INTERNATIONAL LINKING Special friendships


The opportunities offered by international links can be


especially powerful for students with special needs. Alison Thomas reports from St Luke’s, a special school which has been linking through Comenius for eight years


have been busy ever since. they have shared photos, PowerPoint


presentations and videos with their peers from all over europe. they have exchanged emails, sent Christmas cards and held video-conferences. some of them have been lucky enough to visit their partners abroad, a wonderful experience for any student, but especially for those whose opportunities


A


lmost eight years have passed since st luke’s school in Redbourn, hertfordshire, embarked on its first Comenius multilateral Partnership, funded by the european Union. successive cohorts of pupils


Lots of links: Among the many partnerships of St Luke’s, one project saw pupils from European schools including St Luke’s (right) work to design and create a signpost for the playground of a Viennese partner school showing the distances to the different schools (left)


to explore the outside world are more limited than most. For st luke’s caters for pupils aged nine to 16 with


complex moderate learning difficulties, compounded in some cases by high functioning autism or Asperger’s syndrome. the school’s ultimate goal is to help them develop the skills they will need to lead an independent adult life. And developing life-skills is something that a Comenius partnership does supremely well. For those who travel abroad, it begins long before they leave. “You can say, ‘we are going to germany’, but that


is a concept that means nothing to autistic children. so we try to make it real for them by talking about famous german footballers, showing them german bread and telling them to look out for german salami, Black


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• Find out all the awards and grants that are available, and the criteria for application;


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Forest gateau and german wines in the supermarket,” explained Comenius co-ordinator Jean howorth, who is also head of French and life-skills at st luke’s. the learning curve continues once they are on


their way. most have never been away from home, never seen a tram before, never tasted foreign food or mixed with foreign people. even travelling by air is a momentous experience. ms howorth has vivid memories of one young lad, who pronounced loudly during take-off, “hey! We’re on a plane! We’re going to germany!” much to the amusement of his fellow passengers. she continued: “he was almost shaking with


excitement. What might be a small thing to anybody else is very big to our children.” only four pupils can participate on each trip,


but their unbridled enthusiasm on their return has a profound impact throughout the whole school. And, of course, all pupils are fully involved in collaborative activities and have their own chance to meet face-to- face through video-conferencing. John Warwick, deputy head with responsibility for


international school linking, is a firm believer in the power of modern technology to bring the curriculum alive, particularly for pupils with learning difficulties. Video-conferencing has been a key tool from the


start in 2003, and the advent of a British Council- supported etwinning programme two years later, which supports schools’ international collaboration through iCt, opened up new possibilities. “it allowed us to expand our links to include other


countries, but on a less formal basis. the portal is very impressive and it is easy to find partners. We used it to develop our Comenius project and share our work online. that project earned us our first Quality label, both national and european,” he said. the school’s next etwinning venture was a simple,


short-term project with a single school in iceland on the theme of Christmas celebrations. in contrast, “Cook it! taste it! iCt it!” brought together no fewer than 20 schools and colleges from all over europe. A blog was created where students uploaded recipes, PowerPoint presentations and videos. mr Warwick said: “our pupils find the written


media difficult, and the chance to communicate in other ways was a huge boost to their confidence and self- esteem. the process of filming, editing, putting it into sequence and adding sound and captions taught them a tremendous amount.” that project earned another Quality label and the


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food-related theme has carried over into the present Comenius project with schools in spain, Austria, germany and the UK. this means that students not only exchange menus in a virtual world, some of them get together in person to cook them. For children who find shopping a challenge at home, venturing forth in a foreign land, handling foreign currency and producing a dish that tastes delicious is a tremendous accomplishment that fills them with pride. Physical activity is another strand of the project


and students who have visited partners with physical disabilities have taken part in games of wheelchair basketball and football. What better way to help them appreciate what physical disability actually means and highlight the fact that it does not prevent you from enjoying sport. For staff, the opportunity to observe classroom


practice abroad has been equally thought-provoking, not only for teachers, but for teaching assistants too. one thing that has struck ms howorth has


been the quality of the facilities, reflecting a deep- seated commitment to the principles of equality and


independence for all. the food technology room in the german school was one example of many. she explained: “We were preparing our sausage


salads in this beautiful room, with lovely open spaces and shining marble tops. then the teacher said, ‘watch what happens when i press this button’, and the surfaces moved, so that as one area dropped, another rose. she pressed another button and the wall cupboards came down by a couple of feet. it would be so easy for the teacher to pass down equipment, but no! they have invested thousands and thousands of euros so that children in wheelchairs can do everything for themselves.” she has also been bowled over by the warmth and


kindness of her colleagues, young and old alike. indeed, the bonds have become so strong, they are determined to keep the link going when the project comes to an end. one suggestion has been to complement student activities with a teacher exchange, an opportunity she would grasp with both hands. “i just love being involved. it’s hard work, but when i go to these schools, it’s as if i come alive!” she said. in the meantime she is busy laying plans for the


final meeting, which will take place in Redbourn in may. on the day before the visitors’ arrival, every tutor group will come off timetable to prepare something special in their honour. there will bemaypole dancing, a dedicated Comenius song, fancy dress competitions with an international theme, welcome banners and menu cards to take home as keepsakes. A keepsake of a more enduring kind is about


to be erected in the school’s main hall. this is a memory board, with a separate area representing each country, where students and staff will create a collage of souvenirs. “it could be posters, photos, even a lollipop wrapper,


it really doesn’t matter, whatever holds personal memories for them. We have had so many wonderful times together, i don’t want it to become something that happened in the past and is forgotten in a few years time,” she concluded.


SecEd • Alison Thomas is a freelance education journalist.


Further information For more on Comenius, telephone 0161 957 7755, visit www.britishcouncil.org/comenius or contact comenius@britishcouncil.org. For more on etwinning, visit www.britishcouncil.org/etwinning


Comenius Week


The Comenius programme is managed in the UK by the British Council. Running from May 2 to 9, Comenius Week gives schools an excellent opportunity to showcase their work and reach out to the local community. For this year’s event, St Luke’s is holding a European Day, when students will make posters, banners and menus depicting food from different countries. Parents and other visitors will be invited to a special assembly to watch them perform traditional dances. The day will conclude with a barbecue open to the wider community. For more information or to get involved, visit www.britishcouncil. org/comenius-week-2011


SecEd • April 7 2011


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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