LEARNING SKILLS n dimensions


to uncover relevant information and devised mind- mapping activities to plot wider ideas that might link to their chosen topic. For example, a pupil who based his work on his


grandfather’s war medals, asked questions about the history behind them, the battles involved, why his grandfather was there and what his unit did. That led on to an investigation into the reasons why people fight and philosophical questions about the morality of war. Students kept a learning journal throughout, where


they recorded their thoughts, emotions and questions with constant reference to the seven dimensions. On completing their project, they used key stage level descriptors to explain how the learning skills they had been developing linked to science questioning. Mr Clayson said: “The aim was that, by allowing


them to explore something that had personal meaning, they would learn, and that learning could then be transferred into the national curriculum. In some cases, it happened quite naturally. One boy, whose chosen theme was penguins, started looking at pollution and how that affects the balance within eco-systems, a topic we are just about to study.” The project concluded with a second ELLI profile


and a number of students were interviewed by researchers. The final evaluation report is due later this month, but initial findings are promising. Mr Clayson continued: “Some of the interviewees


said that the project had not only helped them to develop as learners, it had helped them to develop spiritually. They made links to the school values of resilience, value in truth and justice, completely independently, without any input from me. I found that really exciting.” And what of the girl who was in tears at the


start? “She made awesome progress, not only in the project lessons, but across the board. Her capacity as a learner, her confidence and resilience have improved massively.”


SecEd


Deakin-Crick writes: “What was clear in this interview, and across the wider research project, was the central role of language and relationship in the process of deep learning and change. Without a language to describe these processes, they literally cannot be talked about.” In contrast to Daniel’s ability to articulate his


aspirations was the impoverished language that Dr Deakin-Crick encountered prior to intervention in a high-performing school, where students’ perception of learning was “doing what the teacher says”. Her work with Learning Futures has also identified patterns of what she terms bright, fragile high achievers – children who have never experienced failure and whose anxiety about their performance renders them dependent and, in many cases, isolated. It is a scenario that strikes a chord with Steve


Clayson, assistant headteacher of St Mary Redcliffe and Temple School in Bristol, who recently completed


How ELLI works


The inventory The initial research identified seven dimensions of learning power. • Changing and learning: a sense of myself as someone who learns and changes over time.


• Critical curiosity: an orientation to want to “get beneath the surface”. • Meaning making: making connections and seeing that learning “matters to me”. • Creativity: risk-taking, playfulness, imagination and intuition. • Interdependence: the ability to learn with and from others and also to manage without them.


• Strategic awareness: being aware of my thoughts, feelings and actions as a learner and using that awareness to manage learning processes.


• Resilience: the readiness to persevere in the development of my own learning power.


The profile Learners fill out an online questionnaire, which produces a profile of their strengths and areas of development in the form of a seven-spoked spider diagram. This provides the starting point for mentoring conversations and strategies for developing learning power. When a second survey is taken, it super-imposes a new profile on the original, making any gains very easy to see.


The process To work effectively, ELLI must be deployed by people who fully understand its concepts and values. ViTaL Partnerships provides training and support to help teachers to administer and interpret learner profiles and employ the learning and teaching strategies shown by ELLI research to be the most powerful.


Find out more In the next two weeks, SecEd will carry case studies of work under the ELLI programme, beginning with the work of Matthew Moss High School next week. For more information, www.ellionline.co.uk and to register interest in using ELLI in your school, contact sue. woodhead@bristol.ac.uk


TO SUBSCRIBE visit www.practicalfunding.co.uk


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


SecEd • September 15 2011 9


Call FREEPHONE 0800 137201 or


a three-month project on spirituality with a class of extremely able year 8 students. He explained: “When they did their ELLI profile,


some of them were clearly upset. They found the concept that there might be areas of their learning that required development very, very difficult. One girl was even in tears.” As the project took place during science curriculum


time, exploratory discussions about the seven dimensions revolved around famous scientists. Darwin represented critical curiosity, Leonardo da Vinci stood for creativity, Newton for changing and learning, as epitomised in a telling quote: “I’m only a child playing on the beach while vast oceans of truth lie undiscovered before me.” Students then pursued their own individual projects


based on an object, place or person that had special resonance for them. They used higher order questioning


• Alison Thomas is a freelance education journalist.


Tweets of the week


This week: The first 24 free schools open and Nick Clegg pledges that they will not be run for-profit


“Every LibDem MP should hang their heads in shame at the opening of the first free schools. Selective schooling –


a Tory dream come true.” @Norfolkblogger


“Chuckling to myself that one of the described benefits of the new ‘free schools’ is the ability to hire unqualified


teachers.” @Monymusk


“If and when I have children, I want them to go to a good school, and free schools can play a key role in driving up


standards in all schools.” @cllrilindley


“Toby Young thinks free schools should be all about ‘mavericks’ like him. Funny, I thought it should be about


the kids.” @ErnieBilko


You can follow SecEd on Twitter at www.twitter.com/SecEd_Education


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 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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