Hoodless, Bill - Bournemouth School

Bill Hoodless

Dates at Bournemouth School: 1958 - 1964
House: Portchester

CCF Cadet


Bill at school	Bill today

Bill studied: Economics, History and Mathematics
Bill received the following accolades whilst at school:

Day trip to London organised for 6:1 Economics to visit City institutions in 1963

After school, Bill went to: Fox and Sons surveyors and estate agents head office in Old Christchurch Road.

Bill's biography:

Starting with Pokesdown County Primary School, which had the best 11+ results in town, I was indeed fortunate.

Whilst articled at Fox’s for four years from 1964, I studied for BSc (Est. Man.) by correspondence and as an internal student becoming a Chartered Surveyor in the City of London: partly professional work and partly industrial agency. Having married in 1972 (two children and three grandchildren now) and spent two years as Hoodless, Bullock and Lees industrial agents based in Regent Street, we decided to start a family involving a move in 1975 to Cambridgeshire Council in the valuation department.

My main career was in the Valuation Office from 1978, finally being made Officer in Charge at Tunbridge Wells. I was lucky enough to enjoy my work, disappointed only by missing a Lands Tribunal case through flu. Since retirement in 1999, I have published nine chiefly local interest books.

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

I liked the endless academic challenges and the feeling that the education promised to be a good foundation for later life.
In a different way, the CCF army section was great for instilling discipline and teaching the need for team work.
I think we also gained a good sense of the need for independence of thought and personal responsibility.

Who does Bill remember most fondly?

Hilarious English Literature classes with Mr. Swain for O Level and, surprisingly, Jasper Dodds for the British Constitution part of A Level History.
Probably should not say this, but the acorn fights in the copse!

What would Bill change about their time at Bournemouth School?

Being in the X stream. This is nothing against anybody and many boys found it fine. However, taking nine O Levels a year early in 1962 was a stretch for me at the age of 15. I believe the school dropped the X stream some time later for this reason.

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

At an army CCF camp near Folkestone, we had to take part in a night exercise with prismatic compasses. The orienteering bit included running downhill unable to see the ground or the cadet in front due to the dark and forcibly landing in a ditch. One boy got lost (found later) due to the conditions, but it was not me!

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 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

Bill Hoodless

Bill's biography:

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

Who does Bill remember most fondly?

What would Bill change about their time at Bournemouth School?

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

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