Uniform and Equipment - Bournemouth School

At Bournemouth School we have a history of wearing a grey suit in years 7 -11. We are very proud of our very distinctive uniform and we encourage our students to take pride in their uniform. We feel that it is an important factor in school discipline and standards and helps support a sense of belonging.

Sixth Form attire is particularly important as the more senior students act as role models for the younger students and often represent the school on formal occasions. If you require guidance on your choice of uniform you should discuss it with the Director of Sixth Form. We may ask you to return home to change, or you will be offered alternative clothing if we feel you are not dressed appropriately.

All items of clothing and other personal belongings must be clearly marked with your child’s name.

Years 7 - 11

Suit	Approved plain grey suit*. (Tailored shorts of the same colour may be worn in the summer term.)
Shirt	White
Tie	House tie*
Socks	Dark grey/black, unbranded
Shoes	Plain, black shoes which can be polished (i.e. not suede and not braided). Boots are not allowed except for medical reasons.
Jewellery	Boys may not wear visible jewellery, e.g. neck, face or ear jewellery, and should not have visible piercings.
Hair	Hair should be clean, neat and tidy and must not be coloured by obvious hair dyes. All students must be clean-shaven. Extreme hairstyles are not permitted.
Optional items	A plain, grey v-neck pullover.

*Only available from Stevensons

Boots, training shoes and changes of clothing for physical education must be brought to school on the day required and taken away the same day.

PE kit

Bournemouth School-specific PE kit is indicated with a ** and is available from Star Sportswear.

	Summer/Indoor	Winter/Outdoor
Top	Navy Bournemouth School PE t-shirt in house colour**	School rugby shirt in house colour**
Shorts	Plain navy shorts (no logos)	Plain navy shorts (no logos)
Socks	Navy football socks (no logos)	Navy football socks (no logos)
Footwear	Training shoes with non-marking soles are required.	Football boots. Please be aware that bladed boots are not allowed on the 3G astro turf for health and safety reasons.
Gum shields	Gum shields are compulsory for all boys when playing rugby. This applies when playing/training for the school rugby squad, playing in the House rugby competition and for general PE lessons. For general PE lessons and those playing in House rugby, a self-moulding shield will normally suffice and these can be bought for a few pounds from most sports shops. Parents should also be able to purchase slightly more expensive shields that will accommodate braces or other dental needs. These may also be more appropriate for boys playing for school and or clubs.
Shin pads	Shin pads are compulsory for all forms of football. This includes training, matches, House competitions and PE lessons.

Sixth Form

Sixth Form dress is particularly important as the more senior students act as role models for the younger pupils and often represent the school on formal occasions. If you require guidance on your choice of uniform you should discuss it with the Director of Sixth Form. We may ask you to return home to change, or you will be offered alternative clothing if we feel you are not dressed appropriately.

We expect you to dress in a fashion suited to a professional, office environment. What follows is an attempt to define this, though you should be aware that the sum parts of your uniform should equate to smart office wear and not catwalk fashion.

Main uniform	Students are permitted to wear a non-matching jacket and trouser/skirt combination provided that they meet the requirements of smart business wear. Skirts should be worn "to the knee". Jackets must be worn at all times. Shirts and tops must be short or long sleeved and full length.
Tie/badge and lanyard	Sixth Form House tie/badge, issued on Registration Day. These must be worn visibly at all times. Sixth Form Lanyard and ID card, issued on the first day. This must be worn visibly at all times.
Shoes	Smart shoes to match the business suit (no trainers, canvas shoes or boots). They must be practical and not open toed.
Jewellery	Only ear piercings are permitted. All jewellery should be subtle and match the image of the smart business suit. Students may be asked to remove jewellery for sport or some technical subjects, for health and safety reasons.
Hair	Clean, neat, tidy. Unnatural* hair-colouring and extreme hairstyles are not permitted.
Games kit	Appropriate to the games option(s) chosen in September, with no special requirements on colour or style unless specifically required by the PE department.
Science	Students taking Biology or Chemistry must wear a white lab coat to lessons.

*A colour that is not found within the natural hair colour spectrum, i.e. a bright, extreme or vivid colour and contrasts.

Jumpers are permitted on the following conditions:

No printed logos
Jumpers must be made of a knitted material - sweatshirts are not permitted
No hoodies
Jumpers, if worn, must be in addition to suit jackets, not as a replacement

The following are examples of inappropriate uniform which would not be allowed:

White socks
Clothing with logos or messages
Hoodies or sweatshirts
Shorts (except during sports)
Any clothing made of denim, leather, canvas, lacy or translucent fabric
Bare backs, shoulders or cleavage, including spaghetti-strap tops.
Boots
Visible piercings other than in the ears

All Sixth Formers are required to wear photo ID badges at all times when on school premises. The ID badge will be provided with a badge holder and lanyard. The badge must be worn around the neck and be clearly visible. All personal items should be clearly marked with the owner’s name.

School Equipment

Lockers

Help with uniform costs

Bournemouth School may be able to offer assistance towards the cost of the basic clothing needs of a pupil. This applies where the family receives certain state benefits (please contact the school for further details). Students who receive Pupil Premium will be advised of voucher scheme to support the purchase of school uniform.

We encourage parents to use a web-based service called ‘Old School Uniform’ to sell and buy used uniform. Parents can sign up to purchase any used uniform from the site but also sell any used uniform they may have at home. Recycling ‘used’ uniform also plays an essential role in sustaining our precious environment and protecting our natural resources. We also use this service to place any lost property that has been unclaimed for a long period of time.

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
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 .