An Oxfam Guide for Schools
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Before you start raising money... An Oxfam Guide for Schools Make sure the young people you teach get the most out of supporting charities. This Guide looks at good educational practice when fundraising at school, gives you practical teaching ideas, and highlights helpful teaching resources and further support. So, if you’re thinking of raising money for charity, help is at your fingertips.
Before you start raising money...
3 Why do I need this Guide?
4 Choosing a charity
6 What is Oxfam?
11 Fundraising – designing your own activities
16 Oxfam’s fundraising ideas
17 Oxfam and education in the UK
18 Resources and support
Poster: A global citizen's guide to
changing the world
Did you know?
The Resources
This Guide is designed for ANYONE running and Support section
fundraising events who wants to: (p18/19) has Oxfam contact
• involve others details, teaching materials
• make sure everyone understands why they are
and other useful sources
raising money and how it will be used of information.
• make the most of fundraising activities for
developing skills and understanding
2
Why do I need this Guide?
If you’re reading this it’s probably Raising money can be a springboard to
because you’re thinking about raising help young people become active global More than 5,000 schools have
money for charity. Thank you. citizens in a range of ways. It can help raised over £1 million to support
them learn more about the global issues Oxfam’s work since 2004.
Planning your fundraising carefully will
that affect us all, develop essential skills
ensure the young people you teach get This money is vital to our work to
to help them change the world around
the most out of it. overcome poverty and suffering
them, and understand more about
around the world.
the work of charities like Oxfam.
And all while they’re having fun!
This Guide sets out important questions
to think about before raising money for
charity, and includes practical tips and
teaching ideas as well as pointing you to
sources of information and activities to
help you and your pupils get the most out
of supporting charities.
If your school has
already raised money, We’ll look at questions such as: Why raise
thank you! If you’re money? What’s it for? What else can
thinking of raising young people do to change their world?
money – this Guide will How do charities use your money?
help you make it How can you make supporting charities
educational and fun. really educational?
So please read on…
3
Charities and schools
When working with young people of …thinks fundraising can be used as
school age in the UK, Oxfam… a platform from which to educate and Oxfams's primary aim
empower, as well as being a legitimate is always to help you to
…believes that in the long term
response to wanting to do something to educate and empower
fight against poverty, educating and
help overcome poverty and suffering once young people
empowering young people is vital. People
a child understands the issues.
who are educated, and willing and able
to take action to change the world, are
crucial to overcoming poverty. Even while The Institute of Fundraising guidelines
still at school, young people are able to The Institute of Fundraising* has guidelines about how charities
take action that contributes to this fight. should work with schools. Here’s a summary:
…knows that many schools raise 3 Presentations given by charities should 3 Young people shouldn’t ask strangers
money for Oxfam – money that saves be educational and not allied to any for sponsorship, but seek donations
lives around the world and helps Oxfam political party. Contact with young from family and friends.
continue its work. Raising money is a fun people needs the head teacher's 3 Schools need a licence if planning
and engaging way for young people to see permission. street or door-to-door collections.
their actions having a positive impact on 3 Charities may offer gifts as prizes to 3 Charities should thank all of the staff,
their world. It can provide the opportunity encourage young people, but they young people and parents involved,
should be available to all, not to and respond to any criticisms as soon
to learn and practice useful skills, to
individuals as rewards for effort. as possible.
investigate the global issues that affect us
all, and to start to understand the many
3 Charities shouldn’t harass young
people to collect sponsorship money,
ways they can make a difference to but a time limit should be fixed, and
their world. someone from the charity should * There’s a link to the full guidance in the
collect funds on an agreed day. Resources and support section.
4
Thinking about fundraising?
Remember...
Involve young people in decisions about
• whether to raise money
Start with a discussion…
• which charity to support
• how to raise money What is charity?
• what other actions to take.
Name some charities and talk about
Help them understand that (or research) what they do.
• their actions can make a difference
Why do charities ask people to
• they have the power to change
donate money to them?
their world - particularly if they
work with others What else can young people do
• their views matter, and they to help change the world apart
should speak up. from give (or raise) money?
Ideally, fundraising should take place (see the Global Citizen's Guide to
after teaching and learning about issues Help them learn
Changing the World on the A3 poster
of concern. Young people should choose • and develop skills they can transfer to
for some ideas)
and design their own responses to what many other areas of their lives,
they have learned. • about life in different parts of
See the Ladder of Participation (page 15) and Oxfam and
the world, and issues that affect
Education (page 17) for more about helping young people
us all as global citizens, choose how and whether to take action
• about their own rights and
responsibilities, locally and globally.
5
What is Oxfam? tions give their mone
When choosing a charity you’ll want to in stitu y
and Peo
ple
do some research about what that charity
o p le Campaigns an
does – and help young people understand Pe Poverty isn’t just about lack of d
it too.
ins
resources. In a wealthy world
titu
ers
We’ve provided information about Oxfam it’s about bad decisions made by
tio
nte
here. But whichever charity your school powerful people. Oxfam campaigns
ns
volu
supports, help young people get to grips hard, putting pressure on leaders
give
with what it is trying to achieve. for real lasting change.
time: e.g. mpaigners,
things
"Working with others to
overcome poverty and suffering"
:
e.g. items to se
ca Development Emergencies
Poor people can take control, People need help in an
solve their own problems, and emergency – fast. We save
rely on themselves – with the lives, swiftly delivering aid,
eir
ll in
right support. Fighting poverty, support and protection; and
e th
we fund long-term work we help people prepare
Oxf
giv
worldwide. for future crises.
am
le
op
sh
e
op
P
s
YOUR COMMITMENT TO
OVERCOMING POVERTY
AND SUFFERING
6
What does Oxfam do?
Things we think young people should
understand about Oxfam – try and draw
them out:
Use the ‘World’ section of Oxfam’s • What is this country like? Include its •• Overcoming poverty is about
website for children (www.oxfam. geography, culture, and its people. justice, not charity
org.uk/education) for illustrated case • What are the needs of some •• Oxfam works on long-term projects
studies and information about some of people in this country? to help people support themselves,
the countries Oxfam works in. Note that • How is Oxfam working with them? and campaigns for changes in the
Oxfam works in the UK, too. way the world works to make it
Oxfam’s purpose is to‘work with others
fairer for poor people, as well as
For more on our UK work, visit to overcome poverty and suffering’.
helping people in emergencies
www.oxfam.org.uk
What does this mean? •• Everything we do is vital to overcoming
Get groups of young people looking poverty – money alone isn’t enough
at each country. They should try and •• The link between support your
answer the following questions: school can offer, Oxfam’s work,
and the results (helping overcome
poverty and suffering)
Did you know? •• The different meanings of ‘working
Oxfam has a school speaker with others’. Many people work with
service for schools in England. Oxfam – people in poor communities,
Fully trained volunteers offer assemblies governments, people who buy from
and workshops about Oxfam’s work Oxfam shops, anyone who raises
to overcome poverty and suffering. money, people who sign petitions
See the Resources and support or take part in campaigns
section for contact details.
7
Money
They say that money makes the world go Restricted or unrestricted?
round and, well, ‘they’ have a point. You
Something interesting (well, we think
should make sure that the charity you
so!) that a lot of people don’t know about Is this money restricted or
choose to support can provide you with
charities is that they have two different unrestricted?
clear financial accounts.
types of funding:
We thought you’d like to know about
Restricted funding is money given to
1 Raising money for a goat from the
where Oxfam’s money comes from, and Oxfam Unwrapped gift catalogue
do something specific. For example, in
how it’s spent. You could devise a maths
response to a particular appeal.
2 Money from a music festival held
activity to help young people get to grips for Oxfam
with these figures. Unrestricted funding is money given 3 Money from the Commonwealth
to a charity in general, and the charity Education Fund for the School
Oxfam works with others for a world chooses how that money can best help us Improvement Programme in India
where everyone: work to end poverty. Most donations to 4 A cheque sent in response to a TV
• is treated as equal 7% (£16.3m) Oxfam are used like this, and this gives appeal about an earthquake
• is listened to 7% (£14.5m) us the most flexibility to use your money 5 Raising money for Oxfam by
• can provide for themselves and their where it’s needed most. holding a second-hand book sale
families 20% (£42.9m)
• has good health care and education So, if you’re thinking of raising money for
10% (£22.4m) Oxfam, the way you donate it will make a
• is safe and looked after in case of difference to the way we can spend it.
disasters 44% (£94.2m) All your money will be well used.
• support costs, including office costs,
transport etc 10% (£20.9m)
• other 2% (£2.0m)
Total Charitable Spend £213.2m
Answers: Restricted = 1, 3, 4. Unrestricted = 2, 5.
8
Where does Oxfam get its money from?
TRADING Oxfam by numbers
Money from sales in
£1 raised could pay for ten packets of Oral Rehydration Salts to treat
Oxfam shops £74.7m diarrhoea– the cause of frequent yet preventable death in poor and
disaster-hit countries.
Cost to run shops
£56.3m
£100 could pay for essential medicines for a whole village for six months.
Money made by shops
(profit) £18.4m
£1700 could pay for building a whole classroom, including windows,
blackboards and lights
0 10 20 30 40 50 60 70 80
£ Million 0 10 20 30 40 50 60 70 80
250,000 people marched in Edinburgh to ‘Make Poverty History’ in
2005. Millions more wore white bands. World leaders made
promises we need to make sure they keep.
FUNDRAISING
Money raised from 1 million people joined the Million Faces petition to control the
global arms trade. Soon after 153 countries voted for
better regulation. We need to make sure it happens.
fundraising £211.8m
17.8 million people signed a Make Trade Fair petition, raising awareness
Cost of doing and changing the terms of debate about unfair global trade.
fundraising £20.8m
COMBINED Trading & Fundraising Income £186.5m
Money made Gifts in kind £14.6m
from fundraising
Other money received £5.6m
(surplus) £191m
Total money for charity work £206.7m
£ Million 0 50 100 150 200 250
0 50 100 150 200 250
9Involving the community
Research skills
Charity myths
Sometimes, people talk about charities Corruption in developing countries It’s impossible to stop natural
and the work they do without knowing means it’s pointless sending money. disasters and wars. It’s a
the facts about them. We’ve tried to There are problems with corruption never-ending task for charities.
dispel some of the main myths about in some developing (and some As well as providing life-saving emergency
Oxfam here. But whichever charity you developed) countries. That’s why Oxfam support to people caught in disaster
choose to support, make sure the charity supports local people to press for good situations, Oxfam works with the world’s
can assure you that your money reaches governments in their own countries. And most vulnerable communities helping
those who really need it. And help young because we work in partnership with local them prepare in case disaster strikes again.
people understand this too. organisations, the money goes straight to Poorer countries are less able to cope when
the people who need it. disaster strikes, and see more damage and
loss of life than richer countries. Oxfam also
Charities spend all their campaigns on climate change (the effects
Hardly any money reaches the money on administration. of which hit poorer people hardest) and
people who need it, or it is spent When you give money to Oxfam, for stricter controls on the sales of arms to
on things people don’t really 79p in every £1 is spent directly on prevent conflicts.
need... our emergency, development, and For every emergency, development,
Working closely with people ‘on the campaigning work around the world. £1 given to and campaigning work
ground’ means Oxfam can be sure that 10p is invested (to provide Oxfam with Oxfam...
79p
their most urgent needs are identified. long-term security and money if there
are many emergencies in one year). administration, human
resources, fundraising
Often, people will have set up their own 11p is spent on administration, human 11p activities
groups and identified their own needs. resources, fundraising activities, and
They may just need a vital injection of other ‘management’ that allows Oxfam to 10p
invested for long-term
cash, advice, or training from Oxfam. run a large yet efficient organisation. security and money if there
are many emergencies in
n
one year
e a m -w o r k in g a nd co-operatio
10 T based on 2003 pricesusing the web n a geme nt
t m a
Projec
What shall I do?
If you’re choosing to support a charity you can either design an
activity yourself (or with your pupils) or use activities prepared
for you by the charity you’re supporting.
Speaking and listening
We’ll look at both here. But whichever you do, when
choosing or designing an activity, ask yourself…
People rest
nagem ent
Event ma
in th
Does this activity... Camp, Darfu e shade of a water tan
r, Sudan. Ph k at Abu Shou
oto: Andy Ba k
stable/Oxfam
3 Allow young people to make decisions help support? Start where they
about the cause they want to support are to build empathy.
and how best to support it? 3 Help young people understand the
3 Help young people understand and work of charities? Persuasive
feel enthusiastic about the cause they 3 Develop skills of participation and writing
are supporting? active global citizenship, empowering
3 Build in learning about global issues young people?
Creative design
that affect all our lives? 3 Include ideas about how their
3 Develop key skills such as project individual and collective actions
management, speaking and listening, (beyond fundraising) could continue
literacy and numeracy? to benefit other people?
a n d writin g
3 Make links between their lives and the 3 Include an evaluation? What went
lives of people your money could well? What have they learned? Re a d i n g
s
s skill
Busines Advertising
experience 11Designing your own fundraising activities
Even the simplest of fundraising activities
Guide to designing activities
can provide opportunities for developing
young people’s knowledge and skills, and 1. Find out what your class already know. keep people in poverty. Wars and
for exploring values. But to get the best Start from where they are. Make links ‘natural’ disasters can also contribute.
educational value from your activities, it’s between their lives and the lives of Overcoming poverty is a matter of
others around the world. justice, not charity.
important to use them as opportunities to
2. Be sensitive to the backgrounds of 5. Make people from other countries or
challenge any stereotypes that come up, young people. Remember that young cultures ‘real’ to young people. Help them
promote empathy towards - rather than people (and teachers!) in the UK may understand that young people in poor
pity for - people in need, and to be aware themselves be poor, may be asylum communities are in many ways just like
of young people who may themselves be seekers, or be from, or have relatives in, them: they may play football with their
affected by the issues you are covering. poorer countries. friends, want to go to school to learn and
3. Challenge negative stereotypes about get a good job, worry about their families,
These pointers will help you. And the
poor people. Make sure young people love listening to music etc. Making
Resources and Support section at the understand poor people aren’t sitting connections between young people in the
back of the Guide has links to some about waiting to be rescued by people UK and young people in other countries
relevant materials. in richer countries. They have their own can help avoid stereotyping.
ideas about their needs, and can often 6. Remind them that not all poor people
Did you know... make the changes they want to see in live in rural settings, nor do they all
their own lives. live in Africa. Help young people to
he the Oxfam Education website
Why do all t live (www.oxfam.org.uk/education) 4. Help young people understand that it’s understand that Africa is a diverse
poor people ? contains hundreds of free not just a question of being lucky or continent, and also that people living
in Afric a case studies, lesson plans and unlucky as to whether some people are in poverty may live on any continent
teaching ideas that explore poor and others are rich. Often, there (you could talk about poverty in the
issues about poverty, are historical, political, or environmental UK). Explode any racial stereotypes that
to help you. factors (usually a combination) that present themselves.
12Are poor people lazy?
Why do people hurt
each other?
Space Cadets Food for Thought
Teachers at Billericay Secondary A Primary school in Poole teamed up
School in Essex designed a novel way with their local Oxfam shop to buy
to get pupils thinking about life on this school dinners. Young people learned
planet – by creating a new one, Planet about how many people their age
X. Pupils imagined their ideal planet: around the world don’t have school
its environment, how people would dinners – and they drew their favourite
treat each other, and other things that dinners on paper plates. It made a
would be important there. They used colourful display for the shop window,
art, writing, maths, fashion, music attracting people to the shop to buy
and drama to present their ideas about many school dinners from Oxfam
Planet X. In order to help make their Unwrapped. Trafalgar
school ch
Square: N
elson Man
ildren for dela pass
vision a reality, young people decided to them to ta
ke to the
es his whi
te band to
G8 Alice
Dunhill/O
raise funds for Oxfam. The Oxfam Unwrapped... xfam
for Schools fundraising pack
contains a load of ideas for raising My Mum says we’re poor.
Did you know... money. But careful planning Why aren’t we raising
Oxfam has a free guide, should help you ensure any money for my family?
Teaching Controversial Issues, activity to support a charity
r?
e people poo
to help you deal with these works as an engaging,
issues in the classroom. educational, active global W h y a r e s o m
See the Resources and citizenship activity!
Support section.
13Why?
Tools to help you... Too much CO2 in Why?
the atmosphere,
1 Explore an issue caused by our
A ‘Why-why-why Chain’ will help young lifestyles and Climate change Why?
people think about the causes of a industry has affected
the weather
particular problem. This deep understanding
in the region
helps them recognise areas they might not Not as much
know much about (so they can investigate rain as usual
People in this
them further) and ultimately helps them
area are not
identify what needs to change to solve No government Issue
prioritised by the
the problem, and the part they can play in government or private
that. This partially filled in example shows because of their water provider
religion in the area
you how it can work. No pipes Not enough water
and in the village
What to do infrastructure
Start with an issue – identify a problem.
?
Write it down. Ask young people to think Not enough
money to afford
about what causes that problem. Write
storage tanks
those ‘first-level’ causes down. Then ask
No water
them to think about what causes those storage
causes. And so on. They should begin to facilities
see different levels of complexity. Use a
No expertise
completed chain to develop children’s or materials
understanding of the causes they identify
?
to build and
(are they right in their assumptions?) maintain
and to plan action to help overcome a tank
the problem.
142 Involve young people learning. When designing activities, you 3 Curriculum links
The ‘Ladder of Participation’ model should aim to be working on one of the Educational fundraising activities can
(below) is a helpful reminder about the top rungs to help your kids get the most cover many aspects of the school
importance of involving young people out of them. Be aware of the teaching curriculum. The obvious areas are
in their own learning. The higher your style(s) the young people you teach are Citizenship and PSHE/PSE in England and
teaching style is up the ‘ladder’, the used to, and try and move up the ladder Wales, and in Scotland the fit with the
more young people are empowered from where you think they are at present, Curriculum for Excellence – particularly in
and engaged through guiding their own a rung at a time. developing responsible citizens – is clear.
But, depending on how you design and
run your teaching and chosen activity,
The Ladder of Participation young people can gain knowledge and
skills in many curriculum areas. For
Pupils make decisions, initiate design and run their own projects. example, well-designed activities can
help young people: develop confidence,
Pupils initiate, design and run their own projects. Work in
prepare to play an active role as citizens,
partnership with teachers to make decisions.
respect the differences between people,
Teachers have initial idea. Pupils involved in planning and doing exercise responsible personal choice,
at every step. and develop participation, enquiry and
communication skills.
Projects designed and run by teachers. Teachers fully consult
pupils at each stage.
Teachers design, run and delegate. Pupils give limited input.
Teachers tell pupils what to do and say. Pupils have no understanding
of the issue/why they are doing what they are doing.
15Oxfam’s fundraising ideas
There are some Oxfam initiatives which As a great introduction to Oxjam, a set of
provide excellent ways to raise money and music lesson plans suitable for all ages
get young people learning in fun ways. and closely linked to the Music curriculum
is available from www.oxfam.org.uk/
Oxfam Unwrapped Gift Catalogue
education, search for ‘music’.
There is now an Oxfam Unwrapped…
for Schools fundraising pack available. Disaster responses
It’s free, of course, and contains lots of Schools often respond amazingly quickly
curriculum-linked activity ideas to help to support Oxfam’s vital work when
schools raise money to buy gifts from there’s a disaster somewhere in the world.
the Unwrapped Gift range. There’s also Your response to the appeal following the
a DVD, plus colourful posters and other Indian Ocean tsunami in December 2004,
useful tools for making fundraising for example, was incredible.
educationally fun. Order your free copy by
calling 0870 410 5030. When there’s a major disaster, Oxfam
Education usually produces an assembly
Oxjam Music Festival
and/or lesson plan within three days,
Each October people across the UK are
to help you explore issues raised and
encouraged to do something musical to
think about how and whether you want
raise money for Oxfam. Schools can get
to respond. You can find these on the
involved by organising concerts, discos,
Oxfam Education website (www.oxfam.
or even recorder recitals to raise money
org.uk/education) along with other
to help end poverty. Find out more about
materials to help you in our Disasters and
Oxjam: www.oxfam.org.uk/oxjam
Emergencies section.
16Oxfam and education in the UK
Oxfam has been working with teachers in
Education that makes a difference – education for global citizenship
the UK and producing teaching resources
for more than 30 years. Our Education Skills: Values and attitudes:
Team is full of experienced educators and • Critical thinking • A sense of identity and
award-winning resource designers. • Ability to argue effectively self-esteem
• Ability to challenge injustice and • Empathy
Why is Oxfam interested in what’s taught inequalities • A commitment to social
in schools in the UK anyway? • Respect for people and things justice and equity
• Co-operation and conflict resolution • A sense of value and
Simply put, we think quality education for respect for diversity
the 21st century should empower young Knowledge and understanding of key
• A concern for the environment
people so they can contribute to making issues that affect us all:
and a commitment to sustainable
• Social justice and equity
the world a better place for everyone. development
• Diversity
• A belief that people can
Oxfam believes that developing certain • Globalisation and interdependence
make a difference
skills, understanding, and values are key • Sustainable development
to helping young people understand, • Peace and conflict
thrive in, and change their world as well A far more detailed
as contributing to everyone’s shared Curriculum for Global
future. We call this education for global Citizenship including key
citizenship. It’s good for young people, learning objectives for different
and good for our planet. It’s much age groups is available to
less complicated than it might sound. download free on the Oxfam
It's cross-curricular, and uses many Education website (see the
methodologies that are recognised to be Resources and support
section for more details).
best practice in teaching.
17Resources and support
There’s a lot available from Oxfam and Institute of Fundraising guidance on working Teaching support:
from other sources too. with schools: http://www. institute- Oxfam Education website:
of-fundraising.org.uk/NR/ www.oxfam.org.uk/education
General support: rdonlyres/07C71E83-69F7-4491- Packed with
For any Oxfam-related query, or to request 9852-E17E652B0B9C/0/ hundreds
printed copies of our general fundraising FundraisinginSchools.pdf of free case
guidelines, including legal issues, studies,
sample sponsorship forms, and tips for Oxfam Unwrapped…for Schools lesson
successful fundraising. This great free pack offers lots of plans,
activity and teaching ideas to help you interactive
Phone us: 0870 333 2700 educate while raising money to buy teaching
Oxfam Unwrapped gifts for people who resources
Or write to us: need them. To order your copy call: (including the BAFTA-winning Mapping
Oxfam GB 0870 410 5030 Our World) and tips for teachers for
John Smith Drive bringing global issues to life in the classroom.
Oxford Sign up to receive our termly Education
OX4 2JY E-newsletter
and get updates
The Oxfam
Email us: oxfam@oxfam.org.uk about new
Education website is
Our website: www.oxfam.org.uk materials and
used by around
activities straight
50,000 people
Online practical fundraising guide: to your inbox.
each month.
www.oxfam.org.uk/get_involved/fundraise Feedback on this Guide and your teaching
and fundraising ideas: please email
education@oxfam.org.uk
18Oxfam Contact Oxfam or visit Go Givers
Catalogue the Oxfam Education is a site for
for Schools website for more teachers,
online: www. information and parents
oxfam.org.uk/ to book. and young
publications people at
More than Get Global! is an Primary
400 specially excellent resource for school,
selected teaching resources to browse helping young people offering many lesson plans and activities
and order securely online. To order a aged 11-18 design related to good citizenship. The young
printed copy contact us on the General and implement action to make a difference person’s site is full of colourful characters
Enquiries contact details on page 18. to a cause of their choice. Download it free and brings issues to life. www.gogivers.org
online from the Oxfam Education site, or
Oxfam School Speaker Service buy a printed copy (£15) from the Oxfam
Available in England only at present, Catalogue for Schools.
fully trained
volunteers will Giving Nation offer a good free
run assemblies pack helping you explore fundraising,
or classes about volunteering,and the importance of
Oxfam and charitable activity with young people of all
the key global ages. It includes a great ‘Portfolio Skills
issues to do Chart’ to help young people identify skills
with overcoming they’ve used. Get more information and
poverty and order your copy from: www.g-nation.co.uk/
suffering. teachers/ or email info@g-nation.co.uk
19Contact us
Oxfam can provide you with a variety
of support for teaching and learning,
and for fundraising.
Phone us: 0870 333 2700
Write to us:
Oxfam GB
John Smith Drive
Oxford
OX4 2JY
Email us: oxfam@oxfam.org.uk
Our website: www.oxfam.org.uk
Website for teachers:
www.oxfam.org.uk/education
We welcome your feedback
on this Guide and your ideas
for great activities that help
young people get active and
change the world. Please email
your thoughts and ideas to
education@oxfam.org.uk
Oxfam GB is a member of Oxfam International.
Registered charity no. 202918. BC142097. inhouse 3516.
BEBC code: 00270482
Photography: Jon Mullis (Coventry Observer); Crispin Hughes/Oxfam.
When you have finished with This booklet is printed on
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