CASE STUDIES
Here are a series of case study examples of typical applicants to The Ann Dodgson Foundation. These examples should help a prospective applicant decide whether they fit the guidelines to apply for a grant.
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POST 16 WORK EXPERIENCE
WHAT IS THE CONTEXT?
At present, most work experience in secondary schools takes place when students are in Year 10, aged between 14 and 15 years old. Most schools do not currently make provision within curriculum time for work experience post-16. However, with the publication of the Wolf Report on Vocational Education in 2011, greater emphasis has been put on core academic study pre-16 and more ‘meaningful’ work experience. I feel that the most meaningful work experience I had was when I was 17 and my school arranged a two-week work experience in a leisure centre in France. Had my school not provided this opportunity, I would never have experienced French culture, never made strong links with a French family, and certainly never considered studying French at university level. I think this experience was fundamental to my decisions about where I would later live and what I would study.
WHAT IS THE PURPOSE OF THE LEARNING ACTIVITY?
The purposes of work experience in France post-16 are numerous. Work experience in a foreign country allows students to fully immerse themselves in the daily culture of that country in a way that a holiday cannot. It provides a clear structure and opportunity to learn, take risks and experience something entirely new. It is – for language students – their subject in its context. For many students, it will be the first time they will have experienced this real context. Finally, it can instil confidence and provide motivation for language-learning outside of the classroom.
WHY DO YOU NEED SUPPORT? HOW WOULD THE GRANT ENABLE YOU TO DO SOMETHING YOU WOULD OTHERWISE NOT DO?
Many students of French at A Level will not have either the financial support to organise a work experience in France or the benefits of an existing work experience programme at post-16. These students might well benefit from a grant that would enable them to, for example, pay for travel costs and accommodation with a family in France, or to a French company within the UK. The grant might provide them with the impetus to pursue a work experience as a booster for their studies.
FINAL YEAR UNDERGRADUATE LOOKING TO TEACH FRENCH
WHAT IS THE CONTEXT?
A final year undergraduate, hoping to become a teacher, has been offered a conditional place on a PGCE MFL course. The condition is that she improves her spoken French.
WHAT IS THE PURPOSE OF THE LEARNING ACTIVITY?
To spend a minimum of three weeks in France to live/work with a family, in order to improve her spoken French.
WHY WOULD YOU NEED SUPPORT? HOW WOULD THE GRANT ENABLE YOU TO DO SOMETHING THAT YOU OTHERWISE WOULD NOT DO?
The university provides help in sourcing such a placement but the candidate has to meet the cost of travel. Due to accumulated debt, the candidate is unable to meet this condition unless she can find a sponsor to meet these travel costs.
FRENCH PRIMARY TEACHING
WHAT IS THE CONTEXT?
Recently qualified primary school teacher (or trainee) who teaches general primary and has a French A Level. Would like to refresh knowledge of French with a view to teaching some French in the primary school and develop his/her understanding of French culture.
WHAT IS THE PURPOSE OF THE LEARNING ACTIVITY?
To travel to France to enrol in a language school for two weeks and be accommodated with a French speaking host family. This would enable the teacher/trainee to become more confident about teaching in the French language. Young learners’ intercultural understanding is developed as teacher is better able to discuss aspects of French culture with his/her pupils and help them to consider another culture/s in the light of their own.
WHY WOULD YOU NEED SUPPORT? HOW WOULD THE GRANT ENABLE YOU TO DO SOMETHING THAT YOU OTHERWISE WOULD NOT DO?
Help is required to subsidise (or partly subsidise) travelling costs, enrolment in the language school and accommodation costs. As a recently qualified teacher, meeting the costs of such an intensive placement would be prohibitive.
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PRE A-LEVEL FRENCH STUDENT
WHAT IS THE CONTEXT?
A post GCSE student has just left an 11-16 school and is poised to begin A level French at a sixth form centre. He/she is set to achieve a high GCSE grade but would like to boost confidence in their spoken French as well as grammatical awareness, in readiness for their AS class in September.
WHAT IS THE PURPOSE OF THE LEARNING ACTIVITY?
The student would like to travel to France and stay with a French speaking host family, with whom he/she has previously stayed on an exchange visit; additionally, to support some specific French language lessons during the stay.
WHY WOULD YOU NEED SUPPORT? HOW WOULD THE GRANT ENABLE YOU TO DO SOMETHING THAT YOU OTHERWISE WOULD NOT DO?
Help is required to subsidise (or partly subsidise) travel costs and accommodation. The student is working for half the summer holiday to contribute towards the cost of the trip, but financial hardship means that parents are unable to subsidise the venture.
THE PGCE TRAINEE
WHAT IS THE CONTEXT?
A PGCE trainee on his first placement has had most of his classroom experience in German lessons, as this is his first foreign language in which he is most confident. He knows that in his second placement school, after Christmas, he will be expected to focus much more on his second foreign language, French.
WHAT IS THE PURPOSE OF THE LEARNING ACTIVITY?
The first placement school runs a student exchange for sixth-formers during the Christmas vacation, where students and staff stay with French families while spending time in school with their exchange partners and also going on local trips. Both he and his school and university tutors feel that this would be a very worthwhile experience for him to regain confidence in his spoken French.
WHY WOULD YOU NEED SUPPORT? HOW WOULD THE GRANT ENABLE YOU TO DO SOMETHING THAT YOU OTHERWISE WOULD NOT DO?
The first placement school can offer the PGCE trainee a place on this trip, as an additional “helper” but cannot fund the place, so the trainee needs to find £300 to be able to join in.
STUDENT INTERESTED IN INTERNATIONAL AFFAIRS
WHAT IS THE CONTEXT?
I am a sixth form student studying subjects like Politics or History, or an International Baccalaureate Diploma or Career-related Certificate. I am developing an interest into how the world works and what the mechanisms might be for rendering it a better place. As a student I am between 16 and 25 years of age, widely-read and increasingly curious about the world. I am a member/supporter of a political party or a single-issue pressure group such as Greenpeace, war on want or Amnesty International. I am a member of the United Nations Association in the UK.
I am well versed in the problems facing the world in terms of migration, environmental degradation, conflict, nuclear or other weapons of mass destruction, human rights violations, genocide etc. However, without a clear sense of agency and how to make a difference my passion may turn into cynicism.
WHAT IS THE PURPOSE OF THE LEARNING ACTIVITY?
I would like to visit the United Nations and see it at first hand. I am aware of internship possibilities with, for instance, the World Federation of United Nations Associations, but I would prefer at this stage a first-hand introduction to the work of the United Nations, its programmes and the activities of its family of Specialised Organisations.
I realise that I have a better chance of achieving this as part of an official UNA group rather than travelling as an individual. I think there are additional benefits to travelling with like-minded people as well as with leaders who understand the work of the UN and UNA.
WHY WOULD YOU NEED SUPPORT? HOW WOULD THE GRANT ENABLE YOU TO DO SOMETHING THAT YOU OTHERWISE WOULD NOT DO?
Geneva is an expensive city. Whilst I might be able to afford the costs of access to the Palais des Nations in Geneva I know that the cost of living in terms of food and accommodation is not insignificant. A grant from TADFG would help me access this programme particularly in view of the fact that I am a student with a low income. The opportunity to visit and study at the UN is exciting in itself and I may be able to find the money to take part if I sacrifice other things. However, I also believe that a successful grant application from TADF would make an important contribution to my personal career portfolio and would be an interesting entry into my Curriculum Vitae or as a point I could make in my UCAS Personal Statement.