Belfast Royal Academy - Prospectus by Belfast Royal Academy

B E L FA S T R OYA L A C A D E M Y PROSPECTUS

per vias sapientiae Along the roads of wisdom 2

250

Almost 250 years of History

Extra-curricular activities on offer

50%

Over half our pupils usually go on to study in Russell Group Universities

Different musical groups & choirs

Our average number of Feeder Primary Schools

Subjects offered at AS and A2 Level

Of only 7 HMC Schools in Northern Ireland

Different sporting clubs

Contents

8 Welcome from the Principal

10 Vision, Mission & Values

Admissions

16 School History

The School Day

Extra-Curricular Activities

Careers

Alumni

School Map

The House System

Communication with Parents

Support Us

School Curriculum

Learning Support

Pastoral Care

Uniform

Fees

Welcome from the Principal

We strongly believe that education has the power to transform lives, which is why every pupil at Belfast Royal Academy is given the opportunity to explore a wide range of subjects, activities and experiences. An education that encompasses the whole person unlocks passion, reveals talent and nurtures interests that will stay with our pupils for life. That is the philosophy of our School: high standards of teaching coupled with deep levels of academic and pastoral support. By stimulating intellectual curiosity, we create a cohort of independent thinkers, better equipped to contribute to and lead society. We watch self-confidence and self-worth visibly grow, encouraging every pupil to become the best version of themselves, both for today and for the future. This has been the BRA way for over 230 years. We take great pride in our ethos and values honed over the centuries, but we are equally proud of the inclusive community that makes the Academy such a unique and special place – positive proof that the power of diversity makes us stronger, together. I hope this prospectus will give you a sense of our vibrant and caring School and the wealth of opportunities available. However, nothing can match the first-hand experience found within these walls, so I encourage you to visit us to immerse yourself in our unique environment and everything we have to offer.

Mrs H. Woods B.Sc., B.Ed., P.Q.H. (N.I.) 9

Vision, mission & values

Vision

Mission

The School’s Vision, which has evolved over many years, is to ensure that all our pupils are given every opportunity and the support they need to fulfil their potential in School life.

By stimulating intellectual curiosity, we create independent thinkers, better equipped to contribute to and lead society. By offering every pupil the opportunity to explore a wide range of subjects, challenges and experiences, we help them discover passions, talents and interests that will stay with them for life. The essence of Belfast Royal Academy is a high standard of teaching coupled with deep levels of support. By nurturing self-confidence and self-worth, we reveal true potential.

At the Academy, we both broaden and sharpen the mind. 10

Values We respect knowledge

We are not afraid of hard work

Academic, practical, artistic or general, we do not just impart knowledge, we teach the value of it as a currency. Pupils are well-taught by subject specialists and develop, through their work, selfdiscipline, self-confidence and a respect for knowledge.

We aim high and achieve strong results – academically, in music, in sport and on stage. Success requires hard work inside and outside the classroom. We believe that hard work instils an ethic of determination and resilience and develops strength of character.

We champion diversity

We have high standards

We are a historically inclusive School, proving that the power of diversity makes us stronger, together. Understanding the nuances of culture, orientation and points of view widens our perspective, fuelling our curiosity to discover more and enriching our appreciation of the wider world.

Founded in 1785 by Rev. Dr. James Crombie, our School was established to provide ‘education of a high standard’. This remains our ethos, over 230 years later. However, to ‘education’ we now also add ‘opportunities and experiences’. Our holistic approach also embraces instilling high standards of behaviour and a culture of mutual support. Achieving high standards across all these areas is important because such things make us what we are. 11

Character, Currency & Culture (The 3 Cs) Belfast Royal Academy remains focused on the development of the three Cs – Character, Currency and Culture which are key to realising our School Vision and Values.

Character Opportunities for pupils to develop in character. Our pupils are rigorous, rounded and grounded, with not only skills and knowledge, but also the wider behaviours and attributes that are needed for success in life and work.

Currency Pupils obtain qualifications that enable them to move on to the next stage of their education. The curriculum that is provided at all key stages is sufficiently broad and balanced to meet the pupils’ aspirations and enable them to succeed.

Culture Belfast Royal Academy has a positive School climate where individuals feel valued, cared for and respected. Such an atmosphere contributes to effective teaching and learning and to genuine communication, both within and outside of School.

Admissions Form 1 (Year 8)

Forms 2 – 5 (Years 9 – 12)

Choosing a School is one of the most important decisions that you make for your child’s future and we hope our prospectus gives you a sense of the vibrancy, fun and dynamism of our School community. We are proud of the wealth of opportunities we offer and of the high standard of pastoral care afforded to each pupil. We would encourage you to visit the School and meet staff and current pupils at one of our Open Events to see first-hand and experience all that Belfast Royal Academy has to offer.

Occasionally a small number of places may become available in these year groups, depending on enrolment numbers at the start of the academic year. Details of our Admissions Criteria for entry can be viewed on our website. Applicants should submit the online application form and they will then be notified of the date of the Assessment Day.

Admissions Criteria Form 1 (Year 8) Each year we admit 200 pupils into Form 1. Pupils are admitted according to our Admissions Criteria and the application process is administered by the Transfer Office at the Education Authority. Our Admissions Criteria for entry into Form 1 is renewed annually by our Board of Governors and is updated on our website.

Sixth Form (Years 13 & 14) Being part of our Sixth Form is both a challenging and stimulating experience. No-one ever regrets the experience of a wonderful education for those all-important A Level years. We always welcome talented and capable pupils into our Sixth Form to finish off their schooling to their maximum potential. At Belfast Royal Academy we create an environment in which our pupils achieve excellent examination results whilst also developing their personal and leadership skills. It is important that contact is made with the School as soon as GCSE results are published as places available in the Sixth Form can fill up quickly.

Admissions Criteria for Sixth Form Entry Pupils wishing to join our Sixth Form will normally require a minimum of 12 points at GCSE (A* = 4 points, A = 3 points, B = 2 points, C* = 1 ½ points, C = 1 point) and are expected to have achieved at least a Grade B in the subjects they wish to study for A Level. Entry to Sixth Form is also dependent upon a pupil’s disciplinary record and School attendance. Details of our Admissions Criteria can be found on our website. 15

School History

Belfast Royal Academy was founded in 1785 and is the oldest School in the city.

Originally situated near St Anne’s Cathedral, in what is now Academy Street, it moved to the Cliftonville Road site in 1880 when the present Crombie building was constructed. For more than a century the School was named “The Belfast Academy” until, in 1888, Queen Victoria granted permission for the School to be named as Belfast Royal Academy. The School crest showcases these dates with the rose, the thistle and the shamrock, along with the Royal Arms, the Arms of the City of Belfast and those of the Province of Ulster. In 1900 girls, who were pupils in the Preparatory Department, were permitted to continue their education in the senior School, but they were strictly segregated from boys.

1785 The school was founded as The Belfast Academy.

1888 Queen Victoria granted permission for the school to be named as Belfast Royal Academy.

1900 Girls, who were pupils in the Preparatory Department, could continue their education in the senior school, but they were strictly segregated from boys.

1965 The new Ben Madigan Preparatory Department on the Castle Grounds site was opened.

1974 A swimming pool was opened. 17

1978 Roughfort playing fields near Mallusk were developed.

1985 To mark the School’s bicentenary, a new sports hall was built, improving the teaching of PE and facilitating sports such as badminton, basketball, netball and volleyball.

1985 A new kindergarten building for younger pupils was opened at the Ben Madigan site at Castle Grounds in May by Her Royal Highness the Princess Anne.

2016 A £4 million project provided a range of new facilities including a highly innovative music suite, modern learning support unit, renovated class rooms and enhanced dining facilities.

2017 Mrs Hilary Woods was appointed as Principal - the first female Principal of Belfast Royal Academy in the School’s 232 year History.

Headmaster Mr AR Foster reorganised the School on a co-educational basis in 1923, with boys and girls mixing for all academic lessons, and teaching organised by Department. A dining room was established and a timetable was also introduced which included an hour for lunch. He also installed electric lighting and central heating and introduced the Prefect system and rugby as a game for boys. Mr JM Martin was Headmaster in 1941 during the second World War. Much of North Belfast was severely damaged by German bombers, yet remarkably whilst most of the area around BRA was destroyed and over 700 people died, the School emerged largely unscathed, although 700 windows had to be replaced!

Further major developments included a new Mathematics block in 2000 and the £4 million project in 2016 which provided a range of new facilities including a highly innovative music suite, modern learning support unit, renovated classrooms and enhanced dining facilities. We are very excited to have been awarded funding for a new School Enhancement Programme (SEP) and our plans include developments within the Drama, Art and History departments, from which new generations of pupils will soon benefit. Always ready to adapt to an everchanging educational environment, the School continues to expand and develop and has a range of development projects for the future.

The new Preparatory Department on the Castle Grounds site was opened in 1965, a swimming pool was opened in 1974 and Roughfort playing fields near Mallusk were developed in 1978.

Over the years, numerous extensions and additions have been made to the main School site, including the addition of various buildings and wings. 19

The School Day Our School day begins officially at 8.40am. However, the majority of pupils and staff arrive in School before this time. Pupils should go promptly to Registration for 8:40am and the Official Roll is taken at 8:45am. With the exception of Tuesday, each period is of one-hour duration.

School finishes at 3:10pm on all days but Tuesday, when it finishes at the earlier time of 2:15pm, to facilitate staff training and other Schoolbased activities. 20

Monday, Wednesday, Thursday, Friday

Tuesday

REGISTRATION 8.40AM

REG A / ASSEMBLY 8.40AM - 9.10AM

OFFICIAL ROLL TAKEN 8.45AM

REG B / ASSEMBLY (PERIOD 1) 9.10AM - 9.40AM

PERIOD 1 8.55AM - 10.00AM

PERIOD 2 9.40AM - 10.35AM

PERIOD 2 10.00AM - 11.05AM

BREAK 10.35AM - 10.50AM

BREAK 11.05AM - 11.20AM

PERIOD 3 10.50AM - 11.45AM

PERIOD 3 11.20AM - 12.25PM

PERIOD 4 11.45AM - 12.40PM

LUNCH 12.25PM - 1.05PM

LUNCH 12.40PM - 1.20PM

PERIOD 4 1.05PM - 2.05PM

PERIOD 5 1.20PM - 2.15PM

PERIOD 5 2.05PM - 3.10PM

1 7

4 13

School Map 22

Bruce Chemistry Physics Biology Geography Religious Studies Dining Matron

Crombie History Careers I.C.T. Library Reception

Darbyshire Assembly Hall Sixth Form Centre Learning Support Economics

Gym

Jackson French German Spanish Classics Politics Sociology Business Studies Jackson Suite

Louis Lord English Drama

Mary Hyndman Home Economics

Music

Pollin Art & Design

Swimming Pool

Technology & Design

Sports Hall

William Sillery Mathematics

Wingfield Drama Performance Studio

Pastoral Care

Belfast Royal Academy is a school where pupils feel valued and respected.

We seek to ensure that our pupils experience an engaging, inspiring and enjoyable time at school in the pursuit of both academic and personal development. The School is very proud of the outstanding pastoral care we provide. We place all pupils’ well-being at the heart of the School, with an emphasis on values, character and a range of experiences to provide a rounded education. All pupils are nurtured and encouraged, from the induction days for Form 1 and continuing every day of the pupil’s time at the School. Happy and secure children are far more likely to thrive both in and outside the classroom and everyone who works at Belfast Royal Academy is very proud to go the extra mile for each and every pupil.

Respect for diversity, and the valuing of all members of the School community as equals, are at the heart of the School’s ethos.

Pastoral Care Values & Aims Through our pastoral care policies, we aim: – To create and maintain an atmosphere where pupils feel they are safe, valued, well-known, respected and happy – To create a harmonious and dynamic learning environment – To provide, when necessary, sympathetic and effective guidance and counselling, through internal and external provision – To raise awareness of possible risk of harm, and to encourage pupils to make safe choices – To strengthen links between the School, parents and the wider community – To prepare pupils for the challenges of adult and working life Our understanding of the meaning of pastoral care for pupils in Belfast Royal Academy is rooted in these aims.

Our Approach The School’s ethos, which has evolved over many years, values pupils as individuals with unique qualities and talents, and seeks to develop the potential of pupils and members of staff in a supportive environment. Central to pastoral care in the School is the building of strong relationships and the fostering of mutual respect between staff and pupils.

Pastoral Care Structure The primary responsibility for the care and welfare of pupils rests with the Board of Governors, through the Principal. However, the School recognises that all staff share this responsibility and does everything possible to support them in this role. Staff training regularly addresses pastoral care issues, and a number of members of staff are appointed to play a leading role as shown.

Lines of Communication 1ST POINT OF CONTACT CLASS TUTOR

2ND POINT OF CONTACT HEAD OF YEAR / MATRON / SCHOOL COUNSELLOR

CONTINUED CONTACT KEY STAGE LEADER

CONTINUED CONTACT SENIOR TEACHER (PASTORAL)

The Pastoral Curriculum The School encourages pupils to take responsibility for their own safety and well-being and seeks to help them develop the skills necessary to enable them to do this. Aspects of personal development are addressed throughout the curriculum, most notably in Learning for Life and Work and Religious Studies and includes weekly periods on Citizenship and Careers, in addition to Tutorial periods. Assemblies regularly address issues surrounding the making of wise life choices, and the School’s Well-being Committee works to raise awareness of healthy lifestyles. The School also encourages pupils to avail of some of the many extra-curricular activities on offer, through which a wide range of life skills may be developed.

CONTINUED CONTACT VICE PRINCIPAL (PASTORAL)

CONTINUED CONTACT PRINCIPAL

The Vice Principal (Pastoral) co-ordinates the provision of pastoral care throughout the School, oversees all aspects of its work and will deal directly with issues of a more serious concern. 27

School Curriculum Academic life at the School focuses on developing intellectually curious, independent-minded young adults who are well equipped for dynamic and fulfilling lives beyond School.

Aims We know that the attitudes, intellectual habits and work ethic pupils develop at School will stay with them for life. At Belfast Royal Academy, our pupils are encouraged to be curious, questioning and thoughtful across a broad range of academic disciplines. The School aims to give its pupils a broad, balanced and relevant education and it exists to serve the interests of its pupils. In the Junior School, we seek to give equal opportunities to all pupils, with the emphasis on discovery and enjoyment. In these early years, we seek to instil good study skills and habits which will equip them for GCSE level and beyond. It is the School’s aim that the timetable meets the needs of its pupils. With that in mind, as much freedom of choice as possible is offered to pupils at Key Stage 3, GCSE, AS and A2 Levels. We continually endeavour to evaluate the curriculum, introducing new subjects that, in our view, serve the needs and aspirations of our pupils.

Key Stage 3 Curriculum Pupils in Key Stage 3 (Forms 1 to 3) follow a broad, common curriculum in line with the Northern Ireland Curriculum, developing knowledge and skills across a wide range of subjects. In Form 1, curricular time is given to the development of the personal skills of our young people and this is included in their LORIC classes.

They can choose from Computer Science, Business Studies, Latin, Technology, German, Spanish, Drama and Home Economics.

Learning for Life and Work During all Key Stage 3 years, pupils follow a course in Learning for Life & Work which involves the three strands: Personal Development, Citizenship and Employability. All pupils have a dedicated Tutorial period each week. Form 3 pupils also have one dedicated Careers period per fortnight.

LORIC In Forms 1 and 2 classes are unstreamed. For non-practical subjects, pupils are divided into seven classes. The practical subjects of Art & Design, Home Economics, Technology & Design, Information Technology, Music and Science are taught in smaller class groups.

In all Forms, the three Science subjects; Biology, Chemistry and Physics, are taught separately by subject specialist teachers.

In Form 3, pupils also choose three additional optional subjects.

As part of our commitment to “developing the whole child” and supporting our pupils’ learning and personal growth, our Form 1 pupils start to follow the LORIC programme, which will continue in Forms 2 and 3. The focus of these sessions is to ensure pupils are well supported as they move through this stage of their development and to enhance Leadership, Organisation, Resilience, Initiative and Communication skills (LORIC) through a variety of tasks, competitions and House activities.

Pupils will be given a LORIC booklet which they will fill in as they complete the tasks and activities.

The LORIC experience includes: – – – – –

Form One: Leadership Form One: Organisation Form Two: Resilience Form Two: Initiative Form Three: Communication

All Form 1 pupils receive one taught period a fortnight to develop their LORIC skills and will attempt to complete the Leadership and Organisation strands. They receive guidance and support in covering a wide range of topics such as making good choices, how to revise, and the importance of being kind. As well as the physical completion of the strands, the pupils will be required to fill in sections of their LORIC Log Book - this will demonstrate their understanding of the strand, and list evidence of how they completed it. Pupils can use opportunities provided by School. All evidence will be verified by a teacher. Once a pupil has gathered enough evidence to demonstrate that they have completed the strand, they then complete an evaluation and personal statement, and submit their work. At the end of the academic year, the pupils will attend a special awards assembly where they will receive either a Gold, Silver or Bronze certificate.

Key Stage 4 Curriculum Pupils in Key Stage 4 (Forms 4 and 5) follow a common core curriculum and then choose from a range of subject options. Pupils take a minimum of eight and a maximum of ten subjects at GCSE. All pupils take GCSEs in English, Mathematics, and RE. Approximately 85% of pupils take English Literature and approximately 30% take Further Mathematics as options. Pupils in Form 5 have a dedicated Careers period and a dedicated Study Skills period.

Science All pupils must take at least one science subject. In addition, pupils have four other GCSE choices.

Languages All pupils study at least one modern or classical language chosen from: French, German, Latin and Spanish.

Additional Subjects Non-GCSE subjects taken by all pupils include P.E. & Games and Learning for Life & Work which includes the three strands: Personal Development, Citizenship and Employability.

Sixth Form Curriculum All pupils in Lower Sixth (Year 13) study three or four subjects to AS Level and most continue with three subjects in Middle Sixth (Year 14) to the full Advanced Level A2 qualification. A number of pupils continue with four subjects to A2 Level. Some pupils complete their A2 Mathematics in Lower Sixth and go on to study Further Mathematics as an additional A Level in Middle Sixth. In their Lower Sixth year, pupils have the option of taking additional enrichment courses, including work experience in local primary Schools. In addition, all pupils have a Tutorial period once a week which includes elements of Religious Education and UCAS preparation. Games are optional for pupils in the Sixth Form. Pupils who do not participate in games have a Study period instead.

For details of the subjects offered for each Key stage and in Sixth Form, please visit the Curriculum section of our website. 33

Extra-Curricular Activities

It is our priority that pupils enjoy and experience learning opportunities outside the classroom.

Our extensive extra-curricular programme is a key aspect of life at the Academy, which enriches the experience of our pupils and forms part of the high quality pastoral provision which is central to the ethos of the School. The range of activities on offer provides opportunities for pupils to work as part of a team, accept responsibility, face new challenges, acquire new skills and have fun! It enables pupils to build on existing skills and relationships with peers and staff. Everybody is different and enjoys different things, so pupils are encouraged to try things which interest them – the range is so wide that there should be something which everyone will enjoy.

Aims Our extra-curricular programme aims to give all pupils the opportunity to engage in a wide range of activities, trips and expeditions which help enhance their selfesteem, skills and competences in many areas and contributes significantly to them becoming well-rounded adults. Every day and at weekends, pupils can choose from a huge range of activities, from music and drama and a wide selection of sporting pursuits to academic enrichment societies such as science clubs, the mathematics club, debating, chess and bridge, and also outdoor education clubs including the Duke of Edinburgh’s Award scheme, show jumping and many others. Whether challenging and competitive or purely recreational, the activities available at the Academy are the source of some of the happiest memories that our pupils retain from their time at the School. Our staff generously give their time to support and make all of these activities possible and there really is something for all interests and abilities.

All pupils should aim to become involved in at least two extracurricular clubs. 35

The House System Every pupil who attends Belfast Royal Academy is assigned to one of four ‘Houses’ which they represent during their time at the School. The four Houses are named after prominent people associated with The Academy. The coloured stripes on pupils’ ties indicate to which House they belong. Each House has both senior and junior House captains and vice captains who have been voted for by their fellow students. Pupils are involved in running the termly House meetings thus promoting student leadership and responsibility.

The four Houses are Cairns, Currie, Pottinger and Shaw. 36

The House System: – gives our pupils the opportunity to be rewarded for efforts and achievement in all areas of School life and promotes participation in a wide range of cultural, intellectual and physical activities. – develops teamwork and learning through experience and promotes leadership opportunities.

Cairns

– provides an enjoyable competitive programme of events over the School year culminating in the annual award of the Evans Trophy to the winning House at Prize Day. – complements and is in addition to the pastoral care structures within the School. House Assemblies are held once a month and inter-house competitions and activities provide opportunities for pupils to get involved in all aspects of our School, help out in the School and wider community and assume leadership roles in School.

Currie

Pottinger

Shaw 37

Uniform At Belfast Royal Academy we take great pride in our pupils’ appearance. We believe our School uniform is an important part of creating a sense of belonging to the School as well as setting the high standards we expect from all of our pupils. We encourage our pupils to wear their uniform with pride. Further details can be found in the Uniform and Appearance Policy on our website.

We have high expectations of pupils with regards to wearing their uniform correctly, especially on the journey to and from School. 38

Girls’ Uniform 1. A single-breasted navy-blue B.R.A. blazer (or a Sixth Form blazer). 2. A B.R.A. tie – House specific 3. A long-sleeved regulation white blouse, buttoning to the neck. A short-sleeved regulation white blouse is permitted in the Summer Term or as a concession due to Covid. 4. (a) Forms I, II and III: (i) A regulation navy-blue skirt (mid-calf length) (ii) A regulation navy-blue V-neck pullover with stripe; (iii) During September and in the summer term, plain white ankle socks may be worn. Between the end of September and Easter, plain black heavy-weight tights should be worn. (b) Forms IV, V, LVI and MVI: (i) A regulation grey skirt (mid-calf length); (ii) A mid-grey V-neck School pullover, stripe optional or a plain mid-grey V-neck School cardigan; (iii) Plain black tights. 5. Plain, black, sturdy, leather shoes , flat or with stable heels no higher than 6 cm (measured at the back of the heel). Patent shoes are acceptable. Exaggerated styles, boots, high heeled court shoes, canvas shoes or trainer-style shoes are not permitted and should not be worn. 6. There are no prescribed hats or gloves, but if worn, they should be plain and navy-blue, black, grey or maroon in colour. 7. There are no prescribed uniform topcoats, but if worn they should be plain and black or navy-blue in colour. 8. Outdoor uniform may include a regulation B.R.A. scarf. 39

Boys’ Uniform 1. A single-breasted navy-blue B.R.A. blazer (or a Sixth Form blazer). 2. A B.R.A. tie – House specific. 3. A long-sleeved regulation white shirt, buttoning to the neck. A short-sleeved white shirt is permitted in the Summer Term or as a concession due to Covid. 4. Charcoal grey or black flannel trousers. (Any exaggerated styles are unacceptable.) 5. Plain black or brown leather shoes. Exaggerated styles, boots, canvas shoes or trainer-style shoes are not permitted and should not be worn. 6. Socks should be plain, and dark in colour. 7. (a) Forms I, II and III: A regulation mid-grey V-neck pullover with stripe. (b) Forms IV, V, LVI and MVI: A mid-grey V-neck School pullover, stripe optional or a plain mid-grey V-neck School cardigan. 8. There are no prescribed hats or gloves, but if worn, they should be plain and navy-blue, black, grey or maroon in colour. 9. There are no prescribed uniform topcoats, but if worn, coats should be plain and black or navy-blue in colour. 10. Outdoor uniform may include a regulation B.R.A. scarf.

Uniform and Equipment for PE and Games All regulation sports kit should be purchased from Podium4Sport. Kukri is the brand of all Belfast Royal Academy sports kit and includes rugby tops, socks, polo shirts, skorts, shorts, hoodies, tracksuit bottoms, and smock tops.

Further details of sports uniform requirements can be found on the uniform section of our website. 41

Learning Support

We seek to ensure that all our pupils experience an engaging, inspiring and enjoyable time at School.

Belfast Royal Academy works to promote the inclusion of all pupils with Special Educational Needs (SEN) through its policies and practice. The Learning Support Co-ordinator supports pupils with particular learning difficulties and is responsible for leading the team of Classroom Assistants who, in addition to working with individual pupils, provide an additional layer of pastoral support throughout the School. Every pupil on the SEN register is monitored carefully and information about their needs is shared with their teachers. Personalised Learning Plans (PLPs) are written annually for Statemented pupils to ensure appropriate targets are set. Staff also pass referrals regarding pupils to the Learning Support Co-ordinator. Our Learning Support Team contribute significantly to our School community, assisting pupils to develop their learning, independence, self-esteem and wellbeing.

Careers

Higher Education and choosing a career pathway are a fundamental part of being a pupil at Belfast Royal Academy.

Life beyond School can seem daunting and our pupils seem to be faced with an ever increasing number of options. Through a structured careers programme, developed to raise aspirations at all levels and to provide support, many of our pupils go on to excel both at university and in the world of work. The structure of our careers education and guidance involves utilising an experienced team of staff drawn from across the curriculum which links up with individual departments.

Our Approach The Careers Department is committed to the development of realistic selfawareness and the need to support pupils in making informed choices regarding their future. A targeted programme, which encourages our pupils to start thinking about their career choices, is introduced from Form 1 onwards. To achieve this, careers education is delivered initially through the Employability strand of Learning for Life and Work and then through discrete Careers periods in the timetable. 44

Facilities & Resources The Careers Department has an excellent Careers Suite, well equipped with a range of paper sources and software packages. This Resource Room is open to our Sixth Form pupils and is visited by Forms 1 – 5 at various times. It provides an excellent opportunity for pupils to access up to date careers information and to evaluate the different sources of information available. Pupils learn how to develop career management and employability skills, through Careers, Employability and Enterprise Education. This is divided across three sections: – Self Development – Careers Exploration – Career Management

Work Experience In Sixth Form, work experience is an invaluable opportunity, providing the chance to develop employability skills and sample the world of work. All pupils have the opportunity to participate in a week’s relevant work experience in the Autumn term of Lower Sixth. Careers Education is on-going throughout the academic year and is delivered through Learning for Life and Work (LLW) lessons, collapsed timetable events and is enhanced by working with local businesses, colleges and universities. 45

Communication with Parents Parents and guardians form a crucially important link in ensuring that we realise our aims to meet individual pupils’ needs. We wish to ensure that parents work with us in a mutually beneficial partnership supporting their child.

In September, there is an induction meeting for pupils and parents at the beginning of each Key Stage. 46

SIMS Parent App

Reports

SIMS Parent - The School uses an online system called SIMS Parent to communicate key information with parents, accessed either through an app on your mobile device or via a website (sims-parent.co.uk). This enables parents to access up to date information about their child’s School life as well as supporting their development and progress.

Reports for all pupils are issued to parents / guardians following the Winter examinations. Progress reports are uploaded via the SIMS Parent App for pupils in Forms 4 – M6 at three key points in the year following the Tracking Assessments. An end of term report is produced for Forms 1 – 4 following the Summer examinations.

Online & Social Media The School’s website and Facebook page and Sports Instagram Page reflect current news including pupils’ achievements, sporting events, forthcoming events and news updates. The School Magazine, The Owl, is published each autumn term and can be viewed online on the School website.

Parent / Teacher Consultation There is a parent/teacher consultation for each year group arranged once a year. Parents are also welcome to speak to Heads of Year, Key Stage Leaders, Class Tutors or subject teachers if they have any concerns which need to be addressed promptly. The Principal and Vice Principals are always available to discuss a pupil’s progress and pastoral well-being.

Social & Sporting Events Weekly Email The weekly email of pupil notes, keeps parents abreast of events and developments at the School.

A number of social and sporting events are arranged every year, often with the support of the Friends of the Academy, to enable staff, pupils and parents to meet less formally. 47

Fees The capital fee of £140 per pupil is a compulsory annual charge and should be paid at the beginning of each academic year. In addition, we also request a minimum supplementary parental contribution of £300 per pupil which has remained unchanged for several years. The combined annual charge amounts to £440 per pupil, which is equivalent to a daily payment of less than £1.20, which is excellent value for money for the high quality, rounded education offered at our School.

Why your help matters

Payment options

Whilst the supplementary parental contribution is not mandatory, this money goes towards our general School funds and greatly assists in alleviating the growing financial pressures faced by the School. In recent years, you will no doubt be aware of ongoing reductions in grant funding to Schools in Northern Ireland. This funding has fallen further and further below the ordinary running costs of the School and the financial position is becoming increasingly difficult.

To facilitate payments, the School operates a system of monthly direct debits for the collection of fees. This monthly direct debit system removes the inconvenience of arranging to pay bills, as the mandate will continue as long as the pupil remains at the School.

The supplementary contributions we receive from parents are essential to fill the gap and allow the School to continue to provide a quality education for all its pupils and enable us to offer the wide range of subject choices, as well as the extensive programme of extra-curricular activities.

The annual fees are paid over a tenmonth period from September to June (around the last working day of each month), thereby spreading the charge and making it more affordable.

The income provided by parental contributions helps to fund various other aspects of School life, including transport and the development and maintenance of our facilities. 49

Alumni Once you become a pupil in Belfast Royal Academy you will become part of a long list of pupils across four centuries who have embraced the principles, values, ethos and character of a great Belfast institution.

The School’s alumni community is diverse, active, accomplished and vibrant. From famous alumni such as Sir Henry Pottinger, first Governor of Hong Kong to award winning author Tony Macaulay and international rugby player Iain Henderson, our alumni have made and continue to make their mark in many different arenas throughout the world including medicine, sport, art and law. We are incredibly proud of all our former pupils and the impact they have had and continue to have both in Northern Ireland and around the world. Linked by a common educational heritage, our alumni can benefit the School and themselves by staying in touch.

The Academy Alumni Association Along with The Old Boys’ and Old Girls’ Associations, The Academy Alumni Association organises various social events and reunions which enable alumni to renew friendships, foster new ones and provide an ongoing insight into the life of an exciting and ever-changing School that honours tradition and its long history.

In recent years, pupils coined the catch phrase – ATID “Academy ‘Til I Die” which recognises the fact that once you become a pupil or member of staff of the Academy, you will always be part of the School community. For further information, please visit the Alumni section of the website.

Friends of the Academy (FOTA) Friends of the Academy (FOTA) is a group of parents and staff, both past and present, who are committed to promoting a sense of community within the School in an enjoyable way. FOTA assist the School’s dedicated staff by supporting them at various School events such as serving refreshments at Open Events and at the Carol Service. The group also fundraise for the School by hosting a number of enjoyable social events throughout the year. The monies raised by FOTA are used to provide extra facilities for pupils and staff such as the installation of drinking water dispensers and provision of equipment for many of the extracurricular clubs. Annually they also fund the Merit Scheme in School. If you would be interested in getting involved with FOTA or require further information, please contact the School Office on 028 9074 0423.

Support Us The support of generations of alumni, parents, staff and friends has provided the basis upon which the School has been able to provide a level of education, facilities and activities that have enriched the education of all our pupils something that would not have been possible based solely upon public funding from the Government. Projects such as the Sixth Form Centre, the Music Centre and the development of the playing fields at Roughfort, as well as the benefits of international trips, professional sports coaching and the purchase of modern teaching tools also depend on the generosity of our network of supporters. The School has plans for a range of future development projects as well as academic and cultural programmes which will enhance the School experience of pupils for many years to come. These projects and the quality of the educational experience at Belfast Royal Academy could not be sustained without your continuous support and generosity. 52

Ways to give Few things in life can replicate the positive feeling of helping children. Your donation will make a significant difference to the lives of current and future pupils, helping to enhance their educational, sporting and cultural experiences at the School. We warmly welcome gifts of any value as well as membership of our 1785 Foundation, as every contribution makes a difference!

For further details of how to donate or join the 1785 Foundation please visit the Support us section of the website.

donors giving £10 a month with Gift Aid over 3 years will raise

Ways to give

£13,500

which

Few things in life can replicate the positive feeling of helping children. Your donation will make a significant difference to the lives of current and future pupils, helping to enhance their could fund educational, sporting and cultural experiences at the School.

200

We warmly welcome gifts of any value as well as membership of our 1785 Foundation, as every contribution makes a difference!

hours of pupil counselling a year.

For further details of how to donate or join the 1785 Foundation please visit the Support us section Join the Foundation today at: of the website. belfastroyalacademy.com/support-us

Belfast Royal Academy, Cliftonville Road, Belfast, BT14 6JL belfastroyalacademy.com 56