Mitch Kaye - Bournemouth School

Mitch Kaye is a regular, welcome visitor to Bournemouth School and a key influencer for our Sixth Form cohort when it comes to advising them on the recommended attributes and skills needed to take the leap from full-time education into the workforce.

Mitch was a student at Bournemouth School from 1988 – 1994, under the leadership of Allan Petrie, and he believes that his time as a student was the “single most influential part of my life.” Mitch worked hard for his place at the school and, with the support of his mother, he passed the 11+ exam and was offered a place where he knew the “standards are high and expectations are tight.”

His GCSEs were a mix of subjects he enjoyed and those he didn’t, finding it “tough to be in a class of superbright kids.” However, he went on to earn his place in the Sixth Form and the chance to study the subjects that he loved; Politics, English and History, resulting in him being awarded the prestigious Bournemouth School Politics Prize on Speech Day. Mitch believes that his time spent in the school Sixth Form was his time to shine, especially given the freedom that came with being able to drive to school and choosing his own suit.

On asking whether there were any teachers that hold a particular memory for Mitch, he recalled the school football coach, Mr Shephard. With Mitch being a keen footballer who played for the school, Mr Shephard was someone to look up to, being an ex-professional footballer; Mitch holds fond memories of coincidentally sitting next to him at Dean Court on Saturday afternoons watching AFCB matches, feeling like he was getting first-hand coaching on a weekly basis. Mitch firmly believes that if there was an award presented for loyalty to the team, he would be given it!

Other teachers of interest were Mr Hill, Mr Hughes and Mr Gibbons. However, it is Colonel Petrie who made a resounding impact on Mitch and he recalls sitting in assemblies each year listening to a speech given to the student cohorts that were about to embark on their exams. This speech was repeated year on year and when it came to Mitch’s own exam year, he said the speech resonated with him on a level that has stayed with him, with Colonel Petrie stating that “the sacrifices you make now will shape the rest of your lives,” and that students should “commit to it and have no regrets.” This left Mitch with a personal sense of responsibility to not let the school down and aim to be the best version of himself.

Since leaving school, Mitch has shown an exemplary dedication to his career. He was running his own company at the young age of 29 and his second company, The Academy, has collaborated with companies such as Amazon, Disney+, BT and Zurich, and believes that his success stems from being humble, working hard and never becoming complacent, qualities he shares with his long time business partner and best friend Dan Glover. He works on the principles that both staff and clients need to feel important, to show enthusiasm and to keep relationships fresh and rewarding by providing good service. In his line of work, he feels that there is “no cookie-cutter approach” as every client will have different requirements.

When asked why his company was given its name, The Academy, Mitch described how both he and Dan decided on the name due to its duality in meaning. Firstly, an academy is a place to learn, to train and to develop each week. And secondly, the word ‘academy’ is contextual to known academy awards events (especially in film, music and opera), and is seen as the pinnacle of the industry and in setting the standards on which they wish to deliver.

The Academy currently employs a team of 56 staff and maintains that an idea should be explainable in “eleven words or less.” When asked to elaborate on this, Mitch explained that the idea stems back to when The Sun was the biggest-selling newspaper at the time, selling approximately six million copies per day. Because of its popularity, it would prove difficult to even get an opportunity to pitch with them and it was believed that pitchers either had eleven seconds or eleven words to convince them whether the idea was worth exploring. This concept of making every word count embedded itself in Mitch’s strong work ethos.

In his spare time, Mitch likes to assign time to three things; his family, fitness and football. His love of the game is strong and stems from a lifelong loyalty to AFCB that began in 1983, from the age of seven, where Mitch was taken to his first ever game with his father and grandfather. His passion for the team is solid and personal, with his father having been actively involved in ensuring the team was saved from receivership in 1997 by forming a committee and helping it become the first community-owned club. Having a father act in the role of Vice Chairman for ten years and champion the team by rallying the community together for the greater good means that, to this day, Mitch holds his father in great esteem.

When asked what advice he can give to our students in light of the upcoming exam season, Mitch said that students should “go all in and commit,” and use the exam season as “the perfect training and perfect excuse to try your best.” However, he balanced this opinion by adding that “the thing I wish I’d known back then is you’re in a ‘pool of one,’” and that the only competition you’re in is “with yourself.” He believes that the best grades do not align with success in the workforce and comparing your own performance to others around you is “only as relevant as the weather that day,” and and an unhelpful distraction. If anything, Mitch feels it is vital that you surround yourself with people who will be both “your biggest critic and biggest supporter,” that it’s important to remain grounded, and acknowledge that it is not possible for people to be good at everything.

When moving onto the topic of resilience, Mitch feels that there is no job or scenario in the world where resilience is not required. However, it is not a skill that is easy to teach or coach; it comes from experience. He believes it is a “superpower” that comes from keeping a perspective on your goals but balancing that with having a supportive network around you.

Finally, when asked what legacy he would like to leave, Mitch stated that he would like to be remembered as someone who “fully committed, went all-in and made the most of the opportunity he had and enjoyed the journey along the way… otherwise, what’s the point?!”

Meeting	Exceeding
You will be able to describe and explain the increased tension over Berlin between Khrushchev and Kennedy. You will be able to have a good understanding of why there were summit meetings called, 1960 and 1961. You will be able to describe and explain why the Berlin Wall was built in 1961. You will be able to explain the impact the building of the wall had on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a good understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 and the events of the Cuban Missile Crisis of October 1962.	You will be able to evaluate the impact on international relations of increased tension over Berlin between Khrushchev and Kennedy. You understanding of the summit meetings is precise and you can evaluate their importance. You will be able to precisely recall details of how why the Berlin Wall was built in 1961. You will be able to evaluate the importance of the building of the wall on East-West relations and the importance of Kennedy’s visit to Berlin in 1963. You will be able to show a precise knowledge and understanding of the Cuban Revolution of 1959, the importance of the Bay of Pigs failed invasion of 1961 the events and significance of the Cuban Missile Crisis of October 1962 in the short term and long term.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You will demonstrate a good knowledge and understanding of the origins of the Weimar Republic from its creation in 1918. You will be able to describe and explain why the Republic faced political and economic challenges in the years 1919 – 1923. You will be able to understand some controversy over Germany’s recovery from 1924 – 28. You will be able to describe and explain how society and culture changed during the ‘Golden Years’ of Weimar. You will mostly be able to demonstrate accurate recall of key people, key dates, terminologies and acronyms to describe aspects Weimar Germany, 1918 – 1928.	You will be able to recall, with more precision and accuracy, the origins of the Weimar Republic from 1918. You will accurately explain the early challenges including the Spartacist Uprising, Kapp Putsch and the causes and impact of the German Hyperinflation of 1923. You will be able to recall, with precision and accuracy, how Weimar recovered including Stresemann’s economic and foreign policy successes whilst able to evaluate the limitations of recovery. You will have a secure knowledge of how Weimar society and culture changed. You will be able to convincingly demonstrate accurate and precise recall of key people, key dates, terminologies and acronyms describing aspects of Weimar Germany 1924 – 1929.
Assessment Methods
Do-now tasks Retrieval Quiz in class End of Unit Assessment

Meeting	Exceeding
You show a good knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to describe and explain some aspects of continuity of society and economy during this period. You demonstrate a good understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to explain why living conditions in the new towns and cities changed, the impact on public health and calls for reform. You show secure evaluation of sources for utility, taking into account some aspects of provenance and / or own knowledge.	You are able to show an excellent knowledge and understanding of key terms associated with the changes happening from 1750 – 1900. You are able to precisely describe and explain aspects of continuity of society and economy during this period. You are able to show an excellent and precise understanding of how agriculture changed, why the factory system developed, how transport improvements impacted the economy with particular reference to the steam train. You are able to evaluate how and why living conditions in the new towns and cities changed and the impact these changes had on public health and calls for reform. You show a convincing evaluation of sources for utility, taking into account provenance and precise own knowledge.
Assessment Methods
Do Now Questioning in class Peer assessments (Skills based written response)

Meeting	Exceeding
You will be able to describe and explain the early tension between the members of the Grand Alliance at the three wartime conferences and events in Europe up to 1945. You will be able to have a good understanding of the ideological differences between Capitalism and Communism. You will be able to describe and explain the development of the Cold 1947 – 1949 including the flashpoint of Berlin, 1948 – 49 and the setting up of East and West Germany. You will understand why the Cold War intensified, 1949 – 58 including the arms race and the USSR’s response to the Hungarian Uprising of 1956 and international reaction to this.	You will be able to evaluate the consequences of the wartime alliances for East-West relations. You will understand the attitudes of the wartime leaders and how this further impacted East-West relations. You will select accurate evidence to show the creation of the satellite states to further explain how soviet influence spread, 1945-48. You will be able to demonstrate an excellent understanding of short term and long term reasons why Stalin blockaded Berlin and how this further escalated the Cold War. You will be able to evaluate the significance of the arms race, Khrushchev’s response to the Hungarian Uprising and international reaction.
Assessment Methods
Do Now Retrieval quizzes in class Topic 1 End of Unit Assessment (factual recall)

Meeting	Exceeding
You will be able to have a good knowledge of Nazi policies towards women and why this was so. You will be able to describe and explain Nazi policies towards young people including education and youth groups with some evaluation. You will be able to understand the ways the Nazis reduced unemployment and how they made changes to peoples’ standard of living. You will be able to describe and explain why persecution of minority groups, especially the Jews, increased after 1933.	You will be able to evaluate Nazi policies towards women and young people. You will be able to confidently evaluate policies designed to reduce unemployment whilst also having an in-depth knowledge of policies impacting the standard of living of German workers. You will be able to evaluate the impact Nazi racial policies had upon groups such as Slavs, Roma, Sinti, homosexuals and those with disabilities. You will be able to evaluate the escalation of persecution towards Jewish people with precise reference to events such as the Nuremberg Laws and Kristallnacht.
Assessment Methods
Do Now Retrieval quizzes in class Key Topic 4: End of Unit assessment (factual recall)

Meeting	Exceeding
You will be able to produce a written response that includes three distinct causes of the Break with Rome (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three factors) Each of your causes contain sufficient factual detail/proof to justify judgments rather than assertions. Each cause is analysed/explained and linked to why it was a cause of the break with Rome	Your selected evidence is precise and detailed giving more weight to the judgments drawn. The quality of your evaluation is in greater depth (e.g. linking in more depth to the question, considering limitations of each factor as a cause, making a clear judgement for each cause, maybe comparing their importance). Your answers may contain evidence of independent research outside of the work covered in class.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Causation writing (PEEL Paragraphs)

Meeting	Exceeding
You need to demonstrate secure revision strategies through independent home learning. You need to be able to recall plot and characters. You need to understand contextual factors that influenced 19^th century texts.	You need to demonstrate effective and consistent revision strategies through independent home learning. You need to confidently recall key events, plot developments, and character arcs. You need to show a developed understanding of the contextual factors that influenced 19th-century texts.
Assessment Methods
Do Now. Full KO Quiz. End of unit assessment .

Meeting	Exceeding
You can recall and use most information from the Knowledge Organiser. You can link some features of the music to the context in which it was written. You can describe most elements of the music with reasonable accuracy. You are able to choose a reasonably appropriate existing melody to vary. You compose a piece which matches most parts of the brief set. You mostly keep on track with your work, generally submitting an appropriate amount at each check point. Your composition demonstrates some understanding of the compositional process, including appropriate variation techniques.	You can recall and use all information from the Knowledge Organiser. You can link most features of the music to the context in which it was written. You can describe all elements of the music with good levels of accuracy. You are able to choose a totally appropriate existing melody to vary. You compose a piece which matches all parts of the brief set. You keep totally on track with your work, submitting an appropriate amount or going beyond the requirements at each check point. Your composition demonstrates a good understanding of the compositional process including going beyond basic variation techniques.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening question at the end of the unit. Choice of pre-existing melodic material for composition. Submission of score showing progress at check points. Submission of final score and audio.

Meeting	Exceeding
You are able to recall some factual knowledge about set works previously studied. You apply this knowledge with reasonable success when listening to new music. You can mostly relate musical features to the correct element of music. You can structure essay points to cover description and sometimes explanation. You are able to perform a solo on your instrument of at least grade 2 standard. You are able to plan and maintain practice sessions leading to a reasonably successful performance in terms of accuracy of notes. You are able to choose appropriate music which fulfils most of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use some strategies to help you in your performance. You are able to use the exam board mark scheme with some accuracy to assess your own and others work.	You are able to recall most factual knowledge about set works previously studied. You apply this knowledge with success when listening to new music. You can reliably relate musical features to the correct element of music. You can structure essay points to cover description and explanation, and start to draw comparisons between pieces you hear. You are able to perform a solo on your instrument of a least grade 3 standard. You are able to plan and maintain practice sessions leading to a successful performance in terms of accuracy and additionally include expressive features such as dynamics and articulation. You are able to choose appropriate music which fulfils all of the exam board requirements such as appropriate difficulty level, sheet music, backing tracks etc. You are able to confront your nerves and use a range of strategies to help you in your performance. You are able to use the exam board mark scheme accurately to assess your own and others work and use this to inform future practice.
Assessment Methods
Do Now tasks. Questioning in class. Exam style listening questions. Classwork tasks on writing individual essay points. Exam style essay question. Solo performance on own instrument in class. Informal marking of a range of solos.

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