School fundraising
Using the school hall gives us the room and facilities for free so all money raised through selling pitches and refreshments goes straight into the fund. It has now become a proper community event and we often have to turn people away because we get so booked up. It also gives the school the opportunity to advertise other events to members of the local community to encourage more involvement with the school.
6
Make the most of your school as a venue for community events. Schools should be
at the centre of the community and often have fantastic facilities that aren't in use on evenings and weekends. I work with an organisation called Shop2Drop which puts on fashion shows to sell past season clothes at bargain prices. They are looking for venues at which to sell their goods and it gave us another opportunity to put on a fundraising event of interest to the local community. The students and their parents are responsible for selling the tickets and they also do refreshments for people attending.
7
Involve the parents. As we tend to be a small group I really rely on the support of the parents over the course of the two years, and it also gives them a great opportunity to get involved with the school, something that can get lost as children progress through secondary school.
8 9
Make the students take the lead. Teachers and parents obviously need to be involved to provide support and guidance, but the real benefit to the students comes when they are given the responsibility to drive their own fundraising programme. They are coming up with the ideas, making it happen and overseeing the events on the night. As a teacher it is my job to just be there to make sure they are on track and to provide support when things go wrong.
Use fundraising as an opportunity to build students' confidence. If you are running an event that needs a venue or service provider booking, have the students make the initial call. They may not be able to sign the paperwork or provide payment but get them out of their comfort zone talking to strangers in a professional context and it does wonders for their confidence.
When they are running events we also encourage the students to talk to people about what they are raising money for, particularly getting them to explain more about the community project that has such an impact on people around the world.
10
Finally, talk to people who have done things like this before. When I launch the fundraising campaign I always get parents and students from the previous group to come and talk to the new group to explain what they did and then answer questions. Hearing from fellow parents and students that this can be done is much more reassuring than hearing it from a teacher or a fundraising professional. Similarly as a teacher don't be afraid to ask colleagues or teachers from other schools about their experiences of fundraising to get some useful tips and ideas for activities.”
Sue first started fundraising in 2006 for her first World Challenge expedition to Mexico in 2008. She has since taken groups of students to Namibia in 2010 and to Ecuador and the Galapagos Islands in 2013. She is currently fundraising with a group of 12 students for an expedition to Cambodia and Laos in 2015.
uwww.world-challenge.co.uk
October 2014
www.education-today.co.uk
25
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68 |
Page 69 |
Page 70 |
Page 71 |
Page 72 |
Page 73 |
Page 74 |
Page 75 |
Page 76 |
Page 77 |
Page 78 |
Page 79 |
Page 80 |
Page 81 |
Page 82 |
Page 83 |
Page 84 |
Page 85 |
Page 86 |
Page 87 |
Page 88 |
Page 89 |
Page 90 |
Page 91 |
Page 92 |
Page 93 |
Page 94 |
Page 95 |
Page 96 |
Page 97 |
Page 98 |
Page 99 |
Page 100 |
Page 101 |
Page 102 |
Page 103 |
Page 104 |
Page 105 |
Page 106 |
Page 107 |
Page 108