Bournemouth School Remembers - Bournemouth School

Staff and students at Bournemouth School came together today, Wednesday 11 November, to mark Armistice Day and remember those who gave their lives in the service of their country.

At 11.00am, the school community observed a poignant two-minute silence, paying tribute to the courage and sacrifice of those who fought for the freedoms we enjoy today.

Special Remembrance assemblies provided an opportunity to reflect on the devastating impact of war and to honour the memory of former Bournemouth School pupils who served and lost their lives during the First and Second World Wars. Their names were read aloud, providing a moving reminder of the school’s own connection to these defining moments in history.

The assembly featured musical contributions from the school orchestra, participation from the Combined Cadet Force (CCF), and thought-provoking readings, including a poem and a first-hand account of life in the trenches during the First World War.

The occasion served as a powerful reminder of the importance of remembrance, ensuring that the sacrifices made by previous generations are neither forgotten nor taken for granted.

We will remember them.

Meeting	Exceeding
You should explain what the Big Bang and Evolution are and give examples to show how they work. You should also describe philosophical arguments for God’s existence (the First Cause and Teleological (Design) arguments) and include some detail in each. You should explain how these arguments for or against God’s existence affect religious beliefs and society today. You should define key words like Big Bang, evolution, natural selection, telos, teleological argument, anthropic principle, analogy, and order, and give examples. You should name Darwin’s book On the Origin of Species and refer to the Bible and at least one other religious text to back up your points. You should identify whether scientific evidence or philosophical beliefs are stronger or weaker when thinking about the Big Question of the Year and explain why. You should give your own opinion and conclusions about the Big Question, using reasons and examples to support what you think.	You could explain what the Big Bang and evolution are and explain the First Cause and Design arguments using examples to show your understanding. You could also include other ideas you’ve learned to help explain these concepts. You could explain how different arguments for and against the existence of God affect religious beliefs and society, using real examples. You could define key terms like Big Bang, evolution, natural selection, telos, analogy, and order, and give examples. You could name and use Darwin’s book On the Origin of Species and use quotes from the Bible and other religious texts to support your ideas. You could identify which arguments are the strongest and weakest when thinking about the Big Question, using more than one example to explain your view. You could also give your own opinion and conclusion about where we come from, using what you’ve learned from science, religion, and philosophy.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check

Meeting	Exceeding
You should explain what two different religions teach about human rights and how this links to the Big Question of the year. You should describe how the Big Question might affect people or communities, giving an example. You should define words like absolute and relative morality, human rights, and consequences, and explain them with examples. You should name where ideas come from—like someone’s conscience, a religion, or a holy book—and use them to support your answer. You should identify which arguments are strongest or weakest about the Big Question and explain why with examples. You should also give your own opinion and the opposite view, using examples to show you understand both sides.	You could explain what more than two different religions teach about human rights and link these ideas to the Big Question of the year, including examples from other topics or things you’ve learned outside of lessons. You could give several examples of how the Big Question might affect people or communities. You could define absolute and relative morality, human rights, and consequences, and give several examples to show your understanding. You could use more than one source—like someone’s conscience, religion, or a holy book—to support your answers. You could explain which arguments are strongest and weakest in relation to the Big Question, using more than one example to back up your points. You could also give your own view and the opposite view, with examples or reasons from both sides, and link your ideas to other topics such as science.
Assessment Methods
Do now tasks Exit Tickets End of Year

Meeting	Exceeding
You should explain two examples of where people get their ideas of right and wrong from, including examples from world religions or Humanism. You should describe how the Big Question might affect people or communities, giving at least one example. You should define these key words and give examples to show your understanding: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You should name sources of moral guidance (like your conscience, religion, or a holy book) and use them to support your answers. You should identify which view or argument is strongest or weakest when thinking about the Big Question, and explain why with an example. You should give your own view on the Big Question and explain the opposite view, using examples and reasons for both sides.	You could explain two or more places where people get their ideas of right and wrong from, including examples from different religions and Humanism. You might also include extra examples you’ve learned beyond the lesson. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples for the words: good, bad, right, wrong, morals, nature, nurture, morality, and ethics. You could name and use more than one source of moral guidance (like conscience, religion, or a holy book) to support your points. You could explain which arguments are strongest and which are weakest when thinking about the Big Question, giving more than one example to back up your thinking. You could give your own view and the opposite view on the Big Question, using examples and reasons for both sides, and also link your ideas to other parts of this year’s learning or even things studied last year.
Assessment Methods
Do now tasks Exit Tickets Knowledge check

Meeting	Exceeding
You should explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) and show how they connect to the Big Question of the year. You should describe how the Big Question might affect people’s lives or the way different communities live, giving an example. You should explain what the words imperfect, stewardship, dominion, Khalifah, rebirth and reincarnation mean and give examples to show your understanding. You should name where these beliefs come from (like the Bible, Qur’an, or Rig Veda) and use these to support what you are saying. You should identify which idea or view is the strongest or weakest when thinking about the Big Question and explain why with an example. You should share your own opinion about the Big Question and explain the opposite side, using examples to show both views clearly.	You could explain more than two beliefs about an imperfect world and the next life (like stewardship, dominion, rebirth and reincarnation) linking them to the Big Question. You might also include extra examples you’ve learned from outside the lesson. You could give several examples of how the Big Question, and the topics covered might affect people or communities today. You could clearly explain what these words mean – imperfect, stewardship, dominion, Khalifah, reincarnation and rebirth – and give more than one example for each to show a strong understanding. You could name and use more than one holy book or religious source (like the Bible, Qur’an or Rig Veda) to support your points. You could identify which ideas are strongest and which are weakest when thinking about the Big Question, using more than one example to explain your reasons. You could give your own view on the Big Question and explain the opposite side, using examples and reasons for both, and link in other learning like science or other topics from this year.
Assessment Methods
Do now tasks Exit Tickets End of year

Meeting	Exceeding
You should explain two different ethical theories (like Utilitarianism, Deontology or Virtue Ethics) that teach how to make moral decisions, and link these ideas to the Big Question of the Year. You should describe how the Big Question might affect people or communities, with at least one clear example. You should define these key terms and give an example for each: punishment, forgiveness, justice, free will, and sin. You should name a source of moral guidance (like conscience, religion, or a holy book) and use it to support your answer. You should identify which point or side is strongest or weakest when thinking about the Big Question and explain why with an example. You should give your own view and the opposite view on the Big Question, using examples and reasons for both sides.	You could include other ethical ideas you’ve learned outside of the lesson as well as the ones inside (Utilitarianism or Virtue Ethics )and explain in detail how they link to the Big Question of the Year. You could give several examples of how the Big Question might affect people or communities in real life. You could clearly define and give several examples of these key ideas: punishment, forgiveness, justice, free will, and sin. You could use more than one source of moral guidance (like conscience, religion, or a holy book) to support the points you make in your answer. You could explain which arguments are strongest and weakest, using more than one example to show your thinking clearly in relation to the Big Question. You could give your own view and the opposite view on the Big Question, with clear reasons and examples for both, and link in ideas from other parts of the syllabus, including things studied last year.
Assessment Methods
Do now tasks Exit Tickets Knowledge Check

Meeting	Exceeding
You will know the content on the knowledge organiser You will have a good understanding of the preterite, present and near and simple future tenses, and be able to use some key imperfect verbs	You will be able to conjugate common regular verbs and some common irregular verbs in three time frames (past, present, future), very accurately You will be able to use more complex structures and a range of verbs forms.
Assessment Methods
End of unit assessment

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

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