CURRICULUM FOR EXCELLENCE Lighting fires
nce for all?
“Quite often you find that pupils tend to fall back
a bit when they go to secondary,” Ms Murray said. “This way the first years have no fear of secondary. They are able to make links, and teachers have already met them in transition and know what they are capable of. Staff are not just coming down to look at one lesson. They’re hearing them talk, seeing their written work. “I don’t think this would have happened without
CfE because it’s a big risk-taking thing to change a curriculum to the extent that the primary school is working with the secondary. But the whole idea is to make a three to 18 curriculum so as to smooth the transition.” It’s a fruitful collaboration between establishments,
Ms Murray says, and teachers are “constantly evaluating things, and adding or taking away bits and pieces”. Like Mr McAlinden, Fiona Norris, leader of the
literacy team at Learning Teaching Scotland, says it is vital to understand that CfE builds on current good practice, rather than being a wholesale revolution. “Anything that was good before – which HMIe
picked out – will still be good. It’s about making connections between all these ideas and making them clear to people,” Ms Norris said. “I don’t see CfE’s literacy goals as vague but the
way schools make those connections is up to them.” She cites Auchinleck Academy in East Ayrshire, whose literacy across learning programme has been led for several years by Vicky Grove, a chemistry teacher. Overall, if the new curriculum is creating uncertainty
in some quarters, in others it is already being embraced with enthusiasm. As Mr McAlinden said: “We have to remind teachers that they are already doing well. They need training and support but they do not need to panic.”
• Sam Phipps is a freelance education journalist.
“You can lead a man up to the university, but you can’t
make him think”
Finley Peter Dunne
“History is a race between education and catastrophe”
“Education is not preparation
for life; education is life itself.”
“Theories and goals of education don’t matter a whit if you don’t consider your students to be human
Lou Ann Walker
“A master can tell you what he expects of you. A teacher, though awakens your own
“Prejudices, it is well known, are most difficult to eradicate from the heart whose soil has never been loosened or fertilised by education; they grow there,
firm as weeds among rocks.”
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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.
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more time, he argues teachers need more reassurance and more training. “The difficulty is that change is coming against a
backdrop of swingeing local authority spending cuts. Overall, however, it’s a positive thing.” What exactly is the nature of this change? How does
it/will it work in practice? Much has been made of the cross-curricular nature
of CfE: integration and connectivity are the buzzwords. “Literacy across learning” and “numeracy across learning” are others. Critics including Professor Lindsay Paterson of
Edinburgh University’s education department have decried this as not just vague but also pernicious to the pursuit of elementary knowledge in traditional subject areas. However, several headteachers contacted by SecEd enthused about how CfE had already benefited their pupils. Elaine Cook, headteacher of Deans Community
High in Livingston, West Lothian, says the emphasis on relevance and skills for life has been epitomised by the success of one particular project. In the Doghouse, which tasks S2 pupils with designing and building dog kennels, has crossed the disciplines of numeracy, CDT (craft, design and technology), business and art. “The original idea was to develop numeracy
skills with kids who normally found maths boring or unmotivating or whatever. It took off in an amazing way. It’s facilitated by teachers but led by pupils.
SecEd • April 29 2010
About 100 of them are involved at the moment. What I gave them was a bit of spare time so they could fit in interdisciplinary learning,” Ms Cook explained. But what was there to stop this kind of approach in
the past? “I don’t think it would been done as well because
with the CfE angle we are more focused on themes – literacy, numeracy etc – we’re not putting the curriculum into a straitjacket which we did when it was five to 14. “Another thing we really wanted to promote is
science. Everybody says it’s not going so well in the UK but here they love it and we’ve changed the timetabling to make extra space for it – forensics and all sorts. “CfE has broadened the parameters. It gives more
flexibility and all the staff have engaged very well with it. If there is cynicism among them I certainly don’t see it as a headteacher.” Mary Murray, of City of Edinburgh Council’s
education department, is also adamant that key changes in the way schools handle the transition with primary could not have happened otherwise. A literacy across learning programme brings local
P7 pupils into Drummond Community High one day a week for the first part of the year, then two days a week. Not only have the children embraced the academic themes but teachers say they have settled well into the new environment.
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awards and grants
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.
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:
A project that establishes exercise classes where mums and kids exercise together.
A walking project designed for adults and families.
A project which enables adults and children to learn to swim together.
The Active Living Fund will not make a grant:
To individual athletes, sportsmen and women.
For costs associated with salaries or posts.
To profi t-making organisations. Towards transport costs, as all projects should be accessible to ensure sustainability.
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.
The remit of the BBC Wildlife Fund is: To support projects that are working to protect endangered wildlife and biodiversity – animals, plants and the wild places they need.
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
Likely to be sometime in December 2007
Amount of award
As yet unknown
BBC Wildlife Fund PO Box 60905 London W12 7UU
Fundraising for Schools September 2007 7
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.
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
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: One-off donations for a specifi c capital project.
Funding for part of a project, typically items of furniture and equipment.
Applications are rarely considered for:
Core funding and / or salaries. Revenue expenses. 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:
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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December 2007 Issue 84
Your practical guide to raising money
On the agenda:
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.
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 the most inte id
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 form on 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: Relevant to schools. Useful for schools. 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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