Promoting the wellbeing of young people
Life’s Lottery: Backing Kids is a new series of the Paul Ramsay Foundation’s podcast where experts, young people, advocates and policymakers discuss how we can improve wellbeing by putting children at the centre of government policy and budgets.
The podcast was highlighted in an article in The Australian on Wednesday 30 March 2022. Authors Anne Holland National Children’s Commissioner and Glyn Davis Chief Executive of the Paul Ramsay Foundation said that, “children’s voices often go unheard in decisions that greatly affect them.”
As an Ambassador for Children and Young People in WA, I agree that we need to change the way we make our policies: For each policy that is discussed, consideration needs to be made in how children will be affected by these policies and decisions.
Jacqueline McGowan-Jones has recently been appointed as the new Commissioner for Children and Young People WA. The Commission works closely with children and young people, their families, communities and government to make WA a better place for 0 to 17-year-olds. As well as advocating for children’s rights, they have a range of resources and projects including the ‘Speaking Out Survey’ which last year spoke with more than 16,500 children and young people from all regions of WA who shared their experiences and views on safety, mental health, engagement in education, connection to community and how they access sources of support – www.ccyp.wa.gov.au
The UWA Fogarty Scholars joined Kate Chaney, independent candidate for the seat of Curtin, for an informal conversation on Wednesday. Kate said she was eager to speak with young people about the issues they are interested in.
Kate opened by explaining her background and what brought her to stand for a seat in Federal Parliament. She noted that a driving factor was her involvement on the board of Next 25, which is working to ensure that Australia maximises and shares its success across current and future generations, and her desire to play a more proactive part in addressing complex issues facing Australian society.
Kate believes her diverse career background in management consulting, law and strategy, as well as her senior corporate and not-for-profit roles, will enable her to contribute on several complex matters. She also acknowledged that there will matters she won’t know about. In talking about her decision to take the plunge to stand for Parliament, Kate said that she realised, “you only have one wild and precious life, so just go for it.”
Kate shared her four areas of focus with the Scholars, which were often touched on during the conversation with the group. These include:
- Climate change
- Economic opportunities and
- Inclusive communities.
The Scholars raised a wide range of topics important to them, spanning the implementation of the Uluru Statement from the Heart and how to achieve climate change through the creation of economic opportunities, to the provision of greater funding for sports beyond those with a high profile, the structural re-adjustment of industries, addressing and reducing the incidence of sexual harassment and gender inequality, to food and water security and homelessness.
How to find candidates aligned with Scholars’ individual values was also explored, and it was suggested that sites such as Vote Compass could be helpful in this regard. Kate also mentioned the site, They Vote for You which allows one to see how your electorate’s representative – or any member of Parliament – voted on various matters. Kate explained that only 0.4% of the population is a member of a political party and 50% of members of Parliament have only ever worked in politics.
The role of independents in Parliament was also explored, and Kate was asked what she hoped might result in 15 years. Three options she suggested were:
- Independents could cause the major parties to re-think their approach to various policies and their electorate.
- There could be a critical mass of independents, allowing them to work in different coalitions on various topics of interest. She noted whilst this could be logistically ‘messier’ than the two-party system, it could allow the larger, more complex issues to be dealt with more effectively (noting most of the matters before Federal Parliament are complex issues by their very nature); or
- The emergence of new parties, providing a viable alternative to the current ‘red’ vs ‘blue’ team, two party model.
The closing discussion centred on how young people could become more involved, with Kate providing several pointers. Whilst not suggesting that young people head straight for parliament, she stressed that, at a minimum, everyone should be thoughtful about their vote, because every vote counts.
Many thanks to Kate for addressing the group, and for Georgie Carey, Fogarty Scholar (2014) and now Deputy Mayor of the Mosman Park Town Council for being facilitator.
Ten of the state’s highest achieving students have accepted UWA Fogarty Foundation Scholarships, including Lawrence Nheu who was also awarded the UWA Fogarty Beazley Medallist Scholarship. Today, we had the pleasure of welcoming them to the UWA Fogarty Scholars family as they enjoyed breakfast at St Catherine’s College.
UWA Fogarty Foundation Scholarships offer the State’s brightest and most committed students a full scholarship for the entirety of their undergraduate and postgraduate degrees. Scholars are selected based on their academic excellence and outstanding achievements in leadership, community involvement, enterprise, the arts and/or sport.
Winners of the 2022 UWA Fogarty Foundation Scholarships include Lawrence Nheu, Beazley Medallist (Perth Modern), Ben Scott (Scotch College), Daniel Zhou (Christ Church Grammar School), Peter Bruce (Wesley College), Joel Peiris (Perth Modern), Shantelle Jeyakumar (Woodvale Secondary College), Naveen Nimalan (Aquinas College), Phoebe Dyson (Methodist Ladies’ College), Caleb Adams (Perth Modern) and Josh Snow (Busselton Senior High School).
Phoebe Dyson said she applied for the UWA Fogarty Scholarship Program because she saw it as an invaluable way to connect with inspiring, like-minded individuals while making the most of opportunities to grow and flourish as a leader.
“I would love to make a difference in this world, and I see the UWA Fogarty Scholarship Program as a tangible way for me to instigate purposeful change,” Phoebe explained.
“I am particularly looking forward to meeting other students in the Fogarty Scholars community and immersing myself in the range of mentoring and leadership opportunities that are provided,” commented Ben Scott, 2022 UWA Fogarty Scholar.
UWA Fogarty Foundation Scholars are provided with $10,000 per annum to assist in university tuition, accommodation and general living expenses. They participate in a tailored leadership and enterprise program, academic mentoring, leadership opportunities, support for initiatives and they become valued members of the Scholars and Alumni network.
“By empowering and enriching our high performing students, we are encouraging them to shine, and use their vision and direction to enable positive change in society,” explained Caitlyn Fogarty-Embley, Executive Director of the Fogarty Foundation.
“We need innovative and inspiring leaders and businesses in WA, which is why the UWA Fogarty Foundation Scholarships continue to be a key element of the Foundation’s work,” she said.
“We want our brightest students to call Western Australia home, where they can enjoy a world-class education and be inspired to lead, innovate, support and build the West Australian economy.”
Through the Leadership and Enterprise Program, the Foundation hopes to empower young people to be entrepreneurial creators. Many Scholars have started enterprises and not-for-profit organisations which the Foundation continues to support.
“The Scholars Enterprise Investment Program supports Scholars as they build their businesses, while enhancing WA-wide support for the next generation of enterprises, growing the number of jobs and diversity of businesses across WA and Australia,” Mrs Fogarty-Embley said.
Since 2004, the scholarships have educated and supported 176 outstanding young people who are now contributing to their communities, our state and our nation. The UWA Fogarty Foundation Scholarship Program is one of Australia’s premier scholarship programs. You can read about some of the exceptional Scholars at fogartyfoundation.org.au.
One hundred and fifteen West Australian teachers and 100 students have cut their holidays short, returning to school for the fifth annual Fogarty EDvance Teaching Intensives.
Initiated by the Fogarty Foundation in 2018, the intensives are run in partnership with Dr Lorraine Hammond, Associate Professor at Edith Cowan University, and hosted at Dawson Park Primary School. Each year the intensives have grown, supporting more than 365 teachers to implement high-impact instruction practices.
The intensive week of professional learning provides early childhood, primary and secondary teachers with the opportunity to observe expert teachers, practise key skills, and obtain feedback and coaching as they finesse their high-impact instructional strategies. Steered by Dr Hammond, the program was created following evidence-based research into how to effectively support teachers to adopt new practices.
“Research confirms that ‘one shot’ professional learning does not work. Instead, educators can transfer new skills to their teaching practice when they have access to theory, quality teaching demonstrations and have the opportunity to practice instructional strategies with ongoing support, guidance, feedback and coaching,” Dr Hammond explained.
“We are creating a community of teachers who have developed high-impact instructional strategies they can share with their peers and implement in their schools. By sharing best practice and collaborating with their peers, our teachers will create a ripple effect that will improve the quality of teaching in Western Australia,” she said.
High-impact instructional strategies integrate lesson delivery and design where content is explicitly taught with frequent checks for understanding. Lesson delivery relates to how content is presented (i.e., read with me) and includes continual checks for understanding by indiscriminately selecting students to take part in discussions. Lesson design refers to how new content is organised, presented and modelled (i.e., Guided Practice followed by Independent Practice). This includes daily reviews of previously learned knowledge and skills to reduce cognitive load and build automaticity.
High-impact instructional strategies have been used by teachers at Dawson Park Primary School since 2014. The school has seen significant improvements in NAPLAN scores since the inception of these teaching strategies.
“Our dedicated and professional team use high-impact instructional strategies in all areas of the curriculum. There is low variability in instruction, expectations are clearly communicated and as a result, our students come to school feeling comfortable and confident in their abilities – they know what to expect,” Pauline Johnson, Principal at Dawson Park Primary School explained.
“We’ve seen significant improvements in student results. Our students perform well above the average when compared to similar schools and they have a positive attitude towards their learning,” she said.
Georgie Wynne, Program Director at Fogarty EDvance reiterated the importance of innovative professional learning for educators and schools.
“It is vital for teachers to be knowledgeable about evidence-based pedagogical research so they can develop an innovative ‘toolkit’ for successful and impactful teaching,” Ms Wynne explained.
“Fogarty EDvance aims to inspire excellence and high-quality instruction in schools by investing in teachers, school leaders and school principals to ensure that all students receive a high-quality education, regardless of their background.”
UWA Fogarty Scholars participate in a range of programs, conversations and events to develop leadership skills and encourage enterprising mindsets.
On Thursday 23 September, the Foundation hosted an Innovation Panel with Danail Obreschkow, Astrophysicist and Head of the International Space Centre UWA, Olivia Humphrey, Founder and former CEO of Kanopy, and Brodie McCulloch, Founder of Spacecubed. The purpose was to encourage Scholars to have an enterprising mindset and see opportunities rather than barriers, learnings rather than failures and make the most of their experiences and connections.
Danail Obreschkow spoke about his journey, including his experiences at Oxford University and his love of Astrophysics. He encouraged the Scholars to take chances, fuel their minds with inspiration and learn from others through positive connections and conversations.
Olivia encouraged the Scholars to have a challenge mindset; that is, a mindset that encourages inspiration and excitement when faced with a challenge. She spoke about building strong networks and the importance of having enterprising friends and/or peers to workshop and develop business ideas.
Brodie shared his experiences as Founder and CEO of Spacecubed. He explained how the organisation was supporting entrepreneurs and innovators with enterprise skill development, peer support networks, innovation workshops and spaces to develop a business. He encouraged the group to try out their ideas, talk to people and make the most of assets like Bloom.
Many thanks to Conor McLaughlin, Fogarty Scholar and young entrepreneur, for moderating this inspiring panel.
The quality of student learning is inherently dependant on the quality of the school curriculum. The proposed new Australian National School Curriculum has met with a lot of discussion and feedback. In our opinion, the proposed curriculum does not prioritise evidence-based learning, nor does it set aspirational yet achievable standards. The introduction of key concepts, particularly in mathematics, fall far short of many other OECD countries.
We, along with hundreds of others, have submitted feedback to ACARA. You can read our submission below, with links from other regarded educationalists.
The Fogarty Foundation’s submission to ACARA regarding the proposed new Australian Curriculum
The Fogarty Foundation is a social purpose organisation, providing educational opportunities in Western Australia. I write to you with our 21 years of experience in education and particularly, through our 10 years of delivering Fogarty EDvance, a three-year school improvement program for school leaders in challenging communities.
Through Fogarty EDvance, we are working with over 100 low socio-economic schools (both primary and secondary schools) throughout Western Australia. We know that there is a high proportion of students who have difficulties with literacy, predominantly in their ability to read. Thirty-five percent of students in Year 7 in these schools (this equates to approximately 17% of Year 7 students nationally) are reading at a Year 3 level and below, which means they are not independent readers or able to read with fluency. At this level, these students are not able to access information in their books or on their screens in their classes. They lack confidence and no longer identify as a ‘learner’ in their school. As a direct result, many students disengage with education and for some, finish 13 years of school, illiterate and innumerate.
Many of the schools with which we work as part of the Fogarty EDvance School Improvement Program, set out on a journey to make significant improvements in the educational outcomes of their students – starting with reading. These schools set out to use evidence-based teaching and learning approaches to the teaching of reading. This typically involves using high-impact instructional strategies (such as explicit instruction) across the school with a strong focus on effective reading instruction in the early years. Effective reading instruction requires students during the early years of school to master the alphabetic code via systematic, explicit, and intensive instruction in phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension strategies (Department of Education, Science and Training 2005, p.25).
The schools strategically plan to implement effective reading instruction as part of their school improvement work and in doing so, know that the evidence that supports this type of instruction is solid. However, many of their teachers do not have the necessary skillsets to be able to teach reading in this way. As a response to this, the Fogarty Foundation established a teaching intensive in 2019, for schools to send teachers (both new graduates and experienced teachers) to receive a week of intensive coaching and demonstrations in explicit instruction. This included a focus on effective reading instruction in the early years. The teaching intensive was carried out during school holidays, with students at the low socio economic primary school giving up a week of their holidays to take part in the intensive. Demand was so great that we ran two intensives the following year, three in 2021 and are planning four for 2022. Again, there is no shortage of school students and teachers who want to be part of this program. In total, 250 teachers have been trained through our EDvance Teaching Intensives (using 200 students, 15 expert teachers/coaches and 2 program leads, Dr Lorraine Hammond and Brooke Wardana).
The demand for these skills is great, but the supply is low: skills which are not being taught in most Initial Teaching Education university courses. A previous EDvance staff member has now established a business to help address this need.
Given our work with school leaders over the past ten years and more recently, our work with teachers, our strong submission is that only evidence-based teaching approaches should be included in the proposed curriculum. The inclusion of whole language in the revised Australian
Curriculum is out of step with research and is failing our children. We concur with the submission made to ACARA by Emeritus Professor Max Coltheart on behalf of the members of the Developmental Disorders of Language and Literacy (DDoLL) network dated 7 May 2021, including the attachment of the article written by Dr Jennifer Buckingham that was published in The Australian on April 30, 2021.
We draw your attention to our website and in particular, the Report Card for Cohort 4 which can be located here. What school leaders and teachers need to improve reading for their students is clear guidance from the Australian Curriculum on effective reading instruction. It is our strong belief that with evidence-based approaches to teaching and learning, all schools can improve academic (and ultimately, life) outcomes for their students.
You can read additional feedback at the following links:
A recent article in the Australian Financial Review commended Sydney’s $120 billion tech cluster.
…this pocket of thriving tech activity has all the ingredients for creating a sustainable tech ecosystem, including the presence of well-funded venture capital firms, adjacency to three universities undertaking world-class research and a bunch of wealthy tech founders keen to invest in other start-ups.Australian Financial Review
We know that an ecosystem – a cluster of businesses, intellect and support – is needed to get a sustainable industry up and growing.
Businesses are injecting capital and intellect, the NSW government is proactive in developing the new Tech Central with 200,000 square metres of space for tech start-ups and providing access to rent subsidies and this is being fed and supported by three universities that are all within bus or tram rides of the Surrey Hills hub.
The universities of Technology Sydney, NSW and Sydney all have a focus on the need to provide next generation skills and are active in supporting a start-up mindset with their students. UTS’s specialist start-up programs alone have 350 active start-ups.
The new Vice Chancellor at UNSW Attila Brungs who was previously at UTS, recently said that UNSW is looking at ‘meeting the skilling revolution Australian society needs’.
Not only is the Western Australian government not active enough in developing the clusters needed for innovative companies and industries to get traction and thrive, our universities do not have a clear strategy on developing the skills students will need for future-focussed jobs.
WA is still very much a resource focused state. But we are part of the global economy in a world that is rapidly changing and if we are to make the most of the opportunities that these changes offer, we need to build a knowledge economy: We need to become a smart and inspired state.
We need to build a knowledge economy: We need to become a smart and inspired state.Annie Fogarty
Unfortunately our educational aspirations are deteriorating – WA has the lowest ATAR participation rate in the country – only 35% of our Year 12 students study for their ATAR, as opposed to the national average of around 65%.
It is important that there are various pathways to tertiary education to enable access to a diverse range of students, but low numbers of students taking ATAR subjects indicates low aspirations. A low ATAR focus within schools means that lower secondary curricula may not be sufficiently challenging and will limit post-secondary options for all students.
We need to be building a culture of excellence in education with high aspirations for all children. Business, government and the education sector need to come together to ensure our young people have the skills, the mindset and the incentives to develop a smart state utilising the great advantages that technology offers.
South Perth resident Brooke Dunnell won the 2021 Fogarty Literary Award for Western Australian writers aged 18 to 35 at the ECU Spiegeltent on Wednesday 2 June 2021. Dunnell receives a $20,000 cash prize from the Fogarty Foundation and a publishing contract with Fremantle Press for her winning manuscript The Glass House.
Dunnell who turned 35 just one week after entries for the award closed said the Fogarty deadline pushed her to finish her manuscript. Dunnell said, ‘In other circumstances I might have run out of puff and started to second-guess myself before getting it to the level where I was happy to have others read it. Because I began and finished writing the manuscript so close to the deadline, I didn’t have the chance to share it with [my] readers … so I couldn’t be sure whether everything was working the way I intended.’
Dunnell’s winning manuscript, The Glass House, centres on 36-year-old Julia, who takes a break from her faltering marriage in Melbourne to help her ageing father move out of the family home in Perth. While visiting, she bumps into a childhood friend, Davina, who is keen to reignite their friendship and gets overly involved in Julia’s life without being very open about her own. At the same time, Julia starts having dreams about a shadowy male threat against her stepdaughter, Evie.
Dunnell who has a PhD in creative writing from the University of Western Australia said, ‘I had a spark of an idea where one woman offers to be a surrogate for an old friend in a way that seems promising at the start but slowly unfolds to be a kind of power play. The final element that brought the whole thing together came from thinking about inappropriate behaviour between adults and teenage girls, and how the girl can mistakenly believe she has some agency in what’s going on, only to later realise that … she was being manipulated.’
Executive Chairperson of the Fogarty Foundation, Annie Fogarty AM, said, ‘We are absolutely delighted to help another inspiring writer make the leap from manuscript to published book. Brooke’s talent as a short story writer is garnering her national recognition and we believe she has a long writing career ahead. More than this, her experience as a creative writing mentor and workshop facilitator will hold her in good stead when she provides literary leadership to other young Western Australian writers as a Fogarty Foundation ambassador.’
Fremantle Press CEO Jane Fraser said the Fogarty Literary Award had already unearthed a wealth of talent. Fraser said, ‘The winner, shortlisted and longlisted writers for the first Fogarty Literary Award have become an integral part of the Fremantle Press community. We’ve published five books by the Fogarty alumni to date and we’re thrilled by the responses we’ve had from reviewers and the reading public.’
Fraser said The Glass House is scheduled for publication in 2022, while shortlisted writers Patrick Marlborough and Georgia Tree will work with publisher Georgia Richter to further develop their manuscripts A Horse Held at Gun Point and Old Boy.
The official award ceremony, hosted by 2019 winner Rebecca Higgie, featured readings from The Last Bookshop by Emma Young, Where the Line Breaks by Michael Burrows and The Little Boat on Trusting Lane by Mel Hall – all of which were books shortlisted or longlisted for the first Fogarty Literary Award.
Article courtesy of Fremantle Press, originally published as Fogarty Literary Award winner used her last-minute, very last chance to take the prize.
Brooke Dunnell (South Perth), Patrick Marlborough (Fremantle) and Georgia Tree (Mt Lawley) have been shortlisted for the 2021 Fogarty Literary Award, and are in the running to win $20,000 and a publishing contract with Fremantle Press.
The Fogarty Literary Award is a biennial prize awarded to an unpublished manuscript by a Western Australian author aged between 18 and 35 for a work of fiction, narrative non-fiction or young adult fiction.
Fremantle Press publisher and Fogarty Literary Award judge Georgia Richter said the calibre of the writing was high and those who appeared on the shortlist were particularly impressive for the way they engaged the reader.
“Georgia Tree’s memoir of her father, Old Boy, is told in the first person with an immediacy that makes the reader feel they are sharing the room with a man who has borne some hard knocks on his way to redemption,” Georgia Richter said.
“The exuberance of Patrick Marlborough’s many characters can scarcely be contained within the pages of A Horse Held at Gunpoint – amidst the humour and chaos is a novel with a sweet heart.”
“Brooke Dunnell’s novel, The Glass House, is full of surprises. This novel begins with the failing health of an elderly father and the failing marriage of Julia, his daughter, but then it turns into an exploration of childhood bullying and the ways in which one woman can remake her own future once she begins to understand the meaning of her past.”
The inaugural Fogarty Literary Award was presented to Rebecca Higgie in 2019 for her manuscript, The History of Mischief. Since the book’s launch in 2020, Rebecca has received national recognition for her work. She said winning the Fogarty Literary Award was a dream come true.
“Fremantle Press is amazing to work with, and the Fogarty Foundation truly champions young people. Winning the Fogarty Literary Award is so much more than a cash prize and publishing contract. Since winning the award, I’ve become part of the writing community. I’ve been booked to speak at festivals, libraries and schools, which makes me feel like I can promote my love of reading, books and libraries to the broader community.”
The inaugural award uncovered a number of engaging manuscripts and Fremantle Press offered publishing contracts to three additional authors: Michael Burrows for Where the Line Breaks, Emma Young for The Last Bookshop and Mel Hall for The Little Boat on Trusting Lane.
Annie Fogarty AM, Executive Chairperson of the Fogarty Foundation, said she was delighted to provide ongoing support for up-and-coming West Australian authors.
“The Fogarty Foundation is proud to play its part in supporting a vibrant literary arts community by empowering young literary leaders. Inaugural winner Rebecca Higgie has been an inspiration, using her participation in educational events to encourage more young people to read and write. We can’t wait to meet our next winner.”
The winner of the 2021 Fogarty Literary Award will be announced at a free community event on 2 June 2021. The winning manuscript will be scheduled for publication in 2022 with an education tour planned to coincide with the book’s release.
The Fogarty Foundation was established by Brett and Annie Fogarty in 2000 to support and provide educational and leadership opportunities for young people across the spectrum of the Western Australian community. As well as partnering with a range of organisations, the foundation has initiated programs including the UWA Fogarty Scholarship Program, Fogarty EDvance, CoderDojo WA and Fogarty EDfutures.
The Glass House by Brooke Dunnell is an assured work of fiction, full of well-drawn characters, an involving plot and an ultimately affirming message. In this novel, 36-year-old Julia presses pause on a fractured relationship with her husband Rowan in Melbourne in order to fly to Perth to begin the difficult task of cleaning up her father’s house and helping him to move into an aged-care facility. From the childhood friend Julia runs into in the supermarket, to the dog that she finds her father suddenly minding, to the recurring bad dreams she begins to have about her stepdaughter, this novel is full of tension, complex emotion and surprises.
A Horse Held at Gunpoint by Patrick Marlborough is a lively, funny novel from a unique and entertaining voice. This work features a large cast of quirky characters, a nostalgia for Australian childhood in the 90s, and a heroic, magic realism–tinged battle of the little guy versus the establishment. The author’s mordant social satire and affectionate observations cover a wide range of subjects including suicide, cartoons, socialism, autism, grief, ghosts, martial arts and dogs – in sometimes unexpected combinations.
Old Boy by Georgia Tree is a daughter’s story of a father’s life. Based on oral history interviews with her father, the author has found a spare and muscular way to bring alive for the reader the voice of her father, Grant. Written in the first person, the work follows Grant’s story from a dysfunctional childhood to substance abuse in adolescence, to eventual redemption in adulthood – and simultaneously provides glimpses of the life of a heroin smuggler called Charlie, whose story will be known to many Australians. This work of narrative non-fiction is placed within the context of changes in Australian politics and society as it traces the broader arc of Western Australia’s relationship with heroin, crime and business during the post–Vietnam War period.
The Fogarty Foundation are proudly supporting The Smith Family, as they work to bridge the digital divide and allow more students to engage in digital learning opportunities.
Through the Fogarty Fund, The Smith Family have purchased 68 devices to support 64 students on the Learning for Life scholarship program. This is in response to the highlighted need of families to have access to digital technologies for school-aged children to complete educational tasks.
When asked how the laptop has benefited his life, Nate from the Learning for Life program said,
“Being able to complete my homework, not having to access [the] public library for information and not having to rely on my mum for lifts to get information elsewhere. This has given me independence. I would like to say thank you very much for my laptop, I am very grateful.”
Nate’s Mum also commented, “Thank you for helping my son, I appreciate it immensely. It’s really nice to see Nate doing his homework without any troubles. Thank you, thank you, thank you.”
The Fogarty Foundation has partnered with The Smith Family for 18 years, providing opportunities for gifted and talented students from disadvantaged backgrounds. The Fogarty Fund has supported families with finances associated with music camps, sporting equipment and fees and international learning opportunities.