News - Bournemouth School

GCSE results

Bournemouth School is celebrating some outstanding GCSE outcomes. Two students achieved the remarkable feat of achieving grade 9s in all 11 of […]

20 August 202620 August 2026

Foodbank donation

We would like to say a huge thank you to everyone who supported our end-of-term charity event. We were absolutely amazed by […]

20 August 2026

A Level Results

Students and staff at Bournemouth School are celebrating some outstanding A level results. Sixty-one students achieved at least 3 A*/A grades (from […]

13 August 2026

Trustee Retires

Bournemouth School has paid tribute to Alan Turle, who is stepping down from the Board of Trustees at the end of the […]

17 July 2026

Engineering Success

The Engineering Society has finished the academic year on a high. Students recently enjoyed an engaging, student-organised talk from KDC Engineering, gaining […]

17 July 2026

Alumnus Alex Keen Personal Statement Talk

On, Wednesday 8 July, Bournemouth School was delighted to welcome back alumnus, Alex Keen, to talk about his journey since leaving Bournemouth School. Year 12 […]

16 July 2026

J.P. Morgan Open Door

A fantastic day for our Year 12 students at JPMorgan’s Open Door Day. We were fortunate to take 13 Year 12 students […]

15 July 2026

Newsletter: July 2026

14 July 2026

Retirement of Careers Advisor

Retirement of Careers Advisor Last week Bournemouth School celebrated the work of our Careers Advisor, Steve Pattle, as he turns to retirement […]

13 July 2026

Oxford UNIQ Programme (Materials Science)

A number of our Sixth Form students participated in the Oxford UNIQ Programme (Materials Science) last week and the school have been delighted […]

13 July 2026

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

Meeting	Exceeding
Football (January to Easter) You demonstrate good control of the ball and pass accurately to teammates. You apply basic defensive and offensive tactics with consistency. Health and Fitness (January to Easter) You follow the basic principles of a warm-up, workout, and cool-down while demonstrating proper technique throughout. You participate with effort and enthusiasm. Basketball (January to Easter) You demonstrate basic dribbling, shooting, and passing skills, applying them in game situations. You understand the key rules of basketball and can execute basic strategies and tactics.	Rugby (January to Easter) You show advanced ball control and decision-making under pressure, contributing strategically to both attack and defence. You display a high level of skill and leadership on the field. Health and Fitness (January to Easter) You created a specialized warm up, workout, and cool down. Your technique during all exercises was excellent. You display exceptional consistency and effort, showing improved fitness levels over time. Basketball (January to Easter) You show excellent court awareness, quick decision-making, and the ability to execute advanced skills under pressure. You contribute to both offence and defence with a high level of skill and leadership.
Assessment Methods
Formative assessment in lessons – warm-ups, drills, cool-downs Summative assessment in lessons – competitive context

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 be able to write a response that explains why each source is useful to an historian (i.e. what we can learn from the source) You will be able to explain the utility of one of your sources source more convincingly than the other. You will be able to show you can analyse the provenance of each source by considering the impact nature/ origin/ purpose has on the source’s utility. You will be able to deploy your own knowledge to test the source reasonably well. You will be able to write with minimal narrative. You will be able to explain which source is the most useful.	You will be able to convincingly explain why each source is useful. You will be able to evaluate aspects of the provenance of each source, considering impact on usefulness, with your selected aspect of provenance being evaluated convincingly and in depth across both sources. You will use precisely selected own knowledge to test source content to show how this may affect utility, demonstrating an excellent understanding of the topic. You will avoid including unnecessary narrative in your writing. You will have written a conclusion that convincingly identifies the more useful source, justifying your reasoning clearly.
Assessment Methods
Do Now Questioning in class End of Unit Assessment: Utility skills: written task

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)