Sal McKeown spent several months
staff in schools throughout the UK for the book Brilliant Ideas for using ICT in the Inclusive Classroom. Here she reports on some of the ways that technology can support SEN students
OOD TECHNOLOGY teacher Nick Day was tearing his hair out over his year 8 group at Orwell High School in Felixstowe. They were really good at the practical work but they could not write it up. Often they would just get as far as writing the date and title before
inspiration failed. He taught them to use digital video to chronicle each stage of making an apple crumble before recording a voice-over. The end result includes demonstrations, descriptions of processes, as well as an evaluation and it now serves as a resource for other classes. Online video can be a good source of lively, cost-
effective curriculum resources as Andrea Keightley found. She uses TrueTube for PSHE in her school in Northampton. She explained: “The video clips appeal to teenagers of all abilities. They use real people that the audience can identify with, and present a much-needed reliable replacement for out-of-date resources that often represent an unrealistic picture of society today.” Young people are growing up in a world where visual images are as important as words. Some pundits
claim that YouTube is beginning to challenge Google as a search engine and certainly many learn more through television than they do from books, the internet or talking to their friends. Yet teachers still rely heavily on discussions, reading
and writing even though it disadvantages up to a third of their class. Digital video and podcasting are much more immediate and direct than traditional methods of
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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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recording and reporting but some worry that technology will dominate the lesson to the detriment of the curriculum. This is not necessarily true: despite being unfamiliar
with the equipment it took Mr Day’s group no longer to make their digital record than it took the rest of the class to write up results on paper and the end product was something which they were proud to show other people. While some teachers are appalled at the prospect
of letting pupils use mobiles in their classes others are embracing the potential of the technology that pupils use out of school. Adam Parker, a teacher at Aylesford School and
Language College in Warwickshire, used iPods to improve science learning. The aim was to make revision more interesting for boys who were not very motivated. Many of them had iPods, but only used them for music. Adam set his year 9 class to work on topics such
as cell structure, states of matter, and forces. In small groups they made PowerPoints and quizzes. He said: “Many iPods can display photos, making
it possible to use them for PowerPoint presentations. This is an excellent way for students to make visual revision notes that can easily be viewed on-the-go or in situations where revision is not typically done.” Chatrooms are familiar to many learners and Anna
Hughes decided to exploit this for work on poetry with a year 9 group at Caludon Castle School in Coventry. She uploaded the poemHavisham by Carol Ann Duffy onto a wiki and created a page with a PowerPoint, questions, notes and website links. Pupils used the discussion pages to share their views or ask questions. She said: “Some students posted questions asking
Try it yourself
It is one thing to read what other teachers are doing; it is quite another to try things out in your own classroom. Brilliant Ideas for using ICT in the Inclusive Classroom has 50 case studies and lots of curriculum ideas. Co-author Angie McGlashon has devised “20 Brilliant Starters” covering skills such as
using MovieMaker, creating comics, making print books with Publisher and using rub and reveal techniques on interactive whiteboards.
Start small TO SUBSCRIBE visit www.practicalfunding.co.uk
Fundraising for Schools – your essential practical guide to raising money!
Call FREEPHONE 0800 137201 or
Choose one idea from the book and adapt it for your learners. Look out for free software such as Audacity for recording pupils’ voices; Comic Life (http://comiclife.com/
) or Crazy Talk animation software (www.reallusion.com/crazytalk/
). Perhaps you have pieces of software that are under-exploited. Many schools use Kar2ouche (www.immersiveeducation.eu/
) for studying Shakespeare. Why not use the same storyboarding software for history, science or PSHE? So, if you have a sneaking suspicion that your PowerPoints are just a bit dull or that your interactive whiteboard is not being very interactive then make 2012 the year you make better use of technology to support your learners
SecEd readers can get a 10 per cent discount on Brilliant Ideas for using ICT in the Inclusive Classroom if it is ordered online. The discount code is BFTSE12 and is valid until end of April 2012. Visit www.routledge.com
for help reading the meaning of different lines from the poem; these were promptly answered and explained by others in the class. “They could hide behind their ‘online identity’
so they took a risk and had a go at parts of the poem that they found hard. The wiki and discussion board encouraged quieter pupils to communicate more online than they would in class and the standard of work was much higher than expected.” Many schools are now equipped with visualisers
but not many teachers have used it for differentiation as effectively as Helen Davis, a science advanced skills teacher at Davison CE High School for Girls in Worthing. The school found that it was expensive and time-
consuming to meet the needs of different pupils. One might need everything enlarging; another needed her notes photocopied onto yellow paper. Put a handout on the visualiser and put a yellow acetate over the top for the pupil who needs a colour background. She is not being singled out and it does not affect the others in the class. The visualiser enlarges so pupils can see what
is going on much more easily and processes can be recorded so pupils who miss lessons can keep up with others in the class.
• Sal McKeown is a trainer and journalist, offering comment on matters concerning educational technology and special needs, including dyslexia. She is also co-author of the recent book, Brilliant Ideas for using ICT in the Inclusive Classroom (Routledge).
SecEd • January 26 2012
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
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
Amount of award Up to £1,000
Contact details email: firstname.lastname@example.org
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
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
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...
3 4 5
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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