Criteria

THE CRITERIA being (a) the recipient of any Scholarship (including the principal recipient and any “Runner-up”) must be a student in their penultimate year (Year12) or final year (Year13) at the College in the year of the award who has shown, during the previous three years, in her chosen sport the highest (i) natural level of ability, success and achievements; (ii) level of motivation and dedication; and(iii) potential to capitalize on, and maximize the benefit from, ,the Scholarship.

(b) Candidates will be ranked on the following 3 broad categories in order to determine the most deserving recipient of the Scholarship:

A: Sporting potential (Stems from criteria 1 & 2 below)- includes evidence of:

  • past achievement,
  • self-motivation and drive, and
  • a clear and realistic pathway to future goals and aspirations.

Comment: The current criteria state that the student does not have to be the best in their chosen sport.

B: Potential to capitalize and maximize the benefits of the Scholarship (Stems from criteria 3 & 6 below) – this could be as a result of:

  • the financial benefit of the Scholarship i.e. the student has identified how way the money can be used so it is likely to make a longer term difference to their success in the future,
  • the Scholarship helping to address a financial hardship that is a barrier to the student’s future success,
  • the Scholarship having the potential to raise the profile of the student (and by default the sports code itself),
  • the Scholarship helping the recipient’s personal development as a result of the additional expectations placed on winners e.g. speaking to an audience, interviews for College Ties and writing for the Chronicle.

Comment: The financial need alone is of less significance than the aspects in A: Sporting potential.

C: Potential as a Role Model displaying the characteristics embodied by Sherilyn White (Stems from criteria  4, 5 & 7 below)- this is likely to include elements of:

  • a service component through sport leadership or Values projects,
  • a balance between sport and academic focus,
  • involvement in the wider life of the College,
  • demonstration of ‘By Love  Serve’ attitudes in the everyday life ofthe College.
  • Inspiring other students by actions and achievements and displaying valued attributes.

Comment: Students with a sports training programme at the more elite level can find it difficult to balance the demands of sport with elements in this category, particularly service through coaching or values projects. Elite sporting potential should take priority over time-intensive service components in this category.

The following 7 elements (in ranked order) are used to gather feedback on candidates:

Major Elements:

1. SPORTING POTENTIAL and ASPIRATIONS

2. SELF MOTIVATION/ DETERMINATION

3. POTENTIAL FOR THE SCHOLARSHIP TO MAKE A DIFFERENCE

Other Elements:

4. SERVICE TO SCHOOL

5. POTENTIAL AS ROLE MODEL

6. FINANCIAL NEED

7. ACADEMIC FOCUS