Surgery Work Experience - Bournemouth School

One of our students recently had an exceptional opportunity to spend three days on work experience at Poole Hospital, shadowing consultant surgeons and gaining a fascinating first-hand insight into the world of medicine.

During the placement, they were able to observe a number of surgical procedures and learn not only about the clinical and technical aspects of surgery, but also about the qualities required of those working within healthcare.

Reflecting on the experience, the student said:

“Over the course of three days, I was able to shadow, learn from and speak to consultant surgeons at the top of their respective fields, primarily in General Surgery at Poole Hospital.

“Not only was I able to observe life-changing surgeries which were incredibly interesting, including laparoscopic appendectomies, laparoscopic cholecystectomies and even a Hartmann’s procedure, but what stuck with me more were the traits and characteristics of all those whom I shadowed.

“What I took from this work experience was more than the diagnostics, technical skills and problem-solving aspects of surgery. It was the empathy, compassion and non-maleficence with which every member of the multidisciplinary team acted. It was how they considered the patient outcome first, before all else.

“On top of this, I was shown what it means to be a good leader in a challenging scenario. Seeing how the surgeons dealt with emergencies with calm and composure inspired me to embody these aspects in how I treat everyday life.

“I also developed a newfound passion for surgery in general. I realised that I want to have a real, tangible effect on a patient’s life, whether that is a life-saving appendicectomy or a biopsy leading to a diagnosis, and surgery provides the bridge between diagnosis and prognosis.

“Throughout the placement, I also developed essential skills for any workplace, not only medicine, such as time management, communication and initiative in getting the placement in the first place, and research skills when tasked with individual research on diseases and anatomy.

“I also managed to forge supportive connections which helped me through the week and which, hopefully, could support me through my future application process.

“Overall, it was the most amazing week, and I learnt an enormous amount, not only medically, diagnostically and practically, but also about what it means to be a good doctor filled with empathy and compassion.”

A truly memorable work experience placement and a fantastic opportunity for a budding medic to see healthcare professionals at work and explore where a future career in medicine might take them.

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Meeting	Exceeding
You use all KO content You can aurally identify families of instruments and most orchestral instruments within each family	You use all KO content and additional information You can aurally identify all families and almost all orchestral instruments within each family with only minor errors
Assessment Methods
Listening assessment on Britten’s Young Person’s Guide to the Orchestra Do Now tasks Teacher questioning

Meeting	Exceeding
Football (January to Easter) You demonstrate good ball control under pressure and consistently make accurate passes in dynamic game situations. You understand and apply team tactics, contributing to both attacking and defensive play. Health and Fitness (January – Easter) You demonstrate proper form in a variety of exercises, showing understanding of different fitness components (strength, endurance, flexibility). You set realistic fitness goals and work towards them consistently. Basketball (January – Easter) You demonstrate improved dribbling, passing, and shooting skills with greater consistency, applying them in dynamic game situations. You demonstrate an understanding of team tactics and contribute effectively on both ends of the court.	Exceeds: You have all of the criteria for ‘meets’* and at least some of the following:* Football (January – Easter) You showcase exceptional technical skills, including advanced dribbling, passing, and shooting, under high pressure. You demonstrate a deep understanding of game tactics, leading the team in both defensive and attacking situations. Health and Fitness (January – Easter) You designed and followed a comprehensive fitness plan that targets multiple fitness components, showing excellent progress. You demonstrate a high level of fitness and self-motivation, regularly exceeding personal goals. Basketball (January – Easter) You execute advanced basketball techniques, such as complex dribbling manoeuvres and fast-break plays, with confidence. You lead the team with excellent decision-making, defensive play, and communication.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check Assessment

Meeting	Exceeding
Football (January to Easter) You demonstrate good control of the ball and pass accurately to teammates. You apply basic defensive and offensive tactics with consistency. Health and Fitness (January to Easter) You follow the basic principles of a warm-up, workout, and cool-down while demonstrating proper technique throughout. You participate with effort and enthusiasm. Basketball (January to Easter) You demonstrate basic dribbling, shooting, and passing skills, applying them in game situations. You understand the key rules of basketball and can execute basic strategies and tactics.	Rugby (January to Easter) You show advanced ball control and decision-making under pressure, contributing strategically to both attack and defence. You display a high level of skill and leadership on the field. Health and Fitness (January to Easter) You created a specialized warm up, workout, and cool down. Your technique during all exercises was excellent. You display exceptional consistency and effort, showing improved fitness levels over time. Basketball (January to Easter) You show excellent court awareness, quick decision-making, and the ability to execute advanced skills under pressure. You contribute to both offence and defence with a high level of skill and leadership.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

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 be able to write a response that includes three causes of the outbreak of The Great War (this is the keystone point: no answer can be graded as ‘meeting’ if it does not contain three causes from: military, alliances, imperialism and nationalism). You will demonstrate the skill of analytical writing by demonstrating the Point, Evidence, Explanation, Link technique (PEEL) on each paragraph. For each cause, you will be including sufficient factual detail/proof to justify judgements rather than unsupported statements. You will be able to show secure explanation on each cause and link to why it was a reason for World War I breaking out.	You will apply precisely selected evidence, giving more weight to the judgements drawn. The quality of your evaluation will be 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). You will be able to write a response that can also contain evidence of more independent research gathered from outside of the content studied in class.
Assessment Methods
Do Now tasks Retrieval quiz (factual recall) in class End of Unit 2 assessment (Skill: causation writing)

Meeting	Exceeding
Your written response analyses each source. The written response explains why each source is useful to a historian (i.e. what we can learn from the source) Your written response analyses the provenance of a source, considering the impact on usefulness, Some aspects (nature, origin, purpose) are explored less convincingly. You have applied your own knowledge to test the source content, and how this may affect usefulness, but this may lack detail, or show inconsistency between sources. You include some evaluation of utility using some of your own knowledge to support.	You have convincingly analysed both sources with utility explained in equal depth. Your written response discusses the nature, origin and purpose (provenance) of each source, considering its utility with all elements considered convincingly in depth. You include detailed and precise own knowledge and deploy this to test the source content to explain how this may affect usefulness, showing an excellent understanding of the topic. There is no unnecessary narrative.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Skills based written response on source Utility

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 know and explain a main reason why William won at Hastings and give your view as to why it was important. You should write a paragraph that demonstrates a clear causation approach, including the reason, evidence for it, and an explanation of why it helped William win. You must give a brief judgement explaining why this cause was the most important.	You need to explain the reason why William won at Hastings and evaluate why it is the important reason. You should demonstrate clear evidence of writing in a causation structure by making a point and supporting it with precisely selected relevant evidence. You must show evaluation by explaining the relative importance of the cause you are discussing.
Assessment Methods
Do Now scores Comprehension quiz Skills based end of unit assessment

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