Belvedere Academy Sixth Form Prospectus 2020

2014|2015

20

TUS FOR

EC SIXTH FORM PROSP

MBER 20 E T P E S G IN C N E M M COURSES CO

2

CONTENTS Page

Page

Welcome from the Principal

4

Enrichment & Life Skills in the Sixth Form

12

GDST Benefits

5

Financial Support

13

What do Ofsted think of our Sixth Form?

6

How to apply to our Sixth Form

14

Views of our Parents and Carers

7

Frequently Asked Questions

15

Meet the Sixth Form Team

8-9

Course Information

16-48

Our Curriculum Offer

10

Where can our Sixth Form take you?

49-50

Induction

11

3

d y. We hope you fin em d ca A e er d ve ve a h el B ful, we ay approach use s a way to help m is, I am sure, w or th F a h p xt e Si th a of rt a tfully looked Being pa eloped it though the subjects that any of you have ur way ev m d t a th g in h et m se so oo u have worked yo all students to ch . All pathways can lead forward to as yo ry school. Finally, you can em th r sity are right fo nticeships, univer e as a re through seconda s on subjects that really p p a l ve le er h ig er to h are th focus your studie st as well as enjoying the employment and d n a es rs u re co te in n play a ignite your Form life; you ca e school h guide. xt Si of es g le vi pri of th e lif y a d to xth y a d by prospective Sichoose real role in the model that the sixth form ed sk a n te of re a We say is to and be that role you when you were in the r advice, all I canng these subjects fo s er m or F to e er e studyi students w ups. nsibly - you will b e will be an expectation ro se g r a ye er g n u yo er every day and thk independently as well as e er d ve el B or e w dge; Form at Th that you will tend your knowleu ex Being in the Sixthial. You will be taught by to om ro ss a cl in the d what yo Academy is spec who love their subjects hat you enjoy an to students w se oo ch ts so lis ia speak arning subject spec some ability in - urse as well as they ted to life long le our a ve ic a ed h d re a o h w om and the co will also benefit fr already studying tell you what it is really themselves. You ich will give you so many to best placed Aspire Award whdevelop a range of life skills aree! lik opportunities to able whatever path you w lu t over the next fe which will be va at eighteen and you will es b r u yo o d lly a l Fin ur fina choose to follow the Belvedere family, a your approach yo s a s th on m of rt s a er p ok fost e lo forward to e d w n a s be a key ty on si ti er a iv in d m a es h valu m at Th GCSE ex community whic onging. into our Sixth Forer. u yo g in m co el el b w Septemb a true sense of ere Academy in d ve el B ugh ill guide you thro al This prospectus wces for your study in both lie Taylor, Princip oi Ju ch ey k u g yo in k ce a u m Cs and will introd A levels and BTE ts of Sixth Form life at The to all other aspec

L A P I C N I R P E H T M O R F E M O WELC 4

S IT F E N E B T S D G

the range and d n a st er d n u s er ithin h Form variety of roles w t days to help Sixt e h th g si d n in a s, se es y, n si r bu Academ complexity of thei t The Belvedereou become a rm o F h xt Si e them.

When you join thin Liverpool’s top Sixth Form. Y y of jo st ju ). ’t DST rt of a communitllectually a (G p st e you don b ru T ’ll l u o o yo h , Sc rm Fo inte Day At a GDST Sixth e you – hard-working, driven, ment to the part of the Girls’ is h T . ls o o lik h it sc m ’ en a com of girls g wom leading networkemies has a long history younous, with a great sense of fun andance to meet and work ’s K U e th is ST D curi acad the ch The G f 25 schools and ed unity. You’ll haveer GDST Sixth Forms at GDST girls. f m o m n o co ti er ca id u w unique family on e llies. om oth ovation in th young women frg Leaders’ Conference or sports ra h it w of pioneering in g oun tandin events, like the Y ore than the outseak for m y t u o b a is rm o ailable exclusivelw, v a s ip h rs la o A GDST Sixth F rovide – although our results spdo to give h sc classics, la prizes and There are GDST ers. These range from travel to e significant education we p also about everything else we volv to our Sixth Form themselves – it’s head start in their adult lives. vement. Some in ie ch a d n u ro a lla en poetry and young wom university studies. cceed r su fo to rt s o ill p p sk l su a l it a v ci n ides fina p with programme prov GDST Alumnae e th f o s er b em The CareerStarte classroom. Practical sessions hel m g upils from ers become nderstandin GDST Sixth Formbrings together 75,000 former opls. No single in life outside th managing your online profile, udependent Network, whichations, and across all of our scho yours to plug networking andy skills, and with the basics of in a boost in u d across all gener work anything like it – and it’s ice. Alumnae the media, stu nal budgeting. It also gives yo mwork, school has a net evelopment and university adva ready-made life such as persoing, negotiation, leadership, teahout your k g in u th ro l into for career dps at 25 UK universities provide the critica s you’ll need th ill sk e v ti ea cr d n Facebook grou ore you apply. enterprise a community bef working life. t n a w u yo If o. ere Academy will to ed v ce el n B a e id h u T g t d a n n a o – and you prepare A GDST Sixth Form educati ecific advice u could hope for ccess yo s We give more spe, or Law, we run courses to help lt su re t es b e th t su help you achievnefidence and skills to build on tha to read Medicintitude tests. co p give you the e. for specialist a with s ip sh n o ti la re ed right through lif has develop ise what GDST ST D G e th , rs a ye n recog Over the ct employers whos. PwC, Rolls-Royce, le se f o l fu d n a h a House, er their businesse alumnae can offManagement, The Royal Operave hosted Aberdeen Asset er & Theobald and Nomura ha Siemens, Gardin

5

?

M R O F H T IX S R U O F O K IN H T D E T O OFS

WHAT D

• “They make outstanding progress from their starting points to achieve outcomes above the national average.”

• “Students’ progress is tracked and monitored to ensure that they are constantly challenged and meeting targets... (they) have tailored support to help them accelerate their learning.”

of subjects has been increased in the Sixth

Form to better meet the needs and aspirations of students.”

• “Students are extremely well prepared for their next phase in higher education or training... and for life in Modern Britain.”

• “Students in the Sixth Form achieve exceptionally well in a wide range of subjects.”

• “Students have excellent attitudes to learning.”

• “Students say that they greatly appreciate the support to help them succeed.”

• “Leadership of the sixth form is outstanding, ensuring that all

students achieve their best.”

6

• “The choice

• “Teaching is outstanding.”

• “Students increase

in independence and confidence in their learning as they progress through the Sixth Form.”

• “Students feel extremely the academy.”

safe in

S R E R A C D N A S T N E R A P R U O F O VIEWS The school feels like such a happy place, I see both the staff and pupils smiling. My daughter has settled so quickly, she leaves school each day confident and supported - I wish I had applied for her to attend for Year 7.

(Miss Falco) After a difficult secondary school experience my daughter applied to Belvedere Sixth form. The transformation in her has been wonderful to watch.

In a very quick time, her confidence and her love of learning has returned. The school has provided a solid and and safe environment to allow for her to just enjoy being taught again.

Listening to her talking enthusiastically about the topics discussed in school or being excited about the new project she is about to create, is just glorious.

Secondary school is a socially very difficult landscape now and to find a place that meets the very important basic needs of a child, to feel able to move forward safely and happily is becoming very hard to find. Belvedere excels in creating that environment.

We feel extremely fortunate that our daughter has had a chance to see what it is to educated in a healthy place. It will have changed her life without a doubt.

(Mrs Hunter Barrett)

We are delighted in how well Poppy has settled into Sixth Form. Being an external student she has found it easy to integrate with the other students who were most welcoming. Poppy is more than pleased she chose The Belvedere Academy as are we.

(Mr & Mrs Carberry) I have twin daughters who joined Belvedere Academy sixth form 4 months ago. Both have settled into sixth form and have found the school and staff a very happy ship! Pastorally the school is excellent. Pupils come first in Belvedere.

(Mrs Casement) Friendly, caring and supportive environment. Staff go above and beyond to encourage students to reach their full educational potential.

(Ms McWilliams) Choosing a Sixth Form was so difficult. Although my daughter was ready for the change of schools, she was very nervous and felt quite pressured to make the right decision.

(It had to be her decision) She has not looked back. She has felt included in all parts of the Sixth Form and has felt more confident being taught in smaller groups. We are relieved and positive that we made the right decision.

(Mrs Thomas Ord)

7

M A E T M R O F H T MEET THE SIX The Sixth Form at Belvedere is special! We provide a vibrant atmosphere; putting the academic and pastoral development of each and every student at the heart of what we do. The successes of Sixth Form have, of course, been recognised by Ofsted with our “Outstanding” judgement in all categories and maintaining such high standards and building warm relationships between teachers and students provides the perfect recipe for success amongst our Sixth Formers.

and alongside academic studies we help them develop good moral character, cultural development, communication and leadership skills. Participation in the Aspire Award will allow our students to stand out from the crowd when taking their next steps. As students leave on the next path they want to follow, they will look back at their time at Belvedere as one of the most exciting and inspiring phases in their education.

They will be prepared for life after Belvedere!

Behind every decision that the Sixth Form Team makes is a very clear question of what we think is genuinely in the best interests of our students. Being a true “Belvedere Girl” at Sixth Form level is no easy job and we like to contribute towards making the journey through Sixth Form as enjoyable and rewarding as possible.

Mr S. Mason Head of Sixth Form

We have a wide range of subjects. We support any combination of options both in A Level and in Level 3 Vocational subjects to suit the strengths of each individual, and design the timetable around you. Our range of pathways allows our students to choose subjects which will allow them to secure the foundations for future success in life.

Through the Aspire Award we encourage students to have a broad range of interests no matter what their specialism, 8

Our Sixth Form Team works very hard to provide the best pastoral care possible. We pride ourselves on knowing our students very well and the close relationships we have with our students and their families facilitates outstanding academic and personal progress.

Assistant Vice Principal - Mrs E Koltuniak Assistant Head of Sixth Form - Miss D Blundell Assistant Head of Sixth Form - Miss M Johnson Sixth Form Administrator - Mrs S Carter As an extension of the Sixth Form Team, there is the Inclusion Department, which helps to support the emotional needs of our girls.

At Belvedere, we are not only committed to preparing students for A Level examinations, but take pride in ensuring our students are prepared for life after Belvedere, with thorough preparation for university, apprenticeships or the world of work. Throughout their time in Sixth Form, students will have regular opportunities to meet with local and national employers, universities and apprenticeship providers.

Every year we host either a university or careers fair, giving students the opportunity to speak informally to representatives and gain information, advice and guidance within the school environment. We also benefit from being part of the GDST with all students benefiting from the GDST Alumni network, including the Rungway system which allows students the opportunity to request careers advice from GDST alumni nationally.

All Sixth Form students are able to make appointments to see Belvedere’s independent careers advisor, Kim Dickson. Kim is able to give advice about university courses, employment and apprenticeships. Kim works with Belvedere on a Wednesday and also attends parents’ evenings enabling families to speak to her.

9

R E F F O M U L U IC OUR CURR The Belvedere Academy Sixth Form offers a wide range of courses in a friendly and supportive setting. There is an open choice of subjects and many students study a mix of Level 3 Vocational and A Level subjects.

Most courses are studied as a two year linear programme, with all external examinations being taken at the end of Year 13. It is important that the ‘assessment information’ is carefully read for each subject - there may be exceptions to the above.

In the Sixth Form, most students will typically choose three A Level or Level 3 Vocational subjects to study. This is generally what universities and employers want. Some students of exceptional ability may still wish to study four subjects and this can be discussed at students’ advisory meetings.

Following recommendations from the government and universities, we insist that the quality of grades is more important than the number of subjects taken. Our success rate in A Level and Level 3 Vocational qualification examinations speaks for itself and last year most of our Year 13 students went to their first choice of university or attained a place on an outstanding apprenticeship programme.

10

INDUCTION We understand that the transition from GCSE to A Level can seem daunting, whether you’re an internal student or a student who is applying from another school.

Induction is one of our ways of doing everything we can to support you and make the transition as smooth as possible.

• Pastoral Induction - getting to know the school, your form tutor, the Sixth Form Team and most importantly, each other! Team building activities (including a trip) and a gentle introduction is what we aim for.

• Subject Induction - getting to know your teachers and helping you to make the jump from GCSE to A Level.

Choosing to join Belvedere Sixth Form will be a decision you won’t regret, and comments from our current sixth formers include:

“The prospect of joining Belvedere was really scary but once you’re here it isn’t scary at all.”

“I like the new environment as everyone wants to learn and I have made new friends.”

“The staff are very supportive and a lot is done to make the Sixth Form feel at home.”

“There is a high standard of support and whilst there is a relaxed atmosphere, teachers push you to achieve.”

“The Sixth Form Team is very supportive and the facilities for us are great.”

“Students and the teachers are welcoming.”

“You get lots of useful opportunities and the teachers will give you help whenever you need it.”

“The atmosphere is so much nicer than in my old school.”

11

M R O F H T IX S E H T IN S L IL K S E IF L & ENT

ENRICHM

Enrichment in the Sixth Form

Life Skills in the Sixth Form

We offer a lot more than academic excellence. Our Sixth Formers work hard, enjoy life and celebrate their successes. At Belvedere, girls are expected to develop their interests and abilities through many extensive opportunities including Enrichment (lunchtime and after school) and trips (including overseas). We encourage Sixth Formers to run their own Enrichments and all Sixth Formers can use the academy Fitness Suite free of charge.

Life Skills has dedicated sessions or days allocated to it throughout the academic year and is a fundamental part of preparing our students for life after Belvedere. Through these sessions we aim to support the development of our students so that they are fully equipped and confident to tackle the challenges that life in the wider world may bring.

There is an array of Enrichment activities on offer and just a few examples include:

Music (public performances included) - orchestra, chamber choir, choir Drama Festival (Year 12 students direct and produce a play with a Lower School form. The standard is extremely high and competition is fierce! )

Sport (recreational and competitive) - volleyball, netball, trampolining, badminton, dance/cheerleading, bootcamp/fitness, table tennis, handball, cross country, football, rounders, tennis, swimming.

Duke of Edinburgh

Film Club

Knitting Zumba Royal Navy Cadet Unit

12

Spanish Cookery

Recent sessions have covered the following topics: Health and Wellbeing Sex and Relationships - Brook Drugs and Alcohol - Addaction Self Defence - Resolve-It First Aid - St John Ambulance Lifeskills sessions are delivered through a combination of teacher-led sessions and talks from external speakers who bring with them the expertise and experience to give students a wider perspective to certain topic areas.

Regular feedback sessions are held with the students to ensure that the areas we cover in Life Skills are of interest and relevance to them, and delivered in an appropriate and engaging way.

T R O P P U S L IA C N FINA At Belvedere we appreciate that there will be extra costs associated with staying on to the Sixth Form. These will include books and equipment, uniforms and possibly increased travel costs if you are joining us from another school.

Academy Coach Scheme

We aim to help students with these additional costs as far as possible by offering financial support via our bursary scheme, subsidised travel on the academy coach scheme and free school meals.

Belvedere operates its own coach service with three routes covering most of the Merseyside area. The academy subsidises the coach fares for Sixth Form students and offers places at 50% of the normal price. This makes the cost of using the coach service comparable to the cost of public transport.

Details of the routes can be found on the academy website and prices may be obtained by contacting the Finance Office.

Sixth Form Bursaries

Free School Meals

The academy receives bursary funding from the Department of Education to provide financial assistance to students who meet certain eligibility criteria. There are two types of bursary:-

Students who will be moving from Belvedere’s Year 11 to the Sixth Form and who are in receipt of free school meals will continue to receive free school meals.

Discretionary Bursaries Students who are in receipt of free school meals or whose household income is less than £30,000 per annum are entitled to apply for a discretionary bursary. This can be used to pay a wide range of items including travel costs, meals, books and equipment, uniform costs, academy trips and the cost of university visits.

Those students joining us from other schools who currently receive free school meals will continue to do so at Belvedere.

Vulnerable Student Bursaries To be eligible for the vulnerable student bursary of up to £1,200 per annum, students must be in one of the following defined vulnerable groups:

Further Information If students or parents have any queries regarding the financial support that the academy may be able to offer, please contact the Finance Office for further information.

· In care · Care leavers · In receipt of Income Support or Universal Credit in their own right The application process for both types of bursary will be explained in detail during the Sixth Form induction week.

13

M R O F H T IX S R U O O T Y L P P A O T HOW Attend the Sixth Form Open Evening on 23rd January 2020, which includes a presentation by the Principal and members of the Sixth Form Team omplete an online application form - all details will be available C via our website, following the Sixth Form Open Evening.

If your application is successful, we will invite you to an informal meeting about your application.

14

And finally...

We wish you every success in your GCSEs and look forward to receiving your application for The Belvedere Academy Sixth Form.

S N IO T S E U Q D E K S A Y L T N E U Q E R F What is the uniform like?

A professional appearance is strongly encouraged and girls are required to wear a smart black blazer, plain white collared blouse, black skirt/pinafore/ trousers and black tights or socks.

Hijabs should also be black. Boots are not allowed.

Can I leave the school premises for lunch time?

Yes! This is a perk of being a Sixth Former at Belvedere. There are numerous possibilities for lunch nearby.

Lots of girls choose to stay on-site and are able to buy food from the dining room before the lunch queue gets busy!

Are there common rooms?

There are two Sixth Form common rooms with kitchen facilities and a TV. We realise the importance of socialising together and that sometimes, you need to relax. We trust that you will decide to balance your work and relaxation and if you get the balance wrong, we will help.

Where can I go if I want to study in my non-timetabled lessons?

We have dedicated study rooms with individual study booths and computers. Sixth Formers are also welcome to use the library and any rooms that are not being used for lessons. A new addition is a collaborative learning room.

What do I do if I have a problem?

Come and talk to the Sixth Form Team in the Sixth Form Office. Mrs Carter is based in the office specifically for this reason. Alternatively, you can talk to your supportive form tutor or in fact, any of your teachers at all. At Belvedere, we pride ourselves on being approachable and supportive.

I’m worried about making friends in the Sixth Form, how can you help me with that?

We design Induction so that you are given plenty of opportunities to meet new friends. Induction takes place in a more concentrated form in the first few days but we understand that

a transition takes some time and so various activities will be planned throughout the term. It’s only natural to worry about this but you’ll realise you needn’t have done once you’re here. Girls who joined us from other schools have all found girls who were here in Year 11, inviting and supportive.

The Sixth Form Team and teachers will do everything to help you settle easily.

What are the advantages of coming to Belvedere?

We work very closely with you, get to know you very well and therefore can support you best. This is an outstanding Sixth Form, which doesn’t just happen by chance. Everyone at the academy works very hard to ensure that you have the best facilities, opportunities, teachers with excellent subject expertise and the best pastoral support possible. Come to our Open Evening to see for yourself and speak with our current Sixth Formers to hear about their experience as a Sixth Former at Belvedere.

What do we do in form time?

Form time is not just about having your register taken. You get to know your Form Tutor very well too.

Numerous opportunities are shared and form time serves the purpose of setting you up nicely for the day.

We also try to build a good team spirit in the Sixth Form, particularly during form time, when competitions between forms in areas such as bridge building, cake decorating and even figure skating can be fiercely contested!

15

S Y A W H T A P E M M A R G O R P E IR P S A THE STRIVE PATHWAY

SPECIALIST PATHWAY

INSPIRE PATHWAY

DISCOVER PATHWAY

62 points from your best 8 GCSE subjects 3 A Level subjects & EPQ or 4 A Level Subjects Any mix of subjects

52 points from your best 8 GCSE subjects 3 A Level subjects Focus on post 18 courses with specific subject requirements - any mix of subjects

42 points from your best 8 GCSE subjects Combination of A Level and Vocational subjects Any mix of subjects

32 points from your best 8 GCSE subjects Combination of A Level or Vocational subjects

Suitable for those who wish to study at Oxford, Cambridge or other competitive and prestigious Higher Education institutions.

Suitable for those who wish to study competitive courses at prestigious Higher Education institutions or apprenticeship.

THE ASPIRE AWARD LEADERSHIP

........ .........

Duke of Edinburgh GDST Young Leaders Y12 Drama Festival Sixth Form Led Enrichment Combined Cadet Force Participation in whole school production Equality and Diversity Team

Suitable for those who wish to go on to university, conservatoire, art college or apprenticeships.

WELLBEING

2 BTECs and 1 A Level or 3 BTECS

Any mix of subjects Suitable for those who wish to go on to university, degree apprenticeship or straight into employment

Peer Mentoring Student Mentoring Sixth Form Charity Events EcoReps Belvedere Support Teams Reading Buddy Support Positive Schools Programme Ambassador

..................................................................................

EPQ Enrichment Programme Realising Opportunities Pathways to Law Social Mobility Foundation Oxbridge Support

16

ACADEMIC

LIFE AFTER BELVEDERE

Y12 Work Experience Early Entry Support Programme Belvedere Prep Helpers Life Skills TES Tomorrow’s Teachers Apprenticeship Support

?

IT IS T A H W E M M A R G O R P E IR P E AS

TH

At The Belvedere Academy we are committed to helping our students achieve their academic potential and developing the skills and attributes that will enable them follow their chosen paths and make a valuable contribution to society.

The Aspire Programme will help you to develop as a student; providing you with a broad curriculum and wide range of opportunities to ensure you leave with not only your best results, but with a wide range of skills, experiences and the confidence that ensures you stand out from the crowd when making your next step to university, apprenticeship or employment. In order to help you make the choice that is right for you, you will identify one pathway from a selection of four: Strive Pathway, Specialist Pathway, Inspire Pathway or the Discover Pathway. Alongside this students will complete the Aspire Award.

CHOOSE 1 PATHWAY Choose from the Strive Pathway, Specialist Pathway, Inspire Pathway or the Discover Pathway

+

ASPIRE AWARD See information on The Aspire Award on page 20

17

S Y A W H T A P E M M A R G O R P E IR P S A THE All students have the opportunity to study three A Levels (4 A Levels if students achieve 62 points or above) or the equivalent through our vocational BTEC offer or a mixture of the two. We have four pathway opportunities open to students. The pathway they chose will be shaped by their best 8 GCSE subjects.

If a student has not passed GCSE Maths or English, they will be required to resit this when they join the Sixth Form.

STRIVE PATHWAY - 62 POINTS The Strive Pathway provides students the opportunity to study 4 A Level subjects or 3 A Levels plus the EPQ. Students will need 62 points or more from their best 8 subjects. This is suitable for those who wish to study at Oxford, Cambridge or other competitive and prestigious Higher Education institutions or apprenticeships.

18

SPECIALIST PATHWAY - 52 POINTS The Specialist Pathway provides students the opportunity to study 3 A Level subjects.

Students will need 52 points or more from their best 8 subjects to be able to participate in this pathway.

The Specialist Pathway is designed for students who wish to access courses post 18 which have particular grade requirements at both A Level, BTEC and GCSE. It will enable them stand out in their applications competitive courses at prestigious Higher Education institutions or apprenticeships.

Grade 9 = 9 points Grade 8 = 8 points Grade 7 = 7 points Grade 6 = 6 points Grade 5 = 5 points

Grade 4 = 4 points Grade 3 = 3 points Grade 2 = 2 points Grade 1 = 1 point

S Y A W H T A P E M M A R G O R P E IR P S A THE DISCOVER PATHWAY - 32 POINTS INSPIRE PATHWAY - 42 POINTS The Inspire Pathway provides students the opportunity to study 3 A Level subjects or 2 A Levels plus 1 BTEC. Students will need 42 points or more from their best 8 subjects to be able to participate in the Inspire Pathway.

The Inspire Pathway will be suitable for those who wish to go to go on to university, conservatoire, art college or an apprenticeship.

Through completing the Aspire Programme we know that our students are prepared for their next step in life. They will be fully equipped for entrance into Russell Group universities (including Oxford and Cambridge), all other universities and higher education institutions across the country. Students will also be fully supported if they choose an apprenticeship or want to go straight into employment.

The Discover Pathway provides students the opportunity to study 3 BTECs or 2 BTECs and 1 A Level subject.

Students will need 32 points or more from their best 8 subjects to be able to participate in this pathway.

There is a strong focus on progression within this pathway and students will be given a wide range of support to enable them to make the right choice for their future, whether that be university study, an apprenticeship or straight into employment.

Through completing the Aspire Programme we know that our students are prepared for their next step in life.

They will be fully equipped for entrance into Russell Group universities (including Oxford and Cambridge), all other universities and higher education institutions across the country. Students will also be fully supported if they choose an apprenticeship or want to go straight into employment.

Grade 9 = 9 points Grade 8 = 8 points Grade 7 = 7 points Grade 6 = 6 points Grade 5 = 5 points

Grade 4 = 4 points Grade 3 = 3 points Grade 2 = 2 points Grade 1 = 1 point

19

D R A W A E IR P S A THE At The Belvedere Academy we encourage our Sixth Form students to actively engagein academy life. Our students have the opportunity get involved with a wide range of activities and experiences that will develop leadership skills, stretch academic progress and improve student wellbeing throughout their A Level study. Students will become well rounded young people who are independent, confident and prepared for life after Belvedere.

THE ASPIRE AWARD LEADERSHIP

........ .........

Duke of Edinburgh GDST Young Leaders Y12 Drama Festival Sixth Form Led Enrichment Combined Cadet Force Participation in whole school production Equality and Diversity Team

WELLBEING

Peer Mentoring Student Mentoring Sixth Form Charity Events EcoReps Belvedere Support Teams Reading Buddy Support Positive Schools Programme Ambassador

..................................................................................

EPQ Enrichment Programme Realising Opportunities Pathways to Law Social Mobility Foundation Oxbridge Support

20

ACADEMIC

LIFE AFTER BELVEDERE

Y12 Work Experience Early Entry Support Programme Belvedere Prep Helpers Life Skills TES Tomorrow’s Teachers Apprenticeship Support

ASPIRE AWARD BRONZE - COMPLETE 4 ELEMENTS ASPIRE AWARD SILVER - COMPLETE 5 ELEMENTS ASPIRE AWARD GOLD - COMPLETE 6 ELEMENTS ASPIRE AWARD PLATINUM - COMPLETE 7+ ELEMENTS

Y G O L IO B N A M U H APPLIED COURSE CONTENT: SUBJECT RECOMMENDATIONS:

The BTEC Level 3 National Extended Certificate in Applied Human Biology provides many opportunities for pupils to improve many of the skills needed for higher education and the workplace. These include the ability to learn independently, the ability to research actively and methodically, reading technical texts and analytical skills.

In the synoptic assessment for Unit 3: Human Biology and Health Issues, learners will interpret, analyse and evaluate scientific information related to health issues and initiatives and explore the presentation of this information for a defined purpose and audience. They will select and apply their knowledge of human biology to demonstrate their understanding of health issues and initiatives presented in articles, and reporting drawn from the topics explored in Unit 1: Principles of Applied Human Biology and Unit 2: Practical Microbiology and Infectious Diseases. Additionally, in order to effectively analyse and make judgements, learners will use their underpinning understanding of the scientific methods developed while carrying out the scientific investigation in Unit 2: Practical Microbiology and Infectious Diseases.

It is recommended that students achieve 32 points in your best 8 GCSE subjects including at least a grade 4 in Science and Maths.

ASSESSMENT: Unit 1 - Unit 1 - External examination assessment worth 25% of overall grade Unit 2 - Coursework based research task worth 25% of overall grade Unit 3 - External examination worth 33% of overall grade Unit 4 - Coursework based assessment worth 17% of overall grade

BTEC Nationals are widely recognised by industry and higher education as the signature vocational qualification at Level 3.

They provide progression to the workplace either directly or via study at a higher level.

21

ART AND DESIGN COURSE CONTENT: Our Art and Design course provides engaging learning experiences in order to harness and hone your creativity. The emphasis in A Level Art & Design is on the process of developing independent ideas and work. You choose your own theme, artists and outcomes.

You choose what you enjoy and follow your strengths much more than GCSE Art and Design. A vast range of techniques can be studied, including; painting and drawing, sculpture, fashion, digital, ceramics, mixed media and photography. At A Level you direct your own project and develop your own strengths.

Year 13 In Year 13 you will build on your strengths and successes from Year 12 to help you to develop your personal project. The personal project allows you to fully explore your creative potential through a rigorous exploration of interdisciplinary approaches to your work.

Throughout this period you will explore themes, ideas or issues that are of significance and personal to you. You will be expected to complete a minimum of 3 outcomes over your A Level studies.

Year 12 Throughout Year 12, you will complete a range of workshop based tasks including drawing, painting, oil pastel, ink, clay, mixed media, digital and photography. Your coursework should include research, supporting studies and work showing the development of your ideas, leading to a number of outcomes. You direct your learning and outcomes and choose to complete your outcomes to suit your strengths and preferences.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Art, Graphics, Textiles or other Creative Arts subjects to access and engage successfully with the subject content of A Level Art and Design.

ASSESSMENT: GCE A Level: two components Component 1 Completed over Year 12 and until February in Year 13 Personal Investigation (60% of qualification) Internally determined, student led, internally assessed, externally moderated.

Component 2 Externally Set Assignment (40% of qualification)

Previous Art and Design Students finish their A Level studies with a rich portfolio of talents and skills, and go on to study, and have careers in: Fine art, Illustration, Art Therapy, Architecture, Art Education, Web Development, App Development, Gallery Curation, Art Critic and many more.

22

Internally assessed, externally moderated

BIOLOGY SUBJECT RECOMMENDATIONS: COURSE CONTENT: Almost on a daily basis, you are bombarded with news items that relate to biological phenomena. It has never been more important that you are aware of biological principles, so that you can make sense of news items such as these and understand how scientists interact with each other, and with society at large, in making use of new discoveries. This is a Biology course which prepares specialists for further study of biology in higher education and prepares you to become better informed citizens in the 21st century.

5. Organisms respond to changes in their internal and external environments covering topics such as receptors, nerve impulses, synapses and muscle contraction.

6. Genetics, populations, evolution and ecosystems 7. The control of gene expression covering topics such as the control of transcription and translation •

Course content: 1.

Biological molecules covering topics such as the structure of carbohydrates, lipids, proteins and nucleic acids and how this relates to their functions. Cells covering topics such as the differences between Eukaryotic and Prokaryotic cells.

2. Organisms exchange substances with their environment covering topics such as the exchange of substances between internal and external environments and the adaptations of multicellular organisms to increase efficiency.

3. Genetic information, variation and relationships between organisms covering topics such as the structure of DNA and protein synthesis.

4. Energy transfers in and between organisms covering topics such as the food chain, photosynthesis and respiration.

Biology is one of the most popular A Level choices in the country. Many of these students enjoy the subject so much they eventually choose a biologically related degree course such as microbiology, biochemistry, medicine, dentistry, physiotherapy and many more. Others go on to careers in law, computing, accounting or teaching. So, whatever field you will eventually work in, you will find Biology a very rewarding and challenging course which will develop many of the skills essential for a successful career.

It is recommended that students achieve a grade 6 or above in GCSE Biology or Combined Science: Trilogy as well as a grade 6 or above in GCSE Maths, in order to access and engage successfully with the subject content of A Level Biology.

ASSESSMENT: At the end of Year 12 there will be a written mock examination.

At the end of Year 13 there will be three written examinations: Paper 1 - 35% of A-level covering any content from topics 1– 4, including relevant practical skills.

Paper 2 - 35% of A-level covering any content from topics 5– 8, including relevant practical skills.

Paper 3 - 30% of A-level covering any content from topics 5– 8, including relevant practical skills and an essay question.

A separate endorsement of practical skills will be taken alongside the A-level. This will be assessed by teachers and will be based on direct observation of students’ competency in a range of skills that are not assessable in written exams.

23

S IE D U T S S S E IN BUS COURSE CONTENT: The Edexcel Btec National Extended Certificate will give learners the opportunity to learn and understand a board range of topic areas and entrepreneurial knowledge and skills associated with working within a business. BTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education.

In 2015, over 25% of the students entering University in England did so with a BTEC qualification 90% of BTEC students are employed full time after graduation – Progression Pathways, 2016 A Level 3 BTEC qualification can boost life time earnings by £92,000 – London Economics, 2013 The qualification will cover the following topics; Unit 1 Exploring Business This unit includes key ingredients for business success, how businesses are organised, how they communicate, the characteristics of the environment in which they operate, and how this shapes them and their activities. You will also look at the importance of innovation and enterprise to the success and survival of businesses, with the associated risks and benefits.

24

Unit 2 - Developing a marketing campaign This unit examines the marketing aims and objectives for existing products/services and discusses the importance of relevant, valid and appropriate research in relation to customers’ needs and wants. You will use given market research data and other information to make recommendations about the type of marketing campaign that a business should undertake. To complete the assessment task within this unit, you will need to draw on your learning from across your programme.

Unit 3 - Personal and Business Finance This unit covers accounting terminology, the purpose and importance of business accounts and the different sources of finance available to businesses.

Planning tools, such as cash flow forecasts and break-even, will be prepared and analysed. Measuring the financial performance of a business will require you to prepare and analyse statements of comprehensive income and statements of financial position.

Unit 8 – Recruitment and Selection Process This unit gives you the opportunity, through role play, to take part in selection interviews. They will need to be organised and prepared so that they demonstrate your communication skills in this workrelated competence. This unit will also give you a foundation for progression to employment, for example in a human resources role, or to higher education. Through undertaking recruitment activities the unit will help you to develop the skills needed in an interview situation. You will have an opportunity to review your individual performance and analyse your skills for development.

Business Btec students finish their course with vast theoretical knowledge but also valued vocational skills such as report writing and interview experience. We have had several previous students go on to start their own successful businesses in and around Liverpool as well as lots of our students progress into university. Our students have gone onto careers in Marketing, Human Resources, Management, Economics, Banking, Trade, Public Relations, Product Development and Advertising.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a minimum of 32 points in your best 8 GcSE subjects to access and engage successfully with the subject content.

ASSESSMENT: Unit 1 - Coursework based assessment worth 25% of overall grade Unit 2 - Controlled assessment research task worth 25% of overall grade Unit 3 - External examination worth 33% of overall grade Unit 8 - Coursework based assessment worth 17% of overall grade

CHEMISTRY SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Chemistry or Combined Science: Trilogy as well as a grade 6 or above in GCSE Maths, in order to access and engage successfully with the subject content of A Level Chemistry

COURSE CONTENT: Our A level Chemistry course encourages you to develop your enjoyment of, and interest in, this fascinating subject. You will develop the essential knowledge and understanding of the concepts of chemistry and the skills needed for the use of these in new and changing situations. Throughout the course you will develop your appreciation of the contributions of chemistry to society and the importance of making responsible use of scientific knowledge and evidence. Through the synoptic assessment you will bring together your knowledge of the ways in which the different areas of chemistry relate to each other.

The A Level Chemistry course will include elements of mathematics, critical thinking, practical skills, observation,data interpretation, analysis and evaluation.

The content covered falls under the main strands of Physical Chemistry (covering topics such as Structure & Bonding, Thermodynamics, Electrochemistry, Kinetics and Equilibria), Inorganic Chemistry (covering topics such as Periodicity, Transition Metals and Reactions of Ions in Aqueous Solution), Organic Chemistry (covering topics such as Nomenclature and Isomerism, Hydrocarbons, Carbonyl compounds, Aromatic Chemistry and Polymerisation), Biochemistry (covering amino acids, proteins and DNA) and Analytical Chemistry (covering Chemical Tests, Spectroscopic Techniques and Chromatography).

ASSESSMENT: At the end of Year 12 there will be a written mock examination

Previous A level Chemistry students have gone on to enjoy a career in the field of chemistry itself and many have gone in a direction where chemistry acts as an essential or useful background. Some have embarked upon careers in a direction where chemistry is not apparently relevant but having successfully studied the subject is a reflection of their intelligence, application and ability to learn. Chemistry is an essential A level for courses in medicine, dentistry, veterinary science, pharmacy, physiotherapy and microbiology. Other chemistry students go on to successful careers in material sciences, engineering, accountancy or law.

At the end of Year 13 there will be three written examinations: Paper 1 - 35% of A level. Covering Physical Chemistry, Inorganic Chemistry and relevant practical skills.

Paper 2 - 35% of A level. Covering Physics Chemistry not covered in Paper 1, Organic Chemistry and relevant practical skills.

Paper 3 - 30% of A level. Covering any content from the whole specification and any practical skills.

Practical endorsement: Required practical exercises are integrated into the specification. There will be no internal assessment of practical work that leads to marks that contribute towards the A-level grades. There is no coursework or controlled assessment. 15% of the total A-level marks will be for practical knowledge and understanding. A separate endorsement of practical skills will be awarded alongside the A level grade which will be based on teachers’ direct observation of student competency in a range of skills.

25

E R T A E H T D N DRAMA A COURSE CONTENT: A Level Drama and Theatre is a challenging yet fulfilling course that allows pupil to explore and practise modern theatre methodologies, and development, whilst gaining a breadth of new skills. Students create, perform and analyse theatre varying from classics to contemporary work. The course at Belvedere focuses on ‘Theatre Practice’ in Year 12. Students practically explore texts in the style of varying key practitioners and spend time focusing on actor training in preparation for the array of practical study over the two years. Students in Year 12 also complete their ‘Devised Project’ where, working in groups, they create an original and innovative piece of theatre that is developed from a scripted stimulus that is of the interest of the students.

The next challenge for our A Level students is ‘Exploring and Performing Texts’. In this unit of study, pupils perform a complete and substantial play and put into practice their performing and acting skills. Pupils develop characterisation and really become skilful in developing scripts from page to stage.

26

us Connect with

rama @BelvedereD

The course then develops into the practical exploration of texts with the view to answering questions in the ‘Analysing Performance‘. Students choose two texts from themes and explore the way in which an actor or designer could convey elements, issues or themes of the texts on stage. Students, having seen lots of live theatre throughout the course, learn to decode and evaluate its success and effectiveness on stage. The A Level then concludes with a ‘Deconstructing Texts for Performance’ unit where theatre students study a play from a set text list from the exam board and, with the view of a director, decide how they would stage their own performance with their own contemporary concept and vision.

This academic course prepares students for undergrad level or vocational study in many careers and specialisms through its theoretic and analytical curriculum. Previous students have successfully gained places studying at theatre training schools, degrees at the top universities for Drama and Theatre as well as pursuing study in Directing, Writing, Designing, Language, Literature, as well as science and medicine courses.

This is an academic A Level in Drama and Theatre which prepares students primarily for higher education.

Our students leave the academy with excellent communication, and oracy skills. Our students are successful researchers, writers as well as performers. This is why we have had students to go on to study medicine, law, as well as work in the technical departments at the BBC and, of course, go to Drama School, or gain Drama and performance degrees.

The Performing Arts is thriving, and pupils studying Drama and Theatre are opening doors to careers in writing, tech’, performing, editing, researching, teaching, events management, design journalism, stage management, theatre administration and many more.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Drama, and English Literature to engage successfully with the subject content.

We also encourage students who may not have had the opportunity to study Drama at GCSE level, or in fact those that didn’t chose it as a GCSE option. The recommendation for these students is that they have practical performing experience, or that they are considering an A Level in Theatre specialising in a technical skill such as lighting - as well as a 6 or above in English Literature.

ASSESSMENT: Students are examined practically and they justify their acting decisions through research documents and short portfolios that can be written, sketched or even videoed. In the written exams, students are marked on their ability to examine and analyse their ability to interpret text, evaluate live theatre and design, and direct theatre.

ECONOMICS COURSE CONTENT:

Year 13

Year 12

Individuals, firms, markets and market failure: Economic methodology and the economic problem; individual economic decision making; price determination in a competitive market; production; costs and revenue; perfect competition; imperfectly competitive markets and monopoly; the labour market; the distribution of income and wealth: poverty and inequality; the market mechanism; market failure and government intervention in markets.

The operation of markets and market failure; Economic methodology and the economic problem, price determination in a competitive market, production, costs and revenue, competitive and concentrated markets, the market mechanism, market failure and government intervention in markets.

The national economy in a global context: The measurement of macroeconomic performance; how the macroeconomy works; the circular flow of income; AD/AS analysis; and related concepts; economic performance and macroeconomic policy.

The national and international economy: The measurement of macroeconomic performance; how the macroeconomy works; the circular flow of income; AD/AS analysis and related concepts; economic performance; financial markets and monetary policy; fiscal policy and supply-side policies and the international economy.

Previous Economics students finish their A Level studies with a sought after and desirable combination of skills such as analysis and evaluation and a great awareness of the economic history and the impact of future changes.

Previous students have gone onto successful careers in the Public Sector, Economics, Finance, Accountancy, Business, Law, Investment Banking and Stockbroking.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Maths and English to access and engage successfully with the subject content

ASSESSMENT: Year 12 Rigorous internal mock examinations at the end of Year 12 Year 13 • Paper 1; Markets and Market Failure Written exam: 2 hours, 80 marks, 33.3% of A-level • Paper 2; National and International Economy Written exam: 2 hours, 80 marks, 33.3% of A-level • Paper 3; Economic Issues and Principles Written exam: 2 hours, 80 marks, 33.3% of A-level

27

E G A U G N A L H IS L ENG COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

Paper 2: Language Diversity and Change

Language, the Individual and Society Pupils will study texts from different time periods and compare the language used and the meanings conveyed. They will go on to study children’s language development from 0-11 years and how they learn to speak, read and write.

It is recommended that students achieve a Grade 6 or above in GCSE English Language to access and engage with the subject successfully at A Level.

Section A - Diversity and Change

Language Diversity and Change Pupils will study how diverse the English Language is and how it has changed from Old English to Contemporary English. They will also build on their writing skills, adapting their style to fit a variety of forms whilst debating English Language issues.

Language in Action This involves a language investigation and a directed writing task where pupils are free to choose an area of study that is of interest to them.

English Language is an academic subject that not only develops spoken and written communication skills, but also analytical and evaluative skills that are highly valued by higher education institutions and employers. Therefore, the career options for students who have studied this subject are wide-ranging, including journalist, digital copywriter, editorial assistant, spoken language therapist, forensic linguist and clinical and developmental psychologist.

ASSESSMENT: Paper 1: Language, the Individual and Society Section A: Textual variations and representations Pupils will analyse two texts (one contemporary and one older text) linked by topic or theme.

Section B: Children’s Language Development Pupils will produce a discursive essay on children’s language development, with a choice of two questions where the data provided will focus on spoken, written and multimodal language.

This exam lasts 2 hours 30 minutes. It is worth 100 marks and equates to 40% of the A Level.

28

Either an evaluative essay on language diversity or: an evaluative essay on language change (30 marks) Section B - Language Discourses Pupils read two texts about a topic linked to the study of diversity and change. They then answer a question requiring analysis of how the texts use language to present ideas, attitudes and opinions. Pupils then complete a directed writing task linked to the same topic and the ideas in the texts.

This exam lasts 2 hours 30 minutes. It is worth 100 marks and equates to 40% of the A Level.

Non-Examination Assessment Pupils must choose 1 language investigation and 1 piece of original writing of 3500 words in length.

This is worth 100 marks and equates to 20% of the A Level.

E R U T A R E IT L H IS L ENG COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

Paper 2: Texts and Genres

Literary Genres: Aspects of Tragedy

It is recommended that students achieve a Grade 6 or above in GCSE English Literature to access and engage with the subject successfully at A Level.

Pupils will answer 3 questions:

Pupils will study three texts:

- One Shakespeare text (‘Othello’)

- One drama text (‘Death of a Salesman’)

- One pre 1900 text (Keats poetry).

ASSESSMENT: Paper 1: Library Genres

Texts and Genres: Crime and/or Political writing

Pupils will answer 3 questions:

Pupils will study three texts through the lens of the Crime genre:

•

A passage based question on Othello

- One post-2000 prose texts (‘Atonement’)

•

An evaluative essay on Othello

- One poetry text (Crabbe, Wilde and Browning)

•

An evaluative essay on Death of a

- One further text (‘The Murder of Roger Ackroyd’)

- Pupils will have to respond to an unseen Crime text

Theory and Independence: Study of two texts: one poetry and one prose text, informed by study of the Critical Anthology. Texts will be viewed through the lens of Feminism, Marxism, Post-Colonialism and more.

Salesman and Keats’ poetry

•

A passage based question on an unseen text

•

An evaluative essay on 1 of the set texts

•

An evaluative essay on the remaining 2 set texts

This is an open book exam that lasts 3 hours and contains an unseen passage. It is worth 75 marks and equates to 40% of the A Level.

Non-Examination Assessment Two essays of 1250-1500 words, each responding to a different text and linking to a

This is a closed book exam that lasts 2 hours 30 minutes. It is work 75 marks and equates to 40% of the A Level.

different aspect of the Critical Anthology.

This is worth 50 marks and is worth 20% of the A Level.

English Literature is an academic subject that not only develops spoken and written communication skills, but also analytical and evaluative skills that are highly valued by higher education institutions and employers. It develops an ability to read a wide range of source material critically and use it to inform debate. Therefore, the career options for students who have studied this subject are wide-ranging, including journalism, publishing, law, copywriting, communications, public relations.

29

S E IL T X E T D N A FASHION COURSE CONTENT: Our A Level Fashion and Textiles course gives you the freedom and the opportunity to choose your own theme, your own inspiration and your own final outcome. You choose what you enjoy and follow your strengths much more than at GCSE. You could develop your work across a variety of areas including; fashion, costume, printing and/or dying fabrics, garments and materials, interior design, constructed textiles (woven, embellished or combined with other materials), textile installations and accessories.

exam based coursework. You will have approximately 8 weeks to explore, design and develop your ideas before sitting the exam and completing your final outcome. It is expected that you will complete approximately three final outcomes over your A Level studies.

30

It is recommended that students achieve a grade 6 or above in GCSE Graphics, Art, Textiles or other Creative Arts subjects to access and engage successfully with the subject content of A Level Art and Design.

In certain circumstances, students without Creative subjects can apply and show a portfolio of their skills.

Year 12 Throughout Year 12 you will initially work on a variety of unique and innovative work based tasks including; embroidery, weaving, mixed media, painted, dyed, embellished, constructional and decorative textile techniques. These are then utilised to produce a great variety of textile outcomes that include costume and fashion design, accessories and body adornment. You will then produce coursework that will be project based that should include research, supporting studies and development work showing your creative ideas.

Year 13 Year 13 is a wonderful opportunity for you to work on your strengths and passions imaginatively within Textiles. The personal project will allow you to explore your creative potential through innovative experimentation. In February, you will start your

SUBJECT RECOMMENDATIONS:

ASSESSMENT: GCE A Level: Two components Component 1 - Completed over Year 12 and until February in Year 13 Personal Investigation (60% of qualification) Internally dertermined, student led, internally assessed, externally moderated

Previous Textile Design students finish their A Level studies with a rich portfolio of talents and skills, and go on to study, and have careers in: Architecture, Fashion Design, Costume Design, Fashion Buying and Merchandising, Interior Design, Journalism, Photographer, Production Manager, Trend Forecaster and many more

Component 2 - Externally Set Assingnment (40% of qualification) Internally assessed, externally moderated

FRENCH

us Connect with

ere @MflBelved

COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

This is a 2 year A Level course which includes 4 taught themes, the study of a film and a work of literature and an independent research project. We have studied the following films and books in recent years: La Haine, Les Choristes and No et Moi.

It is recommended that students achieve a grade 6 or above in GCSE French to access and engage successfully with the subject

•

ASSESSMENT:

content.

Theme 1: Being a young person in French-speaking society (family and friends; youth trends; education and opportunities).

•

Theme 2: Understanding the French-speaking world (culture and heritage; Francophonie; literature and film).

•

Theme 3: Diversity and difference (cultural identity; celebrating difference; discrimination and diversity).

•

Theme 4: France 1940 – 50 The Occupation and post-war years (1940-45, occupation, liberation and end of WWII; life and culture in occupied France; 1945-50; repercussion for modern-day France).

Students are encouraged to undertake work experience in France in Year 12 or Year 13.

Component 1: Speaking assessment (30%) – a 25 minute assessment including the independent research project and a discussion based on a stimulus card.

Component 2: Listening, Reading and Translation Assessment (50%) – a 2hr 30m written examination.

Previous French students finish their A Level studies with a sought after and desirable combination of skills, such as communication, analysis and evaluation. Students go on to study French or French in combination with another subject at university, and have careers in: Finance and Accountancy, Law, Teaching, Interpreting and Translation, Politics and Journalism. Many of our previous students have lived and worked abroad at one stage in their career.

Component 3: Critical and analytical response (20%) – a 2hr examination with 2 essay questions, one on a film and one on a work of literature.

31

S IC T A M E H T A M R FURTHE COURSE CONTENT: You can develop a deeper and broader understanding of mathematical concepts by studying Further Mathematics as a separate A level qualification. There are a wide variety of topics and applications of mathematics which can be studied at this level, and there is usually scope for tailoring the topics covered to your particular interests.

Pure Mathematics 1 (compulsory): Proof, complex numbers, matrices, further algebra and functions, further calculus and further vectors.

Pure Mathematics 2 (compulsory): Complex numbers, further algebra and functions, further calculus, polar coordinates, hyperbolic functions and differential equations.

Two optional papers from the following topics; Pure Mathematics: Calculus, differential equations, coordinate systems, vectors, numerical methods and inequalities, groups, matrix algebra, complex numbers, number theory, and sequences and series.

Statistics: Linear regression, distributions, correlation, hypothesis testing and

32

chi squared tests, combinations of random variables, estimation, confidence intervals.

Mechanics: Momentum and impulse, collisions, centres of mass, work and energy and elastic strings and springs, kinematics, dynamics, motion in a circle, statics of rigid bodies, and elastic collisions.

Decision: Algorithms and graph theory, critical path analysis and linear programming, transportation problems, allocation problems, flows in networks, dynamic programming, game theory, recurrence relations and decision analysis.

Further Mathematics is a facilitating subject, it allows access to a wide range of degrees and careers. Advanced Level Mathematical skills are highly sort after and will aid you in whatever career path you chose. It will be particularly useful for careers in Finance, Accountancy, Engineering, Statistics, Academia and Research.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 7 or above in GCSE Mathematics to access and engage successfully with the subject content.

ASSESSMENT: Students will sit four examinations at the end of two years of study.

Two compulsory papers will examine Pure Mathematics, while two more papers can be chosen from Pure Mathematics, Statistics, Mechanics or Decision.

Each paper will be 90 minutes long and count towards 1/4 of the final grade. Calculators may be used in all examinations.

Students will be given the option to sit AS Further Mathematics at the end of Year 12.

GEOGRAPHY COURSE CONTENT: A Level Geography enables learners to develop a range of essential skills for today’s ever evolving planet. The content we study is important to all citizens of the 21st Century, and elements are constantly changing, like the world around us. You will understand the systems that are essential to our life on Earth in Physical Geography, and unpick debates surrounding contemporary challenges in Human Geography.

Physical Systems • Landscape – You will study the world’s continuously changing coastlines with particular emphasis on the UK • Earth’s Life Support Systems – The focus of this topic is the water and carbon cycles and the role they play on earth. You will also study their impact on different ecosystems such as Tropical Rainforests and the Arctic Desert.

Human Interaction • Changing Spaces; Making Places – You will study the concepts of space and place and how they are represented. We also focus on how economic change can impact people and places with particular focus on social inequality, its management and subsequent rebranding • Global Connections – The focus of this topic is migration and human rights, with a particular emphasis on women and the UN.

Geographical Debates • Hazardous Earth – An in depth look at various tectonic hazards and their management by studying real life examples in advanced countries and low income developing countries.

• Disease Dilemmas – The focus in this topic is both communicable disease (such as malaria) and noncommunicable disease (such as cancer) and how they are managed by various countries across different scales.

Investigative Geography - Non Examined Assessment A piece of coursework on an investigation of your choice, across any part of the specification. This is excellent preparation for independent study at university or the Extended Project Qualification, and is similar to the dissertation process. Over 4 days of fieldwork you will collect your own primary data, you will present and analyse this data, and source secondary evidence from academia to support your argument.

Previous Geography students finish their A Level studies with a sought after combination of skills. Human Geography allows thorough analysis and substantiated evaluation, whilst Physical Geography is more scientific, with mathematical elements and systematic processes.

Therefore students’ options are wide ranging, many go onto university study and have careers in Environmental Management, Development, Urban Planning, Conservation, Tourism and Hazard Management. Others go onto careers with little relation to

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Geography to access and engage successfully with the subject content of the A Level.

ASSESSMENT: 3 Examinations in Year 13: Physical Systems Examination – 1 hour 30 minutes – worth 22% Human Interactions Examination – 1 hour 30 minutes – worth 22% Geographical Debates Examination – 2 hours and 30 minutes – worth 36% Non Examined Assessment: Independent Investigation – worth 20% (internally assessed, externally moderated)

Geography such as Medicine, Dentistry and Languages.

33

S IC IT L O P D N A T GOVERNMEN SUBJECT RECOMMENDATIONS: COURSE CONTENT: Year 12 - Paper 1 and Paper 2 Year 13 - Paper 2 and Paper 3 Lively, relevant, controversial… there are many ways to describe A Level Government and Politics. There’s no denying that it’s one of the most interesting and engaging qualifications you can choose.

Covering news and current affairs from the UK and US, it helps you understand how the UK country is run and develops research, written communication and debate skills. It also helps grow your confidence.

The political ideas studied have relevance to both of the systems of government and politics.

The study of the four ideologies will enhance students’ knowledge and understanding of politics, political debate and political issues in both the UK and the USA.

It is recommended that students achieve a Grade 5 in GCSE English Literature or English Language, in order to access and engage successfully with the subject content of A Level

Government and Politics is designed to engage students in the nature of politics, enabling you to construct and communicate arguments clearly and coherently using the appropriate political vocabulary and relevant details.

Studying politics at this level helps to develop higher-order analysis and evaluation skills, as well as critical persuasive writing and argument skills.

Government and Politics.

ASSESSMENT:

Paper 1 - Government and Politics of the UK includes: voting behaviour; electoral systems; political parties; pressure groups. The British Constitution; parliament; core excecutive.

Paper 2 - The Government and Politics of the USA includes: electoral process and direct democracy; political parties; voting behaviour and pressure groups.

Paper 3 - Political Ideas Unit 3 Ideology Course includes: Liberalism; Conservatism; Socialism.

Anarchism (additional chosen ideology).

Government and Politics is an academic discipline that develops analytical and evaluative skills highly valued by employers. Previous students have continued to study Politics, International Relations, Law, and Legislative Studies, PPE, Business and Finance, Education.

Previous students have also had successful placements at Westminster and US Congress integral to courses chosen and work experience. Former students have completed PhD Research in Politics.

34

Paper 1 3 sections (includes a data question) Approximately 40 minutes per question Paper 2 • A comparative element in section C requiring understanding of differences between UK Parliament and US Congress, and the UK Constitution and US Constitution.

• Understanding of choices about how the electorate engage with the Political process Paper 3 • Question on each of the three ideologies • Section C: 3 main ideologies, and the chosen ideology of Anarchism • Ideologies examined through reference to key thinkers and through the themes below:

* Human Nature * Society

* State * The Economy

N IO T A IC N U M M O C GRAPHIC COURSE CONTENT: Our Graphic Communication course allows you to harness and hone your design and creativity skills in an ever-changing digital world The emphasis in A Level Graphics is in the process of developing independent ideas and work. You choose your own theme, designers and outcomes - often this can be linked to any potential future career path (giving you an early insight into what the job may entail and also a good source of material for any interview/UCAS statement).

You choose what you enjoy and follow your strengths much more than GCSE Graphic Communication. A vast range of techniques are studied, including: digital design, photography, image manipulation, illustration, animation, mixed media, printmaking, advertising, web design and new media design. Following on from this, you are able to develop your own design routes. At A Level you direct your own project and develop your own strengths.

During the first half of Year 12, you will complete a range of workshop based tasks including typography, illustration, magazine design, printmaking, digital and hand crafted skills. Your coursework should include research, supporting studies and work showing the development of your ideas, leading to a number of outcomes. You direct your learning and outcomes and choose to complete your outcomes to suit your strengths and preferences.

The second half of Year 12 is a project that brings together the skills

learnt and develops them, leading the student to produce graphic outcomes tailored to a specific market and audience.

In Year 13 you will build on your strengths and successes from Year 12 to help you to develop your personal investigation. The personal investigation is a wonderful opportunity for you to fully explore your creative potential through a rigorous exploration of interdisciplinary approaches to your work. Throughout this period you will explore themes, ideas or issues that are of personal significance to you. You will be expected to complete a minimum of 3 design outcomes. This personal investigation, and its outcomes, is steered by the student and can feature elements, ideas and practices that benefit and prepare for potential future careers (e.g. such as architecture).

In February, you will start your exam based coursework. You will have approximately 8 weeks to explore, design and develop your ideas before sitting the exam and completing your final outcome.

Previous Graphic Communication students finish their A Level studies with a rich portfolio of talents and skills, and go on to study, and have careers in: Architecture, Engineering, Graphic Design, Advertising, Game Design, App Design and Development, Illustration, Web Design, Product Design, Virtual and Augmented Reality and many, many more. The creative fields are growing at an amazing rate and new career paths are regularly forming as technology and design evolves.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Graphics, Art, Textiles or other Creative Arts subjects to access and engage successfully with the subject content of A Level Art and Design.

In certain circumstances, students without Creative subjects can apply and show a portfolio of their skills.

ASSESSMENT: GCE A level: two components Component 1 Completed over Year 12 and until February in Year 13 Personal Investigation (60% of qualification) Internally determined, student led, internally assessed, externally moderated.

Component 2 Externally Set Assignment (40% of qualification) Internally assessed, externally moderated

35

E R A C L IA C O S HEALTH AND COURSE CONTENT:

The two year course will consist of nine lessons per fortnight;

The Health and Social Care sector is a major employer, employing almost four million people across the UK. Healthcare encompasses all hospital activities, medical nursing homes and GP services. The social care sector includes residential nursing care, residential nursing facilities, residential care facilities, domiciliary care and social work.

Year One Unit one: Human Lifespan Development Unit five: Meeting Individual Care and Support Needs Year Two Unit two: Working in Health and Social Care Unit ten: Sociological Perspectives

This qualification aims to provide an introduction to study of the sector, and is for the student interested in career paths such as nursing, midwifery, social work and occupational therapy.

The content of this qualification has been developed in consultation with higher education to ensure it supports progression towards higher study.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve 32 points in your best 8 GCSE subjects including at least a grade 4 in Science and Maths, in order to access and engage successfully with the subject content of A Level Health and Social Care.

ASSESSMENT: Year 12 Unit 1 Human Lifespan Development External examination Unit 5 Meeting Individual Care and Support Needs - Internal coursework Year 13 Unit 2 Working in Health and Social Care – External examination

The Health and Social Care course provides students with a sound foundation for a career in the allied caring services.

The BTEC qualification may also provide a suitable foundation for study of the subject, or related subjects, in further and higher education in relation to Social Work, Primary Education, Nursing or any Health and Social Care professions.

36

Unit 14 Physiological Disorders and their Care – Internal Coursework

HISTORY COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

Early Modern British History 1485-1603 The Tudors: England 1485-1547 Henry VII - 1485-1509 Henry VIII - 1509- 1547

It is recommended that students achieve a Grade 5 in GCSE History, English Literature or English Language, in order to access and engage successfully with the subject content of A Level History

England: Turmoil and Triumph 1547-1603 Instability and consolidation: “The Mid-Tudor Crisis” 1547-1603 The Triumph of Elizabeth 1563-1603

ASSESSMENT: Two examinations - 40% each Component 1: 2 hours 30 minutes The Tudors: England 1485-1603

Coursework - 20% of full A Level Coursework essay 100 year period focused on 20th Century American History - the struggle for racial equality (1865-1968) Modern European Germany 1918-1945 Democracy and Nazism: Germany 1918-1933 Early Years of the Weimar Republic 1918-1933 ‘Golden Age’ of the Weimar Republic 1924-1928 Collapse of Democracy 1928-1933 The Nazi Dictatorship 1933-1945 The Racial State, 1933-1941 The Impact of War,1939-1945

Component 2: 2 hours 30 minutes Democracy and Nazism: Germany,1918-1945 Coursework: 20%

History is an academic discipline, highly valued by employers because of its analytical and evaluative skills at Advanced Level. Previous History students have continued into Higher Education to study History, Law, International Relations, Journalism and Media, Education, Archaeology, Business and Finance, Politics, Philosophy and Economics.

37

Y G O L O N H C E T INFORMATION COURSE CONTENT: During Year 12 you will complete two external examinations, one in January and the other in summer. You will also begin your first of two coursework units ‘Product Development’ in Year 12, as part of this coursework unit you will design and create an App for a client.

The ‘Internet of Everything’ coursework unit allows you to solve a problem for a client which involves investigation and research, culminating in a ‘Dragon’s Den’ style pitch of a feasibility study which is evidenced as a recording. Last year students designed SMART technologies for Liverpool Airport. . Knowledge gained in the study of this unit will also help prepare you for relevant industry qualifications such as Cisco IoE.

The three examined units are ‘Fundamentals of IT,’ ‘Global Information,’ and ‘Cyber Security.’ In Year 13 you will complete the unit on Cyber Security with the final examination in January, as well as both coursework units.

Fundamentals of IT

SUBJECT RECOMMENDATIONS:

You will learn about computer hardware and software, Business IT systems, employability and communication skills used in an IT environment and ethical and operational issues and threats to computer systems.

It is recommended that students achieve a minimum of 32 points in your best 8 GcSE subjects to access and engage successfully with the subject content.

Global Information

A GCSE in ICT or Computer Science will support you in your study but is not an essential

You will learn where information is held globally and how it is transmitted, understand the styles, classification and the management of global information. You will also understand the use of global information and the benefits to individuals and organisations. Another learning objective is to understand the legal and regulatory framework governing the storage and use of global information.

requirement.

Cyber Security

2 Written examinations taken in Y12 (1hr 30)

Unit 1 :Fundamentals of IT

Unit 2: Global Information

You will learn what is meant by cyber security, the issues surrounding cyber security, the measures used to protect against cyber security incidents and understand how to manage cyber security incidents.

IT is a facilitating subject, it allows access to a wide range of Degrees, Apprenticeships and careers. This course will definitely give you the edge you need to compete in the job market of a Digital age. The course is worth the same UCAS points as one A Level. Whatever career or degree path you choose to pursue you will need good ICT skills. When you go to University, all of your course Tutors will expect you to have a sound knowledge of IT and be able to use hardware and software confidently. In choosing to study for a Technical Level 3 Extended Certificate in IT you will apply your practical skills and knowledge in preparation for further study,Higher Education or the workplace.

This course offers you specialist pathways in IT as well as a firm foundation to apply for degrees in Computing,Engineering,Primary & Secondary Teaching and Business to mention but a few! The Technical in IT focuses on the skills, knowledge and understanding that today’s universities and employers demand. As part of the course we have visits from professionals and employers who can offer our students opportunities and ideas of where their skills can lead.

38 Facts: Zhou Qunfei, founder of LENS, is the richest female tech billionaire and is worth a huge $7.5 billion.

ASSESSMENT: Level 3 Cambridge Technical Extended Certificate in IT (05839).

The course is 67% externally assessed and 33% internally assessed.

1 Written exam in January of Y13 (1 hr)

Unit 3: Cyber Security 2 Coursework units (33%)

Unit 9: Product Development

Unit 17: Internet of Everything Unit 2 and Unit 3 examinations involve the use of a pre-release case study which is released eight weeks before the timetabled examination date. There are two resit opportunities for each examined unit.

MATHEMATICS COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

A Level Mathematics is often thought of as a subject of complicated calculations. However, calculations form only a small part of this rigorous discipline which requires clear thinking and the development of specific ideas into generalised solutions.

It is recommended that students achieve a grade 6 or above in GCSE Mathematics to access and engage successfully with the subject content.

On one hand A Level Mathematics deals with highly abstract topics which require considerable imagination combined with the discipline of ‘proof’. On the other hand mathematics underpins virtually all the practical developments in science, IT and economics which have formed our modern world.

Students will sit three examination papers at the end of two years of study.

A Level Mathematics gives you the opportunity to study topics such as geometry, calculus and trigonometry (pure mathematics) and to use these ideas within the ‘applied’ topics such as mechanics and statistics. Mechanics is strongly linked to physics and builds on ideas of motion and forces to work out how and why objects move. Statistics allows us to make sense of the complex and variable world around us via analytical methods in order to draw reliable conclusions from ‘sets’ of information.

ASSESSMENT:

Two papers will examine Pure Mathematics, while one paper will examine Applied Mathematics, specifically Statistics and Mechanics.

Mathematics is a facilitating subject. It allows access to a wide range of degrees and careers. Advanced Level Mathematical skills are highly sort after and will aid you in whatever career path you chose. It will be particularly useful for careers in Finance, Accountancy, Engineering, Statistics, Academia and Research.

Each exam will last 120 minutes and will count towards 1/3 of the final grade.

Calculators may be used in all examinations.

39

MEDIA STUDIES

SUBJECT RECOMMENDATIONS:

COURSE CONTENT:

Media Industries

This course will engage you in the in-depth study of a range of media products, focusing on the use of media language; representations of people, places and events; media industries and media audiences.

This area of study involves the processes of production, distribution and exhibition in regard to media products, recent technological changes and their impact on the media industry and the regulatory framework of the media in the UK.

You will study media products from the following media forms: TV, film, radio, advertising and marketing, video games, music videos, social media, newspapers and magazines. You will develop your ability to analyse and discuss media products in relation to how they are constructed and how audiences may interpret them.

Media Audiences

Media Language This area of study involves how media products communicate their messages to audiences through elements such as camerawork, editing and sound. You will also consider the role that technology plays in the construction of media products and how ideas and values can be “encoded” into media products.

Media Representations In this area of study, you will consider the way that individuals, groups, places and events are presented to us through the media.

You will also consider how certain groups may be underrepresented or misrepresented in the media and the reasons behind this.

In this area of study, you will consider the ways that audiences are categorised and grouped by media producers in order to target media products and how audiences react to media products in different ways. You will also consider how audiences use the media to construct their identity, express themselves or create their own media products.

Non-Examination Assessment This element of the course will allow you to develop your ability to produce media products using equipment such as DSLR cameras, lighting, microphones, dollies and sliders, and video and image editing software. Our photography studio features a professional lighting setup that you can use when creating your media products.

The NEA briefs change every year and cover a wide range of topics and types of production. You will have a choice of five briefs and will be asked to create two productions that are linked by a theme or idea. One example of a past brief is the production of the opening of a new TV Crime Drama, as well as a website that promotes the show.

The course covers a broad range of topics and will allow you to develop a range of skills that are useful in a range of industries.

40

Media Studies students go onto a range of careers, including those in broadcast media, journalism, publishing, politics, law, advertising and marketing, social work, design, ICT and tourism.

It is recommended that students achieve a Grade 5 in GCSE English Literature or English Language to access and engage successfully with the subject content..

ASSESSMENT: Students will sit two exam papers at the end of the second year and will produce one piece of practical work. Both exams are externally marked, whilst the Non-Exam Assessment will be internally marked then externally moderated.

The assessments are as follows: Paper 1 – Issues and Debates in the media (35%) - A media topic will be released before the exam and will focus your study. There are a mixture of short answer questions and longer argument style questions in the exam.

Paper 2 – Media Analysis (35%) - You will be shown a media product and will analyse it in response to a set of questions. You will also refer to a pre-set group of texts that we will have studied in class in order to answer longer essay-style questions.

Non-Exam Assessment (30%) - You will produce a statement of intent and a practical piece of coursework created for a specific audience. You will be assessed depending on the type of media product you have created, with a focus on using genre conventions effectively, using technology, appealing to a target audience and being creative in your production.

us Connect with

MUSIC

ere @Musicbelved

COURSE CONTENT: Developing and applying the musical knowledge, understanding and skills set out in the specification, ensures that students can form a personal and meaningful relationship with Music. They’ll be encouraged to engage critically and creatively, with a wide range of music and musical contexts. They will also reflect on how music is used in the expression of personal and collective identities.

The specification allows students to develop particular strengths and interests, encourages lifelong learning, and provides access to higher education and university degree courses in music and music-related subjects, as well as music-related and other careers.

The subject content is divided into three components: - Appraising music - Performance - Composition.

Appraising music The Areas of Study provide an appropriate focus for students to appraise, develop and demonstrate an in-depth knowledge and understanding of musical elements, musical contexts and musical language. The Areas of Study can also provide a rich source of material for students to work with when developing performance and composition skills.

There are seven Areas of Study, as follows: 1. Western classical tradition 1650–1910 (compulsory).

2. Pop music.

demymusic @belvedereaca

3. Music for media.

4. Music for theatre.

5. Jazz.

6. Contemporary traditional music.

7. Art music since 1910.

Students must study Area of Study 1: Western classical tradition 1650–1910, and a choice of two from Areas of Study 2–7.

Performance Students must perform for a minimum of 10 minutes and a maximum of 12 minutes in total. Students must be able to interpret musical elements, using resources and techniques as appropriate, to communicate musical ideas with technical and expressive control.

Composition Students must learn how to develop musical ideas and compose music that is musically convincing through two compositions. One must be in response to an externally set brief (Composition 1) and the other a free composition (Composition 2).

Previous Music Students finish their A Level studies with a rich portfolio

of talents and skills, and go on to study, and have careers in: Music, Composition, Music Therapy, Media, Music Education, Arts Administrator, Marketing, PR, Sound Design, Artistic Planning, Music Critic and many more. Many of our Music A Level students have gone on to study Medicine, Law, English and Maths, too.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in GCSE Music in order to access and engage successfully with the subject content of A Level Music.

ASSESSMENT: Appraising (written exam) • Section A: Listening (56 marks) • Section B: Analysis (34 marks) • Section C: Essay (30 marks) This component is 40% of A Level marks (120 marks in total).

Performance Solo and/or ensemble performing as an instrumentalist, or vocalist. 10 minutes.

This component is 35% of A Level marks (50 marks in total).

Composition • Composition 1: Composition to a brief (25 marks) • Composition 2: Free composition (25 marks) This component is worth 25% of A Level marks (50 marks in total).

41

S IC H T E D N A Y H P PHILOSO COURSE CONTENT: Philosophy and Ethics is an academic subject that provides students with an excellent and relevant foundation with which to progress onto Higher Education. It is a well-respected A Level, highly valued by all universities due to the skills acquired during study, and can lead to a variety of careers including Medicine and Law.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve Grade 5 in GCSE Religious Studies (or equivalent subject e.g. History, English Literature, Sociology), in order to access and engage successfully with the subject content of A Level Philosophy and Ethics.

It covers a variety of Philosophical and Ethical topics such as evil and suffering, and ethical theories linked to modern issues such as abortion, euthanasia, genetic engineering and animal rights.

ASSESSMENT:

Topics include: ∙ Philosophy of religion, including evil and suffering, miracles, life after death ∙ Ethics and religion, including ethical theories, issues of human/ animal life and death ∙ Religious issues including religion, gender and sexuality, religion and science, secularisation, and pluralism ∙ The dialogue between philosophy of religion/ethics and religion

Paper 1: 4 two-part questions (25 marks each)

Previous students have gone into variety of careers including: Medicine, Law, Social Work, Dentistry, Veterinary Science, Politics, Nursing, Teaching, Youth Work and more!

Philosophy and Ethics utilises and develops a wide range of transferable skills which are valuable, not only in education, but are useful in real life too! These include: Empathy, Evaluation, Analysis, Critical Thinking, Understanding, Debate and more!

42

2 x written examinations: 3 hours each (50% of A Level)

Paper 2: 2 two-part questions (25 marks each) 2 unstructured synoptic question from a choice of four (25 marks).

In all sections, questions may be set that span more than one topic.

PHYSICS COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

A Level Physics will help you to develop a deeper understanding of how our universe works at the most fundamental level, from the tiny scales of subatomic particles, to the unimaginably large scales of stars and galaxies. In addition to this, A Level Physics provides an understanding of the fundamental rules that govern many of the modern technologies that we rely on every day.

It is recommended that students achieve a grade 6 or above in GCSE Physics or Combined Science: Trilogy as well as a grade 6 or above in GCSE Maths, in order to access and engage successfully with the subject content of A Level Physics.

In Year 12, you will build on knowledge obtained during GCSE Physics, studying areas of the subject such as Electricity, Mechanics & Materials and Waves, as well as new branches of the subject such as Particle Physics and Quantum Phenomena.

ASSESSMENT:

In Year 13, you begin to study more complex concepts, such as those covered in Circular Motion and Simple Harmonic Motion, and then advancing to Thermal Physics, Gravitational Fields, Electric Fields and Capacitors, Magnetic Fields and Electromagnetic Induction. In the later part of Year 13, you will conclude your studies with Nuclear Physics and Astrophysics.

A level Physics students go on to a wide variety of careers, from the obvious such as physicists and engineers, to less obvious roles, of which there are many examples, such as medicine, where many diagnostic and treatment options rely on Physics knowledge, working in the space sector, architecture, computer games design, robotics, banking and finance or even business ownership. Perhaps most importantly, in studying A level Physics, you will develop skills that can be transferred to just about any other area of work. Even if you don’t go on to become a physicist, employers value the problem solving and analytical skills that the study of Physics brings. Physics won’t give you all the answers, but it will teach you how to ask the right questions.

At the end of Year 12 there will be a written internal mock examination.

At the end of Year 13 there will be three external written examinations: Paper 1 - 34% of A level. Written exam: 2 hours. Covering sections 1–5 and 6.1. Questions: 60 marks consisting of short and long answer questions and 25 multiple choice questions.

Paper 2 - 34% of A level. Written exam: 2 hours. Covering sections 6.2, 7 and 8.

Assumed knowledge from sections 1 to 6.1 also.

Questions: 60 marks consisting of short and long answer questions and 25 multiple choice questions.

Paper 3 - 32% of A level. Written exam: 2 hours. Section A: Compulsory Section: Practical skills and Data analysis. Questions: 45 marks consisting of short and long answer questions on practical experiments and data analysis. Section B: Astrophysics Option.

Covering section 9. 35 marks consisting of short and long answer questions on optional topic (Astrophysics).

Practical endorsement: Required practical exercises are integrated into the specification.

There will be no internal assessment of practical work that leads to marks that contribute towards the A Level grades.

There is no coursework or controlled assessment. 15% of the total A Level marks will be for practical knowledge and understanding.

A separate endorsement of practical skills will be awarded alongside the A Level grade which will be based on teachers’ direct observation of student competency in a range of skills.

43

PSYCHOLOGY COURSE CONTENT: Psychology is a very popular subject at Belvedere and it develops a range of valuable skills, including critical analysis, independent thinking and research. These skills are particularly relevant to young people and are transferable to further study and the workplace.

There are a variety of exciting topics, that challenge your thinking about behaviour.

Year 12 In Year 12 we explore a number of different topics including Social Influence and why people conform and obey. There are some real controversial studies in this area. We look at Memory and the influence of memory on eyewitness testimony. Can we trust an eyewitness? We explore Attachments and how attachments as a baby can affect your relationships when you are older.

Psychopathology is a very popular topic, looking at what is normal and abnormal. In addition we focus on depression, phobias and obsessive compulsive disorder. In Biopsychology we focus on fight or flight and the nervous system and how this drives behaviour.

Underpinning all the topics is the methodology side and we focus on Research Methods and how to conduct research.

44

Year 13 In Year 13 we will explore the Approaches. The approaches all address a different way of explaining behaviour, for example learning approach would argue we are all born with blank slates and we learn absolutely everything. We will focus on more Research Methods, as this is a key element, in order to be able to conduct research. We focus on the Issues and Debates, such as nature versus nurture debate and free will versus determinism.

Biopsychology is extremely exciting, as we focus on how the brain works and stroke victims and their recovery. Aggression is another topic, and we will explore why people are aggressive and look at aggression in prisons and the media. In addition we study Gender and gender development. Moreover we study Stress and how stress affects the body and ways to deal with it.

As you can see there is such a variety of topics to explore human and animal behaviour, that the subject constantly keeps you interested and gripped to wanting to learn more.

We have had a number of students continue to study Psychology at degree level and embark on a number of different careers, ranging from a psychology researcher to working within the police.

Due to the vast amount of skills obtained from studying Psychology at degree level, there are a number of different careers available to you, including counselling, teaching, forensic psychologist, educational psychologist and a therapist to name but a few.

A degree in Psychology gives you the necessary people skills needed for all jobs, so it is very universal.

SUBJECT RECOMMENDATIONS: It is recommended that students achieve a grade 6 or above in Mathematics or any science subject to access and engage successfully with the subject content of A Level Psychology.

ASSESSMENT: At the end of Year 12 there will be a written mock examination.

At the end of Year 13 there will be three written examinations each lasting 2 hours: •

Paper 1 is 33.3% of the A level grade, covering Social Influence, Memory, Attachment and Psychopathology.

•

Paper 2 is 33.3% of the A level grade, covering Approaches in Psychology, Biopsychology and Research Methods.

•

Paper 3 is 33.3% of the A level grade, covering Issues and Debates, Gender, Stress and Aggression.

SOCIOLOGY SUBJECT RECOMMENDATIONS:

COURSE CONTENT: Sociology is the study of social life, social groups and societies.

It is an exciting subject that involves studying a wide range of contemporary real life issues relating to the family, education, stratification and inequality, religion, mental health and illness and crime and deviance.

Students will develop a critical understanding of society. They will explore and debate contemporary social issues so that they are able to challenge everyday understandings of social phenomena from a sociological perspective.

Studying Sociology at A Level will enable students to develop a ‘sociological imagination’ in order to develop a more in-depth and critical understanding of the social world today.

Pupils will study a range of both compulsory and optional topics of study as follows:

Topics in Sociology: Option 1: one option from: • Culture and Identity • Families and Households • Health • Work, Poverty and Welfare

It is recommended that students achieve a grade 5 or above in English, in order to access and engage successfully with the subject content of A Level Sociology.

ASSESSMENT: There are 3 written examinations

Option 2: one option from: • Beliefs in Society • Global Development • The Media • Stratification and Differentiation

•

Paper 1 - Education with Theory and Methods

•

Paper 2 - Topics in Sociology

•

Paper 3 - Crime and Deviance with Theory and Methods

Crime and Deviance with Theory and Methods : Compulsory topics of study: • Crime and Deviance • Theory and Methods

Pupils will take a mock examination at the end of Year 12, which will be based on work completed during the first year of the course.

Education with Theory and Methods: Compulsory topics of study: • Education Sociology is an academic discipline that facilitates the development of skills valued by higher education • Methods in Context and employers including critical analysis, independent thinking and research.

• Theory and Methods Previous students have continued to study Sociology and other related subjects such as Criminology, Psychology and Law at university. Some former pupils of Sociology have gained access to places on undergraduate courses at the University of Liverpool, London School of Economics and Cambridge University.

Pupils who study Sociology pursue careers in a wide range of occupations in social services, education, criminal justice, welfare services, government, counselling and the voluntary sector.

45

SPANISH

us Connect with

ere @MflBelved

COURSE CONTENT:

SUBJECT RECOMMENDATIONS:

This is a 2 year A Level course which includes 4 taught themes, the study of a film and a work of literature and an independent research project. We have studied the following films and books in recent years: Pan’s Labyrinth, La Casa de Bernarda Alba, and Las Bicicletas Son Para El Verano.

content.

It is recommended that students achieve a grade 6 or above in GCSE Spanish to access and engage successfully with the subject

ASSESSMENT: Theme 1: Being a young person in Spanish-speaking society (family and friends; youth trends; education and opportunities).

Component 1: Speaking assessment (30%) – a 25 minute assessment including the independent research project and a discussion based on a stimulus card.

Theme 2: Understanding the Spanish-speaking world (culture and heritage; Francophonie; literature and film).

Component 2: Listening, Reading and Translation Assessment (50%) – a 2hr30m written examination.

Theme 3: Diversity and difference (cultural identity; celebrating difference; discrimination and diversity).

Theme 4: The two Spains: 1936 0nwards (Spanish Civil War; Post Civil-War Spain; el franquismo).

Students are encouraged to undertake work experience in Spain in Year 12 and Year 13.

46

Previous Spanish students finish their A Level studies with a sought after and desirable combination of skills, such as communication, analysis and evaluation. Students go on to study Spanish or Spanish in combination with another subject at university, and have careers in: Finance and Accountancy, Law, Teaching, Interpreting and Translation, Politics and Journalism. Many of our previous students have lived and worked abroad at one stage in their career.

Component 3: Critical and analytical response (20%) – a 2hr examination with 2 essay questions, one on a film and one on a work of literature.

us Connect with

SPORT

@BelvePE

COURSE CONTENT: BTECs embody a fundamentally learner-centred approach to the curriculum, with a flexible, unit-based structure and knowledge applied in project-based assessments. They focus on the holistic development of the practical, interpersonal and thinking skills required to be able to succeed in employment and higher education. This qualification is designed to support progression to higher education when taken as part of a programme of study that includes other appropriate BTEC Nationals or A Levels.

Year 12 Unit 1: Anatomy and Physiology Learners will explore how the skeletal, muscular, cardiovascular and respiratory systems function and the fundamentals of the energy systems as additional factors which affect sport and exercise performance. You will gain a full appreciation of how the body is able to take part in sport and exercise through understanding the interrelationships between these body systems. This unit will give you the detailed core knowledge required to progress to coaching and instruction in the sports industry or further study.

Unit 3: Professional Development in the Sports Industry Learners will investigate the knowledge and skills required for different career pathways in the sports industry. Learners will take part in, and reflect on, a personal skills audit, career action plan and practical interview assessment activities. You will evaluate your

SUBJECT RECOMMENDATIONS: own practical performances (e.g. fitness instructor/netball coach) to gain an understanding of the generic employability and specifictechnical knowledge and skills needed for various job roles.

Year 13 Unit 2: Fitness Training and Programming for Health, Sport and Well-being Learners will study client screening and lifestyle assessment, fitness training methods and fitness programming to support improvements in a client’s health and well-being and nutritional intake. This unit enhances skills needed in a range of sporting careers especially sports coaches looking to improve an individual or team’s sporting performance.

Unit 4: Sports Leadership Learners will examine what makes a good leader, the different capacities of this role, and the leadership skills, styles, techniques necessary when leading activities in different roles such as coach, manager, official, captain or personal trainer. It will also develop pupils’ skills, qualities and characteristics such as confidence, communication, organisation, problem solving and more.

• Previous BTEC Sport Students finish their studies with a range

of practical and theoretical skills, and go on to study, and have careers in: Primary Teaching, PE Teaching, Personal Training, Physiotherapy, Sports Coaching, Sports Rehabilitation/ Therapy, Technology in Sport and Sports and Exercise Science.

Other career opportunities include: Journalism, dietitians, Sports Psychology, Royal Navy and much more.

It is recommended that students achieve a minimum of 32 points in your best 8 GCSE subjects to access and engage successfully with the subject content

ASSESSMENT: Assessment is specifically designed to fit the purpose and objective of the qualification.

BTEC Sport - Equivalent in size to one A Level.

4 units - 2 external (exam) and 2 internal (coursework) Units are assessed using a grading scale of Distinction * (D*), Distinction (D), Merit (M), Pass (P).

Distinction = A at A Level Unit 1: Anatomy and Physiology (Year 12) Written examination set and marked by Pearson. 1.5 hours, 80 marks.

Unit 3: Professional Development in the Sports Industry (Year 12) A written piece of coursework internally assessed.

Unit 2: Fitness Training and Programming for Health, Sport and Well-being (Year 13) A task set and marked by Pearson and completed under supervised conditions. 2.5 hours. Written submission, 60 marks.

Unit 4: Sports Leadership (Year 13) A written piece of coursework internally assessed.

47

N IO T A IC IF L A U Q T C E J O R P D E D N E EXT G YEAR 12 IN R U D R O F D E LI P P A L OPTIONA

STUDIES

COURSE CONTENT: “Nearly 1 in 5 successful applicants to Durham had completed the EPQ” - The Sunday Times.

The Extended Project will develop and extend from one or more of the student’s study areas and/or from an area of personal interest or activity outside their main programme of study. It will be based on a topic chosen by the student and agreed as appropriate by the centre.

The student will: •

Identify, design, plan and complete an individual project, applying a range of organisational skills and strategies to meet agreed objectives.

•

Obtain, critically select and use information from a range of sources; analyse data, apply it relevantly and demonstrate understanding of any appropriate linkages, connections and complexities of the topic.

•

Select and use a range of skills, solve problems, take decisions critically, creatively and flexibly, to achieve planned outcome.

•

Evaluate outcomes both in relation to agreed objectives and own learning and performance. Select and use a range of communication skills and media to present evidenced outcomes and conclusions in appropriate format.

48

SUBJECT RECOMMENDATIONS: •

The EPQ is a supplement to other qualifications at Sixth Form.

It is looked upon very favorably by universities as it shows many of the qualities, including research and extended writing, that they are looking for. In most cases, though this is specific to both university and course, a typical AAA offer is reduced to AAB alongside the EPQ qualification.

“We’re very keen on the extended project, and very, very positive about it. We make alternative offers sometimes, we might make, say, an A*AA offer excluding the extended project, and then an A*AB offer including the extended project, and give somebody an either/or. The extended project [provides the] thinking skills that we’re interested in.”

(Admissions Staff, HEI, England).

Owing to the ‘project’ style of this qualification there are no subject recommendations.

However, students must be prepared, and able to take plan, research, and develop their project alongside their other Sixth Form courses. This qualifications includes writing an essay so it’s essential that students are able to do this.

ASSESSMENT: Owing to the nature of the qualification there are many ways in which the student is ‘assessed’. Students may do a standalone 5000 word research essay where they undertake primary research, or they may submit an ‘artifact’ which could be a creation, or performance as well as a 1000 word report.

As well as the essay/artifact, students also gain marks through their project planning, analysis and evaluation, their research and management of sources, as well as a presentation reflecting on their project.

?

U O Y E K A T M R O F H T IX S R U O N RE CA

WHE

University

We offer UCAS support with choosing the right courses, writing personal statements and interview preparation, alongside bespoke Oxbridge and medical course preparation. We have a wide range of activities, resources and events to help our students and parents make the right choice when deciding on their next step in for Higher Education. Sixth Form Tutors and careers staff are available to offer individual help and advice, in particular with the completion of UCAS application forms.

Each student follows a carefully designed programme to steer them in the right direction when making higher education and career choices.

Each year the majority of our students applying to university receive an offer for their first choice of university.

Apprenticeships

We understand that not every student will choose university after they complete their studies with us and our tailored support systems ensure that our students are prepared for a wide range of pathways, including apprenticeships. We have seen increasing numbers of students taking up prestigious apprenticeships over the past few years, with companies like PwC, Liverpool Philharmonic and law and accountancy firms.

We recognise that apprenticeships are a growing area and to support students in this exciting pathway we have a range of events and

workshops, including outside speakers and application workshops. Our relationships with businesses such as DLA Piper and Rathbones mean that our students get meaningful interactions with employers, giving them a head start when applying for competitive apprenticeship placements, including those at degree level.

Work Experience

All Y12 pupils are expected to take part in a week of work experience.

This aims to encourage students to develop their understanding of employability skills whilst trying out a career pathway they have an interest in. For many students this confirms the direction they wish to move in, whilst for others the week is equally useful by highlighting that the job is not something they want to do! We offer a number of workshops to support work experience and ensure all students have the support they need to find a high quality placement, including a session from GDST on how to find a placement early on in Y12. Once placements are secured pre and post placement workshops led by an employer help students develop confidence and prepare for their placement, then reflect on the skills they have developed and how they can use such skills in the future.

49

?

U O Y E K A T M R O F H T IX S R U O N RE CA

WHE

RECENT APPRENTICESHIPS SECURED INCLUDED:

90% OF OUR STUDENTS GO ON TO UNIVERSITY

50

CONNECT WITH US

@ belvedereacademy

@BelvedereGirls

@belvederesixthform