LANGUAGES Assembly corner “Act as if what you do makes


a difference. It does.” William James (1842-1910), American psychologist and philosopher


“He who would learn to fly one day must first learn to stand and walk and run and climb and dance; one cannot


fly into flying.” Friedrich Nietzsche (1844-1900), German philosopher


“Good teaching is forever being on the cutting edge of


a child’s competence.” Jerome Bruner (1915-), American psychologist


Moving on up


context. “Not Spanish and vanish,” to cite language college director, Eva Lamb. She explained: “You have to change both content


and methodology. If you carry on talking about family and school, you’re in trouble, as almost half of the class will have covered it already. So we skew the content through intercultural understanding. For example, instead of standing at the front with flashcards of rooms in a house, we give pupils pictures of houses in Latin American countries and get them to work out for themselves where each word belongs. “That’s where the methodology comes in. They


work in mixed-experience groups and learn from each other. The teacher is no longer the provider of all knowledge and becomes the facilitator.” Another way of giving familiar language a new


dimension is through Content and Language Integrated Learning (CLIL). “Under the table! Hands on your head! Run


to the door!” – an imaginary earthquake drill in a Mexican school provides a more stimulating context for practising the imperative than the usual mundane classroom instructions. In the same way, when working on the topic of


places in town, children build on the Ordnance Survey map-reading skills they have acquired in geography to study a Spanish province, measure distances and find out what there is to see and do. Then they report back to each other. The third strand of the revised approach is a greater


emphasis on personal learning and thinking skills. Gone are the days when the teacher held up a pen or a ruler and asked the fatuous question “what is this?” Instead pupils use the same vocabulary to check each other’s equipment or plan what to pack for the following day with reference to their timetables, which links in with a personal, learning and thinking skills unit on self-management. They are also designing a labelled map of the school


which will be put to practical use during a forthcoming visit by Spanish exchange partners. “They are using words for a purpose. Language becomes a tool, not an end in itself,” Ms Lamb explained.


The Harwich School


The geography of French and German speaking countries, the adventures of Harry Potter, and the life of Anne Frank have breathed new life into key stage 3 languages at The Harwich School in Essex. This too is a language college which receives pupils


with a mixed range of experience, compounded by the fact that while some will continue the language they learned at primary school, others are starting from scratch. The seeds of change were sown when Lara Townsend, modern foreign languages primary


SecEd • January 13 2011


co-ordinator at the time, was supporting feeder schools as they prepared for the primary languages entitlement. She was struck by the originality and creativity of


what she witnessed in the primary classroom and the way that learning is embedded in a context, such as a story or another area of the curriculum. She explained: “We had to review key stage 3


anyway to take account of prior learning. So we sat down as a department and analysed what we were doing well and what we could do differently.” In the case of Harry Potter, the characters provide the


stimulus for work on personal information, relationships and character description, which simultaneously supports new learners and provides ample opportunities for progression. Likewise, the topic of shopping is covered in a way that keeps beginners on board while sustaining the interest of those who have done it before. She explained: “We still do the same structures


such as ‘please can I have’ and ‘what does it cost?’, but visiting Daigon Alley to buy what you need for Hogwarts is much more exciting than going to the grocery store for a tin of tuna and a bag of rice. That holds true for the teachers too. The conventional text- book-led, topic-based approach is pretty uninspiring.” The unit, which takes up the second half of year 7,


is based on excerpts from the first book and film, where Harry and his friends are starting at secondary school. This ties in nicely with the children’s own experience and the use of authentic materials moves them beyond basic language very quickly. Sometimes they watch the film with subtitles,


sometimes without, and because they already know the context their confidence grows. The ultimate aim is to prepare them for work on an authentic French film later in key stage 3. The same principles apply to reading. Instead of


answering questions on a contrived text incorporating pre-learned vocabulary, they learn the skills and strategies they need to tackle longer passages of authentic material full of unfamiliar words.


SecEd • Alison Thomas is a freelance education journalist.


Further information The work above was undertaken through the seven to 14 research project, funded by the Department for Education and run by the National Centre for Languages, CILT. For more information on LinkedUp, visit www.linksintolanguages.ac.uk/linkedup For samples of Harwich School resources, visit


www.cilt.org.uk/secondary/transition/building_ on_primary_experience.aspx or contact the school for the complete schemes of work together with student support booklets, assessment materials and resources (price per unit £25). Send your emails to languages@harwich.essex.sch.uk


TO SUBSCRIBE visit www.practicalfunding.co.uk


Fundraising for Schools – your essential practical guide to raising money!


9


Call FREEPHONE 0800 137201 or


“What a child can do today with assistance, she will be able to do by herself


tomorrow.” Lev Vygotsky (1896-1934), Russian psychologist


“Time given to thought is the


greatest timesaver of all.” Norman Cousins (1915-1990), American political journalist


“He who asks a question is a fool for a minute; he who does not remains a fool


forever.” Chinese Proverb


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.


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 the most 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 form on 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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