change in behaviour. Not surprisingly, perhaps, it seems that the weather can be at the root of this type of problem and, in particular, the barometer. There has been a great deal of research into
the relationship between weather and mental health, and between barometric pressure and mood. As the pressure drops, in advance of a storm, for example, there is an increased number of cases of depression, which improves when the low-pressure system exits. Interestingly, too, research in Europe and North
America has established a relationship between barometric pressure and pain, such as headaches. Russian scientists, among others, report that low barometric pressure impacts upon mental activity, lowering attention span and curtailing short-term memory. In turn, impaired cognitive function can impact upon mood. A trip to the Met Office website confirmed that
on the days in question, the barometer was indeed low. And there’s more. It’s not just the barometer that can affect mood and performance. A study published in the journal Emotion found that on sunny days, when high pressure dominates the weather, there are fewer reported cases of depression and mood swings. Specifically, sunshine has an effect upon our cognitive abilities, and warm weather (above 22ºC) improves both short and long-term memory. A study from Loyola University in the US tested
how air temperature in the classroom environment affected memory among a sample of 52 undergraduates. A computer test developed to measure memory was used in three different environments, varied by temperature: 22ºC, 26.7ºC and 17.8ºC. Results indicated that the 26.7º and the 17.8º environment had negative effects on memory ability, while the 22º temperature provided the optimum environment for learning. So what are the practical
applications for this information? The first is to get into the habit of checking the nearest barometer (
www.metoffice.gov.uk). If the barometer is low, chances are you aren’t going to get a great deal of learning work done. Choose these days for
projects, activities and less-structured work. If the barometer is steady and your class is still not responding, check the room temperature. Aim for a consistent 22ºC to get the most from your students.
Finally – and perhaps most importantly in exam time – ensure that all students get at least 30 minutes outside in the natural light to boost mood, memory and cognition. Provide study spaces in outdoor facilities; set up enforced outdoor time between exams, and encourage kids to eat their lunches outside. If all else fails, get kids moving. Exercise has
the ability to raise endorphins (feel-good hormones), which can impact upon their ability to learn and their mood. A good dose of stretching or even just a jog around the playground can make all the difference.
• Karen Sullivan is a bestselling author, psychologist and childcare expert. Email
KESullivan@aol.com
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well educated, to take on more complex tasks, to be more flexible and more adaptable. Additionally, the IT Diploma is about the changing
nature of the way that young people are learning – and thus the changes to teaching that are necessary to respond to that. Education is increasingly in the control of the learner, with the role of the teacher changing towards becoming more of a facilitator. Technology is clearly the key enabler of that. Just
watch a young person “multi-tasking” for a while – they are using a laptop, they are on social networking sites, listening to music, surfing the net, instant messaging and so on, pretty much simultaneously. This is the way in which young people increasingly
expect and want to learn, in a media-rich, flexible environment, where the learning is authenticated. I would paraphrase this as “don’t just tell me about this idea, but show me how the idea is useful, and how it is applied”. The system has to respond to the way that
young people want to learn, not the way that we would like them to learn. Finally, as a general manager of a large employer
I am looking for talented young people who not only understand the world of work, who have acquired the requisite knowledge and understanding, but also who have the employability skills (team-working, collaboration, leadership qualities, values, perseverance) that they will need to succeed in our business. I believe that the curriculum and style of teaching
and learning embodied within the Diploma in IT (and other Diplomas too) have the potential to achieve this.
SecEd
• Brendon Riley is general manager of IBM North East Europe.
Further information
The Diploma in IT:
www.e-skills.com/diploma
Increase your school’s level of funding
Fundraising for Schools is a monthly magazine, containing essential information on all the available sources of extra school funding from which YOUR school could benefi t.
A subscription to Fundraising for Schools will enable you to:
• Find out all the awards and grants that are available, and the criteria for application;
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awards and grants
PRIMARY/SECONDARY
Kelloggs Active Living Fund
The Kelloggs Active Living Fund will give small grants to projects and activities that directly lead to people taking part in sustained physical activity. The aim of the fund is to help remove the barriers which stop people being active.
Award criteria
The Kelloggs Active Living Fund is keen to fund activities that enable adults and children to exercise together. The fund is open to applications from charities and other voluntary and community organisations. Schools can apply but the fund will only consider contributing towards extra-curricular activities that promote sustained physical activities.
Kelloggs will make a grant of up to £1,000, but will only fund activities or projects where the grant makes a signifi cant impact. For example, Kelloggs would consider a grant of £1,000 for a £2,000 project, but would not consider a grant of £1,000 for a £10,000 project.
Applications will be judged against two key criteria: Project type and benefi ciaries.
You are more likely to receive funding if your project meets the top priority in both criteria. These are, (a) innovative ways of getting non-active individuals active, and (b) family units, children and adults, undertaking physical activity together.
Three good examples of high priority applications are:
A project that establishes exercise classes where mums and kids exercise together.
A walking project designed for adults and families.
A project which enables adults and children to learn to swim together.
The Active Living Fund will not make a grant:
To individual athletes, sportsmen and women.
For costs associated with salaries or posts.
To profi t-making organisations. Towards transport costs, as all projects should be accessible to ensure sustainability.
PRIMARY/SECONDARY
The BBC Wildlife Fund
The BBC Wildlife Fund is a grant-giving charity set up in May 2007 to distribute money raised by donations to help support projects protecting the world’s endangered wildlife.
Award criteria
The remit of the BBC Wildlife Fund is: To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.
To help protect and improve the natural habitats that wildlife and humans share.
Once the total amount raised from appeals in summer 2007 is known, the fund will work with a wide range of
wildlife charities to assess how and where the money can make the most difference.
The fund will welcome grant applications from groups working internationally and in the UK. However, it can not do so until the total amount raised during the Saving Planet Earth season is known.
BBC Wildlife fund
Deadline
Likely to be sometime in December 2007
Amount of award
As yet unknown
Contact details
BBC Wildlife Fund PO Box 60905 London W12 7UU
web:
www.bbc.co.uk/savingplanetearth/ aboutus/
index.shtml
Fundraising for Schools September 2007 7
To applications where the request does not directly support the activity being undertaken, for example the fund will consider a request for equipment, but not for maintenance on a building being used.
To retrospective applications, where the activity has either taken place or has commenced at the time an application is considered by the Kelloggs panel.
Kelloggs Active Living Fund
Deadline
Ongoing
Amount of award
Up to £1,000
Contact details
email:
darren@communityfoundation.co.uk web:
www.kelloggs.co.uk/company/ corporateresponsibility/activelivingfund
The Ford Britain Trust supports local projects based near its main manufacturing plants, Andrew M
The Ford Britain Trust was created by Trust Deed on 1 April 1975 for the advancement of education and other charitable purposes benefi cial to the community.
In making donations, the trustees pay particular attention to those organisations (including schools) that are located in and operating in areas where the Ford Motor Company Ltd has its present activities and a long standing association with local communities in the UK. Particular consideration is also given to organisations and projects that support the principles embodied in the company’s policies on diversity.
The trust makes donations to undertakings concerned with the advancement of education and other charitable purposes. Preference is given to registered charities (or similar) located and working in areas in close proximity to the company’s locations in the UK. These are Essex (East London), South Wales, Southampton, Daventry and Leamington Spa (although this latter plant is closing).
Special attention is given to projects concerned with education, environment, children, the disabled, youth activities, and projects that will provide clear benefi ts to local communities. Applications coming from, or relating to, projects based outside these geographical areas are generally not considered.
National charities are assisted rarely, and then only when the purpose of their application has specifi c benefi t to communities located in close proximity to Ford locations. An example of one support that could also be relevant to schools is contained in the sidebox.
Applications for sponsorship, individuals, research, overseas projects, travel, religious or political projects are not eligible.
Grants made by the trust are usually: One-off donations for a specifi c capital project.
Funding for part of a project, typically items of furniture and equipment.
Applications are rarely considered for:
Core funding and / or salaries. Revenue expenses. Major building projects.
Grants usually range between £100 and £5,000. Applications for funding for new Ford vehicles are considered when two- thirds of the purchase price is available from other sources. Any subsequent grant is unlikely to exceed £2,000, but in the case of registered charities, it may also be possible to arrange a reduction from the recommended retail price. Grants are not available for the purchase of second-hand vehicles.
The trustees meet in June and November each year. Applications are considered in order of receipt and therefore it often takes several months, for an application to be processed. Although each application is considered carefully, the number of applications the trust receives far outstrip its resources and, because of this, the number of applicants that it is able to h limited. The decision of the trustees is
The following guidelines should be considered when making an appli to the trust:
Applications should be by let is no application form) to th below, setting forth the pur project; whom it is intende and how; why the project and necessary (how were done before?); how it is the project will be carri it will start and fi nish; of the project; how mu raised so far towards
the sources o and expecte activities by project; an are applyi
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Fundraising
for Schools
December 2007 Issue 84
Your practical guide to raising money
On the agenda:
Creating chances
arning about the arts is part of a good education. We want all children to e the chance to develop their creativity,’ said culture secretary James Purnell.
urse there is absolutely nothing l in this. It is well-known that and the arts are important for ping social skills, self-confi dence, y, empathy, imagination... and the d go on ad infi nitum.
ignifi cant is the huge cash Government has committed to cation (page 2). This funding local authorities to provide music tuition. It will also be
s brand new instruments, – a programme led by Youth ned to get primary-aged ing regularly.
he largest sum of money nt has put towards music atives. It is a positive ers are listening to t the arts are fi rmly at
ssue
etition
s
g s
the top of the educational agenda, where they belong.
Carrying on with this theme, pages 4, 6 and 7 contain information on funding for arts education. On pages 10 and 11, Shari Baker looks at some ways schools can access quality provision from creative industries. She examines what support there is – in terms of both funding and training – to help schools increase creativity within their curriculum.
In keeping with this, Fundraising for Schools is offering readers the chance to win a Literacy Software pack, designed to develop creativity and encourage story- telling skills. Turn to page 3 for more details...
2
3 4 5
6-9
10-11 12-13
14-15 16
Also in this issue...
In the latest instalment of his series on Gift Aid, Barry Gower takes a detailed look at how it can be gained successfully from charity auctions (pages 14-15). He fl ags up some of the pitfalls to be avoided and considers a few of the best items to put up for sale.
And finally...
As the winter term gradually draws to a close, many schools will be holding Christmas fairs. If your school has a fundraising event planned, please write and tell us about it: amy.g@
markallengroup.com. Therewill b for the most inte id
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