Job Application - Bournemouth School

Personal Details - Step 1 of 8

Application for the post of

Section A: Personal Details

The sections of this application form that include your personal details and equalities monitoring information will be detached prior to shortlisting. This is to ensure that your application is dealt with objectively.

Name

First

Last

Previous surname(s)

Preferred name

Title

National Insurance Number

Section B: Contact Details

Home Address

Address Line 1

Address Line 2

City

State / Province / Region

Postal Code

Country

Mobile Telephone

Home Telephone

Email Address

Section D: Current Employment

Current employment

I am currently employed
I am NOT currently employed

Current employer's address

Address Line 1

Address Line 2

City

State / Province / Region

Postal Code

Country

Section I: References

Please give the names of two people who are able to comment on your suitability for this post. One must be your current or last employer. If you've not been previously employed, please provide details of another suitable referee.

The school reserves the right to seek any additional references we deem appropriate.

Please let your referees know that you've listed them as a referee, and to expect a request for a reference should you be shortlisted.

Please note that we are unable to accept personal referees; all referee email addresses must be business (not personal) addresses.

First referee

Name

Capacity in which known to you

Address

Address Line 1

Address Line 2

City

State / Province / Region

Postal Code

Country

Telephone number

Email address (copy)

Is this your current employer?

Second referee

Name

Capacity in which known to you

Address

Address Line 1

Address Line 2

City

State / Province / Region

Postal Code

Country

Telephone number

Email address

If either of your referees knows you by a different name, please provide details

Contact references

If you don't wish us to contact your referees without your prior agreement, please tick this box.

Data Protection Legislation

By submitting this form, you agree that the information you have provided can be used in compliance with the Data Protection Act 2018 - Privacy Notice for Job Applicants.

If you have previous local government service or other service which counts as continuous, the school will seek confirmation from your last employer of your date of employment for continuous service purposes, in the event of you being offered a post. The school will also seek details of the number of days sickness absence (not reasons) in the last 12 months, for the purposes of administering the Local Government Sick Pay Scheme. You are deemed to have given your consent by submitting this form.

Certification of Information

I declare that the information I have provided in this application is full, accurate and complete and I understand that if I provide false information, or fail to provide full, complete and accurate information, this may lead to the decision that my application cannot be considered any further, the withdrawal of the offer of appointment, or to my dismissal, if I have been appointed. Any offer of employment is subject to receipt of satisfactory references, medical assessment and Disclosure and Barring Service checks, where applicable.

To sign this form electronically, please type your full name below; you will be asked to provide a physical signature on a paper copy of this application should you be invited to interview.

Signature

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)

Section A: Personal Details

Section B: Contact Details

Section C: Disability, Accessibility and Eligibility

Relationship to the School

Section D: Current Employment

Section E: Employment History

Gaps in employment history

Section F: Education and Training

Education

Training and Professional Development

Teacher Status

Section G: Supporting Statement

Section H: Additional Information

Section I: References

First referee

Second referee

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
Your written response includes three distinct causes. Each cause contains enough ‘accurate’ (factually correct) and ‘relevant’ (fitted to this question and taken from the correct time period) information to justify judgments rather than assertions. You have analysed or explained each cause and linked it to why it was a cause.	The deployment of your evidence (e.g. precise details, dates, statistics) is in greater depth, giving more weight to the judgements drawn. Your supporting evidence is precisely selected to address the question directly, showing skill in selecting the most convincing evidence. The quality of your evaluation links in more depth to the question ‘directed consistently at conceptual focus’, maybe considering limitations of each factor as a cause. You make a clear judgement for each cause, maybe comparing their importance. All of your three points demonstrate a line of reasoning that is coherent, sustained and logically structured. You demonstrate an excellent, precise and accurate knowledge and understanding of the origins of the Weimar Republic and the challenges it faced, 1919 – 1923.
Assessment Methods
Do Now scores Retrieval quizzes in class Skills based end of Unit assessment: writing a causation examination answer

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 .