PROJECTS Tweets of the week
udents free reign ‘
Twitter reacts to Michael Gove’s leaked proposals to scrap GCSEs and replace them with a new O levels-style system
thinking for themselves, but that I will feel free enough to allow them to do so too. The removal of the coursework component has been
a good thing. It was not doing what it purported to do, was open to widespread abuse, and left students with a distorted idea of what investigative mathematics is really about.
It was these sort of
moments of genuine interest that I had
hoped to find now that the shackles had been thrown off and the opportunity for
proper exploratory work was available
However, rather than fill the time we gained
by its removal on syllabus-focused work, why not give students some good experiences of open-ended investigation? It will be risky, and it may not initially produce
good quality work. But it will at least be honest of us to provide the time, given that it is precisely the skills that they will be using in that time that we claim to be training them in.
’ SecEd
• Kester Brewin teaches mathematics at a school in south London. His new book Mutiny! Why We Love Pirates and How They Can Save Us is out now.
they realised that the assessment pressure was off, no student, regardless of their mathematical ability, felt unable to come up with a line of statistical enquiry that could sustain their interest for six or eight lessons from inception to completion. The more academic students may veer towards
cerebral studies like those mentioned above, but if we believe in the universal utility of our subject, regardless of ability, then we ought to be brave enough to put our money where our mouths are and risk putting our beliefs to the test. The first proper piece of statistics I remember doing
was something I was passionate about too: I surveyed the then terrible leisure facilities in my local town for my GCSE geography project, and found that, like me, most people thought they were not good enough. Looking back on it a couple of weeks ago after my
parents cleared their loft, it is clear that the level of sophistication was barely enough to scrape into the C zone for maths. Though a very basic project, the work at least had
the advantage of being something I was interested in, which could hardly be true of analysis of heights and weights of pupils at Edexcel’s infamous Mayfield High School. Not only that, it felt to me as if it had local relevance. I doubt there is a single community that does not
have a local issue that would benefit from polling by students. Are there enough youth clubs? Are more people suffering crime? What do local shopkeepers think of school children from different local schools? Frustrated by their persistent lateness, and
challenging them to back up their excuses with hard facts, I asked a group of A2 statisticians to do a hypothesis test on the frequency of buses, and whether the timetable claim of a service “every eight minutes” was credible. We were all annoyed to find that the bus company appeared to be running a rather short service! It is these local issues that I will be encouraging my
students to think about next year. Is there a piece of market research that a local business would like doing? Or perhaps a parent running a company would like some data collected? Again, we insist when questioned in lessons that our
subject is relevant, so here is an excellent opportunity for us to show students that it really is useful, in real-life and business.
SecEd • July 5 2012 We so often bemoan the fact that education has
become risk-averse these days, but we must own up to our culpability here too: in an education system where league tables and statistics are everything, risky ventures in programmes of study are often discouraged.
provided some excellent opportunities for
discussion. We considered various statistical
‘
experiments and debated their ethics
Time is not to be wasted on non-syllabus material.
This is the short termist corner that we are forced into: better places in league tables are the only way to secure stability for the school and attract “better” students. These “better” students are then predicted to get even better results, so we focus even more closely on the examined syllabus, and so it goes on. This is particularly true in mathematics, where the
’
question “what is this subject for?” is not straightforward to answer. Yes, students need to be numerate. But we cannot truthfully claim that any significant proportion of pupils will end up using algebraic processes, probabilities or advanced mensuration. The nuanced answer is that we are teaching them to
think logically, and to be able to break down problems in order to solve them accurately and efficiently. If this is the case, then it is even more important
that we meet our side of the bargain and provide opportunities for these sorts of skills to be put into practice. Without the spectre of heavy assessment looming
over the projects, my hope is not only that students will genuinely take some risks and do some creative
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9 The ethical point
“Bit uncertain as to how changing GCSEs to O levels will help education any more than changing Opal Fruits to
Starburst helps obesity.” @sjhoward
“I do feel sorry for people who are going to have to do O levels! But they are a
better test of knowledge.” @Audrey_BP
“How convenient that on the day of doctors striking for the first time in 40 years,
‘plans for O levels’ leak.” @YinkaYinksYinko
“Nice of Gove to leak scrapping of GCSEs just as thousands of pupils are
taking their GCSEs.” @TomBlenkinsop
“Did someone change Gove’s calendar to April 1st? 1951?” @BrettKellett
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 about all the awards and grants that are available, and the criteria for application;
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Grants available
Fundraising for Schools’ monthly look at the latest funding opportunities helps you apply for support quickly. quickly
Instant Impact Fund UK-German Connection
Instant Impact Fund
Deadline Ongoing
Amount of award Up to £750
Contact details Lucy Farrant,
UK-German Connection, 34 Belgrave Square, London SW1X 8QB
email:
lucy.farrant@ukgermanconnection.org web:
http://www.ukgermanconnection. org/?location_id=2215&item=4356
PRIMARY/SECONDARY
to increasing contacts and understanding between young people in the UK and Germany.
The UK-German Connection aims to bring young people together and is dedicated to increasing contacts and understanding
Awards criteria
The UK-German Connection will usually award grants on the basis of the following:award grants on the basis of the following:
„ That the school or youth group has not visited the other country previously. „ That the trip includes a strong new element or significant development of the young people’s contact with the other country.
„ „ „ That the school or youth group has not
„ Travel, accommodation and subsistence costs for the visit.
„
„ Materials, resources and dissemination activities.
„
„ That at least 75 per cent of the time during the visit is spent taking part in interactive and educational joint activity between young people from the UK and
joint activity
between young people from the UK and German partner institutions.
sustainability of the link with concrete plans for follow-up and development. „ That the trip includes young people who would otherwise not have the chance to take part.
„
„ That the main beneficiaries are young people; that the grant is not solely for
„
people; that the grant is not solely for trips of coordinators (teachers/youth leaders and so on).
4 Fundraising for Schools April 2012
UK-German Connection will not accept applications from individual students or through third parties.
UK-German Connection will not accept
Grants cannot be provided for the following:
Grants cannot be provided for the
„ That there is a commitment to the sustainability of the link with concrete
„
the start of the trip; payments are made by cheque.
The top-up grant can be provided before the start of the trip; payments are made by
Restrictions
involved in the organisation of the trip and is exempt from responsibility.
The UK-German Connection cannot be involved in the organisation of the trip and
The grant may only be used for the proposed trip; should the trip not take place, the grant is refundable to UK-
proposed trip; should the trip not take place, the grant is refundable to UK- German Connection.
Incomplete or late applications cannot be assessed.
Incomplete or late applications cannot be
In order for an application to be considered for funding, the application must include all original signatures from all participating ou are also asked to
considered
for funding, the application must include all original signatures from all participating partner institutions. You are also asked to retain a copy of your application for your
retain a copy of your application for your records.
How to apply
Download the online application form, fill it out and send it in hard copy to the provided address.
submit a report one month after returning from the trip, including contributions (summaries, stories or diary entries, photo or video footage, and so on) by the participating young people. Recipients of the Instant Impact grant will receive
of the Instant Impact grant will receive guidelines about report writing.
UK-German connection will award funding for the following:
Recipients of the grant are required to submit a report one month after returning
„ Unilateral activities
„ Traditional language exchanges „ Trips with a tourist focus „ Supply cover „ Hardware „ Insurance
„ „ „ „ „ „
Applications should be submitted at least six weeks before the trips. Applications received at the provided address less than four weeks before the date of departure
Applications should be submitted at least six weeks before the trips. Applications received at the provided address less than four weeks before the date of departure cannot be considered.
The role of the project manager
Brin Best explains how project managers can help your school ensure its fundraising work i cost-effective.
My previous article in Fundraising for Schools discussed the importance of devising high quality projects in order to help secure the funds your school needs for its various priorities. Once funding is secured, however, the onus falls on your school to ensure that the projects you have planned actually achieve the outcomes set out in your project summaries and this is where effective project managers are vital.
This article explains what a project manager is, gives examples of the kind of people that can carry out the role and the benefits they can bring to a school. It outlines the main tasks project managers will need to carry out, provides advice on day-to-day aspects of the role and concludes with a five-point plan for making the most of project managers in your school.
What is a project manager? It is important that you or your colleagues are not put off by the rather grandiose title of ‘project manager’ (they could be equally called ‘project coordinators’). The definition of the term (see box) should make it clear that every school will already
‘Project managers are essential because they bring with them many benefits that will help you make your fundraising work more effective.’
role of project manager for a discrete project – even if this person is not formally described as a ‘project manager’. Three examples of project managers from schoolsexamples of project managers from schools and their projects are included in the
equally called ‘project coordinators’). The definition of the term (see box) should make it clear that every school will already have at least one person carrying out the role of project manager for a discrete project – even if this person is not formally described as a ‘project manager’. Three
apparent that every one of these projects aims to improve educational outcomes for pupils and/or the wider community This list also serves to underline the fact that project managers in a school setting are not usually specialists parachuted in from outside to run only the most high
and their projects are included in the box on the opposite page; it should be apparent that every one of these projects aims to improve educational outcomes for pupils and/or the wider community. This list also serves to underline the fact that project managers in a school setting
work in the institution every day and who spend most of their time carrying out keyspend most of their time carrying out key duties other than project management
duties other than project management (for example, teaching, leadership and management activities, supporting teachers, and so on).
10 Fundraising for Schools April 2012
from outside to run only the most high profile projects; they are the people who work in the institution every day and who
Another common misconception is that the school’s fundraising coordinator takes a leading role in managing a range of projects. My studies show that, for the schools that raise the most funds, this is only rarely the case. Instead, the fundraising coordinator does precisely what their name implies – they oversee the overall fundraising work of the school and are supported in this endeavour by proje managers who take the lead on specific projects.
It is essential to recognise that the proje manager is simply the person who ove the successful execution and com the project – they are not necessarily the person responsible for delivering some o all the actual activities that make up the project, though this model is possible. A more likely scenario would see the proj manager working with a range people that might include teachers, leaders, support staff, governors and external partners in order to make t project a reality (see also below under ‘What does a project manager do?’).
There are two approaches to a project managers:
„„
Appoint early on in the development of the project, allowing them to to the project summary and application(s)
„„
Appoint when funding has been secured for the project, with a view to taking things forward from that point onwards.
Although I have seen both scen effectively, it makes sense where to try and appoint project manage early as possible in the development of the project. This is mainly because involvement in the preparation of t formal documents that unde project – in particular the fundin – helps to create a sense of own
best practice
Fundraising April
2012.indd 4
28/03/2012 15:55
Fundraising April
2012.indd 10
Fundraising for Schools
April 2012 Issue 133
Your practical guide to raising money Government
launches £50m
The Government has launched a £50m summer school fund to help the most disadvantaged pupils.
By Sue Learner
The money is designed to help up to 100,000 pupils making the transition from primary to secondary school, as Ofsted research has revealed that academic performance can take a dip at this time.
Secondary schools will be able to apply for up to £500 for every disadvantaged pupil taking part in a two-week summer school. All pupils transferring to Year 7, who are on free school meals or have been in care for six months or more, will be eligible.
Deputy Prime Minister, Nick Clegg, said: ‘As any parent knows, the move from primary to secondary school can sometimes be tough. For those who struggle to make the jump, there can be a dip in performance that can last for years.
In this issue News and grant reminders
Grants and awards
We know that those who struggle most are often among the poorest in society, but we also know that just two weeks’ activities and education can help them at this tricky time in their lives.’
He added: ‘Summer schools will give some of the most disadvantaged pupils the chance to swim rather than sink in those first critical weeks of secondary school.’
1-2 3
4-9
10-11 12-13 14-15
Fundraising For Schools 16
Children’s minister Sarah Teather hopes the fund will help towards breaking down the social barriers that are a deciding factor in a child’s achievement and future prospects. She said: ‘In a fair society, it is the Coalition Government’s responsibility to close the gulf in achievement between the poorest children and their classmates. Evidence shows that disadvantaged children can slip further behind as they move into secondary school, so we know that heads and governors will be keen to build on their own induction arrangements and support these children.’
The National Association of Head Teachers (NAHT) has given a cautious welcome to the scheme but warns it should not be primarily seen as an antidote to broken Britain.
Russell Hobby, general secretary of the NAHT, said: ‘We’d like to see residential
Continued on page 2 Fundraising reminders Grant summer school fund Fidelio Trust
Amount of award Up to £5,000
Deadline 1 June 2012 Contact details
http://www.fideliocharitabletrust.
org.uk/
Instrument &
Equipment Awards Amount of award
Up to £2,000 Deadline
12 September 2012 Contact details
http://www.
emimusicsoundfoundation.com/ index.php/site/awards/
Playsafe Competition
Amount of award An IT prize to the value of £1,000
Deadline 8 June 2012
Contact details
http://www.tradingstandards.gov. uk/events/
events-playsafe.cfm
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