tag:blogger.com,1999:blog-3355937148509975072024-02-20T08:27:57.743-08:00Canford SchoolLatest educational and intellectual comment from the Headmaster, senior staff and pupils at Canford School. For more writings please visit www.canford.com/Academic-BlogCanford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.comBlogger24125tag:blogger.com,1999:blog-335593714850997507.post-50223234002585197552018-11-21T08:39:00.002-08:002018-11-21T08:42:53.658-08:00Is this the beginning of the technological future? - Ben Evans, Sixth Former<span style="font-family: "gill sans light" , sans-serif;">In Back to the Future part 2, Doc Brown and Marty McFly travelled to October 21st 2015. It’s
now November 16th 2018. So, where’s my hoverboard, why don’t my shoes tie themselves,
what gives? The future always seems to be so far away, and every time there’s a technological
breakthrough, people seem less and less amazed. We’ve become numb to the rate at which
technology progresses, and now, it could be slowing down.<br />
<br />
In 1965, Gordon E. Moore
predicted that the power of computers would double every two years. This was an ambitious
claim to say the least, and people had many doubts about the computing industry, as shown in
these quotes:<br />
<br />
‘I think there is a world market for maybe five computers’ – Thomas Watson, chairman of IBM,
1943</span><br />
<span style="font-family: "gill sans light" , sans-serif;">‘Computers in the future may weigh no more than 1.5 tons’ – Popular Mechanics Magazine,
1949 </span><br />
<span style="font-family: "gill sans light" , sans-serif;">‘There is no reason anyone in the right state of mind will want a computer in their home’ – Ken
Olson, President of the Digital Equipment Corporation, 1977<br />
<br />
It came to pass that the people who were the most successful in the next 50 years were those
who saw the potential of computers. Gordon Moore obviously believed in this potential and he
later became a co-founder of Intel. His prediction was so accurate in fact, it became known as a
law, Moore’s law. However, Moore’s law is ending. Not because we are getting worse at
making computers, in fact we’re finding more efficient ways to do it all the time, which I will talk
about later, but we are hitting some barriers. A processor is made up of billions of tiny
switches, called transistors. Just like a light switch, these can be on or off and nothing else. If on
is represented as a 1 and off as a 0, you can create a binary system, and this is the basis of all
classical computing. As we make transistors smaller, we can fit more into the same space and
thus we get smaller computers that are just as powerful. This effect is known as miniaturisation.
The issue is that we have become so good at making transistors small, that the next smallest
thing is a single atom. This poses a few issues, and it is the main reason that processors are no
longer becoming twice as powerful every two years. The other reason is that the more power
we put in, the hotter the computer gets. We have reached a level where if not cooled
properly, most of the computers we use would simply melt and burn. Electronics are also far
less efficient unless they are cooled. This is why the computer cooling industry is somewhat
booming at the moment, and the prices show it.<br />
<br />
While it may seem like we are reaching the end of technology development as we know it,
we’re not and there are many things to be excited about in the future. I’ve personally noticed
that advertisement for ‘futuristic’ technologies has certainly increased. The other day I saw four
adverts in a row on new technologies. The first was for Microsoft AI, a project that involves
programs that allow deaf people to ‘see’ sound, something I am actually researching for my
computing coursework, drone security and helping architects recreate history in virtual reality.
The next was completely about virtual reality, and how it could be used to affect people going
through therapy, children going through education and using it to see chemical molecules in 3D.
I then saw an advert for Samsung’s new 8k TV and finally a Siemens advert for voice controlled
appliances. I didn’t really know what to think. Why would you need to spend hundreds of
pounds on a virtual reality headset to see molecules in 3D, when you can just buy one of the
model kits we have in our department for a fraction of that. 8K TV? Just to put that into
perspective, that’s 33 million, 177 thousand, 600 pixels. The human eye can barely see the
difference in 4K. Enough pixels! As for voice controlled appliances, if you’re going up to the
washing machine to put the clothes in anyway, you may as well press the button while you’re
there.<br />
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To read the full article, please visit our academic blog page <a href="http://www.canford.com/Academic-Blog">www.canford.com/Academic-Blog</a></span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-78929301786102105872018-09-06T05:33:00.002-07:002018-09-06T05:48:10.668-07:00The positive effects of parkland on academic achievement - Tom Whipple, Science Editor at The Times<span style="font-family: "gill sans light" , sans-serif;">We say often how fortunate Canfordians are to have access to such inspirational space in which to live and work. Here Tom Whipple explains the power of parkland on positive academic achievement and on general wellbeing.</span><br />
<span style="font-family: "gill sans light" , sans-serif;"><br /></span>
<span style="font-family: "gill sans light" , sans-serif;">"Green spaces could be good for grey matter, a study has found. The research showed that children living in areas with more parkland had better spatial working memory, which is linked to academic achievement.
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<span style="font-family: "gill sans light" , sans-serif;">Almost 5,000 English 11-year-olds were involved in the study, which was published in the British Journal of Educational Psychology. The authors wanted to see how important shared green spaces were to a trait strongly linked to academic performance, among other things.
Spatial working memory is a measure of how effective people are at orientation and recording information about their environment. It enables us to navigate through a city or remember the position of objects.
To make sure that they were not measuring only socioeconomic status, with the children of the rich tending to live in leafier areas and have more educational advantages, the scientists looked at the level of deprivation of the neighbourhood. They found that irrespective of wealth more green space was associated with improved spatial memory.</span><br />
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<span style="font-family: "gill sans light" , sans-serif;">Eirini Flouri, of University College London, said that the study emphasised the importance of parkland in urban planning. “Our findings suggest a positive role of green space in cognitive functioning. Spatial working memory is an important cognitive ability that is strongly related with academic achievement in children, particularly mathematics performance,” she said. She added that factors for which they had not accounted could be behind the link.</span><br />
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<span style="font-family: "gill sans light" , sans-serif;">The research is the latest to link urban greenery to health benefits. Scientists have also found evidence that living close to parkland leads to a sustained improvement in mental wellbeing. In 2014 Exeter University contrasted these long-term effects of green space to the impact on happiness of promotions, pay rises or windfalls, all of which increase happiness only temporarily. They suggested that it helped to lower stress levels."</span><br />
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<span style="font-family: "gill sans light" , sans-serif;">Subscribers to The Times can read the article online at </span><br />
<span style="font-family: "gill sans light" , sans-serif;"><a href="https://www.thetimes.co.uk/edition/news/a-local-park-boosts-pupil-achievement-2fpzszrls">https://www.thetimes.co.uk/edition/news/a-local-park-boosts-pupil-achievement-2fpzszrls</a><br />
<br /></span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-26057686892930545822018-08-16T01:10:00.002-07:002018-08-16T01:11:17.705-07:00 A Level Results Day: an OC perspective - Libby Jones (2014 leaver)<span style="font-family: "gill sans light" , sans-serif;"> Four years ago today, I was devastated by the news that I had missed one of my A Level grades and had therefore been rejected by Exeter University. I remember frantically calling the admissions office and unsuccessfully pleading with the lady on the other end of the phone to accept me. I had had my heart set on studying at Exeter for years and I really struggled to process that this was not going to become a reality for me.
<p>After several days of feeling really upset and thinking everything through with the support of my parents and teachers, I decided instead to defer my entry to Cardiff University, which was my insurance choice, and to take a gap year – something that I had previously been too nervous to commit to doing. This turned out to be one of the best decisions I have ever made, as I had an incredible year gaining work experience and spending time volunteering overseas that I would never have experienced if results day had gone to plan. This was followed by three fantastic years in Cardiff studying Human Geography, which were full of new and exciting opportunities and experiences. I also quickly realised that the course was far more suited to me than the one at Exeter would have been and I really enjoyed my studies, as well as the time I spent playing hockey and volunteering with South Wales police.</p>
<p>Having just graduated and really thrilled to have gained a First, I can confidently say that my A Level grades have neither defined me nor stopped me from achieving my goals. I hope that by sharing my experience I can help to reassure anyone who may be feeling disheartened or having to rethink their plans: I can guarantee that you can make your plan B just as good, if not better than what you hoped for in the first place.
<p><i>Libby is hoping to pursue a career in PR and marketing and would love to connect with any OCs or Canford parents working in that world. If you would like to get in touch with her please email jones.libby96@gmail.com</i></span style="font-family: "gill sans light" , sans-serif;">
Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-10956682638998238662018-07-11T01:50:00.002-07:002018-07-11T01:50:24.022-07:00The Currency of Language - Dr Patricia Gibbons<span style="font-family: "gill sans light" , sans-serif;">We face a difficulty when we use language, because we need it to stretch in all kinds of directions to say so many things. The contents of one language is needed to do it all – from expressing feelings of elation, to making abstract thought concrete, to talking about practical things. It is ordinary language but we need it to do extraordinary things. The language we use about education matters.<br />
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Increasingly, language from the area of Economics is used about education. Our colleagues in the Economics Department regularly use terms such as customers, market exchange, consumers, commodities, money etc. It is entirely appropriate to engage those terms concerning the transfer of goods, such as coffee or oil, from one person to another. Transactions occur when a person wants to secure an item they desire which they do not provide for themselves. The transaction occurs through the exchange of money for commodity. The value of the commodity has no intrinsic value but has the monetary worth of what someone is willing to pay for it. But is the language of Economics appropriate in matter of education, and do the economic ideas and assumptions faithfully portrays the vision of education we hold?
<p>I suggest that as far as education is concerned, and very specifically private education where parents pay fees, adopting economic language is inaccurate and has a potentially corrosive effect, devaluing and distorting the high vision we have of education.</p>
<p> To read the full article, please visit <a href="https://www.canford.com/academic-blog">www.canford.com/academic-blog</a></p>
</span style="font-family: "gill sans light" , sans-serif;">Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-84991417579043139792018-06-06T04:35:00.000-07:002018-06-06T04:35:05.323-07:00Exam Stress and Sport - Mark Burley, Director of Sport<span style="font-family: "gill sans light" , sans-serif;">The importance of maintaining regular
involvement with sport and exercise during the exam season can't be underestimated. There has been a growing tendency to see exclusive blocks of revision as the only option to produce
exam success, withdrawing from competitions and matches at late notice.
Sadly this not only significantly disrupts the remaining teammates but also has the potential to
detrimentally impact upon the physical, emotional and mental health of the individual pupil during
this period. Remaining part of a team / crew / squad with whom one has invested significant time and effort is often the necessary interlude which helps generates a refreshed perspective and appetite for further learning during the revision period.<br />
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Numerous scientific studies have explored this issue and have proven the physiological
benefits of regular exercise to keep the mind refreshed and break up the monotony of revision.
This can be complemented by other activities such as breathing techniques, mindfulness and
meditation, all of which can help offset stress and panic which can build in the lead up to exams. See some of the articles below for useful tips on coping with stress during exams:<br />
<a href="https://www.blogger.com/goog_178676872"><br /></a>
<a href="https://theconversation.com/exam-stress-what-is-it-and-how-can-i-manage-it-97211">https://theconversation.com/exam-stress-what-is-it-and-how-can-i-manage-it-97211</a><br />
<a href="https://www.medicaldaily.com/school-sports-may-be-good-preventive-treatment-depression-stress-teens-291596" target="_blank">https://www.medicaldaily.com/school-sports-may-be-good-preventive-treatment-depression-stress-teens-291596 </a><br />
<a href="https://believeperform.com/wellbeing/7-tips-for-exam-season/" target="_blank">https://believeperform.com/wellbeing/7-tips-for-exam-season/ </a><br />
<br />
A growing area of interest for researchers in this field has been exploring the emotional
importance of remaining involved with peer groups and teammates during the exam season. The
shared experiences and empathy from friends within a team who are undergoing the same kind of
stresses creates a degree of calmness and reassurance which helps to alleviate tension at a key time
in an adolescent’s life. Moreover, the value of a shared commitment as part of a team competing in
a fixture, tournament, regatta, etc. generates greater balance and meaning to young people’s lives.
Exam success is undoubtedly an important aspect of school life which greatly influences future
opportunities but the pursuit of such success should not be to the detriment of one’s emotional
and mental health, nor should it be seen as the only indicator of success and progress.<br />
<br />
It is also important to retain perspective, especially for the younger age groups, where end of year
exams are simply an indicator of progress – not a judgement on one’s future academic success. Participating in school fixtures and events is normal for all teenagers and should not be seen as
something to give up to singularly focus on exams and tests. As with most things in life, there isn’t
anything wrong with a bit of balance.</span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com2tag:blogger.com,1999:blog-335593714850997507.post-34947644693684452422018-05-08T01:55:00.003-07:002018-05-08T02:06:54.369-07:00Has Rap replaced Poetry? - a debate presented by Kacper Kazaniecki (Upper Sixth Former)<br />
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<span style="font-family: "gill sans light" , sans-serif;">If I were to ask you who’s the current Poet
laureate, the people’s poet, I don’t presume many of you would know. I for
certain didn’t until pretty much yesterday. However, if I were to ask you who
won the latest Grammy award for the best hip-hop album, I presume many more
would know. </span></div>
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<span style="font-family: "gill sans light" , sans-serif; font-size: 12.0pt; line-height: 107%;"><br /></span></div>
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<span style="font-family: "gill sans light" , sans-serif;">The MP Emma Dent Coad has pointed this out in the houses of
parliament after the Grenfell Tower disaster. She says: <br /><i>
“At times of national disaster, poet laureates are often called upon to
commemorate and reflect upon events. In North Kensington we have our own Ben
Johnsons and Alfred Lord Tennysons. </i></span><span style="font-family: "gill sans light" , sans-serif;"><i>Our poet laureates are Akala, AJ Tracey, Lowkey,
Peaky .. we have Stormzy and Potent Whisper calling out what he calls “Grenfell
Britain” in gut-wrenching prose."</i></span><br />
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<span style="font-family: "gill sans light" , sans-serif;">Although the two art forms share the same
fundamental medium that of rhyme and rhythm, there is a great discrepancy
between how the two are perceived within society. If you were to take the
average GCSE student, chances are that they wouldn’t have the greatest opinion
on poetry. ‘It’s boring’, ‘the language is too confusing, ‘I can’t relate to
it’ they might say, views that they wouldn’t necessarily hold of rap music. So,
has rap music replaced poetry for (at least) our generation? Or is poetry the
eternal art of humanity that is here to stay for millennia to come as it has
done in the past. Does one deal with the depths of the human condition, that of:
love, eternal truths, and our relation to the world. And does the other cover
the superficial and primitive aspects of humanity that of: greed, intoxication
and sexual obsession. Or
maybe the two aren’t entirely antithetical, as many parallels and influences
can be drawn between them.<o:p></o:p></span></div>
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<span style="font-family: "gill sans light" , sans-serif;">Before we delve deeper into the analysis of both,
here are some sentences either from
Shakespeare or from popular hip-hop. Guess which one the line comes from.<o:p></o:p></span></div>
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•<span style="white-space: pre;"> </span>“To destroy the beauty from which one came” – Jay z, You Must Love Me<br />
•<span style="white-space: pre;"> </span>“Maybe it’s hatred I spew, maybe it’s food for the spirit” – Eminem, Renegade<br />
o<span style="white-space: pre;"> </span>Later in the song Eminem says: “See, I'm a poet to some, a regular modern-day Shakespeare”<br />
•<span style="white-space: pre;"> </span>“Men would rather use their broken records than their bare hands” – Orthello<br />
•<span style="white-space: pre;"> </span>“I was not born under a rhyming planet” - Shakespeare: Much Ado About Nothing<br />
•<span style="white-space: pre;"> </span>“The most benevolent king communicates through your dreams” - Wu-Tang Clan, Impossible<br />
•<span style="white-space: pre;"> </span>“Socrates, philosophy and hypotheses can’t define me” – Wu-Tang Clan, Triumph<br />
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<span style="font-family: "gill sans light" , sans-serif;">The reason to play this mini-game, isn’t to
cherry pick some obscure, unknown tracks just to be able to say ‘look, hip-hop
has clever lines as well’. But more so to show that the boundary between the
two, once the context has been removed, can be very blurred. The hip-hop bars
were chosen from very well-known artists who are or were at the forefront of hip
hop. Wu-Tang-Clan for example, had the first hip hop album to reach no.1 in the
UK charts. Perhaps the appeal that the British audience found in the album was
the resemblance to the more traditional aspect of English literature.</span><br />
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<span style="font-family: "gill sans light" , sans-serif;">To read the full essay and other latest writings from Canford pupils, please visit <a href="http://www.canford.com/Academic-Blog" target="_blank">www.canford.com/Academic-Blog</a></span></div>
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-63420849784695292492018-04-04T01:44:00.000-07:002018-05-08T01:45:06.664-07:00Language learning is thriving - Richard Wilson, Head of German and Other Languages<span style="font-family: "gill sans light" , sans-serif;">Despite the national press reporting a decline in pupil interest in learning a foreign language, Languages at Canford are thriving. The school currently offers French, German and Spanish as core subjects at IGCSE and Pre-U, and saw 145 entries at IGCSE last summer and 19 at Pre-U. Results are excellent, with on average 70% of IGCSE graded A*/A and over 70% of Pre-U examinations at D1/M1 level in these languages in 2017. </span><br />
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<span style="font-family: "gill sans light" , sans-serif;">Alongside these main languages, last year also saw the biggest ever year for the ‘Other Languages’ department. There were record numbers of native-speakers, bilingual and non-native speaking pupils learning and/or taking exams in a record ten different world languages – Arabic, Chinese, Dutch, Italian, Japanese, Russian, Portuguese, Polish, Turkish and Urdu. Worldwide these languages are spoken by 2 billion people across four continents.
A Level saw an A* in A2 Russian and As in AS Arabic, Italian and Polish and at IGCSE all examinations taken were awarded A*/A grades in Chinese, Dutch, Portuguese, Russian, Turkish and Urdu. In addition, pupils also take the internationally recognised HSK Chinese and the JLPT Japanese language proficiency exams.
On leaving Canford, many pupils also decide to study one of these languages as part of their degree at top universities. Recent languages combinations include Chinese, Spanish with Chinese, Spanish with Arabic, French and Japanese, Arabic and Ancient Greek, Italian with Danish, French with Italian, Italian and Japanese, Japanese with Russian and many more.</span><br />
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<span style="font-family: "gill sans light" , sans-serif;">As one Canfordian commented: </span><span style="font-family: "gill sans light" , sans-serif;"><i>"I love travelling to different countries and learning about new culture and I think languages will really help me in my career as now Europe is becoming very international. I am now fluent in English, Dutch and Russian, so hopefully they will guide me to many exciting career opportunities.”</i></span><br />
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<span style="font-family: "gill sans light" , sans-serif;">It is a real pleasure to manage such a diverse range of languages and to learn about the pupils’ personal and cultural connections to them. </span><span style="font-family: "gill sans light" , sans-serif;">My congratulations go to all pupils involved in our Other Languages programme and their excellent efforts. </span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-37157758269405798232018-03-21T10:29:00.000-07:002018-05-08T01:33:09.625-07:00The Benefits of Music - Christopher Sparkhall, Director of Music<span style="font-family: "gill sans light" , sans-serif;">There are frequent articles in the press talking about the beneficial effects of learning a musical instrument. In recent times, music has variously been credited with developing better synaptic pathways, helping fend off dementia in later life, improving cognitive function; aiding the process of speech and language learning and more besides.<br />
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Canford is currently involved in a long-term study with the Psychology department at Goldsmiths, University of London, which is investigating whether learning a musical instrument has an effect on attitudes to academic work in teenagers and, related to that, whether it can then show an improvement in academic outcomes. Last summer, almost all of our Shell pupils sat some standardised and specially designed tests which measured aspects of their musical and academic abilities and their attitudes to work. Although the most interesting and useful conclusions will only come in several years’ time, the information from last summer’s testing provided both some helpful confirmation of things we thought were the case, as well as some useful observations which will inform some lively discussions at Canford.<br />
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There was some initial evidence for a positive impact from musical learning on academic attitudes too. As the study develops and the evidence base builds, we will continue our involvement with the project. Looking beyond the study, analysis of our own A Level and GCSE results from last summer showed that those pupils involved in learning a musical instrument and musical ensembles gained significantly better academic GCSE and A Level grades than those who were not.<br />
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As Dr Wilkinson, our Director of Studies rightly observes, “Correlation is not causation: there will be many factors behind why an individual pupil achieves the grades they do. However we can be reasonably certain that involvement in musical activity does not distract from academic work and that there may well be some substantial benefits to it beyond the purely musical.”</span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-18649556927300548462018-02-05T08:24:00.000-08:002018-02-05T08:24:54.533-08:00Inspiration Matters: Life is a balance so be yourself. Dr Patricia Gibbons - PRS department<span style="font-family: "gill sans light" , sans-serif;">Have you ever tried standing on one leg? If you are Rob helping me marshal the House Cross-Country course, or part of my Upper Sixth Philosophy class, you have! It is a bit of T’ai Chi, or preparation to be a karate kid, or practice to help walk the tight-rope at the Climbing Centre. Physical balance, so I have found is something that needs practice.<br />
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In the outer world, so in the inner world. What do I mean? To be totally present in one’s body, focussing fully in order to balance, is a great exercise. And so too, is finding balance in one’s inner world – in your thoughts and self-understanding. What does this mean? Well, I’m reading a lot about Carl Gustav Jung, an early psychologist at the beginning of the twentieth century. His psychology is all about balance – about getting in touch with the various aspects on oneself, giving them each their due and finding balance. He was the one who coined the terms ‘introvert’ and ‘extrovert’ to refer to inward looking/quiet aspects of people, and vivacious/outward-looking aspects of people.<br />
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We might think of ourselves as one or the other – a bubbly party person being an extrovert and a quiet, reflective person being an introvert. But what Jung demonstrates is that we each have both aspects in ourselves, and we need to honour both in our lives. We need to give ourselves times to be quiet – unplugged and solitary, as well as giving ourselves time to be with people, in company, buzzing and energetic.<br />
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I saw a book whose title was Silence: In the Age of Noise – by a Norwegian explorer, Erling Kagge who writes of his adventures in the Antarctic and of the richness of solitude – being by himself, in harmony with himself and fully attentive to his surroundings. The bookseller recommended it, and said he thought we could all do with a bit more silence and solitude.<br />
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In my experience it takes practice to be comfortable with silence and solitude and alone-time. We are mostly out of practice because our lives are always surrounded by people and noise and connection. I also know, however, that there is much inner freedom to be had in silence and solitude and connection to yourself – especially in walking or hiking. And it’s also great to connect with others – a real joy to chat with others and share life’s stories.<br />
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It's all a matter of balance. So, happy T’ai Chi balancing on one leg, and happy finding that inner balance. Learning to be who you are. And you are great.<br />
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<i>This piece was originally written to support our pupils in sport, emphasising character being essential for success, but it applies equally to all young people as they develop along the sometimes difficult road to adulthood.</i></span><br />
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</span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com2tag:blogger.com,1999:blog-335593714850997507.post-59522300661531792782018-01-29T02:11:00.001-08:002018-01-29T02:16:27.006-08:00Government League Tables - a note of caution. Dr Stephen Wilkinson - Director of Studies<span style="font-family: "gill sans light" , sans-serif;">Canford is very proud of the exam results that its pupils produce, through very hard work and determination on their part. Whilst league tables take many forms, and are often very variable in terms of the criteria used in their compilation, we are always placed highly in relation to schools of a similar type and intake in those published in the Times and the Telegraph after the results come out in August.<br />
<br />
The Government league tables, comparing all schools across the country, are based on different criteria, which do not take into account the academic curriculum we teach. The new 'Progress 8' measure introduced by the Government to ensure that schools don't just 'top up' their results with non-academic options such as Media Studies or Tourism and Leisure, also precludes the inclusion of IGCSE results. These more academic specifications are available to independent schools, and used by Canford in around half of the GCSEs taken by our pupils. <br />
<br />
As a consequence, the results that our pupils gain in Maths (which is double-weighted in Progress 8), French, German, Spanish, History, Chemistry, Business, and Computing are all disregarded from the calculation of how well our pupils have fared at GCSE. Read with caution!</span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-16589703379677286062017-12-13T03:49:00.004-08:002017-12-13T03:51:06.682-08:00Sport for all at Canford - Mark Burley, Director of Sport<!--[if gte mso 9]><xml>
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<span style="font-family: "gill sans light" , sans-serif;">The recent research quoted in the national press
regarding the pressures girls face when trying to participate in sport at
school is clearly a valid one for many, but it is something we challenge
successfully at Canford. The opportunity to participate in regular sport at
Canford is a feature across all the year groups and both genders. Of course,
there are some pupils who don't necessarily wish to play competitive sport and
in such instances a meaningful involvement in a sport which can be pursued for
life is very much the preferred option. Our senior girls and boys have the
opportunity to participate in a professionally run exercise programme which
includes various gym based activities and also music and dance classes three
times a week where challenging choreography and high intensity workouts create
a chance to be competitive with oneself. Sports such as badminton, swimming,
squash, real tennis and golf are all activities which can be embraced beyond
the school walls, well into later life and the take up amongst female pupils is
high. <span style="mso-spacerun: yes;"> </span>Two of our 1<sup>st</sup> team
four golfers last year were girls and others are coming up through the ranks. We
are very fortunate to possess outstanding facilities and the combination of
enthusiastic male and female teaching and coaching staff create a positive
environment which allows novices and experts across the whole pupil body the
chance to develop their skills and fitness. There are certainly competitive
opportunities and active encouragement for all pupils who wish to represent the
school in these sports but equal scope is given to all those wishing to
participate for purely recreational reasons.</span>
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<span style="font-family: "gill sans light" , sans-serif;">
The notion of girls suffering from lower levels of
self-confidence and esteem within sport might well manifest itself within the
traditional masculine areas of strength & conditioning and fitness.<span style="mso-spacerun: yes;"> </span>At Canford we have instigated female only
sessions for junior girls which have armed these participants with the movement
ability and technique to lift weights safely and progressively. This has been
so successful that senior girls have the self-confidence to lift alongside
their male peers without fear of being patronised or sneered at. The S&C
room is very much a gender neutral environment and with young male and female
staff leading these sessions the female pupils see themselves as worthy and
equal participants. An attitude which is transferable to many other arenas.</span>
<span style="font-family: "gill sans light" , sans-serif;">
The anxiety and worries associated with exams are often
cited as reasons for girls dropping out of sport and there has certainly been
concern from some pupils and parents at wanting more time to study during the
summer term. However, such concerns have been represented equally amongst boys
and girls and when evaluation of exam performances is carried out it is
frequently the highest academic achievers who have also been the keenest sports
participants. We actively encourage a balanced approach in an environment where
focused academic study is critical but having other outlets including physical
ones are essential to pupils’ wellbeing, especially at times of high stress.
There is a significant body of evidence reinforcing the importance and value of
maintaining a regular programme of exercise and sport during exams and this is
a message we wholeheartedly endorse for all our girls and boys, and is one
which all embrace. With 12 tennis teams amongst the girls, 5 female crews
within the boat club and tens of female athletes competing against other
schools during the summer term our programme of competitive sport for female
pupils is comprehensive and is reinforced during the winter and spring with more
than a dozen teams for both hockey and netball plus two lacrosse teams
frequently playing matches alongside those many others who engage in more
individual sports and physical programmes. </span>
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<span style="font-family: "gill sans light" , sans-serif;">
Young, aspirational female pupils see themselves as the
equal of anybody and when accolades and achievements are highlighted they are
rightly quick to point out any discrepancies or perceived inequity in the attention
given. The weekly sports update we produce at Canford is firmly stocked with
reports of outstanding performances and application across the genders and this
is reflected at end of term assemblies, sports dinners and presentation
evenings. Rewards and recognition undoubtedly help boost self-esteem and not
just for the highest achievers.<span style="mso-spacerun: yes;"> </span>In an
area when stress and deteriorating mental health is more prevalent amongst our
teenagers than ever before sport and exercise should be used as a release from this
issue not as a fuel for it. Our duty as educators and coaches is to create
positive environments in which all pupils, regardless of gender, can thrive.
This is and will remain a central aspect of our ethos at Canford.</span>
Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com2tag:blogger.com,1999:blog-335593714850997507.post-68355495486594055232017-11-15T07:14:00.001-08:002017-11-15T07:14:26.369-08:00Boarding School: Life Lessons - Preparing for the Modern World<!--[if gte mso 9]><xml>
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<i style="mso-bidi-font-style: normal;"><span style="font-family: "Gill Sans Light",sans-serif;">“In 1976 my boarding house had
no central heating. There was a coal fire in every room; boys were given enough
coal to burn for an hour each evening. <span style="mso-spacerun: yes;"> </span>In
the morning the room was icy, so we would burn a newspaper to create enough
heat for a few delicious seconds to get changed. Rooms often caught fire.”</span></i></div>
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<span style="font-family: "Gill Sans Light",sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">I am
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recollections of journalist Jonathan Noakes.<span style="mso-spacerun: yes;">
</span>Alongside an increasing need to engage with a rapidly changing and ever
more global society, such schools have been required to move with the
times.<span style="mso-spacerun: yes;"> </span>They have responded to
educational reforms, to tighter inspectorates, and also to the expectations of
modern parents and their children.<span style="mso-spacerun: yes;"> </span>There
is much less certainty about pupil futures too.<span style="mso-spacerun: yes;">
</span>Choosing a boarding school environment offers a child the opportunity to
develop the crucial skills of resilience, tolerance and ambition to face the many
challenges along the way with both confidence and a sense of purpose.</span></div>
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Name="envelope return"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="footnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="line number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="page number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote reference"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="endnote text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="table of authorities"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="macro"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="toa heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Bullet 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Number 5"/>
<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Closing"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Signature"/>
<w:LsdException Locked="false" Priority="1" SemiHidden="true"
UnhideWhenUsed="true" Name="Default Paragraph Font"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="List Continue 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Message Header"/>
<w:LsdException Locked="false" Priority="11" QFormat="true" Name="Subtitle"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Salutation"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Date"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text First Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Note Heading"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Body Text Indent 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Block Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Hyperlink"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="FollowedHyperlink"/>
<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Document Map"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Plain Text"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="E-mail Signature"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Top of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Bottom of Form"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal (Web)"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Acronym"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Address"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Cite"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Code"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Definition"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Keyboard"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Preformatted"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Sample"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Typewriter"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="HTML Variable"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Normal Table"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="annotation subject"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="No List"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Outline List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Simple 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Classic 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Colorful 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Columns 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Grid 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 4"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 5"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 6"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 7"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table List 8"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table 3D effects 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Contemporary"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Elegant"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Professional"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Subtle 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 1"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 2"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Web 3"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Balloon Text"/>
<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
Name="Table Theme"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Placeholder Text"/>
<w:LsdException Locked="false" Priority="1" QFormat="true" Name="No Spacing"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 1"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 1"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 1"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 1"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
Name="List Paragraph"/>
<w:LsdException Locked="false" Priority="29" QFormat="true" Name="Quote"/>
<w:LsdException Locked="false" Priority="30" QFormat="true"
Name="Intense Quote"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 1"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 1"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 1"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 1"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 1"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 1"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 1"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 2"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 2"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 2"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 2"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 2"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 2"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 2"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 2"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 2"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 2"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 2"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 2"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 2"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 3"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 3"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 3"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 3"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 3"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 3"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 3"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 3"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 3"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 3"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 3"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 3"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 3"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 4"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 4"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 4"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 4"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 4"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 4"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 4"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 4"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 4"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 4"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 4"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 4"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 4"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 5"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 5"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 5"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 5"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 5"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 5"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 5"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 5"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 5"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 5"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 5"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
Name="Subtle Emphasis"/>
<w:LsdException Locked="false" Priority="21" QFormat="true"
Name="Intense Emphasis"/>
<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
<w:LsdException Locked="false" Priority="43" Name="Plain Table 3"/>
<w:LsdException Locked="false" Priority="44" Name="Plain Table 4"/>
<w:LsdException Locked="false" Priority="45" Name="Plain Table 5"/>
<w:LsdException Locked="false" Priority="40" Name="Grid Table Light"/>
<w:LsdException Locked="false" Priority="46" Name="Grid Table 1 Light"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
<w:LsdException Locked="false" Priority="51" Name="Grid Table 6 Colorful"/>
<w:LsdException Locked="false" Priority="52" Name="Grid Table 7 Colorful"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 1"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 1"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 1"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 1"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 1"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 2"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 2"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 2"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 2"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 2"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 2"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 3"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 3"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 3"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 3"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 3"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 4"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 4"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 4"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 4"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 4"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 5"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 5"/>
<w:LsdException Locked="false" Priority="48" Name="Grid Table 3 Accent 5"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 5"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark Accent 5"/>
<w:LsdException Locked="false" Priority="51"
Name="Grid Table 6 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="52"
Name="Grid Table 7 Colorful Accent 5"/>
<w:LsdException Locked="false" Priority="46"
Name="Grid Table 1 Light Accent 6"/>
<w:LsdException Locked="false" Priority="47" Name="Grid Table 2 Accent 6"/>
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<span style="font-family: "Gill Sans Light",sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;">We need
to equip pupils with the life skills to face up to failure, to engage in honest
reflection about those experiences and to have the self-assurance to bounce
back. A boarding school environment, where you are working and living together
with your peers, sharing both the highs and lows of daily life, produces an
empathy towards different characters and personalities, tolerance and a sense
of mutual support.</span><span style="font-family: "Gill Sans Light",sans-serif;"><span style="mso-spacerun: yes;"> </span>In this type of school setting, strong
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more than 50 courses on boarding each year.<span style="mso-spacerun: yes;">
</span>As Victoria Goldman and Catherine Hausman wrote in the New York Times, “<i>Mr.
Chips has undergone a millennial thaw.</i>”</span></span></div>
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<br /></div>
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<span style="font-family: "Gill Sans Light",sans-serif;">Life
for young people growing up in the 21<sup>st</sup> century is challenging, and
boarding schools have adapted radically to meet the ever changing pressures and
embrace new opportunities.<span style="mso-spacerun: yes;"> </span>Increased
social anxieties as a result of the rise of screen based lifestyles through
social media has added yet another layer of emotional demands on our teenagers.
<span style="mso-spacerun: yes;"> </span>A boarding school education offers
pupils a sense of place and a sense of perspective.<span style="mso-spacerun: yes;"> </span>It gives them the time and space to grow, allows
the development of social skills in a nurturing environment, and fosters a
sense of purpose in all that they do combined with the ability to adapt
positively to change.<span style="mso-spacerun: yes;"> </span>Such
characteristics are crucial if our pupils are going to make the most of their
own futures, and to contribute all they can to the world in which they live.<span style="mso-spacerun: yes;"> </span></span></div>
<br />
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<span style="font-family: "Gill Sans Light",sans-serif;"><span style="font-family: "Gill Sans Light",sans-serif; mso-bidi-font-family: "Times New Roman"; mso-bidi-theme-font: minor-bidi;"><br /></span></span></div>
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-28993637508207280852017-10-02T08:51:00.000-07:002017-11-02T08:52:22.485-07:00Developing LeadershipLeadership at Canford is not all about “commanding” but much more about “influencing”. Different types of leaders use different styles and indeed people respond differently themselves. Part of the skill of leadership is recognising how to approach individuals and teams alike in order to optimise the efficiency and energy and there is no richer environment than an active school such as Canford with its wide spectrum of activities from which these lessons can be drawn.<br />
<br />
We aim to imbue our pupils with a sensitivity, a confidence, an ability to communicate and a perception that enables them to make a difference and pull together disparate elements into one cohesive team so the result is greater than the individual sum of the parts. Every pupil is encouraged<br />
to take on a significant role as a leader at some point, normally in the Sixth Form, but any forum; house plays, the CCF, in the classroom, running a club, fundraising activities will all leave those involved with a heightened sense of what it takes and add to their skillsets as they embark upon their exciting lives.<br />
<br />
Among the ways in which we foster these skills:<br />
<br />
<ul>
<li>Development of leadership qualities ranks highly within the Canford assessment criteria. In the grade descriptors for the three weekly assessments which pupils receive, the top grade is awarded to those who achieve not only above target academic progress and excellent effort, but who also show leadership within the classroom. </li>
<li>Important leadership qualities are actively encourage within all houses. Pastorally, Sixth Formers act as House prefects and are responsible for running various different areas of House life whether on the social side or taking a role in pastoral issues and for helping to settle the juniors each evening. </li>
<li>The CCF offers a rich environment for the pupils to cut their teeth as leaders, starting right at the beginning where the activities all encourage confidence and adventure. Certainly the Norway Cross-country skiing expedition pushes the cadets to their limits but in doing so multiple lessons are draw from the experience where we see pupils supporting and encouraging each other in adversity. Ten Tors training and competitions adds further to this.</li>
<li>Through Sport, pupils are given opportunities to lead their peers and develop teams to their full<br />potential alongside coaches. The leaders of sports teams should display confidence and strength of character to address their teammates when some may prove disruptive and unfocused during training sessions. A real leader will have the courage to challenge a friend’s behaviour, however difficult this may be.</li>
</ul>
<div style="text-align: center;">
“Leaders don’t create followers, Leaders create more Leaders”</div>
Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-6765027940020374582017-08-16T06:19:00.000-07:002017-08-16T07:48:29.394-07:00A Level Results Day - keep a cool head: Michael Doherty, Head of Careers<!--[if gte mso 9]><xml>
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 7"/>
<w:LsdException Locked="false" Priority="9" SemiHidden="true"
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<w:LsdException Locked="false" Priority="9" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="heading 9"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 2"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 3"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" Name="toc 6"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="35" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="10" QFormat="true" Name="Title"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="1" SemiHidden="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="22" QFormat="true" Name="Strong"/>
<w:LsdException Locked="false" Priority="20" QFormat="true" Name="Emphasis"/>
<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" SemiHidden="true" UnhideWhenUsed="true"
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<w:LsdException Locked="false" Priority="39" Name="Table Grid"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading"/>
<w:LsdException Locked="false" Priority="61" Name="Light List"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1"/>
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<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1"/>
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<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 1"/>
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<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 1"/>
<w:LsdException Locked="false" SemiHidden="true" Name="Revision"/>
<w:LsdException Locked="false" Priority="34" QFormat="true"
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<w:LsdException Locked="false" Priority="30" QFormat="true"
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 1"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 2"/>
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<w:LsdException Locked="false" Priority="61" Name="Light List Accent 3"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 4"/>
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<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 5"/>
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<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 5"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 5"/>
<w:LsdException Locked="false" Priority="60" Name="Light Shading Accent 6"/>
<w:LsdException Locked="false" Priority="61" Name="Light List Accent 6"/>
<w:LsdException Locked="false" Priority="62" Name="Light Grid Accent 6"/>
<w:LsdException Locked="false" Priority="63" Name="Medium Shading 1 Accent 6"/>
<w:LsdException Locked="false" Priority="64" Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false" Priority="65" Name="Medium List 1 Accent 6"/>
<w:LsdException Locked="false" Priority="66" Name="Medium List 2 Accent 6"/>
<w:LsdException Locked="false" Priority="67" Name="Medium Grid 1 Accent 6"/>
<w:LsdException Locked="false" Priority="68" Name="Medium Grid 2 Accent 6"/>
<w:LsdException Locked="false" Priority="69" Name="Medium Grid 3 Accent 6"/>
<w:LsdException Locked="false" Priority="70" Name="Dark List Accent 6"/>
<w:LsdException Locked="false" Priority="71" Name="Colorful Shading Accent 6"/>
<w:LsdException Locked="false" Priority="72" Name="Colorful List Accent 6"/>
<w:LsdException Locked="false" Priority="73" Name="Colorful Grid Accent 6"/>
<w:LsdException Locked="false" Priority="19" QFormat="true"
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<w:LsdException Locked="false" Priority="21" QFormat="true"
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<w:LsdException Locked="false" Priority="31" QFormat="true"
Name="Subtle Reference"/>
<w:LsdException Locked="false" Priority="32" QFormat="true"
Name="Intense Reference"/>
<w:LsdException Locked="false" Priority="33" QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false" Priority="37" SemiHidden="true"
UnhideWhenUsed="true" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39" SemiHidden="true"
UnhideWhenUsed="true" QFormat="true" Name="TOC Heading"/>
<w:LsdException Locked="false" Priority="41" Name="Plain Table 1"/>
<w:LsdException Locked="false" Priority="42" Name="Plain Table 2"/>
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<![endif]-->The third Thursday in August is awaited with a mixture of
eager anticipation and apprehensive dread by all Sixth Form students – A Level Results
Day.<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
It is very important to keep a cool head and make rational
decisions on a day of such frenetic activity.<span style="mso-spacerun: yes;">
</span>Here are a few points to keep in mind:</div>
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<br /></div>
<div class="MsoNormal">
DO’s</div>
<div class="MsoListParagraphCxSpFirst" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>1. Have access to the internet and a phone on the
day</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>2.Ensure you have your UCAS ID Number and access
codes easily accessible</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>3.Check your results as early as possible to
enable you to act quickly if necessary</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>4. Constantly check UCAS Track – sometimes, even if
you haven’t achieved your offer grades, you can receive a place from your Firm
Choice or Insurance Choice</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l0 level1 lfo1; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";"> </span></span></span>5. Ensure you have signed up to the UCAS Clearing
contact list so universities can contact you if you are in Clearing<br />
<br style="mso-special-character: line-break;" /></div>
<div class="MsoNormal">
If you have achieved the grades for your CF offer, confirm
acceptance via UCAS Track and find out whether any further information is
required.<span style="mso-spacerun: yes;"> </span>If you are in the fortunate
position to exceed your expectations and grades, you can put yourself forward
for ‘Adjustment’ and contact other universities to ask about possible places
available.<span style="mso-spacerun: yes;"> </span>You have 5 days to find an
alternative acceptable offer.<span style="mso-spacerun: yes;"> </span>You might
achieve the grades for your insurance offer, in which case you can either confirm
acceptance via UCAS Track or, if you are having second thoughts, consider a Gap
Year and reapply or find a similar course at a preferred university through
Clearing.<span style="mso-spacerun: yes;"> </span>Finally, if you don’t achieve
the required grades for either offer but are still keen to go to university,
you can apply through Clearing and then await confirmation via UCAS Track.<span style="mso-spacerun: yes;"> </span></div>
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<br /></div>
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DON’Ts<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span><br />
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;"><span style="font: 7.0pt "Times New Roman";"> </span></span></span>1. Delay – Start early and if you have no offers,
act quickly to identify alternative options</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>2. Make arrangements or organise to work on the day
– you may need time to resolve problems</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>3. Request a marks review of your papers without
checking the grade boundaries and with your HoD first</div>
<div class="MsoListParagraphCxSpMiddle" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>4. Rush into hasty decisions and commit yourself to
an option that you are not totally sure about</div>
<div class="MsoListParagraphCxSpLast" style="mso-list: l1 level1 lfo2; text-indent: -18.0pt;">
<span style="font-family: "symbol"; mso-bidi-font-family: Symbol; mso-fareast-font-family: Symbol;"><span style="mso-list: Ignore;">·<span style="font: 7.0pt "Times New Roman";">
</span></span></span>5. Ignore the help that is available at school: The Careers Department via phone or email, The Exams Officer via phone or email or Heads of Department via email</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Finally, remember that deciding on a university course is a big decision so it is
important that you don’t panic if you don’t get the grades you need and think
clearly about whether that particular university or course is going to be right
for you.</div>
Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-45154691392534871732017-08-08T02:03:00.002-07:002017-08-08T02:16:53.950-07:00Exam Results: Keeping a Sense of Perspective - Hannah Ryan, Head of Support for Learning<!--[if gte mso 9]><xml>
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<span style="font-family: "gill sans light" , sans-serif;">As
GCSE and A Level results loom for our Fifth and Sixth Form pupils, a mixture of
emotions will inevitably arise.<span style="mso-spacerun: yes;"> </span></span>
<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "gill sans light" , sans-serif;">A
sense of growing tension is natural, so it’s worth keeping busy the day before
- plan a cinema trip; catch up with friends; go to the gym - as this helps
distract us from unhelpful thinking patterns such as catastrophizing (‘It will
be a complete disaster if I don’t get the grades’) and fortune-telling
(‘Everyone will think I’m a complete failure if I don’t get As’). </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "gill sans light" , sans-serif;">On
the big day, hopefully tension will be replaced by elation, and relief will
take over as those well-earned grades have been achieved. However, a feeling of anti-climax is more
common than you might think.<span style="mso-spacerun: yes;"> </span>Despite
achieving the required grades, a pupil found it difficult not to dwell on the
one result that was not what had been hoped for or expected by the pupil and
parents alike. Another pupil was way off his predicted grades, and had to
completely reconsider his options. In both these cases, a sense of perspective
was required and both pupils were lucky to have friends and family, and support
from school staff, who helped them to see that one set of results was not going
to stop them achieving their goals, even if these had to be redefined – and
they didn’t.<span style="mso-spacerun: yes;"> </span>So it’s worth forearming
yourself against unhelpful thinking (and unhelpful people) and having a clear,
reasoned plan of action in place before the day arrives, just in case of
disappointment. </span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "gill sans light" , sans-serif;">On a
final note, before diving into your social media be sensitive to your own state
of mind, and that of your friends (remember, others may also be nursing their
own private disappointments), and take a moment to stop, pause and acknowledge
your wider strengths and achievements – whatever the outcome of the exams.
These results do not define you, and while there may be a need to get creative
and consider other routes, they should not deter you from your personal dreams
and goals.</span><br />
<br />
<span style="font-family: "gill sans light" , sans-serif;">Hannah Ryan - Head of Support for Learning </span></div>
<br />
<br />Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-25506636838458396262017-07-25T00:49:00.001-07:002017-07-25T00:51:02.317-07:00Should education be decided in the corridors of power?<!--[if gte mso 9]><xml>
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According to the United Nations 57 million children globally
receive no formal education. Many millions more receive only a very rough and
ready education which leaves them barely able to read, write or add up. Most
developed nations have cut their funding to support worldwide educational
provision and the UK is now the largest direct donor to basic education but the
overall situation is critical.<br />
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="mso-spacerun: yes;"></span>And yet in this
country we are in real danger of losing our sense of what a high quality
education should consist of. Pressure of rising pupils numbers, inflationary
costs, increased costs to cover regulation and compliance has meant a projected
8% fall in per pupil funding in state schools between 2014/15 and 2019/20. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Britain is ranked only 109th for the proportion of budget it
spends on education – just below Kazakhstan and Cambodia. In 2014, the UK
government spent 11.78% of its budget on education, while Zimbabwe, which came
top, spent almost three times this amount. (As a benchmark, achievement of the
UN’s sustainable development goals for education is calculated to require a 20%
spend.). In 2015, the UK government spent 4.7% of the country’s GDP on education,
down from 5.8% in 2010.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Leaving the turmoil created by recent GCSE and A Level
academic curriculum developments aside, the education white paper, ‘schools
that work for everyone’ , suggests yet more change on the educational horizon.
But will it deliver high quality educational outcomes which serve all our young
people?</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
One of the major reasons why independent schools are so
successful is that they can and do devote significant resources to the
development of the whole child both in and beyond the classroom. Independent
schools such as Canford will seek to use those resources and their greater
freedom of action to ensure that the educational experience we offer is driven
by more than just financial expedients. We know that academically – and in a
broader sense – the personal development of our young people must be rich and
diverse if it is to be truly valuable and effective. Our maintained sector
colleagues are just as passionate about these issues, but they are starved of
resources: four out of every ten academies were in deficit last year and the
number of schools with pension deficits doubled.</div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A high quality education is such a valuable and
life-changing asset in so many ways.<span style="mso-spacerun: yes;"> </span>Yet
a narrow perspective of education and its aims has been asserting itself ever
more actively in the corridors of power.</div>
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<w:LsdException Locked="false" Priority="39" SemiHidden="true"
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<w:LsdException Locked="false" Priority="48" Name="Grid Table 3"/>
<w:LsdException Locked="false" Priority="49" Name="Grid Table 4"/>
<w:LsdException Locked="false" Priority="50" Name="Grid Table 5 Dark"/>
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="49" Name="Grid Table 4 Accent 1"/>
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<w:LsdException Locked="false" Priority="52"
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<w:LsdException Locked="false" Priority="46"
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<w:LsdException Locked="false" Priority="51"
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<w:LsdException Locked="false" Priority="52"
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<span style="color: #222222; font-family: "gill sans light" , sans-serif; font-size: 14.0pt;"></span>Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-73877123068146303622017-05-31T07:14:00.001-07:002017-05-31T07:15:54.037-07:00Academy Partnerships - enriching for all<!--[if gte mso 9]><xml>
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delighted to see Canford included in the latest partnerships booklet from the
Independent Schools Council celebrating the work of independent schools with
those in the maintained sector <a href="http://bit.ly/2oO9WAd">http://bit.ly/2oO9WAd</a>.<span style="mso-spacerun: yes;"> </span>It is
perhaps not as well known as it should be that Canford is one of only a handful
of independents who have successfully fully sponsored an Academy – The Bourne
Academy in East Howe, Bournemouth.<span style="mso-spacerun: yes;"> </span></span><br />
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<span style="font-family: "gill sans light" , sans-serif;">Staff
at both schools are proud of what has been achieved since the Academy opened
its doors to pupils aged 11-16 back in 2010, with a Sixth Form opening 3 years
later.<span style="mso-spacerun: yes;"> </span>GCSE results in 2016 saw the
A*-C rate first equal among non-selective Bournemouth schools and the 100% A*-E
rate at A level ensured that all UCAS applicants were accepted by their
first-choice universities.<span style="mso-spacerun: yes;"> </span>Attendance
figures continue to be well above the national average.<span style="mso-spacerun: yes;"> </span>Outside the classroom the Academy continues
to attract an outstanding list of visiting speakers, and events such as the
Digital Horizons launch aimed at 15-18 years olds strengthened links between
education and industry.</span></div>
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<span style="font-family: "gill sans light" , sans-serif;">Former
or present staff, parents and governors still form the majority of governors at
the Academy and the relationship between our two schools continues to grow,
with each gaining excellence from the other.<span style="mso-spacerun: yes;">
</span>Teach First teachers continue to spend a week at Canford, and a Canford
teacher taking her PGCE was able to do her second school experience at the
Academy.<span style="mso-spacerun: yes;"> </span>The first joint INSET last
year saw Canford and Academy staff discussing ‘Improving Outcomes’ with sessions
led by staff from both schools on their areas of expertise.</span></div>
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<span style="font-family: "gill sans light" , sans-serif;">Our
pupils continue to spend time at each other’s schools as well, enjoying
learning together on projects such as F24.<span style="mso-spacerun: yes;">
</span>We have welcomed seven Academy pupils so far into our Sixth Form.<span style="mso-spacerun: yes;"> </span>It is very important to me that Canfordians
leave with a sense of responsibility, of empathy towards others and with a real
desire to make a difference to their own lives and to the lives of others.<span style="mso-spacerun: yes;"> </span>Through our sponsorship of The Bourne
Academy, the lives of pupils and staff at both schools have been enriched.<span style="mso-spacerun: yes;"> </span></span></div>
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<a href="http://www.canford.com/The-Bourne-Academy"><span style="font-family: "gill sans light" , sans-serif;"><span style="mso-spacerun: yes;">www.canford.com/The-Bourne-Academy</span></span></a></div>
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-24818740067982831072017-05-11T06:50:00.001-07:002017-05-11T07:06:20.177-07:00Stepping up to the exam challenge with confidence<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="font-family: "gill sans light" , sans-serif; font-size: 12.0pt;">“I’ve always taken an approach to just get on with the
job.”</span></i><br />
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So says Theresa May and her words strike a chord with me,
even if I don’t agree with all of her policies.<span style="mso-spacerun: yes;">
</span>With the exam ‘season’ now upon us, I think it is important to reflect
on just how hard we are working in independent schools across the country
within an ever shifting educational landscape.</div>
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<br />
Schools are currently tackling significant operational
changes such as a major reform of examination systems and more strategic
matters such as what is the right ‘type of school’ to best educate our young
people – grammar school, free school, academy and so on.<span style="mso-spacerun: yes;"> </span>In the independent sector we are working hard
to protect the freedom of decision making and action that we currently enjoy
and use so effectively “to get on with the job”.<span style="mso-spacerun: yes;"> </span></div>
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Alongside the academic and intellectual there is a
heightened importance on developing soft skills, building mental toughness, and
supporting the well-being of both pupils and staff in an age where the pressures
of social media and an ever increasing demand for instant communication and
transmission of information has significantly increased the impact of workload
expectations, stress and accompanying mental health issues.</div>
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We could not “get on with the job” effectively for our
pupils without the dedication and commitment of our staff.<span style="mso-spacerun: yes;"> </span>Teaching staff shortages have been well
documented in the press and statistics show shortfalls across a wide range of
subject areas, such as STEM, Humanities, MFL and the Creative Arts.<span style="mso-spacerun: yes;"> </span>We are fortunate to attract high quality
staff and it is fundamentally important to us that we support their
professional development.<span style="mso-spacerun: yes;"> </span>A recent
joiners’ ‘post induction’ feedback process at Canford revealed that this
commitment is highly recognized and much valued.</div>
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For pupils sitting external examinations this summer, I hope
that that sense of purpose, intellectual curiosity and the blend of those soft
skills of self-discipline, resilience, leadership and teamwork, which we work
so hard as educators to instil will combine to ensure that those facing the
public exam challenge step up as individuals and support and spur each other on
collectively to achieve their very best.</div>
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-86817432401005338822017-04-18T08:33:00.000-07:002017-07-18T07:45:48.962-07:00Effective communications<!--[if gte mso 9]><xml>
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<span style="font-family: "gill sans light" , sans-serif;">I
believe this issue is of such importance that we decided to survey the entire
school community to find out what they currently felt about communications with
Canford, the research findings from which formed the basis of a new communications
strategy.</span><br />
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<span style="font-family: "gill sans light" , sans-serif;">We
are living in a fast paced age where technology is developing frighteningly
quickly alongside increasingly hectic family lifestyles.<span style="mso-spacerun: yes;"> </span>In the past, parents generally expected to
hand over responsibility of their child’s education to the chosen school, with
little involvement aside from attendance at the occasional sports match and the
annual Speech Day and receipt of a school report each term.<span style="mso-spacerun: yes;"> </span>Darkening the door of the Headmaster’s study
was generally only as the result of their child having committed a misdemeanour!</span></div>
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<span style="font-family: "gill sans light" , sans-serif;">These
days parents want to be much more engaged in their child’s school life, whether
they are boarding or day pupils.<span style="mso-spacerun: yes;"> </span>I
believe this is a real positive, and at Canford we very much promote the
triangle of home, school and pupil as a connected effort.<span style="mso-spacerun: yes;"> </span>However, as a result of this change parents
inevitably want access to a lot more information more frequently from the
school, and the advent of smartphones and tablets has enabled direct
communication with staff and children on almost a 24/7 basis.<span style="mso-spacerun: yes;"> </span>What we found from our research was that,
unsurprisingly, many parents have increasingly hectic lifestyles, and therefore
want to harness the power of online communications channels as far as possible to
access general information, leaving the more traditional face to face and
telephone communications for very urgent matters.<span style="mso-spacerun: yes;"> </span>Finding out what parents require in terms
of information, and tailoring communication methods accordingly, should be a
fundamental part of any school’s communications effort.<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Indeed
one example which emerged is the view that the lengthy ‘old style’ end of term
academic report appears to have less relevance and bite than the more up to
date, pithy and frequent academic assessment. </span></div>
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<span style="font-family: "gill sans light" , sans-serif;">Schools
have also moved on in terms of the breadth of the education they offer, and
with that have come new challenges for staff who often, particularly in a
boarding school, now wear numerous hats such as pupil tutor/ sports coach/ head
of department/ weekend trips co-ordinator and much more.<span style="mso-spacerun: yes;"> </span>With the extended range of options inside
and outside the classroom, communication internally with pupils and staff as
well as externally with parents needs to be quick, effective and efficient.<span style="mso-spacerun: yes;"> </span>A challenge for schools in light of these
changes is the issue of communication overload. <span style="mso-spacerun: yes;"> </span>What are ‘reasonable expectations’ in terms of
what parents receive from a school and what can reasonably be expected of staff
who are under much pressure to deliver quality teaching, learning and pastoral care?<span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>These
are key questions which each school must answer when planning its
communications.</span></div>
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<span style="font-family: "gill sans light" , sans-serif;">In
such a busy environment, it is indeed easy to be under the illusion that one
has communicated effectively when in fact the message is not clear at all to
everyone who needs to know it.<span style="mso-spacerun: yes;"> </span>As George
Bernard Shaw famously quoted:<span style="mso-spacerun: yes;"> </span><i style="mso-bidi-font-style: normal;">“The single biggest problem with
communication is the illusion that it has taken place.”</i><span style="mso-spacerun: yes;"> </span>Shaw may not be living in our frenzied 21<sup>st</sup>
century age, but his words are as relevant to school communications today as
they ever were to the wider world.</span></div>
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-10594185214107979522017-03-15T01:35:00.000-07:002017-04-18T08:36:00.511-07:00Equipping pupils for a hectic worldWhat kind of a world are we sending our pupils out into? As educators, are we equipping them with the right skills to meet the demands of a rapidly changing work place? Could we do more to prepare them?<br />
<br />
Within the idyllic surroundings of Canford, it is all too easy to feel immune to the turbulence beyond. Our pupils are able to make the transition to adulthood through sometimes tricky teenage years in a safe environment where they are encouraged and supported. We hope each Canfordian will leave us having achieved their very best, both in academic terms and also in the development of their characters and in their spirit, able to step out into the wider world with confidence.<br />
<br />
One of our Festivals of Ideas was appropriately titled ‘Order and Chaos’. The organiser, Head of Enrichment John James, struck a very relevant chord when he opened the festival with these words: “Every morning I drive to work down the Kingston Lacy beech avenue. The enfolding beauty and symmetry of the tree tunnel, with the rising sun rays fingering through the branches, seem in such contrast to the news of Syria and Ukraine, uprooted people, the chaos on the political scene, the levels of mental illness amongst young people and so on. It seems that we are all fighting to create a sense of order in this chaotic world.” <br />
<br />
At this festival, Anthony Seldon placed importance on taking time to explore one’s inner self, in order to face a chaotic external life. Without this inner confidence, he argued, we will never be able to bring order and fulfilment to our own lives, and this is an important prerequisite for making a positive difference to the lives of others, whatever paths we choose to follow. In order to achieve this inner peace we need to make time and space for thought and reflection.<br />
<br />
According to one educational commentator, it is the so-called 'soft' skills and character traits of creativity, teamwork, leadership, empathy, grit, and resilience that give independent school pupils a truly rounded, meaningful and enduring educational experience that impacts well beyond their classroom years. Sentiments echoed by many others in and beyond the sector. I am proud that our pupils regularly demonstrate these attributes in so many areas of life across the school community, through both their ongoing personal interactions and on a more public stage. Whether it be our sportsmen and women winning through to County, Regional and National honours, our NCOs leading the CCF through a successful annual inspection, our musicians performing complex works as part of their Diplomas or Houses testing their creative skills in the annual House Art competition, our pupils are given the opportunity to develop their confidence and their spirit far beyond their comfort zones.<br />
<br />
What myself and my colleagues see emerging and developing in the young Canfordians we work with each day are qualities which we believe will help to address and re-order at least some of the chaos which surrounds us.<br />
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-25426139806599153172017-02-15T09:30:00.000-08:002017-04-18T08:34:41.602-07:00Why Independent Education matters The ongoing tirade against independent schools in much of the national press has gathered pace in recent times and seems to be actively nudged and encouraged by politicians and journalists across the spectrum. Even poor performances by the national football team have been attributed to the ‘over dependence on the 7% of pupils who attend private schools’ in the press. Such criticism is both unreasonable and unfounded.<br />
<br />
Exam results open doors for the future for young people and therefore remain a key feature for future selection to higher education and the world of work. At GCSE/IGCSE the number of A*/A grades awarded to independent school pupils in 2016 was 60%, three times the national average, while at A Level the number of entries awarded A*-A grades was over 50%, twice the national average. <br />
<br />
This is not just a focus on the academic high flyers. Extensive and ground breaking research by Durham University published in 2016, which analysed over one million independent and maintained sector pupils’ test scores to GCSE gathered across two decades, found that ‘When student differences such as prior ability, socio economic status and average performance of a pupil’s school are taken into account, attending an independent school adds the equivalent of two additional years of schooling by the age of 16’. In international terms that would mean that if all UK pupils performed to the level of those in the independent sector then the UK’s educational profile would rise above the highest European performers (such as Finland and the Netherlands) and would be on a par with the highest rated school systems globally. <br />
<br />
The enhanced academic performance extends to the Sixth Form too where DFE figures show that 37% of maintained schools add value compared to 94% of independent schools in Independent School Council (ISC) associations.<br />
<br />
The offer rate for university applicants from HMC and GSA schools has increased steadily since 2011 and outpaced the equivalent figures for state schools. For example, Russell Group offers in response to applications from independent school pupils rose from 75% in 2013 to 80% in 2016 and Oxbridge offer rates have remained stable.<br />
<br />
And what of the world of work? According to recent research, 82% of independent school pupils gain a First or 2:1 degree compared to 73% of state school students, and many of the latter are from very selective maintained schools. Research by a number of institutions, including The Sutton Trust, highlights that independently educated young people move on to earn significantly more and secure high level jobs far out of proportion to their numbers.<br />
<br />
You may have read also about the Government’s Green Paper entitled ‘Schools that work for everyone’. The ISC has just submitted a powerful and factual response which clearly demonstrates not just the positive economic and financial impact made by independent schools, but also the comprehensive and imaginative engagement of the independent sector with meaningful partnerships between independent and maintained schools. These partnerships make a real and lasting difference to young people across the board. We are very proud of Canford’s community partnership programme which was cited specifically on several occasions within the ISC report.<br />
<br />
I am constantly astounded by the depth of talent and creativity our pupils possess, their sensitivity and humility, their confidence and purposefulness. They say people make places, and this is certainly true at Canford. The passion and commitment of Canford’s staff, and the strength of the working relationships they have with the pupils, combines powerfully with the spectacular range of high quality opportunities we offer, whether these be academic and intellectual, physical or creative. In turn, this ethos and vibrant learning environment ensures Canfordians develop the aspiration, ambition, curiosity and confidence which, together with crucial ‘soft skills’, constitute the raw ingredients for a fulfilling and successful life. <br />
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0Canford Magna, Wimborne BH21 3AD, UK50.7898127 -1.953841099999976950.7797757 -1.9740110999999769 50.799849699999996 -1.9336710999999769tag:blogger.com,1999:blog-335593714850997507.post-52304728603759720292017-02-13T02:03:00.000-08:002017-04-18T08:34:55.912-07:00The Importance of Good TutoringEnergetic and effective tutoring can change a pupil’s educational experience and life as much as high quality classroom teaching or co-curricular coaching. The needs of each individual pupil will be different, as will the needs of pupils at varying stages during their school career. The tutor is a critical figure in helping your child to reflect on their educational journey and their learning in a frequent and focused way. The tutoring system is also fundamental in improving communications in the parent/child/school pastoral triangle.<br />
<br />
While it is impossible to be too prescriptive about the role, good tutoring is characterised by excellent individual knowledge of each tutee and a genuine concern for his or her wellbeing and success. Tutors need to get to know their tutees well and be fully aware of what they are doing, how and why, and also what they are not doing and why. Such awareness is essential to facilitate effective tutoring.<br />
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In part, the tutor's role is to acknowledge, praise and positively reinforce when pupils achieve both personally and, as so many do at Canford, at a school-wide, regional or national level. But it is also crucial that pupils are encouraged to seek guidance and support when things seem to have gone off track – as will almost certainly happen on occasion throughout their school careers. Through building a relationship based on productive and measured communication tutor and pupil can work together to identify the real extent of an issue – whether that be in terms of swiftly resolving a passing anxiety or perhaps identifying something deeper.<br />
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Time is pressured in our schools and teachers very often have many different hats to wear. However I believe the role of the tutor should be a major priority in order to offer pupils that individual support within a broader educational context. At Canford, it is the glue that binds together all of those key elements that constitute the education we offer.<br />
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-83773866367479013042017-01-03T01:50:00.000-08:002017-02-15T02:23:51.501-08:00Why A Levels? Dr Stephen Wilkinson - Director of StudiesA programme of reforms to A level curricula initiated by Michael Gove in November 2010 with a White Paper entitled ‘The Importance of Teaching’ resulted in new, linear A level syllabuses phased in over three years. In September 2015, new syllabuses started in English, History, Economics, Business Studies, Computing and the Sciences.<br />
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Canford’s approach, given that these subjects account for fewer than a half of our A level entries, was to maintain the AS/A2 approach across all subjects, even where (as is the case for the reformed subjects) the grades that pupils gain in the AS exams taken at the end of the L6 year do not contribute to the final A level grade. By taking this approach, we believe that we are providing the best opportunity for pupils to maximise their grades across all subjects, regardless of whether they are reformed or not. In the second phase of the reforms, beginning in September 2016, the scales have tipped in favour of the reformed subjects, and with all but Maths, Classical Civilisation, Politics and Design Technology now operating as linear syllabuses (that is, with exams only at the end of the course) we have spent much time deliberating and consulting about the best way to incorporate these changes in the way we teach our Sixth Form subjects.<br />
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In common with the majority of schools, we have decided that from September 2016 we will continue to expect pupils to choose four subjects from the start of the Lower Sixth, and that we will not be offering AS exams in any of the reformed subjects, including the subject they drop going into the Upper Sixth. While we are conscious of the fact that pupils will therefore not have AS marks available for their University applications in the Upper Sixth, we feel that the overall benefit gained from pupils being able to spend the Summer term of the Lower Sixth being taught, rather than preparing for and taking exams that will ultimately not count towards their A levels, makes course of the action the most appropriate for our pupils as they prepare for ambitious University places.<br />
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Needless to add, perhaps, but the benefit and reward of taking a fourth subject, regardless of whether an external exam is taken, will be in the opportunity to study further in another discipline, and add to the educational value that pupils take from their Sixth Form study.<br />
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0tag:blogger.com,1999:blog-335593714850997507.post-45674637713322912022016-12-06T02:05:00.000-08:002017-04-18T08:35:07.751-07:00Regulation must not rule!The number of regulations contained within the Independent Schools Inspectorate framework has increased from around 10 to around 400 in just over a decade, while high achieving academic schools appear at the foot of some national examination league tables due to the fact that they offer qualifications not recognised in official government circles. In recent times schools have been issued with regulatory guidance updates only to then receive additional revisions several times in the weeks following. This generates uncertainty and adds enormously to the already very burdensome regulatory work load placed on schools. The sheer cost of managing and implementing the regulatory demands in financial and man-hour terms is immense, and is to the detriment of core educational provision. The ubiquitous Anthony Seldon wrote that “The crushing burdens of state requirements, league tables and inspection regimes have squeezed the lifeblood and originality out of much of the sector.” Mr Seldon’s educational standpoints are frequently worthy of discussion and debate, and on this issue I do feel he has a very valid point.<br />
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While I hope the current political leadership will be a positive one for independent education, I am fully anticipating a further increase in regulatory requirements, escalating the already heavy burden of paperwork and red tape which can only place more pressure on teachers who simply want to stimulate and educate their pupils as best they can. I do wonder if ministers have sometimes lost sight of the real purpose of education while weaving their intricate web of regulation.<br />
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Academic results are acknowledged as essential keys to open the doors to the next stage of education and for the world of work, and very valuable skills are acquired in the pursuit of these qualifications. Independent schools are proud of their success in external examinations and university entrance and Canford is proud to be at the forefront of top grade academic success - ranked in the top 25 in the country for A*/A grades at A Level last summer by Best Schools UK. <br />
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However, I firmly believe that academic success in independent schools is also as a result of the wider co-curricular enrichment opportunities they offer which generate a culture of curiosity and aspiration. I would be very sorry to see these diminish further due to schools feeling increasingly weighed down by regulation. Whether or not to run an inspirational school trip close to home or further afield, for example, is now carefully considered given the additional time required to complete all the necessary paperwork. Last summer holidays alone there were eleven trips involving 217 pupils and 37 staff. Canfordians headed to the Red Sea for a CCF diving expedition, to orphanages in Tanzania, Ghana, India and Argentina, to UK based CCF camps, to a geographical expedition to Iceland, to D of E trips on Dartmoor and to a rugby pre season camp in France. The skills and insights the pupils develop and what they learn from such experiences are not always tangible and quantifiable but they are invaluable as part of their personal educational development.<br />
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We want our pupils to see the connections between and coherence across the different, varied and enriching elements of independent school life. What one learns as part of a team on the sports pitch can provide the confidence, self- discipline and motivation to perform better in the classroom. The time made available to debate the latest world issues in a Canford Global Forum, to play a role in a school or house drama production or be part of one of the school orchestras or ensemble groups can provide the catalyst to transform a pupil’s future. The opportunity to tackle the Ten Tors on Dartmoor, to contribute to local community partnerships or to give children in inner city communities the chance of some time away are all initiatives which provide our pupils with a sense of what fundamental human values are alongside a feeling of personal achievement and belonging. This in turn develops skills which are very relevant to both their own education, and to the society in which they live and work well beyond their schooldays.<br />
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Through innovation and originality, independent schools foster in every pupil the enthusiasm to broaden their horizon, to achieve highly and to have respect and empathy for others. The importance and impact of this on their overall education cannot be underestimated. I do hope that this hallmark of an independent education will be allowed to continue – and to flourish.<br />
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Canford Schoolhttp://www.blogger.com/profile/03155159765508847888noreply@blogger.com0