St Gen Prospectus 2012-13.pdf - St Genevieves

St Genevieve’s High School
Prospectus 2013/2014
“Realising Potential Together”
“Realising Potential Together” | Page 1

GENERAL INFORMATION
Principal:
Chairperson of the
Board of Governors:
Classification:
Mrs Mirella Smith
Sr Mary Kelly SSL
Catholic Maintained School for Girls enjoying a
co-educational Sixth Form Consortium with De La Salle
College. Day School catering for the 11-19 age range.
Arrangements for Open Day:
The school will be open for a visit by parents and children on Saturday 12 th January
2013 at 11.30 am.
The information in this prospectus relates to the school year 2012/2013.
While details are correct at time of publication (January 2013) it may be
necessary to make occasional changes throughout the school year.
In the event of any changes to the school calendar or changes in the school routine,
parents will be informed.
Inspection copies of relevant literature pertaining to the Education Orders may be
obtained, given advance notice, from the School Reception.
In certain circumstances copies may be available for which a charge will be made.
Parents may obtain a copy of school policies and other information, required to be
published, by contacting the school or the Education and Library Board office or by
visiting the school website: www.stgenevieves.org.uk.
Belfast Education and Library Board
40 Academy Street
Belfast BT1 2NQ
Tel: 90564000
Page 2 | St Genevieve’s High School Prospectus 2013/2014

HISTORY
History of the School
The Sisters of St Louis, following an appeal from Rev T Cunningham (Parish Priest of
St Agnes’ Parish), opened St Genevieve’s High School on 1st September 1966. The
Parish already had heavy financial commitments and was unable to bear the financial
burden of building the school.
When the school opened the Local Education Authority was County Antrim, but in
1973 the school came under the auspices of the Belfast Education and Library Board.
Having opened with 550 students and 26 teachers, there are now over 1000 students
in the school and 69 teachers.
In 1996, the school was selected to participate in the Private Finance Initiative for a
new building. Following extensive negotiations, a preferred bidder, Belfast Education
Services, was identified in May 1999. St Genevieve’s was the first Catholic Maintained
school provided with new premises under a PFI scheme. The staff and pupils moved
to the Trench House site in March 2002.
Philosophy
The Educational Philosophy of the school is based on that of the Congregation of the
Sisters of St Louis whose main apostolate is education.
The Congregation derives its educational ideals from its founder, Abbe Bautain, a
noted French philosopher and scholar of the nineteenth century. He was a man
characterised by deep faith and devotion to the will of God, great love of truth and
learning, respect for the freedom of the individual and a deep awareness of the
wholeness of the human person.
The Congregation’s approach to Education is therefore broad, idealistic and realistic.
It embraces the whole person - concerning itself with all aspects of the person’s
development - spiritual, emotional, intellectual, physical, moral and social. Therefore
it seeks to develop in its students that self-respect and respect for others which gives a
true appreciation of self, safeguards human dignity and leads to a good interpersonal
relationships.
St Louis Schools are Christian Communities where all members grow to value their
own worth as persons, their loving relationship with God, their links with their families
and the interdependence of all people.
Although the trusteeship of the school passed from the St Louis Order to the Diocese
of Down and Connor in 1995, St Genevieve’s still embraces the St Louis ideal which
seeks to proclaim Catholic values within a caring community. Within the limits of its
resources the school seeks:
1. CONTEXT
To help each pupil to develop INTELLECTUALLY, MORALLY, EMOTIONALLY and
SPIRITUALLY by giving her the experience of school as a caring supportive Catholic
Community where learning is enjoyable, provision is equitable and within which an
appreciation of her cultural heritage is fostered.
2. ACADEMIC
To enable each pupil to develop as fully as possible her abilities, interests and aptitudes
by providing for her a curriculum which is broad, balanced, coherent, relevant and
differentiated.
3. VOCATIONAL
To prepare each pupil for adult responsibilities, to help her appreciate both the
challenges of living in a modern pluralist society and her potential contribution to
that society by developing enduring interests and skills which include, and extend
beyond, the future workplace.
4. PERSONAL
To encourage each pupil to value the gift of life, to respect the world in which she
lives and to foster a sense of personal worth and fulfilment by becoming progressively
more responsible for her own personal development.
MISSION STATEMENT
“Realising Potential Together”
“Realising Potential Together” | Page 3

ADMISSIONS CRITERIA
Enrolment No. 1000 Admissions No. 160
ADMISSIONS CRITERIA FOR ENTRY OF PUPILS TO YEAR 8, IN SEPTEMBER 2013.
The Religious and Educational Philosophy of St Genevieve’s is that of a Catholic
school. The Board of Governors, having determined the Criteria, has delegated to a
sub-committee the responsibility for administering the application of these criteria.
In the event of the number of applications exceeding the school’s admissions number,
the following criteria will be applied in the order stated below:
1. Girls who have a sister or half-sister currently enrolled in the school.
2. Girls enrolled in the following Primary Schools, applied in the order as listed
here: Holy Child, St John the Baptist, St Oliver Plunkett, St Teresa’s, St Anne’s,
Our Lady Queen of Peace, St.Colman's, St Kieran’s, Good Shepherd, Bunscoil
Phobal Feirste, St Luke’s, St Mark’s, Christ the Redeemer, Ballymacward.
3. The eldest girl in a family (verification must be provided).
4. Girls who are the sister(s) or half-sister(s) of past pupils of the school.
5. Girls who are the daughters of past pupils of the school.
6. Girls who are daughters of permanent employees of the school within the
current school year (2012/13).
7. Girls who have a brother currently attending De La Salle College (2012/13).
8. Girls who are daughters of permanent employees of De La Salle College in the
current school year (2012/13).
9. Applicants from any other Primary School.
In the event of over-subscription at any stage i.e. within applicants from any Primary
School or within any other criterion listed, priority will be given on the basis of rank
order of age, the oldest candidate being ranked first, the next oldest being ranked
second etc. If two or more candidates have the same birth date and thereby qualify
for the last place(s), the award of the place(s) shall be granted in alphabetical order of
surname followed by forename from A-Z using the “letter by letter” system.
Page 4 | St Genevieve’s High School Prospectus 2013/2014

NB: THE FOLLOWING INFORMATION MUST BE INDICATED ON THE TRANSFER FORM:
(a)
(b)
(c)
(d)
(e)
Girls who have or who have had a sister at the school (including sister’s name
and dates of enrolment).
Applicants must attach a letter on headed note paper to verify that the applicant
is the eldest girl. This must be a letter from a person who is not a family
member of the applicant and who has known the applicant for at least two
years. Letters of verification will be accepted from the Primary School Principal,
an Elected Public Representative, GP, solicitor or a member of the Clergy.
The maiden name of the mother and her dates of enrolment at the school.
Name and year of brother currently attending De La Salle College.
Name of parent employee in either St Genevieve’s or De La Salle College.
Failure to include this information on the Transfer Form may not be used as a basis for
appeal regarding non-selection.
APPLICATIONS AND ADMISSIONS
Applications
Admissions
2010 170 160
2011 189 161
2012 190 160
The above criteria shall continue to apply to Year 8 applicants seeking admission
during the 2012-2013 academic year. A fresh application must be submitted if seeking
a place after 01.09.13 and again in each subsequent year (see Years 9-12 criteria).
THE SCHOOL DAY
8 .50 am - 9.00 am Pupils assemble in Form Rooms.
9 .00 am - 9.10 am Registration and Morning Prayer with Form Teachers,
either in Class or Year Assembly
9 .10 am - 10.10 am Period 1
10.10 am - 10.25 am Mid-Morning Break
10.25 am - 11.25 am Period 2
11.25 am - 12.25 pm Period 3
12.25 pm – 1.05 pm Lunch
1.05 pm – 2.05 pm Period 4
2.05 pm - 3.05 pm Period 5
3.05pm - 3.15 pm Registration in Form Rooms
The above school day operates for Year 8. In order to accommodate all our pupils,
other year groups may have a different schedule. Pupils may avail of either a school
dinner in the restaurants or bring a packed lunch to eat in the Assembly Hall.
On Tuesdays the school day ends at 2.15 pm. Period 5 is scheduled for Extra
Curricular activities as arranged by the Principal.
NB Pupils are supervised by teachers from 8.50 am - 3.15 pm and for
extra-curricular activities.
SCHOOL CALENDAR FOR 2012-2013
First Day of Autumn Term:
Thursday, 23 August 2012
Last Day of Autumn Term:
Friday, 21 December 2012
First Day of Spring Term:
Monday, 7 January 2013
Last Day of Spring Term:
Thursday, 28 March 2013
First Day of Summer Term:
Monday, 8 April 2013
Last Day of Summer Term:
Friday, 28 June 2013
DATES OF TERM-TIME HOLIDAYS
Monday, 29 October to Friday, 2 November 2012
Monday, 24 December 2012 to Friday, 4 January
2013
Monday, 18 February to Friday, 22 February 2013
Monday 6th May 2013
STAFF DEVELOPMENT DAYS:
Wednesday, 22 August 2012
Friday, 30 August 2012
Friday, 31 August 2012
Friday, 26 October 2012
Friday, 15 February 2013
Monday, 18 March 2013
Thursday, 25 April 2013
Friday, 26 April 2013
Thursday, 27 May 2013
Friday, 28 May 2013
“Realising Potential Together” | Page 5

SCHOOL AND COMMUNITY LINKS
Gift
This is a faith development programme for Year 8. It is organised and delivered by
Year 13. It is an eight week course and each week there is a theme which is followed
e.g. friendship or peer pressure.
Retreats
These are held either in St Louis House or at other venues for Year 13 and Year 8
Life Skills Seminar
Year 13 St Genevieve’s/De La Salle Outside speakers/St Genevieve’s staff/Priest or
Sister.
New Day Programme
A 6-week programme on Faith and Culture which takes place in St Louis House in a
relaxed, friendly atmosphere, followed by a residential weekend.
Spirit of Youth Prayer Cell Group, Junior and Senior (Weekly)
All students - spiritual formation - through prayer, movement and dance - in St
Louis House.
Community Action
AJOSEPO project - Nigeria, Africa
Food Hampers - Senior Citizens
Catholics Caring - Disadvantaged Children (Christmas present)
Search
A residential weekend in St Killian’s, Garron Tower, Co Antrim for St Genevieve’s and
De La Salle College Year 13 students. This is followed up by fortnightly extension
meetings in St Louis House. This weekend is a spiritual human development
experience. Our young people have been invited back as leaders which gives them
great self-confidence. At present our Search Group is being used as a model for the
Diocese. In St Michael’s, the Search Group have formed 5 parish cell groups to help
with faith development in the parish.
Children’s Liturgy
Year 13/14 students are being trained to help with the children’s liturgies on
Sundays in the local churches.
Link with Conor Rise Fold
Key Stage 3 students will continue to interact with residents of the Fold and will
invite them to events/celebrations within the school e.g. Christmas Carol Concert,
School Show.
Page 6 | St Genevieve’s High School Prospectus 2013/2014

FINANCE
Charges Policy
We set out here the circumstances in which charges may and may not be levied on
parents in respect of the education provided for our pupils.
Education during and partly outside school hours
The school sessions are from 8.50 am to 12.25 pm and from 1.05 pm to 3.15 pm.
Where educational activities, including residential trips fall partly during and partly
outside school hours, a non-residential educational activity is to be treated as:
(1) Education during school hours if 50% or more of the period spent on the
activity occurs during schools hours.
(2) Education outside school hours in any other case which will incur a charge.
Pupils will be charged for residential trips if they take place wholly or mainly outside
school hours unless such trips are mandatory.
Remissions: In certain circumstances remissions may be sought for trips which
involve an overnight stay.
Transport
No charge will be made where transport is incidental to the education we provide.
Although voluntary contributions are always very welcome.
Equipment/Material/Clothing etc.
No charge will be made for any materials, books, instruments or other equipment in
connection with the education we provide. We do invite parents to provide certain
items e.g. writing materials, stationery, pens and pencils.
Parents are asked to pay for all items which will become pupils’ property on
completion. All products not paid for will belong to the school.
Optional Extras
When optional extras are provided, pupils will be charged for same.
Breakages
Parents must pay for breakages, defaced, damaged or lost text books or items of
equipment where this is the result of a pupil’s behaviour.
Examinations
All exam fees will be paid for by the school except in the following circumstances:
(1) When a pupil does not attend an examination without good reason.
(2) When tuition has not been provided by the school.
(3) When a pupil wishes to have an examination paper re-marked.
(4) When a pupil wishes to re-sit an exam.
Voluntary Contributions
The Board of Governors would appreciate voluntary contributions for school
activities. Since the overall expense for such activities continues to be considerable,
contributions made at any time will be gratefully received.
Appeal - School Funds
We would also welcome your donation of £25 towards School Funds and would
appreciate your contribution towards these when you visit the school to enrol your
daughter in June.
“Realising Potential Together” | Page 7

STUDENT CARE
Student Care
Student care is a basic concern and interest in the personal well-being and development
of all pupils and their adaptability to the academic curriculum offered by the school.
Pastoral Care
The Pastoral System aims to provide a safe environment, valuing individuals for their
unique talents and abilities and ensuring that the pupils in our care are happy and
protected. Continuity of pupil care is ensured by the Head of House moving up the
school with their Year Group.
Form Teachers and Tutor Groups
Continuity is further enhanced in the Key Stage 3 (Years 8-10) by Form Teachers
also moving up the school with their Form Class. In the senior school (Years 11 and
14) pupils are organised into Tutor Groups and they each have a Tutor who leads a
programme of Personal Education each week.
Discipline
Discipline is seen in terms of a positive, child-centred approach and classroom
management reflects the policy of encouraging pupils to recognise the importance
of developing self-discipline, self-respect, and a respect for others, the school
community and their environment. Reinforcement in terms of a reward system is
seen as a necessary complement to this approach. Good discipline is fundamental to
good teaching and learning and enables pupils to develop into responsible and mature
adults.
Behaviour and Courtesy
A high standard of behaviour and courtesy is expected of all pupils in St Genevieve’s.
The establishment of good standards of behaviour is a whole-school matter - a
corporate responsibility of staff in partnership with parents. We believe that parents
should be kept informed at all stages in the discipline procedure.
Parents
At any time in the school year the Head of House may invite parents to the school to
discuss their daughter’s progress. Likewise parents are encouraged to contact the Head
of Year at any stage in the school year if they are concerned about their daughter’s
welfare or safety. Should any difficulty, which is not resolved by the Head of House,
present itself, the Assistant Vice-Principal (Pastoral), Mrs S Kelly, may be approached.
An appointment may be made with the Principal after the above procedure has
been exhausted. Parents of new pupils are requested to sign an Enrolment Form
guaranteeing that their daughter will abide by School rules and regulations. At
various intervals throughout the school year, the rules are brought to the attention
of pupils during their Personal Education class and in written correspondence with
parents. A copy of our school discipline policy can be obtained on request from the
Assistant Vice-Principal (Pastoral), Mrs S Kelly.
Mrs S Kelly – Designated teacher for Child Protection
Mrs Vize – Deputy Designated teacher for Child Protection
ANTI-BULLYING POLICY
Bullying is defined in general terms as the wilful, conscious desire to hurt, threaten
or frighten someone.
In terms of day to day school life, such behaviour undermines the ethos of
St Genevieve's, a Catholic school concerned with the dignity and worth of the
individual. It also hinders our aims to help each pupil develop intellectually, morally,
emotionally and spiritually.
The school's Pastoral Care Policy emphasises the importance of positive discipline
and a well-structured Pastoral Care Policy which fosters a close, caring pupil/
teacher relationship and pupil support systems. Bullying is addressed through a
cross-curriculum approach and the Personal education programme and clearly
defined codes of conduct (Our Rules) endeavour to motivate the pupil to positive
involvement in academic and non-academic areas.
Teachers are constantly watchful, observing pupils' behaviour and general progress,
mindful of concerns which parents, ancillary staff or others may have expressed.
In the unfortunate event of bullying in school, definite procedures will be followed,
involving pupils, parents and support agencies as necessary.
In an attempt to prevent reoccurrence, the careful monitoring of such incidents will
facilitate the review of policy and strategy.
Page 8 | St Genevieve’s High School Prospectus 2013/2014

PROCEDURES FOR DEALING WITH A COMPLAINT OF A SERIOUS NATURE
INCLUDING BULLYING IN SCHOOL
A serious incident could be e.g. bullying, a fight (either physical or verbal), or any
incident that may give rise to suspension or possible exclusion from school. Written
statements will be taken on these occasions. Heads of Year should clarify with the
Assistant vice Principal (Pastoral) or another member of the SLT if unsure about the
necessity for a pupil written statement.
1 (a) In such incidences the alleged victim or complainant will be interviewed by
The Head of Year and may be asked to give a written account of the
incident(s).
(b) The alleged bully or participant(s) will be interviewed by the Head of Year
and may be asked to give a written account of the incident(s).
(c) Those who witnessed the incident(s) will be interviewed and may be asked to
give written accounts.
5 (a) Parents of those involved will be informed of the outcome of
investigations, immediate sanctions imposed, and further sanctions should
there be a re-occurrence.
(b)
(c)
If necessary, parents may be advised of support agencies available.
The pupil(s) involved will be told to stop this behaviour, in the presence of
her/their parents.
6 The Form Teacher, Subject Teacher, Lunch-time Supervisors will be asked to
discreetly monitor the situation.
7 The Principal is informed by the Assistant Vice Principal (Pastoral) of all
bullying/ serious incidents who will take further action as appropriate
2 (a) The parents of the alleged victim or complainant and alleged bully or
participant(s) will be informed of the incident(s) and of investigations being
made at school.
(b) The parents will be given an opportunity to make an appointment to discuss
the situation with the Head of Year.
3 (a) The Head of Year will seek reports from the Form teachers and Subject
teachers on the progress/behaviour of those involved in the serious
incident.
(b) The Head of Year may seek further discussion with the Form teacher(s) and
Assistant Vice-Principal (Pastoral).
4 (a) The victim or complainant will be interviewed to discuss the outcome of
investigations about how this problem may be resolved.
(b) The bully or participant(s) who are at fault will be interviewed to discuss the
outcome of investigations / how this problem may be resolved / sanctions to
be imposed /further sanctions, should there be a re-occurrence.
(c) All parties will be reminded of the school policy on expected good
behaviour.
“Realising Potential Together” | Page 9

School Awards
The School Awards System is an integral part of school life and attempts to highlight
encourage and reward good behaviour and academic achievement within the school.
The school awards system has two different elements, the formal school awards
ceremonies and the rewards system.
School Awards Ceremonies
The school awards ceremonies happen on two occasions in the school year. At the
beginning of the new school term we recognise pupil’s achievements at GCSE and A
Level in their public examinations. At this ceremony we also recognise achievements
in vocational courses and reward pupils for their commitment to activities in school
life such as sport, music and faith development.
At the end of the school year in June we recognise the achievements of pupils in Years
8 -11. Pupils receive awards from their form teachers for their effort and improvement
shown throughout the year. Each Head of Department also recognises pupils and
awards individual prizes for achievement and progress made through the year. Pupils
also receive awards for participation in extra curricular activities and outstanding
achievements which may be in school or something a pupil has achieved in their
own time outside of school. Pupils are also awarded for top fundraising and personal
development awards. Pupils also get the opportunity to perform musical pieces in
front of their peers developing their talents and building their self-confidence. Both
awards ceremonies are a joyful occasion where the hard work and dedication of pupils
is recognised and rewarded.
School Rewards System
The school awards system is a key element of the pastoral care system and attempts
to highlight encourage and reward good behaviour and academic achievement
within the school. It also encourages pupils to contribute to all aspects of school life
building a sense of community and collegiality among pupils.
The system is based on a method in which pupils receive merits for being nominated
by class teachers or for showing excellence and contributing to other aspects of
school life for which they can obtain bonus merits. Pupils can then cash in their
merits for a prize of their own choice from the rewards catalogue. They can
cash their merits in as they receive them or save them to receive a bigger reward.
These rewards range from stationary packs to calculators, glitter, colouring pencils,
backpacks, movie afternoons and Boots gift vouchers. The scheme is designed
Page 10 | St Genevieve’s High School Prospectus 2013/2014

to encourage excellence in all aspects of school life from behaviour to academic
achievement. Classes also receive marks for behaviour. These marks will be collated
throughout the year and at the end of the school year, with the best behaved class
in each year group getting a special reward or outing.
A customised/tailored system operates to meet the needs and differences in each key
stage.
The system allows a healthy competitive spirit among pupils and classes and helps to
bring good results in behaviour and academic performance.
Competition
On the whole the pupils show great enthusiasm for the system. A healthy competitive
spirit has entered the various classes which can only bring good results in behaviour
and academic performance.
School Council
The school council provides a platform for positive student contribution to school
life. It is headed and run by the Head Girls who liaise with the Principal and
SMT. The council takes its members from the whole spectrum of the student body
with each year having its own representative chosen from a pool of elected class
representatives.
Platform
The council gives the students a platform to express their views, ideas and opinions
and to react positively to the views of others. Each year group identifies ‘an issue’
and works towards improving ‘the issue’ in order to enrich the quality of school life.
The student body is the single greatest resource of any school and the Council aims
to harness the energy and talents of all the pupils.
Prefects
Each class has been assigned a sixth year class prefect. The prefect visits her class on
a regular basis and works with the class to encourage and support them in a variety
of activities.
“Realising Potential Together” | Page 11

DRUGS POLICY
School Policy on Education in Relation to Drugs
Evidence has been presented which suggests that the problem of Drug Abuse
in Northern Ireland is on the increase. The aim of this policy is to reduce the
acceptability of drugs to pupils and to eliminate any prospect of their availability
within the school.
Department of Education
The Department of Education defines the role of schools in relation to the drugs issues
as having two discrete focuses: PREVENTION and PROTECTION.
Legal Requirements
All Schools are required by law to inform the police where they believe or suspect a
pupil to be in possession of a “controlled drug”, DENI Circular No. 2004/9.
PREVENTION: This responsibility is exercised through our Drugs Education Programme
through the Cross-Curricular Theme of Health Education.
Contributions from Subjects
Many subjects contribute
(I) Personal Education cultivates personal and social skills,
(II) Religious Education clarifies attitudes and develops awareness of social
influences and pressures,
(iii) Science helps the acquisition of relevant information re. the effects of drugs,
(iv) Home Economics, P.E. and Learning for Life and Work help to enhance
self-esteem and knowledge of the dangers of drugs.
Key Stage 3 Focus
In Year 9 the pupils complete a programme outlining the dangers of smoking.
In Year 10 a specific Drugs and Alcohol Education programme is delivered both
programmes are facilitated by Youth Officers from the West Belfast Area Project.
PROTECTION: The Assistant Vice-Principal (Pastoral) has been designated as having
overall responsibility for drugs.
Fundamental to dealing with incidents or suspected incidents of drug abuse is the
principle of ensuring the safety and well-being of ALL pupils and staff. To this end
parents will be informed if their daughter is suspected of being in possession of a
harmful or illegal substance.
Page 12 | St Genevieve’s High School Prospectus 2013/2014

UNIFORM
The uniform is to be worn at all times unless a specific exception has
been made by the Assistant Vice Principal (Pastoral) responsible.
It has also to be worn for school functions or by individuals or groups
representing the school at debates, festivals etc where this is thought to
be appropriate by the teacher responsible.
In school the pupils may wear:
(a)
(b)
(c)
A watch
One signet ring or one cladagh ring
If ears are pierced - one stud(less than 1cm diameter) in the lobe
of each ear. No other body piercing are permitted.
Compulsory Items for Year 08, 09, 10, 11 and 12 is as follows:
worn.
Make-up and Jewellery
Make-up may not be worn at school. Jewellery is limited to a watch and one stud
in each ear lobe (if ears are pierced). A watch should not be worn on the day PE is
timetabled.
Fashion
It is impossible to anticipate fashion trends and it will be the decision of the Senior
Management Team re the suitability of adopting current styles, e.g. inappropriate
hairstyles, especially those which may cause danger and discomfort in the school
environment. These will not be permitted.
Pupils who do not follow the school rules in relation to uniform will be excluded from
class until their appearance is deemed appropriate (unless there is a medical letter
from the GP).
Tartan Skirt (special school tartan), white open necked blouse, royal blue
pullover, (v-necked with school crest), school fleece, black shoes, navy
tights. Each girl should have a regulation blazer and a fleece.
PE Uniform (Compulsory)
Navy tracksuit bottoms, P.E. trainers (no converse), white airtex t-shirt
(available to order in school/ Truly Fare), navy hooded PE top with school
crest (available to order in school). White sports socks. PE and specialist
department hoodies can only be worn during PE classes, extra-curricular
activities and on sporting outings.
Years 13 & 14 Uniform (Compulsory)
Navy school skirt, blue open necked blouse, navy school blazer/school
fleece with school crest, navy school jumper with school crest, black
shoes, navy tights and school scarf. No student is allowed to wear high
heels or sandals as they are not considered safe for school wear. Boots
may not be worn.
Items Not Permitted
No student is allowed to wear high heels/platform shoes or sandals as they are not
considered safe for school wear. Boots may not be worn. In the interests of safety
and appearance, pupils should wear appropriate leather school shoes with heels
no higher than 4 cms. Shoes with ankle buckles, boots or canvas shoes may not be
“Realising Potential Together” | Page 13

SCHOOL BUSES
POLEGLASS/TWINBROOK ROUTE
Both these buses will leave St Genevieve’s car park at 3.05 pm on Monday,
Wednesday, Thursday and Friday and 2.05 pm on Tuesday.
TWINBROOK
POLEGLASS
St Genevieve’s grounds St Genevieve’s grounds
via Stewartstown Road via Stewartstown Road
Pantridge Road
Pembrooke Loop
Ulsterbus Authorities have given a guarantee to the School Board of Governors that
extra service buses will be available at peak times, e.g. 8.30 am - 9.00 am and 3.30
pm - 4.00 pm every school day to cater for pupils using other routes.
Please note that the school gates are closed at the following times and no vehicles
are permitted to enter the grounds, in the interests of health and safety.
Monday, Wednesday, Thursday and Friday: 2.50 p.m. – 3.20 p.m.
Tuesday:
1.50 p.m. – 2.20 p.m.
CRUMLIN/GLENAVY ROUTE
Crumlin Main Street (top bus stop) at 7.35am
Glenavy (monument) at 7.40am
Hannahstown, Monagh Link, Glen Road
Pupils get off the bus at top of Shaws Road at 8.10am and walk.
PM
A school bus shared by St Genevieve's, De La Salle College, and St Mary's picks pupils
up opposite the school gate at 3.30 p.m.
Alternatively pupils can get a service bus (106) at the Kennedy Centre at 3.50pm.
Page 14 | St Genevieve’s High School Prospectus 2013/2014

THE CURRICULUM
Curriculum Planning
In St Genevieve’s the welfare of the pupil is at the centre of all curriculum planning.
We wish to give each girl the opportunity to develop her potential to the full. While
aiming for high academic standards, we understand the importance of building selfconfidence
in our pupils so that they can put their achievements to good use and
capitalise on all the talents God has given them. The curriculum offered at KS3 is fully
informed by the statuatory requirements of the NI Curriculum. The curriculum offer
at KS4 meets the requirements of the Entitlement Framework. Together, they provide
a curriculum which is broad and balanced and which is intended to prepare each pupil
for adult life and life long learning.
Junior Curriculum - Key Stage 3
In the Junior School, Years 08-10, all pupils follow a common curriculum. All pupils
are given the opportunity to study French and Irish. In Year 08, pupils are placed into
one of three Attainment Bands based on analysis of performance data which includes
the Transfer Report from their Primary School and in-house testing. The function of
banding is to support differentiated learning. Each pupil’s progress is monitored by
their Head of Year and, on the basis of recommendations from Class Teachers/Form
Teachers and Heads of Departments, placement of pupils within the year group is
reviewed and may be changed. Table 1 below outlines the subjects currently studied
by pupils at Key Stage 3.
Senior Curriculum - Key Stage 4
The course of study offered to Years 11 and 12 (4 th and 5 th years) is delivered as six
core subjects and four optional subjects. The curriculum offer is a mix of General and
Applied Subjects that fully meets the Entitlement Framework
Table 1 below shows the core and optional subjects studied at this Key Stage.
Sixth Form Curriculum - Key Stage 5
At Sixth Form level, a consortium arrangement operates between St Genevieve’s High
School and De La Salle College, and this enables a wider range of General and Applied
subject choices to be offered to the students. Classes at this level are therefore often
co-educational. In Sixth Form, with the exception of a programme of Religious and
Personal Education, all subjects are optional. Option blocks are arranged to maximise
flexibility of choice for students, i.e. individual courses may be the result
“Realising Potential Together” | Page 15

of combining A-level subjects with an Applied Course, GCSE subjects and vocational
subjects. Alternatively, any of these courses may be taken in isolation. The key aim of
curriculum planning in Key Stage 5 is to facilitate pupil progression in their chosen
learning pathway. Table 2 below shows the subjects currently studied in the Sixth
Form.
Special Education Needs
Entitlement and Inclusion:
On 1 st September 2005 a new initiative became law, the Special Education Needs
Disability Order. This law means that children with a disability have an entitlement to
be educated in mainstream schools.
In St Genevieve’s entitlement and inclusion have been in existence much longer than
this law. All our pupils have an entitlement to realize their potential with whatever
support they may need. This support takes on a variety of forms depending on the
needs of the individual pupil in balance with the needs of the others.
Entitlement to support during examinations is a provision that our pupils afforded.
This entitlement does not reflect ability but a need. Identified needs may e addressed
by: having an examination paper read to a pupil; extra time concessions up to 25% of
the total examination; rest breaks; use of amanuensis. These entitlements are applied
for using strict guidelines from the Joint Council for Examinations.
Curriculum Queries
Curriculum planning is pupil centred and informed by pupil learning needs and
entitlements. However, where parents consider that the curriculum provision for
their child is not satisfactory, they are invited to express their concern to the school,
initially, through their daughter’s Head of Year, who will then consult with key school
personnel as required.
Should the issue not be resolved at this stage, an interview should then be sought
with the Director of Study for that Key Stage or the Assistant Vice-Principal
(Curriculum), either of whom will be happy to advise further.
For any extra provision to be provided the needs of each pupil will be assessed using
a variety of sources of information:
- confidential interviews with parents at enrolment
- an educational psychologist report given by permission of parents
- results from testing pupils within school at Years 08, 11 and 13; in Years 11
and 13 this data is used to apply for examination concessions.
- a request by parents to have an educational psychology assessment carried
out either for academic or behavioural reasons.
- pupil information on the register for peripatetic support.
- information disclosed or concerns raised at parent teacher meetings.
Educational needs of pupils are met in the classroom in the following ways,
depending on the needs of the child:
• small class placement,
• extra Literacy/ Numeracy support,
• specialist peripatetic support on a one-to-one basis,
• specialist behaviour support,
• classroom assistance support,
• physical, visual and auditory annual consultations for those pupils for whom
school is aware of the need.
Page 16 | St Genevieve’s High School Prospectus 2013/2014

Curriculum Offered in KS3 and KS4 (Table 1)
Areas of Learning Key Stage 3 Key Stage 4 Compulsory Key Stage 4 Optional Subject Offer
Science and Technology Science and Technology Religious Education
Environment and Society
The Arts
Modern Languages
Learning for Life and Work
Physical Education
Careers
Geography
History
ICT
Art
Drama
Music
Physical Education
French
Irish
Citizenship
Employability
Home Economics
Personal and Social Education
Physical Education
English
Mathematics
Learning for Life and Work
Careers Education
Personal and Social Education
Physical Education
Additional Science
Art
Business & Communication Systems
Business Studies
Core Science
Drama/Performing Arts
English Literature
Essential Skills: Level 1 & 2 Application of Number
French
Geography
History
Home Economics
Home Economics Child Development
Irish
Moving Image Art
Music
Occupational Studies
Occupational Studies in Care
Occupational Studies in Digital Technology
Occupational Studies in Hospitality
Physical Education
Technology
Travel and Tourism
Word Processing
“Realising Potential Together” | Page 17

GCE A2/AS LEVEL
Art
Applied Science
Biology
Business Studies
Chemistry
Drama and Theatre Studies
English Literature
French
Geography
Government and Politics
History
Home Economics
Irish
Mathematics
Media Studies
Moving Image Arts
Music
Psychology
Religious Education
Sociology
Technology & Design
APPLIED AS/A2 LEVEL
Leisure Studies
Travel and Tourism
Science
Core Studies
Religion and Moral Education
Careers Education
Personal/Social Education
Physical Education
Sixth Form Curriculum (offered in consortium with De La Salle College)
LEVEL 2 DIPLOMA IN
Business
ICT
Beauty Therapy(Nail Services)
LEVEL 2 CERTIFICATE IN
Children’s Care, Learning and Development
(Child Care)
Food Hygiene and Emergency Aid
Health and Social Care
Creative Media Production
Occupational Studies Design
Travel and Tourism
Text Production
Word Processing
LEVEL 3 COURSES in
Business Studies
Children’s Care, Learning and Development (Child Care)
Health and Social Care
Sports Studies
ICT
Physical Education
LEVEL 3 CERTIFICATE in
Key Skills in ICT
GCSE in
English
Mathematics
Only subjects which attract viable numbers will be timetabled.
Entry into Sixth Form is at the discretion of the Board of Governors and the Principal.
The decision will be based on satisfactory Key Stage 4 reports and the availability of
suitable courses. Please note that a pupil may not be enrolled in the school if she will
be 19 years of age or over before 2 July in her final year of her course (see the Sixth
Form Prospectus for details regarding Admissions Criteria).
The School utilises courses from the following Examination Boards regarding external
qualifications:
AQA, EDEXCEL, CCEA, OCR, WJEC
Page 18 | St Genevieve’s High School Prospectus 2013/2014

RELIGIOUS EDUCATION
Religious Education
St Genevieve’s is a Catholic school within which Religious Education is seen not only
as a discrete subject but also as a Cross-Curricular Theme.
Personal Education
In the Junior Years (8, 9 and 10) Religious Education is combined with a programme
of Personal Education - the two usually being taught to a particular class by the same
teacher who is also the Form Teacher for that class. All junior classes are following
the “Fully Alive” series, endorsed by the Diocesan Advisers. This series delivers the full
Catholic syllabus and fulfils the demands of the Revised Curriculum.
Senior School
In the senior school (Years 11 and 12) all pupils will follow the AQA GCSE syllabus in
Religion.
Sixth Form
In sixth year, pupils can enter for AS or A2 Level Religious Education, in addition to the
normal Religious Education class, which is compulsory for all pupils.
Prayers and Assembly
Prayers are said each morning at the class registration or a year group assembly,
conducted by the Principal or the Head of House.
Mass
There is a Mass/Service for each class or year group throughout the year and also at
the end of the year for year 12, 13 & 14 pupils.
Retreats
Throughout her school career, a pupil will be offered opportunities to participate in
either school-based or off-site retreats.
Liturgies
A paraliturgy is held for the whole school at Christmas and Easter.
Liturgical Calendar
School Assemblies are co-ordinated to fit in with the Church Liturgical Calendar. The
spiritual aspect of the school is addressed both through the Programmes of Study for
RE and by the many liturgical experiences offered to the pupils throughout the year.
Chaplaincy Service
Various Chaplains regularly visit the school to provide support for class teachers and
to engage in Religious Services, Masses and Liturgies. They are also available for
counselling. We are grateful to Priests from the local parishes for providing this
service.
Our links with the St Louis Order are fostered through the engagement of the facilities
offered in the St Louis House, Hillhead. Former Principal (Sr Luca) and VP (Sr Anne)
assist with Retreats, Liturgies and general support.
“Realising Potential Together” | Page 19

ASSESSMENT and REPORTING
Assessment and Reporting
All schools are required to provide information to the Council for the
Curriculum, Examinations and Assessment (CCEA) relating to Language and
Literacy, Mathematics and Numeracy for pupils at the end of Key Stage 3.
Assessment information will be based on teacher assessments at the end of
Key Stage 3 and outcomes will be recorded in terms of levels.
Formative Assessment
In all year groups, and in all subjects, ongoing formative assessment of the pupil by
the teacher will continue, with the teacher keeping a record of the pupil’s progress.
At the end of Year 12 (fifth year) pupils are encouraged to seek external accreditation
in all subjects being followed.
Reports
Parents will receive, once a year, a full written report on their child’s progress. In
addition to this, parents will receive information indicating pupils’ progress and
attendance. There will be an opportunity during the year to meet teachers at the
parent/teacher meeting in order to discuss any pupil’s progress in detail. Parents
are encouraged to contact the school at any time throughout the year if there is a
particular matter of concern.
Progress File
Each year pupils have the opportunity to amend their own Profile. This will be ongoing,
with pupils encouraged to set goals for themselves, develop career plans and be aware
of the qualifications necessary to achieve their goals.
Homework
All pupils have a homework diary. It is the school’s policy to encourage homework.
This may involve written or learning work (often both) or producing a drawing,
artefact etc. where a practical subject is involved. Parents are asked to check their
daughter’s homework, ensure it is completed on time and that corrections are
carried out. At Key Stage 3 pupils are expected to spend 1-2 hours per night on
homework while at Key Stage 4 and sixth form, pupils are expected to spend 2 ½ - 3
hours on homework.
Pupils are encouraged to read as much as possible. The school provides novels for
this purpose. Reading should be an integral part of daily homework; 35 minutes per
day is considered a desirable target.
Pupil Profile Report
At the end of term 1 pupils from Years 8 – 11 receive a Pupil Profile Report. This is
a brief summary of pupils’ progress and attendance. Yr 13 and 14 pupils receive a
“Pupil Profile Report” mid way through term 1 and 2. The form tutor/Director of
Studies reviews progress with the pupils.
Page 20 | St Genevieve’s High School Prospectus 2013/2014

CAREERS EDUCATION
Lessons
Careers Education, Information, Advice and Guidance (CEIAG) are available to all pupils
in St Genevieve’s. Careers lessons are timetabled for students from Year 10 to Year
14. In Year 8 and Year 9, Careers lessons are delivered through Employability. Pupils
are prepared for the career decision-making process and they have the opportunity
to explore interests, discuss their aptitudes in depth and receive advice on possible
career paths. These lessons are taught by teachers who are specialists in this area. In
addition, pupils also begin a personal career plan (PCP) in year 10 and develop this
through to year 14.
Information
All students have access to a comprehensive range of information in the Careers
Rooms and the Careers section of the School Library. Careers Guidance interviews
involve the student, the Careers Teacher and the Careers Adviser from the Department
of Education and Learning (DEL).
Work Experience
In Year 12, pupils take part in a one-week Work Experience programme sampling work
in many career areas. Pupils are fully briefed before the placement. They carry out
an assignment during placement and participate in a follow-up programme on return
to school.
Interviews
The Careers Adviser and Careers Teachers are available for one-to-one or group interviews. In
Year 11, each student also has the opportunity to sample a ‘mock interview’ with a visiting
employer. The interview is carried out as close to reality as possible and interviewers make
constructive comments in their feedback which is of great value to pupils in their preparation
for their real job interviews.
Conferences
Sixth form students have the opportunity to take part in industry led projects - Business
Insight Conference, The Student Study Week and the Director Shadowing Programme.
These allow the students to develop an awareness of industry through the experiences
of the professionals and provide opportunities to develop interpersonal skills and
appreciate the need for teamwork.
Vocational Courses
Students on vocational courses also have the opportunity to take part in a Work
Experience/Work Shadowing Programme.
Computer Software
All students are introduced to courses available at university/college. With the aid
of the UCAS and University websites, prospectuses and guidance from the Careers
Teachers, students use the online application system ‘Apply’ to make applications to
institutions of Higher Education. Pupils use the Odyssey, CID and Kudos packages
which gives them career information and an opportunity to match their skills and
qualities with possible career opportunities.
Speakers
Visiting speakers from Q.U.B., U.U., St Mary’s University College, John Moores Liverpool,
BMC, Scottish Universities and BELB Awards Section address the students in sixth
form. In association with Sentinus a range of guest speakers address a number of
careers e.g. engineering, IT, nursing, social work etc.
Successes
Former pupils have graduated from Universities and Colleges of Education. Others
have successful careers in Nursing, the Civil Service, Banking and in many commercial,
retail and industrial areas.
“Realising Potential Together” | Page 21

SPORT
Aims
The Physical Education Syllabus is designed to develop and encourage an appreciation
of physical exercise and to practice active and safe participation in physical activities,
both in school and in adult life. It also aims to develop personal and social qualities
through a variety of situations and challenges. Generally speaking, all pupils enjoy
one hour of P.E. per week - with those pupils following GCSE programmes in Key Stage
4 being allocated two and a half hours per week. Post-16 pupils following an ‘A’ level
syllabus in Physical Education are allocated five hours per week.
Sports Available
A wide variety of sports are made available to the pupils in P.E. - in keeping with
curriculum guidelines. These include:-
Athletics - High jump, shot putt, discus, long/middle distance running, relays.
Dance - Creative dance, national and modern dancing, step aerobics and
aerobics, salsa, and hip hop.
Games - Netball, volleyball, basketball, hockey, badminton, tennis,
minor games, indoor soccer, gaelic football and rounders.
Gymnastics - Individual, partner and group work. Also rhythmic gymnastics and
sports acrobatics.
Swimming - front crawl, back crawl, breast stroke, introduction to waterpolo
Sports Facilities
Indoor
Sports Hall
Gymnasium
Fitness Suite
Spin Studio
marked out for a range of games; netball, badminton, basketball,
and volleyball.
equipped with fixed apparatus
equipped with 5 top of the range treadmills, 10 exercise bikes, three
computerised step machines, two computerised rowing machines,
three computerised cross trainers, two ‘ab’ crunchers, one hip flexor,
1 punch bag and a selection of bars and free weights.
Outdoor
5 tennis courts, 1 gaelic pitch, 1 camogie pitch, 1 soccer pitch one all purpose sports
pitch, six lane running area.
K.S.4 only
Fitness - In addition to the above listed activities, pupils in K.S.4 experience:
spin cycling, aerobics, step aerobics, salsa, circuit training, cycling,
running, stepping, power walking, fitness testing, minor games,
Fitness Suite, yoga, boxercise and soccer.
Outdoor Pursuits – (GCSE PE class) - abseiling, rock climbing, canoeing, archery, wet bouldering,
team building games.
Also see Extra-Curricular Programme.
Page 22 | St Genevieve’s High School Prospectus 2013/2014

EXTRA-CURRICULAR ACTIVITIES
Extra-curricular activities in the school are regarded as a valuable means of broadening
curriculum experience and promoting the development of positive attitudes. Pupils
are encouraged to join societies which will enhance skills already acquired in the
classroom. The extra-curricular life of the school embraces a range of activities
covering academic, athletic, religious, sporting and cultural interests.
Some societies utilise this extra time as a means of preparing pupils for festivals,
competitions, quizzes and school productions. Other departments use after school
time to help pupils with GCSE, AS or A Level coursework.
Activities include:
Accelerated Reading Programme
AJOSEPO Badge-making Club
Aerobics/Step Aerobics
Art GCSE/A Level Club
Athletics
Basketball
Biology A Level Revision Club
Boxercise
Business Enterprise Club
Business Studies Club
Camogie
Chemistry A Level Revision Club
Choir( Junior & Senior)
Cookery Club
Cross Country Running
Dance
Drama
Eco schools Club
English GCSE Revision Club
English Newsletter Club
Film Club
Fitness Suite
French Club
Gaelic Football
Geography Club
Homework Club
Information and Communication Technology Club
Intergenerational Project with the Residents of Conor Rise
Instrumental Groups
Instrumental Tuition for graded examinations
Irish GCSE/A Level Revision Club
Junior Debating Society
Key Stage 3 Sixth Form Mentoring in Mathematics
Library Club
Mathematics GCSE Revision Club
Music Theory Club
Netball
Orchestra
Reading Mentor Programme
Religion GCSE Revision Club
Science Club
Science GCSE Revision Club
Swimming
Technology Club
Tennis
Traditional Irish Music Group
Word Processing Club
Young Enterprise Craft Club
Sport
Throughout the school pupils are involved in Inter-School Sport.
Cultural Events
Cross-community experiences continue to be an integral part of the Creative and
Leisure Arts Programme - theatre, media etc.
“Realising Potential Together” | Page 23

APPENDIX 1
SCHOOL PERFORMANCE STATISTICS 2011-2012
YEAR 10 KEY STAGE 3 SCHOOL SUMMARY RECORD 2011/2012
Level 3 or
above
Level 4 or
above
Level 5 or
above
Level 6 or
above
Mathematics Teacher
Assessment 100% 99% 81% 19% 3%
English
Teacher Assessment 100% 98% 71% 17% 4%
YEAR 12 GCSE RESULTS 2011/2012
Level 7 or
above
Subject No Entered % Achieving Success
A* - C
% Achieving Success
A* - G
Art and Design 49 94 100
Business Studies 21 43 100
Child Development 36 72 100
Drama 38 92 100
English 153 57 100
English Literature 49 94 100
French 37 70 100
Geography 11 73 100
History 26 85 100
Home Economics 18 83 100
ICT 63 76 100
Irish 13 100 100
Learning for Life & Work 153 80 100
Mathematics 153 35 100
Music 15 80 100
Physical Education 14 86 100
Religious Studies 118 75 100
Science (additional) 19 89 100
Science (Core) 98 58 100
Technology and Design 9 67 100
Performing Arts (Voc) 38 92 100
Moving Image (Art) 17 88 100
YEAR 12 OCR Results 2011/2012
Year 12 No entered % Pass % Distinction
Text Production Level 2 10 30 30
Word Processing Level 2 11 36 18
Text Processing Level 3 8 25 13
Please note that the above statistics compiled as per D.E.N.I instructions, show only the most
recent OCR Stage achieved by the student. Therefore, if a student has passed Stage 1 and
moved on to Stage 2, her Stage 1 pass has not been recorded above. It may be assumed
however that all those who passed Stage 2 have already passed OCR Stage 1 earlier in the
year.
Year 12 Other Examinations 2011/2012
Subject No entered % Pass % Credit % Distinction
Christian Lifestyle 36 100 20 33
Subject No entered Level 1 Level 2
Essential Skills Application of Number 114 1 99
YEAR 12 OCCUPATIONAL STUDIES RESULTS 2011/2012
Subject No entered % Level 2 = GCSE
A* - C
% Level 1 = GCSE
D - G
(Single Award) Care 34 91 9
Hospitality 16 100
Digital Technology 17 94 6
Application of numbers 114 99 1
Business Studies 9 100
Craft 9 100
Travel + Tourism 12 100
Year 12 PERFORMANCE SKILLS
Subject No entered Level 2
Performance Skills QCF 48 100
Creative Craft 5 100
Business Enterprise 9 100
Page 24 | St Genevieve’s High School Prospectus 2013/2014

YEAR 13/14 A LEVEL RESULTS 2011/2012
Subject No entered % Achieving
Success
*A - C
% Achieving
Success
*A - E
Art & Design 10 90 100
Biology 4 50 100
Business Studies (Voc) 12 75 100
Chemistry 2 0 50
English Literature 10 80 100
French 1 100 100
Government and Politics 12 58 100
History 13 85 100
Home Economics 5 20 100
ICT Applied 21 71 95
Irish 5 80 100
Mathematics 3 0 67
Moving Image Arts 9 89 100
Media Studies 24 88 100
Music 3 67 100
Physical Education 6 33 83
Religious Education 26 96 100
Sociology 15 47 100
Technology & Design 2 100 100
Drama & Theatre Studies 18 89 100
Travel & Tourism 9 56 100
Geography 3 67 100
Leisure & Tourism 9 56 100
Psychology 14 29 57
The sixth form in St Genevieve's and the sixth form in De La Salle College operate as a
consortium. This means that in practice many sixth form classes are mixed, as pupils from
De La Salle College may be doing some of their courses in St Genevieve's and vice versa.
However, the results of boys who attended courses in St Genevieve's do not feature in the
above statistics.
YEAR 13 GCSE RESULTS 2011/2012
Subject No entered % Achieving Success
*A - C
% Achieving Success
*A - G
English 49 43 100
Mathematics 121 31 99
YEAR 13/14 Vocational Courses 2011-2012
Subject No entered % Pass % Merit % Distinction
BTEC Diploma Health and
15 7 20 73
Social Care
BTEC Certificate
16 9 28 29
Health and Social Care
Media Extended Cert in
17 29 65 6
Creative Media
BTEC Level 2 First Cert in
Children’s Care Learning and
Development
16 13 25 38
ESSENTIAL SKILLS 2011-2012
Subject No entered Level 1 Level 2
Communication 9 100 -
Application of Number 16 - 100
OCCUPTIONAL STUDIES RESULTS 2011-2012
Subject No entered % Level 2 % Level 1 % First Skills
Design 38 29 58 13
YEAR 13/14 OCR RESULTS 2011/2012
Year 13 No entered % Pass % Distinction
Text Production Level 1 47 21 72
Word Processing Level 1 46 24 48
Text Production Level 2 45 42 29
Word Processing Level 2 24 63 13
Text Production Level 3 12 33 8
Word Processing Level 3 8 38 0
“Realising Potential Together” | Page 25

Years 13/14 Other Examinations 2011/2012
Subject No entered %Pass
Cope Level 3 8 63
CIEH Food Safety in Catering (Level 2) 18 100
CIEH Healthier Foods & Special Diets (Level 2) 18 100
Key Skills (ICT Level 3) 62 100
Performance in Public Examinations1 2009/10 to 2011/12
Secondary (Non-Grammar) Schools
1230155 St Genevieve's High School
Performance Indicator 2009/10 2010/11 2011/12
% Achieving 5+ GCSE’s at Grades A* - C (or equivalent) 2 73 70 82
% Achieving 2+ A Levels at Grades A – E (or equivalent) 3 90 90 98
1
Excludes pupils with statements of special educational needs.
2
Figures include equivalent Qualifications e.g. Occupational Studies.
3
A Level figures include pupils who obtained AS Level passes at Grades A-E and who did not
sit the A2 modules of these subjects. In this respect 2 AS Levels are equivalent to 1 A Level.
St Genevieve’s and AJOSEPO
The St Genevieve’s school community has
been fund-raising for St Louis Sisters’
projects in Brazil, Nigeria, Ghana and Liberia
over the last 15 years. Recently the focus of
attention has shifted to 3 projects in Nigeria.
They are:
The St Louis rehabilitation and out-reach
centre for disabled children in Oka,
The building of a new St Louis Primary
School in Ondo,
The St Louis Primary Health and Maternal
Care Centre.
Six members of staff from St Genevieve’s visited the centres in 2010 to gain
an insight but also to establish a connection with the sisters and the projects.
On returning from Nigeria, a staff committee and a pupil committee was
set up with the duel purposes of focusing on fund-raising and creating a
greater awareness in the school community of the work carried out by the St
Louis Sisters and the issues and difficulties faced by communities from less
privileged backgrounds.
To capture the nature of the relationship between
the school community and the projects, the
Nigerian word AJOSEPO was adopted along with
the above logo. AJOSEPO means ‘together in
friendship and as equals’. Since then, both pupils
and staff have organised many events such as, a
night at the races, bag packs, stealth mobile shops,
crafts fares, cake sales, sponsored walks, pupil
concerts, film days, male staff leg waxing and
dance afternoons. AJOSEPO is a word in common
usage now.
Page 26 | St Genevieve’s High School Prospectus 2013/2014

The pictures show the benefit of the funds sent. Corrective operations have been carried out on child with disabilities. The new
primary school is being built and medicines and a new ultra sound scanner have been purchased for the Primary Health Care Centre.
The school has an on-going commitment to the projects. Information and photographs from Nigeria helps to keep the relationship real
and to the fore-front of the minds of everyone in the school during our fund-raising efforts.
“Realising Potential Together” | Page 27

Trench House, 87 Stewartstown Road
Belfast
BT11 9JP
Telephone: 028 9092 5670
Fax: 028 9092 5675
Principal: Mrs Mirella Smith BSc Hons, MEd, PQH(NI)
Principal’s Fax: 028 9092 5674
Page 28 | St Genevieve’s High School Prospectus 2013/2014