Welcome to Bournemouth School

As a stand-alone academy we set our own priorities - and we choose to focus our efforts upon improving the quality of teaching and learning, and raising student attainment across the curriculum. We enjoy an excellent local reputation, the support of parents and the community, and talented and dedicated staff, both at the chalk face and behind the scenes. Most important of all, we benefit from an able and receptive student body that never fails to impress and surprise.

We have not rested on our laurels, however, but are constantly seeking ways to improve all aspects of our provision.

We are proud of our traditions and our heritage but also acutely aware of our responsibility to nurture, inspire and prepare our students to take their places as leaders and innovators in a rapidly changing world.

We strive to ensure that every student reaches their full potential and enjoys learning. At the same time, we appreciate the importance of giving our students the broadest possible range of opportunities outside the classroom and encouraging them to develop their sporting, artistic and creative talents. Throughout all aspects of our work are embedded our core values of hard work, discipline, smart appearance and respect. We encourage our students to contribute positively to their own community and beyond.

I hope that the website’s content will help you to become familiar with the school - a safe, caring community where our students flourish, enjoy learning and succeed. Whatever your reason for visiting our website, I hope that you will find easily the information you require. Please do not hesitate to get in touch.

Dr Dorian Lewis

Meeting	Exceeding
All KO content Aurally identify features of Sea Shanties referenced in the KO Perform both as a soloist and part of the ensemble Demonstrate a reasonably secure singing technique including breath control, diction and tone quality Perform with reasonable accuracy of pitch and rhythm Shape performance through the use of some dynamics	All KO content and additional information Aurally identify features of Sea Shanties referenced in the KO and make judgements about the use of these features Perform both as a soloist and part of the ensemble, taking a lead role. Demonstrate a secure singing technique including breath control, diction and tone quality Perform with a high degree of accuracy of pitch and rhythm Perform expressively through the use of appropriate dynamics and tone.
Assessment Methods
Ensemble Performance of The Times are Hard Listening assessment on Sea Shanties Do Now tasks Teacher questioning Participation in rehearsals – whole class and small group

Meeting	Exceeding
All contents of the KO Identifying basic hardware and understanding appropriate use rules in the school environment. Being able to log on and use school systems fluently incl. Desktop, Student Resources and Email Ability to use file management, including saving, opening, moving, organising and using OneDrive Ability to attach, upload and download files from Teams Ability to take a screenshot Word Processing: Formatting text: font style, size, colour, bold, italics and alignment, inserting images from file, bullet points, pictures and shapes Presentations: Slide layout, formatting to a consistent theme	All content of the KO plus additional information and skills. Fluent use of keyboard shortcuts e.g. Ctrl + S, Ctrl + N When inserting pictures, using layout options – in line with text and with text wrapping. Word Processing: inserting images from the internet Presentations: advanced formatting, inserting images from the internet, using customised slide layouts and a professional quality
Assessment Methods
Do now tasks to test knowledge of KO. Teacher observation of use of school systems. Practical end of unit project.

Meeting	Exceeding
All content on KO. Translate into French short sentences, containing familiar words and structures. Writing is mostly accurate (including correct articles, accents, spellings) and the meaning is clear. There may be minor errors.	Writing is highly accurate.
Assessment Methods
Do now Tasks Translation Assessment

Meeting	Exceeding
Knowing and explaining one reason why William won at Hastings and giving a view as to why it is the most important reason One extended written paragraph that demonstrates a clear causation approach (PEEL): the point introduced, then clear and accurate evidence (dates, names, places) selected to explain why it helped William win. There is a brief judgement given as to why it was important.	Explaining a reason why William won at Hastings and evaluating why this was the most important reason, written in a clear, logical and sophisticated style. The writing demonstrates clear evidence of the PEEL structure by making a point and having precisely selected relevant and precise supporting evidence to explain that point.
Assessment Methods
Do Now tasks: each lesson In class monitoring: each lesson In class written assessment (causation paragraph)

Meeting	Exceeding
Recall key lines of latitude and longitude. Ability to identify different features on an OS map, including symbols and scale. Ability to identify four- and six-figure grid references. Ability to recognise and identify how height of land is represented on maps using contours.	Recall of key lines of latitude and longitude and explain the link to time zones. Ability to identify different features on an OS map, including symbols and scale, and understand why we use different scales. Ability to accurately identify four- and six-figure grid references. Ability to recognise and explain different ways height of land is represented on maps.
Assessment Methods
Do Now tasks Map skills workbook Skills based knowledge checker for first few lessons (prior to introduction of OS Maps).

Welcome to Bournemouth School

It is a real privilege to be Bournemouth School’s eighth Headmaster, and play a part in its continuing success.

Join us for our Year 7 Open Evening on 10 July 2025 at 6.00pm

Meeting	Exceeding
Can explain two religious creation stories and link it to the big question of the year from choice of Chinese Creation, Muslim, Hindu or Christian. Can state what impact the question may have on people or communities. Includes an example. Can define myth, God, Religion, creation and perfect with an example. Can name the source of the creation stories- Bible, Qur’an, Rig Veda and use to support point made in answer. Can say which side or point is the strongest or weakest in relation to the Big question with example and explanation.	Can explain more than two creation stories from the lessons including a Chinese one, Muslim, Hindu or Christian. May include other examples beyond the lesson content. Can state with several examples what impact the question might have on people or communities Can define myth, God, Religion, creation and perfect with several examples. Can name and use more than one source such as the Bible, Qur’an or Rig Veda to support points made in their answer. Can say which side or points are the strongest and the weakest and use more than one example for their point. This is in relation to the Big question of the year.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check Assessment

Meeting	Exceeding
All content of the KO To draw and interpret simple force diagrams to describe motion To plot data on a line graph and draw a suitable line of best fit To construct a results tablewith suitable headings To identify independent, dependent and control variables in a given method To write a scientific method To calculate pressure using the formula (pressure = force/area)	All content of the KO plus additional knowledge Construct and analyse force diagrams with multiple forces, calculating resultant forces to explain motion. To accurately draw a line graph using SPLAT criteria To construct a results tablewith suitable headings, including repeats and average value. To suggest independent, dependent and control variables To write a valid scientific method To rearrange the equation (pressure = force/area) to calculate force and area
Assessment Methods
Do now tasks Whole class questioning Force diagrams TAT 1 – lesson 3 score on science spreadsheet by 26^th Sept Helicopter TAT 2 – lesson 10 score on science spreadsheet by 7^th Nov Test – lesson 13 score on science spreadsheet by 21^st Nov

Meeting	Exceeding
All content from KO Identify scientific apparatus in the lab Light a Bunsen burner safely and change the colour of the flame Plot points and draw a line of best fit on a line graph (SPLAT)	All content from KO plus additional information Draw and label scientific apparatus using appropriate diagrams Adjust the height of the flame in addition to the colour Choose an appropriate scale for each axis (SPLAT) Identify anomalies in a graph
Assessment Methods
Do-now tasks Whole class questioning Lighting a Bunsen burner practical assessment: 3^rd lesson of unit: record EMBC within 24hrs on spreadsheet. Graph TAT: to be completed by 03/10/25. Marked by 10/10/25. SPLAT criteria: no moderation needed.

Meeting	Exceeding
Use number in financial mathematics Carry out mathematical operations in the correct order (BIDMAS) Order numbers using < (less than) and > (more than) symbols Compare negative numbers and decimals Multiply and divide decimals without a calculator Round to given decimal places and significant figures	To exceed the criteria, students should be able to apply all MEETING criteria in a problem-solving context, where they must analyse the problem and decide which skill(s) to apply
Assessment Methods
In class test (~70% skills, ~30% problem solving): w/c 22^nd September Do Now and in class monitoring Homework – Dr Frost tasks