There was great excitement in both London and Dorset on Monday evening, 9th September, as Canford took home the prestigious ‘Public School of the Year’ trophy at the annual Tatler Schools Awards
This page has been put together with the support of the Sixth Form Marketing pupil leaders with the aim of providing an overview of some of the many highlights and memorable moments from their time at Canford.
We hope you enjoy gaining an insight into what you can expect from your first Shell year, through to Sixth Form.
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- Shells - The First Year
- Fourths & Fifths - The GCSE Years
- Sixth Form - The A Level Years & Preparing for life after Canford
I love boarding because everyone makes it a really nice community as everyone is nice and friendly. I have made some really great friends and it has been so nice sharing a dorm with people as they have been really kind.
Annabel - Shells
Canford believes in providing an all-round holistic education and the Shell Carousel is an excellent example of this. For young people to be exposed to activities for the first time provides new horizons and opportunities; to be challenged in ways that take pupils outside their comfort zone is a positive experience; and to learn some important life skills is certainly beneficial. These opportunities are the non-quantifiable parts of a true education and they play a huge part in developing teamwork, leadership, respect of others and emotional intelligence.
The aim of the Carousel is to enable all Shells to take part in the large range of superb activities on offer at Canford and to learn lots of new skills along the way.
If the pupils are really inspired by a particular activity, then they may choose to pursue this in the future and several of the Shells have chosen different activities and sports due to having enjoyed various blocks of the Carousel.
The CCF trip to Snowdonia in 4th form was one of my favourite school trips ever as it was so much fun and such an adventure as we did a zip wire across a quarry and I learnt so much about myself and working in a team
Tallulah - Upper Sixth
It is really fun to get involved with all different aspects of school life. Drama can lead you into whole school productions which are always amazing and music can mean you can perform concerts in unique locations. I love boarding because there's such a family environment in the house. Upper and lower years can speak to each other about worries and concerns and will always help. The best trip I have been on was the Shell hockey tour to Holland which was amazing because we gained so much experience and came together as a team
Madie - Fifth Form
Boarding is great because you feel like part of a big family and you get to see your friends all the time
Honour - Fourth Form
The drama and music is very inclusive and there are loads of bands and groups you can be part of. Sports teams are always fun.
Amy - Fifth Form
You form some really strong and meaningful bonds at Canford and can enjoy getting involved in everything, especially the Music and Drama. There are lots of good opportunities to get involved and gain experience outside of your comfort zone.
Amanda - Fourth Form
Competing in the Football cup was a highlight of my Canford career as the camaraderie made me feel included
Ben - Upper Sixth
Taking part in overseas sports tours such as the rowing trip to Italy has expanded my horizons
Richie - Upper Sixth
My favourite experience was being involved in my House play because it allowed me to have a go at being on stage for the first time supported by my friends, it is an experience I will never forget and I had the time of my life rehearsing and performing.
Nat - Upper Sixth
So much fun mixing between years and making friendships across the school. I take part in 6 different sports, music groups, been part of four theatrical productions, Marine NCO in the CCF and I have represented my House in all competitions and I have continued with it all because of the high standard and quality it is run at. I love boarding because of the bond you form with friends and relationships made. Like a family.
Izzy - Lower Sixth
I have really enjoyed hockey throughout my time at Canford even though I am not in the best team I still get to play matches and have fun training sessions. I also love doing cross country and it has really helped improve my fitness and recently has put me in good stead for a half marathon.
Lucy - Upper Sixth
This research will investigate the evolution of eukaryotic cells.
The aims of this research are to:
i) Investigate how mitochondria and chloroplasts evolved by looking at the endosymbiotic hypothesis
ii) Investigate how eukaryotic nuclei were formed by viral eukaryogenesis
iii) Investigate the outside-in and inside-out hypothesis of symbiogenesis.
The main objective of this report is to find out possible ways of how eukaryotic cells were evolved from prokaryotes and how the different organelles within eukaryotic cells are developed and specialized to perform different functions.
Now is a great time for women in science, and we see that clearly in biology. Many female biologists have made incredible breakthroughs that have revolutionized modern science in recent times. They come from across the world and range from the conservation works for chimpanzees by Professor Jane Goodall, to the development of harnessing the potential power of the protein CAS9 and CRISPR technology by Jennifer Doudna, not to mention many others - all of whom are worthy of a Nobel prize. However, for the purpose of this essay I have chosen to ‘nominate’ professor Magdalena Zernicka-Goetz for her seminal work on embryonic stem cells and embryonic development. I am going to be focusing on three of her major breakthroughs, the impacts they have had in the science community, and what they could mean for future development.
Upper Sixth Canfordian Barney Peddie, awarded a Music Scholarship at Bournemouth for September 2019, talks about his future plans.
The current global population of displaced persons exceeds 65 million. These displaced people endure poverty, are at high risk of exploitation and face the denial of fundamental human rights. If I were Secretary-General of the UN for a day, I would attempt to tackle one of the main long-term problems faced by refugees: mental health.
In around 400 AD St Augustine perhaps summarised the feelings of all philosophers since the beginning of human history: ‘So what, then, is time? If no one asks me, I know; if I wish to explain it to someone that asks, I know not.’ The use of human language to try to explain time is perhaps one of the most diﬃcult challenges that philosophers face in attempting to understand such a concept. How can we truly understand something we cannot touch, cannot see or hear or taste; something intangible, yet something that seems to be ever presently ticking in the back of our minds? How can we convey something that seems outside the bounds of human language itself, a colossal force that appears to rule our everyday lives, yet our language struggles in its capability to form words that truly encapsulate it? It is something that seems to defy human deﬁnition - we can say what we believe it is on the surface, yet when pressed, most do not seem to be able to ﬁnd the words to express it. So what then, after thousands of years of relentless debate and struggle, is time? Of course, I can’t produce a conclusion, but I can explore the diﬀerent theories.