Howlett, Andrew - Bournemouth School

Andrew Howlett

Dates at Bournemouth School: 1994 - 2001
House: Elgar

Prefect


Andrew at school	Andrew today

Andrew studied: Mathematics, Physics, Electronics and Computing
Andrew received the following accolades whilst at school:

Year 8 prize for effort in 1996
Drama club productions in years 7 and 8

After school, Andrew went to: University of Birmingham to study Engineering

Andrew's biography:

After gaining my degree I worked in IT for various organisations including the NHS and Bournemouth University, then in 2016 I joined a large engineering firm. In 2021 I became a Chartered Engineer and am now a Technical Authority working in product development. Alongside my day job I am a trained Mental Health First Aider.

I’m married with one son, who started in Year 7 last year. Despite being hopeless at music while at school I now play piano and guitar and prior to the pandemic was a member of a band.

What was best about Andrew's time at Bournemouth School?

Sixth form was my fondest memory; a taste of freedom! Lots of fun was had with multiplayer Duke Nukem 3D in the sixth form computer room (whilst “studying”, of course) and stopping off at a friend’s house every Wednesday on the way to PE (we never did quite make it all the way to squash at the Littledown Centre!)

Who does Andrew remember most fondly?

Mr Worden (Physics teacher) who let me get away with far too much sarcasm in lessons – in hindsight I feel slightly guilty!
Mr McCabe’s explosions of anger, punctuated with “SHUT YOUR GOB, BOY!” reverberating around any classroom he was in still make me chuckle to this day.

What would Andrew change about their time at Bournemouth School?

Ban mandatory Cross Country – an utterly pointless, miserable pursuit that put me (and others) off running for life! Let those who want to take part do so, the rest of us could spend the time doing something productive!

What is Andrew's favourite anecdote/most vivid memory?

Morning assembly, 1995. A thousand boys stood in silence, waiting for the headmaster. As Mr Petrie walked slowly towards the stage, the opening riff of “Eye of the Tiger” rang out over the speakers, completely unexpectedly. Mr Petrie carried on as if nothing had happened, but was clearly incandescent with rage! The culprit was brave, but had impeccable comic timing!

Andrew's final thoughts

Sixth form students were asked help out at the opening of the Sir David English leisure centre, serving drinks to the distinguished guests. Alas, many of the alcoholic drinks got “lost” en-route to their intended recipients. In hindsight, leaving a bunch of 18 year olds with access to free alcohol might not have been the best plan!

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
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

Andrew Howlett

Andrew's biography:

What was best about Andrew's time at Bournemouth School?

Who does Andrew remember most fondly?

What would Andrew change about their time at Bournemouth School?

What is Andrew's favourite anecdote/most vivid memory?

Andrew's final thoughts

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