DIPLOMAS The future of the Diploma


Last week saw the Sixth National Delivering Diplomas event


hosted by SecEd.Dorothy Lepkowska reports from the conference, including a focus on student guidance, higher education progression, and the awarding bodies


Higher education Universities are increasingly accepting young people offering the Diploma as part of their level 3 qualifications, SecEd’s Sixth National Delivering Diplomas conference in Birmingham heard last week. A study, carried out by UCAS, found that


743 applicants studying for a Diploma in all five original lines of learning were accepted to university this autumn. The majority of these had taken the Diplomas in Creative and media or Society Health and Development. Almost nine out of 10 Diploma applicants received at least one offer, against a UK average of 84 per cent, and 67 per cent were accepted, compared with a national average of 69 per cent. The findings of the study, started in 2008 on behalf


of the then Department for Children, Schools and Families, were presented by Bethanie Williams, UCAS’ head of corporate data, and Joanna Wilkins, its Diploma tracking data officer.


Institutions belonging to the University Alliance


were the most likely to offer places to Diploma students, with almost 8,500 courses accepting at least one line of learning, followed by members of million plus, with 5,200 courses. The 1994 Group of universities offered the least places – 2,536 courses. For entry in 2011, it is expected that 232 higher


education institutions will accept the Diploma, on more than 30,000 courses. The most popular higher education courses for


Diploma students were nursing, design studies and computer science. However, engineering was perceived as one of the most rigorous Diplomas and was accepted by the universities of Cambridge and Bath. ms Wilkins said universities were starting to


understand the Diploma, though applicants needed to be more specific on their application forms about the skills they were acquiring by studying for the qualification. The study concluded that the Diploma was starting to offer real choice to students about access to higher education, though applicants may be faced with difficulties at institutions where little remains known about it. UCAS is offering help and advice to schools on how to fill in UCAS forms to ensure that Diploma students are not disadvantaged.


Pupil advice


Schools need to give careful consideration to which students are suited to do a Diploma, researchers from the National Foundation for educational Research (NFeR) and the University ofexeter warned delegates at the conference. pauline Wade, senior research officer at NFeR


and Gill Haynes, senior lecturer in education at the University of exeter, said teachers had to dispel any myths that Diplomas were an easy option. The researchers have carried out an evaluation of the


lesson learned so far in Diploma delivery. ms Wade said: “Students need to be aware that


Diplomas are not an easy option. They require hard work and determination by their very nature and anyone going into it half-heartedly will not succeed. learners have to realise they must take responsibility for their own learning.”


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;


• Formulate the best fundraising strategies for your school;


• Learn from the successes and failures of other schools that have previously applied for funding;


• Keep up-to-date with the latest fundraising stories; and • Increase the level of funding for your school.


Awarding bodies


Diplomas may need to be overhauled to cut out some of the confusion associated with their Delivery and assessment, according to the examining boards. A conference workshop led by representatives of


the main awarding bodies discussed the structure of the qualification and considered whether it could be simplified. Some believed that the Diploma had too many


“hurdles” built in making it difficult for students to pass. At the same time, principal learning was deemed to be “nonsense” as a title and needed to be renamed.


Union address: Voice Conspiracy theories


Many commentators believe the ‘educational establishment’ to be a dangerously malign influence. John Till argues back


Some people are very attached to conspiracy theories. Behind every event or development they dislike, they perceive a cunning plot, part of a strategic plan to subvert what is good by surreptitious means for questionable ends. Those responsible for such plotting are often


described as “they”. In the context of the education service, “they” can be the government, the unions, local authorities, headteachers, teaching staff or anybody who proposes unwelcome changes. one particular “they” is considered by ideological


politicians and some media commentators to have had, and to still have, a dangerously malign influence. This is the infamous “educational establishment”, whose alleged undermining of traditional values and practices is held responsible for all the perceived shortcomings in the education system for the past 50 years. Who the conspirators are is rarely spelled out,


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but they usually include local authority officers, teacher training institutions and liberal intellectuals. Their devious intention is said to be the destruction of excellence to create an egalitarian society. Having infiltrated positions of power and influence, they have proceeded, from the 1960s onwards, to bring about changes in structures and methods which have led to a decline in values and standards and a collapse of confidence in the education system. The only way to counter this conspiracy, it is said, is to return to the traditional values. Those keen to expose the consequences of the


influence of the educational establishment seize on anything which might provide evidence for their assertions, like a report from the Welsh employment and Skills Board earlier this year. This said that major policy changes were needed to improve basic skills among school pupils and to improve the employability of young people. The employers’ representatives found that young people were leaving education after 11 years without being able to read or write to the standard required for employment.


I found myself sympathising with the surprise


and frustration of these employers in Wales. my first experience of classroom teaching was in a secondary modern school in the north of england. I had a fourth year class, some of whom would be leaving school the following easter. I, too, was shocked when I realised that half of them were effectively illiterate. How, indeed, could this be after nearly 11 years of schooling? But this was in 1964. There was no sign of trendy


theories or methods in the school, and the largely elderly staff had been trained in the 1940s or even earlier. The youngsters’ primary education had been in the 1950s, supposedly an era before the rot set in. A different educational establishment must have been responsible for their lack of achievement. It is not really surprising that the thinking and practice of the time should have been questioned. So what real evidence is there of an ideologically


motivated educational establishment? Is it not more likely that in each generation there are teachers who find that the received methods do not work with all children? So they develop their own approaches, which, if successful, attract attention. The danger is that this becomes a new orthodoxy,


with an expectation that it will work with all teachers and all children. When it does not, a new generation comes up with different approaches yet again – and sometimes they may be the old ones! What happened to those youngsters from


1964/65? I suspect that all went into employment, for a time at least. But it would have been employment which did not call for qualifications or much in the way of literacy and numeracy skills. The problem for us all today is that the jobs which


do not require a mastery of basic skills are no longer so readily available. The challenge is to find approaches which may help those who struggle to learn.


• John Till is professional officer (Wales) with Voice. Visit www.voicetheunion.org.uk


The workshop, which was attended by more than 30


delegates, also considered whether principal learning had intrinsic value in its own right, or only as a constituent part of the Diploma. Despite the Diploma acquiring increasing


recognition among universities, delegates noted that applicants continued to require A levels as part of their package of qualifications. The awarding bodies also acknowledged that some


Diplomas may not survive in the future if there is poor take-up, a line of learning is found to be not fit-for- purpose, or was coming up against competition from other vocational qualifications.


The students


pupils from Hanham High School in south Gloucestershire have became regular attendees at the Delivering Diplomas conferences. In the past, students have manned their own stall,


showing their work and offering their own perspective on the qualification. This time, they hosted a workshop in their own right, entitled Ask the Diploma Students, at which they answered questions about their experiences of studying for the qualification. phil Bevan, the school’s deputy head, who


accompanied the learners, said the Diploma would continue to be a core part of the course offer to students at levels 1 and 2, despite fears over its future with the new government. “We continue to see the Diploma as a strong


qualification in the market,” he said. “We will be staging a year 9 options event at which it will be given a high profile. “There is no doubt that the Diploma is developing


students into strong independent learners. It has been noticeable attending these conferences how confident some of them have become.”


SecEd • Dorothy Lepkowska is a freelance education journalist.


Further information The National Delivering Diploma conferences are hosted by SecEd and our sister title Delivering Diplomas. For more information, visit www.deliveringdiplomas.com


SecEd • October 21 2010


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: n A project that establishes exercise classes where mums and kids exercise together.


n A walking project designed for adults and families.


n A project which enables adults and children to learn to swim together.


The Active Living Fund will not make a grant: n To individual athletes, sportsmen and women.


n For costs associated with salaries or posts.


n To profi t-making organisations. n 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: n To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.


n 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


n 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.


n 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: n One-off donations for a specifi c capital project.


n Funding for part of a project, typically items of furniture and equipment.


Applications are rarely considered for:


n Core funding and / or salaries. n Revenue expenses. n 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:


n 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


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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 themost inte id


All about Fundraising for Schools


Fundraising for Schools is a monthly (11 issues per year) newsletter which keeps the school fundraiser up-to-date with possible extra sources for funding. A subscription will save hours of research at the library and on the phone.


Subscription details: One year £49.50. Two years £89.00. Please complete and return the subscription formon page 16 or call freephone 0800 137 201 and ask for the subscriptions department.


Fundraising for Schools is the leading source of information on grants. It will help you apply for money to the appropriate places at the appropriate times. You can be sure that the content will be: n Relevant to schools. n Useful for schools. n Benefi cial to schools.


Fundraising for Schools is written for the head or deputy with delegated responsibility for fundraising, school development offi cers and interested chairs of governors and PTAs.


Whether your school is seeking funding for a specifi c project or just raising funds to aid its development then Fundraising for Schools is for you.


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