Faces of Bournemouth School

We're delighted to have collected memories from a number of former students and staff; these are shared below in celebration of 125 years of Bournemouth School. If you are a former member of the school's community, it's not too late to include your recollections - please use the buttons below to get in touch with us!

A gallery of photos has been collected together showing aspects of Bournemouth School life through the years. Click on any photo above to enlarge it for a better view. This is followed by a collection of individuals' stories and mini biographies, as provided by the individuals themselves. Both former staff and students have kindly contributed; staff cards are a blue colour, student cards are grey. Click on each individual below to read their stories of their time at Bournemouth School.

STUDENT

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 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
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

Meeting	Exceeding
You demonstrate good recall of the key features and characteristics of slavery and empire. Your written response analyses the source, by being able to use inferences to explain utility (i.e. what we can learn from the source). Writing analyses the nature, origin and purpose of the source, considering impact on usefulness, but some elements of the provenance are answered less convincingly than others. You deploy own knowledge to test the content of the source and explain how it impacts utility but this may lack detail. There may be some narrative aspects. Your conclusion identifies a reason why the source is useful and will reference some aspect of the provenance or own knowledge to support.	You demonstrated excellent, precise recall of the key features and characteristic of slavery and empire. You have analysed the source convincingly and in depth. Your writing convincingly explains why the source is useful to a historian. Your writing discusses the nature, origin and purpose of the source, considering impact on usefulness, with all elements considered in depth and convincingly. Your detailed and precise knowledge of slavery is deployed to test the source’s content and how this may affect usefulness, showing an excellent understanding of the topic. You have not included any unnecessary narrative. You conclude convincingly, by identifying reasons why the source is useful, justifying clearly and logically with reference to aspects of both the provenance and including your own knowledge to support.
Assessment Methods
Do Now scores Knowledge and skills based end of unit assessment

Jonathan Adams

Ian Andexser

Andrew Ayton

Jezz Baker

Sam Beaglehole

Scott Castell

Martin Curtis

Andrew Dawson

John Dearing

Chris Fairfax

Tim Farmer

Luke Ford

Andrew Foster

Tom Galpin

Stephen Gard

Dan Geneen

Harvey Hancock

Elliot Head

Neville Hooper

Andrew Howlett

Chavez Hyndman

Graham Jones

Mike Jones

Mitchell Kaye

Michael Kewley

James Lawton-Hurst

Martin Letts

John Mahoney

Andrew Marsh

Andrew Marsh

Arief McKenna

Dan Metcalfe

Peter Miles

Christian Morris

Mark Page

Ross Parker

Tom Patmore

Ben Preece

Ian Redfearn

David Sidwick

James Sidwick

Nicholas Smith

Nigel Smith

Donald Taylor

Martin Teconi

Jonathan Terry

Alan Turle

Neil Turner

Martin Turpin

Lionel Voss

Chris Wicks

Richard Willis

Clive Wood

Matthew Wootton

Harry Yu

Jonathan
Adams

Ian
Andexser

Andrew
Ayton

Jezz
Baker

Sam
Beaglehole

Scott
Castell

Martin
Curtis

Andrew
Dawson

John
Dearing

Chris
Fairfax

Tim
Farmer

Luke
Ford

Andrew
Foster

Tom
Galpin

Stephen
Gard

Dan
Geneen

Harvey
Hancock

Elliot
Head

Neville
Hooper

Andrew
Howlett

Chavez
Hyndman

Graham
Jones

Mike
Jones

Mitchell
Kaye

Michael
Kewley

James
Lawton-Hurst

Martin
Letts

John
Mahoney

Andrew
Marsh

Andrew
Marsh

Arief
McKenna

Dan
Metcalfe

Peter
Miles

Christian
Morris

Mark
Page

Ross
Parker

Tom
Patmore

Ben
Preece

Ian
Redfearn

David
Sidwick

James
Sidwick

Nicholas
Smith

Nigel
Smith

Donald
Taylor

Martin
Teconi

Jonathan
Terry

Alan
Turle

Neil
Turner

Martin
Turpin

Lionel
Voss

Chris
Wicks

Richard
Willis

Clive
Wood

Matthew
Wootton

Harry
Yu