St Gen Prospectus 2012-13.pdf - St Genevieves
St Gen Prospectus 2012-13.pdf - St Genevieves
St Gen Prospectus 2012-13.pdf - St Genevieves
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<strong>St</strong> <strong>Gen</strong>evieve’s High School<br />
<strong>Prospectus</strong> 2013/2014<br />
“Realising Potential Together”<br />
“Realising Potential Together” | Page 1
GENERAL INFORMATION<br />
Principal:<br />
Chairperson of the<br />
Board of Governors:<br />
Classification:<br />
Mrs Mirella Smith<br />
Sr Mary Kelly SSL<br />
Catholic Maintained School for Girls enjoying a<br />
co-educational Sixth Form Consortium with De La Salle<br />
College. Day School catering for the 11-19 age range.<br />
Arrangements for Open Day:<br />
The school will be open for a visit by parents and children on Saturday 12 th January<br />
2013 at 11.30 am.<br />
The information in this prospectus relates to the school year <strong>2012</strong>/2013.<br />
While details are correct at time of publication (January 2013) it may be<br />
necessary to make occasional changes throughout the school year.<br />
In the event of any changes to the school calendar or changes in the school routine,<br />
parents will be informed.<br />
Inspection copies of relevant literature pertaining to the Education Orders may be<br />
obtained, given advance notice, from the School Reception.<br />
In certain circumstances copies may be available for which a charge will be made.<br />
Parents may obtain a copy of school policies and other information, required to be<br />
published, by contacting the school or the Education and Library Board office or by<br />
visiting the school website: www.stgenevieves.org.uk.<br />
Belfast Education and Library Board<br />
40 Academy <strong>St</strong>reet<br />
Belfast BT1 2NQ<br />
Tel: 90564000<br />
Page 2 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
HISTORY<br />
History of the School<br />
The Sisters of <strong>St</strong> Louis, following an appeal from Rev T Cunningham (Parish Priest of<br />
<strong>St</strong> Agnes’ Parish), opened <strong>St</strong> <strong>Gen</strong>evieve’s High School on 1st September 1966. The<br />
Parish already had heavy financial commitments and was unable to bear the financial<br />
burden of building the school.<br />
When the school opened the Local Education Authority was County Antrim, but in<br />
1973 the school came under the auspices of the Belfast Education and Library Board.<br />
Having opened with 550 students and 26 teachers, there are now over 1000 students<br />
in the school and 69 teachers.<br />
In 1996, the school was selected to participate in the Private Finance Initiative for a<br />
new building. Following extensive negotiations, a preferred bidder, Belfast Education<br />
Services, was identified in May 1999. <strong>St</strong> <strong>Gen</strong>evieve’s was the first Catholic Maintained<br />
school provided with new premises under a PFI scheme. The staff and pupils moved<br />
to the Trench House site in March 2002.<br />
Philosophy<br />
The Educational Philosophy of the school is based on that of the Congregation of the<br />
Sisters of <strong>St</strong> Louis whose main apostolate is education.<br />
The Congregation derives its educational ideals from its founder, Abbe Bautain, a<br />
noted French philosopher and scholar of the nineteenth century. He was a man<br />
characterised by deep faith and devotion to the will of God, great love of truth and<br />
learning, respect for the freedom of the individual and a deep awareness of the<br />
wholeness of the human person.<br />
The Congregation’s approach to Education is therefore broad, idealistic and realistic.<br />
It embraces the whole person - concerning itself with all aspects of the person’s<br />
development - spiritual, emotional, intellectual, physical, moral and social. Therefore<br />
it seeks to develop in its students that self-respect and respect for others which gives a<br />
true appreciation of self, safeguards human dignity and leads to a good interpersonal<br />
relationships.<br />
<strong>St</strong> Louis Schools are Christian Communities where all members grow to value their<br />
own worth as persons, their loving relationship with God, their links with their families<br />
and the interdependence of all people.<br />
Although the trusteeship of the school passed from the <strong>St</strong> Louis Order to the Diocese<br />
of Down and Connor in 1995, <strong>St</strong> <strong>Gen</strong>evieve’s still embraces the <strong>St</strong> Louis ideal which<br />
seeks to proclaim Catholic values within a caring community. Within the limits of its<br />
resources the school seeks:<br />
1. CONTEXT<br />
To help each pupil to develop INTELLECTUALLY, MORALLY, EMOTIONALLY and<br />
SPIRITUALLY by giving her the experience of school as a caring supportive Catholic<br />
Community where learning is enjoyable, provision is equitable and within which an<br />
appreciation of her cultural heritage is fostered.<br />
2. ACADEMIC<br />
To enable each pupil to develop as fully as possible her abilities, interests and aptitudes<br />
by providing for her a curriculum which is broad, balanced, coherent, relevant and<br />
differentiated.<br />
3. VOCATIONAL<br />
To prepare each pupil for adult responsibilities, to help her appreciate both the<br />
challenges of living in a modern pluralist society and her potential contribution to<br />
that society by developing enduring interests and skills which include, and extend<br />
beyond, the future workplace.<br />
4. PERSONAL<br />
To encourage each pupil to value the gift of life, to respect the world in which she<br />
lives and to foster a sense of personal worth and fulfilment by becoming progressively<br />
more responsible for her own personal development.<br />
MISSION STATEMENT<br />
“Realising Potential Together”<br />
“Realising Potential Together” | Page 3
ADMISSIONS CRITERIA<br />
Enrolment No. 1000 Admissions No. 160<br />
ADMISSIONS CRITERIA FOR ENTRY OF PUPILS TO YEAR 8, IN SEPTEMBER 2013.<br />
The Religious and Educational Philosophy of <strong>St</strong> <strong>Gen</strong>evieve’s is that of a Catholic<br />
school. The Board of Governors, having determined the Criteria, has delegated to a<br />
sub-committee the responsibility for administering the application of these criteria.<br />
In the event of the number of applications exceeding the school’s admissions number,<br />
the following criteria will be applied in the order stated below:<br />
1. Girls who have a sister or half-sister currently enrolled in the school.<br />
2. Girls enrolled in the following Primary Schools, applied in the order as listed<br />
here: Holy Child, <strong>St</strong> John the Baptist, <strong>St</strong> Oliver Plunkett, <strong>St</strong> Teresa’s, <strong>St</strong> Anne’s,<br />
Our Lady Queen of Peace, <strong>St</strong>.Colman's, <strong>St</strong> Kieran’s, Good Shepherd, Bunscoil<br />
Phobal Feirste, <strong>St</strong> Luke’s, <strong>St</strong> Mark’s, Christ the Redeemer, Ballymacward.<br />
3. The eldest girl in a family (verification must be provided).<br />
4. Girls who are the sister(s) or half-sister(s) of past pupils of the school.<br />
5. Girls who are the daughters of past pupils of the school.<br />
6. Girls who are daughters of permanent employees of the school within the<br />
current school year (<strong>2012</strong>/13).<br />
7. Girls who have a brother currently attending De La Salle College (<strong>2012</strong>/13).<br />
8. Girls who are daughters of permanent employees of De La Salle College in the<br />
current school year (<strong>2012</strong>/13).<br />
9. Applicants from any other Primary School.<br />
In the event of over-subscription at any stage i.e. within applicants from any Primary<br />
School or within any other criterion listed, priority will be given on the basis of rank<br />
order of age, the oldest candidate being ranked first, the next oldest being ranked<br />
second etc. If two or more candidates have the same birth date and thereby qualify<br />
for the last place(s), the award of the place(s) shall be granted in alphabetical order of<br />
surname followed by forename from A-Z using the “letter by letter” system.<br />
Page 4 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
NB: THE FOLLOWING INFORMATION MUST BE INDICATED ON THE TRANSFER FORM:<br />
(a)<br />
(b)<br />
(c)<br />
(d)<br />
(e)<br />
Girls who have or who have had a sister at the school (including sister’s name<br />
and dates of enrolment).<br />
Applicants must attach a letter on headed note paper to verify that the applicant<br />
is the eldest girl. This must be a letter from a person who is not a family<br />
member of the applicant and who has known the applicant for at least two<br />
years. Letters of verification will be accepted from the Primary School Principal,<br />
an Elected Public Representative, GP, solicitor or a member of the Clergy.<br />
The maiden name of the mother and her dates of enrolment at the school.<br />
Name and year of brother currently attending De La Salle College.<br />
Name of parent employee in either <strong>St</strong> <strong>Gen</strong>evieve’s or De La Salle College.<br />
Failure to include this information on the Transfer Form may not be used as a basis for<br />
appeal regarding non-selection.<br />
APPLICATIONS AND ADMISSIONS<br />
Applications<br />
Admissions<br />
2010 170 160<br />
2011 189 161<br />
<strong>2012</strong> 190 160<br />
The above criteria shall continue to apply to Year 8 applicants seeking admission<br />
during the <strong>2012</strong>-2013 academic year. A fresh application must be submitted if seeking<br />
a place after 01.09.13 and again in each subsequent year (see Years 9-12 criteria).<br />
THE SCHOOL DAY<br />
8 .50 am - 9.00 am Pupils assemble in Form Rooms.<br />
9 .00 am - 9.10 am Registration and Morning Prayer with Form Teachers,<br />
either in Class or Year Assembly<br />
9 .10 am - 10.10 am Period 1<br />
10.10 am - 10.25 am Mid-Morning Break<br />
10.25 am - 11.25 am Period 2<br />
11.25 am - 12.25 pm Period 3<br />
12.25 pm – 1.05 pm Lunch<br />
1.05 pm – 2.05 pm Period 4<br />
2.05 pm - 3.05 pm Period 5<br />
3.05pm - 3.15 pm Registration in Form Rooms<br />
The above school day operates for Year 8. In order to accommodate all our pupils,<br />
other year groups may have a different schedule. Pupils may avail of either a school<br />
dinner in the restaurants or bring a packed lunch to eat in the Assembly Hall.<br />
On Tuesdays the school day ends at 2.15 pm. Period 5 is scheduled for Extra<br />
Curricular activities as arranged by the Principal.<br />
NB Pupils are supervised by teachers from 8.50 am - 3.15 pm and for<br />
extra-curricular activities.<br />
SCHOOL CALENDAR FOR <strong>2012</strong>-2013<br />
First Day of Autumn Term:<br />
Thursday, 23 August <strong>2012</strong><br />
Last Day of Autumn Term:<br />
Friday, 21 December <strong>2012</strong><br />
First Day of Spring Term:<br />
Monday, 7 January 2013<br />
Last Day of Spring Term:<br />
Thursday, 28 March 2013<br />
First Day of Summer Term:<br />
Monday, 8 April 2013<br />
Last Day of Summer Term:<br />
Friday, 28 June 2013<br />
DATES OF TERM-TIME HOLIDAYS<br />
Monday, 29 October to Friday, 2 November <strong>2012</strong><br />
Monday, 24 December <strong>2012</strong> to Friday, 4 January<br />
2013<br />
Monday, 18 February to Friday, 22 February 2013<br />
Monday 6th May 2013<br />
STAFF DEVELOPMENT DAYS:<br />
Wednesday, 22 August <strong>2012</strong><br />
Friday, 30 August <strong>2012</strong><br />
Friday, 31 August <strong>2012</strong><br />
Friday, 26 October <strong>2012</strong><br />
Friday, 15 February 2013<br />
Monday, 18 March 2013<br />
Thursday, 25 April 2013<br />
Friday, 26 April 2013<br />
Thursday, 27 May 2013<br />
Friday, 28 May 2013<br />
“Realising Potential Together” | Page 5
SCHOOL AND COMMUNITY LINKS<br />
Gift<br />
This is a faith development programme for Year 8. It is organised and delivered by<br />
Year 13. It is an eight week course and each week there is a theme which is followed<br />
e.g. friendship or peer pressure.<br />
Retreats<br />
These are held either in <strong>St</strong> Louis House or at other venues for Year 13 and Year 8<br />
Life Skills Seminar<br />
Year 13 <strong>St</strong> <strong>Gen</strong>evieve’s/De La Salle Outside speakers/<strong>St</strong> <strong>Gen</strong>evieve’s staff/Priest or<br />
Sister.<br />
New Day Programme<br />
A 6-week programme on Faith and Culture which takes place in <strong>St</strong> Louis House in a<br />
relaxed, friendly atmosphere, followed by a residential weekend.<br />
Spirit of Youth Prayer Cell Group, Junior and Senior (Weekly)<br />
All students - spiritual formation - through prayer, movement and dance - in <strong>St</strong><br />
Louis House.<br />
Community Action<br />
AJOSEPO project - Nigeria, Africa<br />
Food Hampers - Senior Citizens<br />
Catholics Caring - Disadvantaged Children (Christmas present)<br />
Search<br />
A residential weekend in <strong>St</strong> Killian’s, Garron Tower, Co Antrim for <strong>St</strong> <strong>Gen</strong>evieve’s and<br />
De La Salle College Year 13 students. This is followed up by fortnightly extension<br />
meetings in <strong>St</strong> Louis House. This weekend is a spiritual human development<br />
experience. Our young people have been invited back as leaders which gives them<br />
great self-confidence. At present our Search Group is being used as a model for the<br />
Diocese. In <strong>St</strong> Michael’s, the Search Group have formed 5 parish cell groups to help<br />
with faith development in the parish.<br />
Children’s Liturgy<br />
Year 13/14 students are being trained to help with the children’s liturgies on<br />
Sundays in the local churches.<br />
Link with Conor Rise Fold<br />
Key <strong>St</strong>age 3 students will continue to interact with residents of the Fold and will<br />
invite them to events/celebrations within the school e.g. Christmas Carol Concert,<br />
School Show.<br />
Page 6 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
FINANCE<br />
Charges Policy<br />
We set out here the circumstances in which charges may and may not be levied on<br />
parents in respect of the education provided for our pupils.<br />
Education during and partly outside school hours<br />
The school sessions are from 8.50 am to 12.25 pm and from 1.05 pm to 3.15 pm.<br />
Where educational activities, including residential trips fall partly during and partly<br />
outside school hours, a non-residential educational activity is to be treated as:<br />
(1) Education during school hours if 50% or more of the period spent on the<br />
activity occurs during schools hours.<br />
(2) Education outside school hours in any other case which will incur a charge.<br />
Pupils will be charged for residential trips if they take place wholly or mainly outside<br />
school hours unless such trips are mandatory.<br />
Remissions: In certain circumstances remissions may be sought for trips which<br />
involve an overnight stay.<br />
Transport<br />
No charge will be made where transport is incidental to the education we provide.<br />
Although voluntary contributions are always very welcome.<br />
Equipment/Material/Clothing etc.<br />
No charge will be made for any materials, books, instruments or other equipment in<br />
connection with the education we provide. We do invite parents to provide certain<br />
items e.g. writing materials, stationery, pens and pencils.<br />
Parents are asked to pay for all items which will become pupils’ property on<br />
completion. All products not paid for will belong to the school.<br />
Optional Extras<br />
When optional extras are provided, pupils will be charged for same.<br />
Breakages<br />
Parents must pay for breakages, defaced, damaged or lost text books or items of<br />
equipment where this is the result of a pupil’s behaviour.<br />
Examinations<br />
All exam fees will be paid for by the school except in the following circumstances:<br />
(1) When a pupil does not attend an examination without good reason.<br />
(2) When tuition has not been provided by the school.<br />
(3) When a pupil wishes to have an examination paper re-marked.<br />
(4) When a pupil wishes to re-sit an exam.<br />
Voluntary Contributions<br />
The Board of Governors would appreciate voluntary contributions for school<br />
activities. Since the overall expense for such activities continues to be considerable,<br />
contributions made at any time will be gratefully received.<br />
Appeal - School Funds<br />
We would also welcome your donation of £25 towards School Funds and would<br />
appreciate your contribution towards these when you visit the school to enrol your<br />
daughter in June.<br />
“Realising Potential Together” | Page 7
STUDENT CARE<br />
<strong>St</strong>udent Care<br />
<strong>St</strong>udent care is a basic concern and interest in the personal well-being and development<br />
of all pupils and their adaptability to the academic curriculum offered by the school.<br />
Pastoral Care<br />
The Pastoral System aims to provide a safe environment, valuing individuals for their<br />
unique talents and abilities and ensuring that the pupils in our care are happy and<br />
protected. Continuity of pupil care is ensured by the Head of House moving up the<br />
school with their Year Group.<br />
Form Teachers and Tutor Groups<br />
Continuity is further enhanced in the Key <strong>St</strong>age 3 (Years 8-10) by Form Teachers<br />
also moving up the school with their Form Class. In the senior school (Years 11 and<br />
14) pupils are organised into Tutor Groups and they each have a Tutor who leads a<br />
programme of Personal Education each week.<br />
Discipline<br />
Discipline is seen in terms of a positive, child-centred approach and classroom<br />
management reflects the policy of encouraging pupils to recognise the importance<br />
of developing self-discipline, self-respect, and a respect for others, the school<br />
community and their environment. Reinforcement in terms of a reward system is<br />
seen as a necessary complement to this approach. Good discipline is fundamental to<br />
good teaching and learning and enables pupils to develop into responsible and mature<br />
adults.<br />
Behaviour and Courtesy<br />
A high standard of behaviour and courtesy is expected of all pupils in <strong>St</strong> <strong>Gen</strong>evieve’s.<br />
The establishment of good standards of behaviour is a whole-school matter - a<br />
corporate responsibility of staff in partnership with parents. We believe that parents<br />
should be kept informed at all stages in the discipline procedure.<br />
Parents<br />
At any time in the school year the Head of House may invite parents to the school to<br />
discuss their daughter’s progress. Likewise parents are encouraged to contact the Head<br />
of Year at any stage in the school year if they are concerned about their daughter’s<br />
welfare or safety. Should any difficulty, which is not resolved by the Head of House,<br />
present itself, the Assistant Vice-Principal (Pastoral), Mrs S Kelly, may be approached.<br />
An appointment may be made with the Principal after the above procedure has<br />
been exhausted. Parents of new pupils are requested to sign an Enrolment Form<br />
guaranteeing that their daughter will abide by School rules and regulations. At<br />
various intervals throughout the school year, the rules are brought to the attention<br />
of pupils during their Personal Education class and in written correspondence with<br />
parents. A copy of our school discipline policy can be obtained on request from the<br />
Assistant Vice-Principal (Pastoral), Mrs S Kelly.<br />
Mrs S Kelly – Designated teacher for Child Protection<br />
Mrs Vize – Deputy Designated teacher for Child Protection<br />
ANTI-BULLYING POLICY<br />
Bullying is defined in general terms as the wilful, conscious desire to hurt, threaten<br />
or frighten someone.<br />
In terms of day to day school life, such behaviour undermines the ethos of<br />
<strong>St</strong> <strong>Gen</strong>evieve's, a Catholic school concerned with the dignity and worth of the<br />
individual. It also hinders our aims to help each pupil develop intellectually, morally,<br />
emotionally and spiritually.<br />
The school's Pastoral Care Policy emphasises the importance of positive discipline<br />
and a well-structured Pastoral Care Policy which fosters a close, caring pupil/<br />
teacher relationship and pupil support systems. Bullying is addressed through a<br />
cross-curriculum approach and the Personal education programme and clearly<br />
defined codes of conduct (Our Rules) endeavour to motivate the pupil to positive<br />
involvement in academic and non-academic areas.<br />
Teachers are constantly watchful, observing pupils' behaviour and general progress,<br />
mindful of concerns which parents, ancillary staff or others may have expressed.<br />
In the unfortunate event of bullying in school, definite procedures will be followed,<br />
involving pupils, parents and support agencies as necessary.<br />
In an attempt to prevent reoccurrence, the careful monitoring of such incidents will<br />
facilitate the review of policy and strategy.<br />
Page 8 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
PROCEDURES FOR DEALING WITH A COMPLAINT OF A SERIOUS NATURE<br />
INCLUDING BULLYING IN SCHOOL<br />
A serious incident could be e.g. bullying, a fight (either physical or verbal), or any<br />
incident that may give rise to suspension or possible exclusion from school. Written<br />
statements will be taken on these occasions. Heads of Year should clarify with the<br />
Assistant vice Principal (Pastoral) or another member of the SLT if unsure about the<br />
necessity for a pupil written statement.<br />
1 (a) In such incidences the alleged victim or complainant will be interviewed by<br />
The Head of Year and may be asked to give a written account of the<br />
incident(s).<br />
(b) The alleged bully or participant(s) will be interviewed by the Head of Year<br />
and may be asked to give a written account of the incident(s).<br />
(c) Those who witnessed the incident(s) will be interviewed and may be asked to<br />
give written accounts.<br />
5 (a) Parents of those involved will be informed of the outcome of<br />
investigations, immediate sanctions imposed, and further sanctions should<br />
there be a re-occurrence.<br />
(b)<br />
(c)<br />
If necessary, parents may be advised of support agencies available.<br />
The pupil(s) involved will be told to stop this behaviour, in the presence of<br />
her/their parents.<br />
6 The Form Teacher, Subject Teacher, Lunch-time Supervisors will be asked to<br />
discreetly monitor the situation.<br />
7 The Principal is informed by the Assistant Vice Principal (Pastoral) of all<br />
bullying/ serious incidents who will take further action as appropriate<br />
2 (a) The parents of the alleged victim or complainant and alleged bully or<br />
participant(s) will be informed of the incident(s) and of investigations being<br />
made at school.<br />
(b) The parents will be given an opportunity to make an appointment to discuss<br />
the situation with the Head of Year.<br />
3 (a) The Head of Year will seek reports from the Form teachers and Subject<br />
teachers on the progress/behaviour of those involved in the serious<br />
incident.<br />
(b) The Head of Year may seek further discussion with the Form teacher(s) and<br />
Assistant Vice-Principal (Pastoral).<br />
4 (a) The victim or complainant will be interviewed to discuss the outcome of<br />
investigations about how this problem may be resolved.<br />
(b) The bully or participant(s) who are at fault will be interviewed to discuss the<br />
outcome of investigations / how this problem may be resolved / sanctions to<br />
be imposed /further sanctions, should there be a re-occurrence.<br />
(c) All parties will be reminded of the school policy on expected good<br />
behaviour.<br />
“Realising Potential Together” | Page 9
School Awards<br />
The School Awards System is an integral part of school life and attempts to highlight<br />
encourage and reward good behaviour and academic achievement within the school.<br />
The school awards system has two different elements, the formal school awards<br />
ceremonies and the rewards system.<br />
School Awards Ceremonies<br />
The school awards ceremonies happen on two occasions in the school year. At the<br />
beginning of the new school term we recognise pupil’s achievements at GCSE and A<br />
Level in their public examinations. At this ceremony we also recognise achievements<br />
in vocational courses and reward pupils for their commitment to activities in school<br />
life such as sport, music and faith development.<br />
At the end of the school year in June we recognise the achievements of pupils in Years<br />
8 -11. Pupils receive awards from their form teachers for their effort and improvement<br />
shown throughout the year. Each Head of Department also recognises pupils and<br />
awards individual prizes for achievement and progress made through the year. Pupils<br />
also receive awards for participation in extra curricular activities and outstanding<br />
achievements which may be in school or something a pupil has achieved in their<br />
own time outside of school. Pupils are also awarded for top fundraising and personal<br />
development awards. Pupils also get the opportunity to perform musical pieces in<br />
front of their peers developing their talents and building their self-confidence. Both<br />
awards ceremonies are a joyful occasion where the hard work and dedication of pupils<br />
is recognised and rewarded.<br />
School Rewards System<br />
The school awards system is a key element of the pastoral care system and attempts<br />
to highlight encourage and reward good behaviour and academic achievement<br />
within the school. It also encourages pupils to contribute to all aspects of school life<br />
building a sense of community and collegiality among pupils.<br />
The system is based on a method in which pupils receive merits for being nominated<br />
by class teachers or for showing excellence and contributing to other aspects of<br />
school life for which they can obtain bonus merits. Pupils can then cash in their<br />
merits for a prize of their own choice from the rewards catalogue. They can<br />
cash their merits in as they receive them or save them to receive a bigger reward.<br />
These rewards range from stationary packs to calculators, glitter, colouring pencils,<br />
backpacks, movie afternoons and Boots gift vouchers. The scheme is designed<br />
Page 10 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
to encourage excellence in all aspects of school life from behaviour to academic<br />
achievement. Classes also receive marks for behaviour. These marks will be collated<br />
throughout the year and at the end of the school year, with the best behaved class<br />
in each year group getting a special reward or outing.<br />
A customised/tailored system operates to meet the needs and differences in each key<br />
stage.<br />
The system allows a healthy competitive spirit among pupils and classes and helps to<br />
bring good results in behaviour and academic performance.<br />
Competition<br />
On the whole the pupils show great enthusiasm for the system. A healthy competitive<br />
spirit has entered the various classes which can only bring good results in behaviour<br />
and academic performance.<br />
School Council<br />
The school council provides a platform for positive student contribution to school<br />
life. It is headed and run by the Head Girls who liaise with the Principal and<br />
SMT. The council takes its members from the whole spectrum of the student body<br />
with each year having its own representative chosen from a pool of elected class<br />
representatives.<br />
Platform<br />
The council gives the students a platform to express their views, ideas and opinions<br />
and to react positively to the views of others. Each year group identifies ‘an issue’<br />
and works towards improving ‘the issue’ in order to enrich the quality of school life.<br />
The student body is the single greatest resource of any school and the Council aims<br />
to harness the energy and talents of all the pupils.<br />
Prefects<br />
Each class has been assigned a sixth year class prefect. The prefect visits her class on<br />
a regular basis and works with the class to encourage and support them in a variety<br />
of activities.<br />
“Realising Potential Together” | Page 11
DRUGS POLICY<br />
School Policy on Education in Relation to Drugs<br />
Evidence has been presented which suggests that the problem of Drug Abuse<br />
in Northern Ireland is on the increase. The aim of this policy is to reduce the<br />
acceptability of drugs to pupils and to eliminate any prospect of their availability<br />
within the school.<br />
Department of Education<br />
The Department of Education defines the role of schools in relation to the drugs issues<br />
as having two discrete focuses: PREVENTION and PROTECTION.<br />
Legal Requirements<br />
All Schools are required by law to inform the police where they believe or suspect a<br />
pupil to be in possession of a “controlled drug”, DENI Circular No. 2004/9.<br />
PREVENTION: This responsibility is exercised through our Drugs Education Programme<br />
through the Cross-Curricular Theme of Health Education.<br />
Contributions from Subjects<br />
Many subjects contribute<br />
(I) Personal Education cultivates personal and social skills,<br />
(II) Religious Education clarifies attitudes and develops awareness of social<br />
influences and pressures,<br />
(iii) Science helps the acquisition of relevant information re. the effects of drugs,<br />
(iv) Home Economics, P.E. and Learning for Life and Work help to enhance<br />
self-esteem and knowledge of the dangers of drugs.<br />
Key <strong>St</strong>age 3 Focus<br />
In Year 9 the pupils complete a programme outlining the dangers of smoking.<br />
In Year 10 a specific Drugs and Alcohol Education programme is delivered both<br />
programmes are facilitated by Youth Officers from the West Belfast Area Project.<br />
PROTECTION: The Assistant Vice-Principal (Pastoral) has been designated as having<br />
overall responsibility for drugs.<br />
Fundamental to dealing with incidents or suspected incidents of drug abuse is the<br />
principle of ensuring the safety and well-being of ALL pupils and staff. To this end<br />
parents will be informed if their daughter is suspected of being in possession of a<br />
harmful or illegal substance.<br />
Page 12 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
UNIFORM<br />
The uniform is to be worn at all times unless a specific exception has<br />
been made by the Assistant Vice Principal (Pastoral) responsible.<br />
It has also to be worn for school functions or by individuals or groups<br />
representing the school at debates, festivals etc where this is thought to<br />
be appropriate by the teacher responsible.<br />
In school the pupils may wear:<br />
(a)<br />
(b)<br />
(c)<br />
A watch<br />
One signet ring or one cladagh ring<br />
If ears are pierced - one stud(less than 1cm diameter) in the lobe<br />
of each ear. No other body piercing are permitted.<br />
Compulsory Items for Year 08, 09, 10, 11 and 12 is as follows:<br />
worn.<br />
Make-up and Jewellery<br />
Make-up may not be worn at school. Jewellery is limited to a watch and one stud<br />
in each ear lobe (if ears are pierced). A watch should not be worn on the day PE is<br />
timetabled.<br />
Fashion<br />
It is impossible to anticipate fashion trends and it will be the decision of the Senior<br />
Management Team re the suitability of adopting current styles, e.g. inappropriate<br />
hairstyles, especially those which may cause danger and discomfort in the school<br />
environment. These will not be permitted.<br />
Pupils who do not follow the school rules in relation to uniform will be excluded from<br />
class until their appearance is deemed appropriate (unless there is a medical letter<br />
from the GP).<br />
Tartan Skirt (special school tartan), white open necked blouse, royal blue<br />
pullover, (v-necked with school crest), school fleece, black shoes, navy<br />
tights. Each girl should have a regulation blazer and a fleece.<br />
PE Uniform (Compulsory)<br />
Navy tracksuit bottoms, P.E. trainers (no converse), white airtex t-shirt<br />
(available to order in school/ Truly Fare), navy hooded PE top with school<br />
crest (available to order in school). White sports socks. PE and specialist<br />
department hoodies can only be worn during PE classes, extra-curricular<br />
activities and on sporting outings.<br />
Years 13 & 14 Uniform (Compulsory)<br />
Navy school skirt, blue open necked blouse, navy school blazer/school<br />
fleece with school crest, navy school jumper with school crest, black<br />
shoes, navy tights and school scarf. No student is allowed to wear high<br />
heels or sandals as they are not considered safe for school wear. Boots<br />
may not be worn.<br />
Items Not Permitted<br />
No student is allowed to wear high heels/platform shoes or sandals as they are not<br />
considered safe for school wear. Boots may not be worn. In the interests of safety<br />
and appearance, pupils should wear appropriate leather school shoes with heels<br />
no higher than 4 cms. Shoes with ankle buckles, boots or canvas shoes may not be<br />
“Realising Potential Together” | Page 13
SCHOOL BUSES<br />
POLEGLASS/TWINBROOK ROUTE<br />
Both these buses will leave <strong>St</strong> <strong>Gen</strong>evieve’s car park at 3.05 pm on Monday,<br />
Wednesday, Thursday and Friday and 2.05 pm on Tuesday.<br />
TWINBROOK<br />
POLEGLASS<br />
<strong>St</strong> <strong>Gen</strong>evieve’s grounds <strong>St</strong> <strong>Gen</strong>evieve’s grounds<br />
via <strong>St</strong>ewartstown Road via <strong>St</strong>ewartstown Road<br />
Pantridge Road<br />
Pembrooke Loop<br />
Ulsterbus Authorities have given a guarantee to the School Board of Governors that<br />
extra service buses will be available at peak times, e.g. 8.30 am - 9.00 am and 3.30<br />
pm - 4.00 pm every school day to cater for pupils using other routes.<br />
Please note that the school gates are closed at the following times and no vehicles<br />
are permitted to enter the grounds, in the interests of health and safety.<br />
Monday, Wednesday, Thursday and Friday: 2.50 p.m. – 3.20 p.m.<br />
Tuesday:<br />
1.50 p.m. – 2.20 p.m.<br />
CRUMLIN/GLENAVY ROUTE<br />
Crumlin Main <strong>St</strong>reet (top bus stop) at 7.35am<br />
Glenavy (monument) at 7.40am<br />
Hannahstown, Monagh Link, Glen Road<br />
Pupils get off the bus at top of Shaws Road at 8.10am and walk.<br />
PM<br />
A school bus shared by <strong>St</strong> <strong>Gen</strong>evieve's, De La Salle College, and <strong>St</strong> Mary's picks pupils<br />
up opposite the school gate at 3.30 p.m.<br />
Alternatively pupils can get a service bus (106) at the Kennedy Centre at 3.50pm.<br />
Page 14 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
THE CURRICULUM<br />
Curriculum Planning<br />
In <strong>St</strong> <strong>Gen</strong>evieve’s the welfare of the pupil is at the centre of all curriculum planning.<br />
We wish to give each girl the opportunity to develop her potential to the full. While<br />
aiming for high academic standards, we understand the importance of building selfconfidence<br />
in our pupils so that they can put their achievements to good use and<br />
capitalise on all the talents God has given them. The curriculum offered at KS3 is fully<br />
informed by the statuatory requirements of the NI Curriculum. The curriculum offer<br />
at KS4 meets the requirements of the Entitlement Framework. Together, they provide<br />
a curriculum which is broad and balanced and which is intended to prepare each pupil<br />
for adult life and life long learning.<br />
Junior Curriculum - Key <strong>St</strong>age 3<br />
In the Junior School, Years 08-10, all pupils follow a common curriculum. All pupils<br />
are given the opportunity to study French and Irish. In Year 08, pupils are placed into<br />
one of three Attainment Bands based on analysis of performance data which includes<br />
the Transfer Report from their Primary School and in-house testing. The function of<br />
banding is to support differentiated learning. Each pupil’s progress is monitored by<br />
their Head of Year and, on the basis of recommendations from Class Teachers/Form<br />
Teachers and Heads of Departments, placement of pupils within the year group is<br />
reviewed and may be changed. Table 1 below outlines the subjects currently studied<br />
by pupils at Key <strong>St</strong>age 3.<br />
Senior Curriculum - Key <strong>St</strong>age 4<br />
The course of study offered to Years 11 and 12 (4 th and 5 th years) is delivered as six<br />
core subjects and four optional subjects. The curriculum offer is a mix of <strong>Gen</strong>eral and<br />
Applied Subjects that fully meets the Entitlement Framework<br />
Table 1 below shows the core and optional subjects studied at this Key <strong>St</strong>age.<br />
Sixth Form Curriculum - Key <strong>St</strong>age 5<br />
At Sixth Form level, a consortium arrangement operates between <strong>St</strong> <strong>Gen</strong>evieve’s High<br />
School and De La Salle College, and this enables a wider range of <strong>Gen</strong>eral and Applied<br />
subject choices to be offered to the students. Classes at this level are therefore often<br />
co-educational. In Sixth Form, with the exception of a programme of Religious and<br />
Personal Education, all subjects are optional. Option blocks are arranged to maximise<br />
flexibility of choice for students, i.e. individual courses may be the result<br />
“Realising Potential Together” | Page 15
of combining A-level subjects with an Applied Course, GCSE subjects and vocational<br />
subjects. Alternatively, any of these courses may be taken in isolation. The key aim of<br />
curriculum planning in Key <strong>St</strong>age 5 is to facilitate pupil progression in their chosen<br />
learning pathway. Table 2 below shows the subjects currently studied in the Sixth<br />
Form.<br />
Special Education Needs<br />
Entitlement and Inclusion:<br />
On 1 st September 2005 a new initiative became law, the Special Education Needs<br />
Disability Order. This law means that children with a disability have an entitlement to<br />
be educated in mainstream schools.<br />
In <strong>St</strong> <strong>Gen</strong>evieve’s entitlement and inclusion have been in existence much longer than<br />
this law. All our pupils have an entitlement to realize their potential with whatever<br />
support they may need. This support takes on a variety of forms depending on the<br />
needs of the individual pupil in balance with the needs of the others.<br />
Entitlement to support during examinations is a provision that our pupils afforded.<br />
This entitlement does not reflect ability but a need. Identified needs may e addressed<br />
by: having an examination paper read to a pupil; extra time concessions up to 25% of<br />
the total examination; rest breaks; use of amanuensis. These entitlements are applied<br />
for using strict guidelines from the Joint Council for Examinations.<br />
Curriculum Queries<br />
Curriculum planning is pupil centred and informed by pupil learning needs and<br />
entitlements. However, where parents consider that the curriculum provision for<br />
their child is not satisfactory, they are invited to express their concern to the school,<br />
initially, through their daughter’s Head of Year, who will then consult with key school<br />
personnel as required.<br />
Should the issue not be resolved at this stage, an interview should then be sought<br />
with the Director of <strong>St</strong>udy for that Key <strong>St</strong>age or the Assistant Vice-Principal<br />
(Curriculum), either of whom will be happy to advise further.<br />
For any extra provision to be provided the needs of each pupil will be assessed using<br />
a variety of sources of information:<br />
- confidential interviews with parents at enrolment<br />
- an educational psychologist report given by permission of parents<br />
- results from testing pupils within school at Years 08, 11 and 13; in Years 11<br />
and 13 this data is used to apply for examination concessions.<br />
- a request by parents to have an educational psychology assessment carried<br />
out either for academic or behavioural reasons.<br />
- pupil information on the register for peripatetic support.<br />
- information disclosed or concerns raised at parent teacher meetings.<br />
Educational needs of pupils are met in the classroom in the following ways,<br />
depending on the needs of the child:<br />
• small class placement,<br />
• extra Literacy/ Numeracy support,<br />
• specialist peripatetic support on a one-to-one basis,<br />
• specialist behaviour support,<br />
• classroom assistance support,<br />
• physical, visual and auditory annual consultations for those pupils for whom<br />
school is aware of the need.<br />
Page 16 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
Curriculum Offered in KS3 and KS4 (Table 1)<br />
Areas of Learning Key <strong>St</strong>age 3 Key <strong>St</strong>age 4 Compulsory Key <strong>St</strong>age 4 Optional Subject Offer<br />
Science and Technology Science and Technology Religious Education<br />
Environment and Society<br />
The Arts<br />
Modern Languages<br />
Learning for Life and Work<br />
Physical Education<br />
Careers<br />
Geography<br />
History<br />
ICT<br />
Art<br />
Drama<br />
Music<br />
Physical Education<br />
French<br />
Irish<br />
Citizenship<br />
Employability<br />
Home Economics<br />
Personal and Social Education<br />
Physical Education<br />
English<br />
Mathematics<br />
Learning for Life and Work<br />
Careers Education<br />
Personal and Social Education<br />
Physical Education<br />
Additional Science<br />
Art<br />
Business & Communication Systems<br />
Business <strong>St</strong>udies<br />
Core Science<br />
Drama/Performing Arts<br />
English Literature<br />
Essential Skills: Level 1 & 2 Application of Number<br />
French<br />
Geography<br />
History<br />
Home Economics<br />
Home Economics Child Development<br />
Irish<br />
Moving Image Art<br />
Music<br />
Occupational <strong>St</strong>udies<br />
Occupational <strong>St</strong>udies in Care<br />
Occupational <strong>St</strong>udies in Digital Technology<br />
Occupational <strong>St</strong>udies in Hospitality<br />
Physical Education<br />
Technology<br />
Travel and Tourism<br />
Word Processing<br />
“Realising Potential Together” | Page 17
GCE A2/AS LEVEL<br />
Art<br />
Applied Science<br />
Biology<br />
Business <strong>St</strong>udies<br />
Chemistry<br />
Drama and Theatre <strong>St</strong>udies<br />
English Literature<br />
French<br />
Geography<br />
Government and Politics<br />
History<br />
Home Economics<br />
Irish<br />
Mathematics<br />
Media <strong>St</strong>udies<br />
Moving Image Arts<br />
Music<br />
Psychology<br />
Religious Education<br />
Sociology<br />
Technology & Design<br />
APPLIED AS/A2 LEVEL<br />
Leisure <strong>St</strong>udies<br />
Travel and Tourism<br />
Science<br />
Core <strong>St</strong>udies<br />
Religion and Moral Education<br />
Careers Education<br />
Personal/Social Education<br />
Physical Education<br />
Sixth Form Curriculum (offered in consortium with De La Salle College)<br />
LEVEL 2 DIPLOMA IN<br />
Business<br />
ICT<br />
Beauty Therapy(Nail Services)<br />
LEVEL 2 CERTIFICATE IN<br />
Children’s Care, Learning and Development<br />
(Child Care)<br />
Food Hygiene and Emergency Aid<br />
Health and Social Care<br />
Creative Media Production<br />
Occupational <strong>St</strong>udies Design<br />
Travel and Tourism<br />
Text Production<br />
Word Processing<br />
LEVEL 3 COURSES in<br />
Business <strong>St</strong>udies<br />
Children’s Care, Learning and Development (Child Care)<br />
Health and Social Care<br />
Sports <strong>St</strong>udies<br />
ICT<br />
Physical Education<br />
LEVEL 3 CERTIFICATE in<br />
Key Skills in ICT<br />
GCSE in<br />
English<br />
Mathematics<br />
Only subjects which attract viable numbers will be timetabled.<br />
Entry into Sixth Form is at the discretion of the Board of Governors and the Principal.<br />
The decision will be based on satisfactory Key <strong>St</strong>age 4 reports and the availability of<br />
suitable courses. Please note that a pupil may not be enrolled in the school if she will<br />
be 19 years of age or over before 2 July in her final year of her course (see the Sixth<br />
Form <strong>Prospectus</strong> for details regarding Admissions Criteria).<br />
The School utilises courses from the following Examination Boards regarding external<br />
qualifications:<br />
AQA, EDEXCEL, CCEA, OCR, WJEC<br />
Page 18 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
RELIGIOUS EDUCATION<br />
Religious Education<br />
<strong>St</strong> <strong>Gen</strong>evieve’s is a Catholic school within which Religious Education is seen not only<br />
as a discrete subject but also as a Cross-Curricular Theme.<br />
Personal Education<br />
In the Junior Years (8, 9 and 10) Religious Education is combined with a programme<br />
of Personal Education - the two usually being taught to a particular class by the same<br />
teacher who is also the Form Teacher for that class. All junior classes are following<br />
the “Fully Alive” series, endorsed by the Diocesan Advisers. This series delivers the full<br />
Catholic syllabus and fulfils the demands of the Revised Curriculum.<br />
Senior School<br />
In the senior school (Years 11 and 12) all pupils will follow the AQA GCSE syllabus in<br />
Religion.<br />
Sixth Form<br />
In sixth year, pupils can enter for AS or A2 Level Religious Education, in addition to the<br />
normal Religious Education class, which is compulsory for all pupils.<br />
Prayers and Assembly<br />
Prayers are said each morning at the class registration or a year group assembly,<br />
conducted by the Principal or the Head of House.<br />
Mass<br />
There is a Mass/Service for each class or year group throughout the year and also at<br />
the end of the year for year 12, 13 & 14 pupils.<br />
Retreats<br />
Throughout her school career, a pupil will be offered opportunities to participate in<br />
either school-based or off-site retreats.<br />
Liturgies<br />
A paraliturgy is held for the whole school at Christmas and Easter.<br />
Liturgical Calendar<br />
School Assemblies are co-ordinated to fit in with the Church Liturgical Calendar. The<br />
spiritual aspect of the school is addressed both through the Programmes of <strong>St</strong>udy for<br />
RE and by the many liturgical experiences offered to the pupils throughout the year.<br />
Chaplaincy Service<br />
Various Chaplains regularly visit the school to provide support for class teachers and<br />
to engage in Religious Services, Masses and Liturgies. They are also available for<br />
counselling. We are grateful to Priests from the local parishes for providing this<br />
service.<br />
Our links with the <strong>St</strong> Louis Order are fostered through the engagement of the facilities<br />
offered in the <strong>St</strong> Louis House, Hillhead. Former Principal (Sr Luca) and VP (Sr Anne)<br />
assist with Retreats, Liturgies and general support.<br />
“Realising Potential Together” | Page 19
ASSESSMENT and REPORTING<br />
Assessment and Reporting<br />
All schools are required to provide information to the Council for the<br />
Curriculum, Examinations and Assessment (CCEA) relating to Language and<br />
Literacy, Mathematics and Numeracy for pupils at the end of Key <strong>St</strong>age 3.<br />
Assessment information will be based on teacher assessments at the end of<br />
Key <strong>St</strong>age 3 and outcomes will be recorded in terms of levels.<br />
Formative Assessment<br />
In all year groups, and in all subjects, ongoing formative assessment of the pupil by<br />
the teacher will continue, with the teacher keeping a record of the pupil’s progress.<br />
At the end of Year 12 (fifth year) pupils are encouraged to seek external accreditation<br />
in all subjects being followed.<br />
Reports<br />
Parents will receive, once a year, a full written report on their child’s progress. In<br />
addition to this, parents will receive information indicating pupils’ progress and<br />
attendance. There will be an opportunity during the year to meet teachers at the<br />
parent/teacher meeting in order to discuss any pupil’s progress in detail. Parents<br />
are encouraged to contact the school at any time throughout the year if there is a<br />
particular matter of concern.<br />
Progress File<br />
Each year pupils have the opportunity to amend their own Profile. This will be ongoing,<br />
with pupils encouraged to set goals for themselves, develop career plans and be aware<br />
of the qualifications necessary to achieve their goals.<br />
Homework<br />
All pupils have a homework diary. It is the school’s policy to encourage homework.<br />
This may involve written or learning work (often both) or producing a drawing,<br />
artefact etc. where a practical subject is involved. Parents are asked to check their<br />
daughter’s homework, ensure it is completed on time and that corrections are<br />
carried out. At Key <strong>St</strong>age 3 pupils are expected to spend 1-2 hours per night on<br />
homework while at Key <strong>St</strong>age 4 and sixth form, pupils are expected to spend 2 ½ - 3<br />
hours on homework.<br />
Pupils are encouraged to read as much as possible. The school provides novels for<br />
this purpose. Reading should be an integral part of daily homework; 35 minutes per<br />
day is considered a desirable target.<br />
Pupil Profile Report<br />
At the end of term 1 pupils from Years 8 – 11 receive a Pupil Profile Report. This is<br />
a brief summary of pupils’ progress and attendance. Yr 13 and 14 pupils receive a<br />
“Pupil Profile Report” mid way through term 1 and 2. The form tutor/Director of<br />
<strong>St</strong>udies reviews progress with the pupils.<br />
Page 20 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
CAREERS EDUCATION<br />
Lessons<br />
Careers Education, Information, Advice and Guidance (CEIAG) are available to all pupils<br />
in <strong>St</strong> <strong>Gen</strong>evieve’s. Careers lessons are timetabled for students from Year 10 to Year<br />
14. In Year 8 and Year 9, Careers lessons are delivered through Employability. Pupils<br />
are prepared for the career decision-making process and they have the opportunity<br />
to explore interests, discuss their aptitudes in depth and receive advice on possible<br />
career paths. These lessons are taught by teachers who are specialists in this area. In<br />
addition, pupils also begin a personal career plan (PCP) in year 10 and develop this<br />
through to year 14.<br />
Information<br />
All students have access to a comprehensive range of information in the Careers<br />
Rooms and the Careers section of the School Library. Careers Guidance interviews<br />
involve the student, the Careers Teacher and the Careers Adviser from the Department<br />
of Education and Learning (DEL).<br />
Work Experience<br />
In Year 12, pupils take part in a one-week Work Experience programme sampling work<br />
in many career areas. Pupils are fully briefed before the placement. They carry out<br />
an assignment during placement and participate in a follow-up programme on return<br />
to school.<br />
Interviews<br />
The Careers Adviser and Careers Teachers are available for one-to-one or group interviews. In<br />
Year 11, each student also has the opportunity to sample a ‘mock interview’ with a visiting<br />
employer. The interview is carried out as close to reality as possible and interviewers make<br />
constructive comments in their feedback which is of great value to pupils in their preparation<br />
for their real job interviews.<br />
Conferences<br />
Sixth form students have the opportunity to take part in industry led projects - Business<br />
Insight Conference, The <strong>St</strong>udent <strong>St</strong>udy Week and the Director Shadowing Programme.<br />
These allow the students to develop an awareness of industry through the experiences<br />
of the professionals and provide opportunities to develop interpersonal skills and<br />
appreciate the need for teamwork.<br />
Vocational Courses<br />
<strong>St</strong>udents on vocational courses also have the opportunity to take part in a Work<br />
Experience/Work Shadowing Programme.<br />
Computer Software<br />
All students are introduced to courses available at university/college. With the aid<br />
of the UCAS and University websites, prospectuses and guidance from the Careers<br />
Teachers, students use the online application system ‘Apply’ to make applications to<br />
institutions of Higher Education. Pupils use the Odyssey, CID and Kudos packages<br />
which gives them career information and an opportunity to match their skills and<br />
qualities with possible career opportunities.<br />
Speakers<br />
Visiting speakers from Q.U.B., U.U., <strong>St</strong> Mary’s University College, John Moores Liverpool,<br />
BMC, Scottish Universities and BELB Awards Section address the students in sixth<br />
form. In association with Sentinus a range of guest speakers address a number of<br />
careers e.g. engineering, IT, nursing, social work etc.<br />
Successes<br />
Former pupils have graduated from Universities and Colleges of Education. Others<br />
have successful careers in Nursing, the Civil Service, Banking and in many commercial,<br />
retail and industrial areas.<br />
“Realising Potential Together” | Page 21
SPORT<br />
Aims<br />
The Physical Education Syllabus is designed to develop and encourage an appreciation<br />
of physical exercise and to practice active and safe participation in physical activities,<br />
both in school and in adult life. It also aims to develop personal and social qualities<br />
through a variety of situations and challenges. <strong>Gen</strong>erally speaking, all pupils enjoy<br />
one hour of P.E. per week - with those pupils following GCSE programmes in Key <strong>St</strong>age<br />
4 being allocated two and a half hours per week. Post-16 pupils following an ‘A’ level<br />
syllabus in Physical Education are allocated five hours per week.<br />
Sports Available<br />
A wide variety of sports are made available to the pupils in P.E. - in keeping with<br />
curriculum guidelines. These include:-<br />
Athletics - High jump, shot putt, discus, long/middle distance running, relays.<br />
Dance - Creative dance, national and modern dancing, step aerobics and<br />
aerobics, salsa, and hip hop.<br />
Games - Netball, volleyball, basketball, hockey, badminton, tennis,<br />
minor games, indoor soccer, gaelic football and rounders.<br />
Gymnastics - Individual, partner and group work. Also rhythmic gymnastics and<br />
sports acrobatics.<br />
Swimming - front crawl, back crawl, breast stroke, introduction to waterpolo<br />
Sports Facilities<br />
Indoor<br />
Sports Hall<br />
Gymnasium<br />
Fitness Suite<br />
Spin <strong>St</strong>udio<br />
marked out for a range of games; netball, badminton, basketball,<br />
and volleyball.<br />
equipped with fixed apparatus<br />
equipped with 5 top of the range treadmills, 10 exercise bikes, three<br />
computerised step machines, two computerised rowing machines,<br />
three computerised cross trainers, two ‘ab’ crunchers, one hip flexor,<br />
1 punch bag and a selection of bars and free weights.<br />
Outdoor<br />
5 tennis courts, 1 gaelic pitch, 1 camogie pitch, 1 soccer pitch one all purpose sports<br />
pitch, six lane running area.<br />
K.S.4 only<br />
Fitness - In addition to the above listed activities, pupils in K.S.4 experience:<br />
spin cycling, aerobics, step aerobics, salsa, circuit training, cycling,<br />
running, stepping, power walking, fitness testing, minor games,<br />
Fitness Suite, yoga, boxercise and soccer.<br />
Outdoor Pursuits – (GCSE PE class) - abseiling, rock climbing, canoeing, archery, wet bouldering,<br />
team building games.<br />
Also see Extra-Curricular Programme.<br />
Page 22 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
EXTRA-CURRICULAR ACTIVITIES<br />
Extra-curricular activities in the school are regarded as a valuable means of broadening<br />
curriculum experience and promoting the development of positive attitudes. Pupils<br />
are encouraged to join societies which will enhance skills already acquired in the<br />
classroom. The extra-curricular life of the school embraces a range of activities<br />
covering academic, athletic, religious, sporting and cultural interests.<br />
Some societies utilise this extra time as a means of preparing pupils for festivals,<br />
competitions, quizzes and school productions. Other departments use after school<br />
time to help pupils with GCSE, AS or A Level coursework.<br />
Activities include:<br />
Accelerated Reading Programme<br />
AJOSEPO Badge-making Club<br />
Aerobics/<strong>St</strong>ep Aerobics<br />
Art GCSE/A Level Club<br />
Athletics<br />
Basketball<br />
Biology A Level Revision Club<br />
Boxercise<br />
Business Enterprise Club<br />
Business <strong>St</strong>udies Club<br />
Camogie<br />
Chemistry A Level Revision Club<br />
Choir( Junior & Senior)<br />
Cookery Club<br />
Cross Country Running<br />
Dance<br />
Drama<br />
Eco schools Club<br />
English GCSE Revision Club<br />
English Newsletter Club<br />
Film Club<br />
Fitness Suite<br />
French Club<br />
Gaelic Football<br />
Geography Club<br />
Homework Club<br />
Information and Communication Technology Club<br />
Intergenerational Project with the Residents of Conor Rise<br />
Instrumental Groups<br />
Instrumental Tuition for graded examinations<br />
Irish GCSE/A Level Revision Club<br />
Junior Debating Society<br />
Key <strong>St</strong>age 3 Sixth Form Mentoring in Mathematics<br />
Library Club<br />
Mathematics GCSE Revision Club<br />
Music Theory Club<br />
Netball<br />
Orchestra<br />
Reading Mentor Programme<br />
Religion GCSE Revision Club<br />
Science Club<br />
Science GCSE Revision Club<br />
Swimming<br />
Technology Club<br />
Tennis<br />
Traditional Irish Music Group<br />
Word Processing Club<br />
Young Enterprise Craft Club<br />
Sport<br />
Throughout the school pupils are involved in Inter-School Sport.<br />
Cultural Events<br />
Cross-community experiences continue to be an integral part of the Creative and<br />
Leisure Arts Programme - theatre, media etc.<br />
“Realising Potential Together” | Page 23
APPENDIX 1<br />
SCHOOL PERFORMANCE STATISTICS 2011-<strong>2012</strong><br />
YEAR 10 KEY STAGE 3 SCHOOL SUMMARY RECORD 2011/<strong>2012</strong><br />
Level 3 or<br />
above<br />
Level 4 or<br />
above<br />
Level 5 or<br />
above<br />
Level 6 or<br />
above<br />
Mathematics Teacher<br />
Assessment 100% 99% 81% 19% 3%<br />
English<br />
Teacher Assessment 100% 98% 71% 17% 4%<br />
YEAR 12 GCSE RESULTS 2011/<strong>2012</strong><br />
Level 7 or<br />
above<br />
Subject No Entered % Achieving Success<br />
A* - C<br />
% Achieving Success<br />
A* - G<br />
Art and Design 49 94 100<br />
Business <strong>St</strong>udies 21 43 100<br />
Child Development 36 72 100<br />
Drama 38 92 100<br />
English 153 57 100<br />
English Literature 49 94 100<br />
French 37 70 100<br />
Geography 11 73 100<br />
History 26 85 100<br />
Home Economics 18 83 100<br />
ICT 63 76 100<br />
Irish 13 100 100<br />
Learning for Life & Work 153 80 100<br />
Mathematics 153 35 100<br />
Music 15 80 100<br />
Physical Education 14 86 100<br />
Religious <strong>St</strong>udies 118 75 100<br />
Science (additional) 19 89 100<br />
Science (Core) 98 58 100<br />
Technology and Design 9 67 100<br />
Performing Arts (Voc) 38 92 100<br />
Moving Image (Art) 17 88 100<br />
YEAR 12 OCR Results 2011/<strong>2012</strong><br />
Year 12 No entered % Pass % Distinction<br />
Text Production Level 2 10 30 30<br />
Word Processing Level 2 11 36 18<br />
Text Processing Level 3 8 25 13<br />
Please note that the above statistics compiled as per D.E.N.I instructions, show only the most<br />
recent OCR <strong>St</strong>age achieved by the student. Therefore, if a student has passed <strong>St</strong>age 1 and<br />
moved on to <strong>St</strong>age 2, her <strong>St</strong>age 1 pass has not been recorded above. It may be assumed<br />
however that all those who passed <strong>St</strong>age 2 have already passed OCR <strong>St</strong>age 1 earlier in the<br />
year.<br />
Year 12 Other Examinations 2011/<strong>2012</strong><br />
Subject No entered % Pass % Credit % Distinction<br />
Christian Lifestyle 36 100 20 33<br />
Subject No entered Level 1 Level 2<br />
Essential Skills Application of Number 114 1 99<br />
YEAR 12 OCCUPATIONAL STUDIES RESULTS 2011/<strong>2012</strong><br />
Subject No entered % Level 2 = GCSE<br />
A* - C<br />
% Level 1 = GCSE<br />
D - G<br />
(Single Award) Care 34 91 9<br />
Hospitality 16 100<br />
Digital Technology 17 94 6<br />
Application of numbers 114 99 1<br />
Business <strong>St</strong>udies 9 100<br />
Craft 9 100<br />
Travel + Tourism 12 100<br />
Year 12 PERFORMANCE SKILLS<br />
Subject No entered Level 2<br />
Performance Skills QCF 48 100<br />
Creative Craft 5 100<br />
Business Enterprise 9 100<br />
Page 24 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
YEAR 13/14 A LEVEL RESULTS 2011/<strong>2012</strong><br />
Subject No entered % Achieving<br />
Success<br />
*A - C<br />
% Achieving<br />
Success<br />
*A - E<br />
Art & Design 10 90 100<br />
Biology 4 50 100<br />
Business <strong>St</strong>udies (Voc) 12 75 100<br />
Chemistry 2 0 50<br />
English Literature 10 80 100<br />
French 1 100 100<br />
Government and Politics 12 58 100<br />
History 13 85 100<br />
Home Economics 5 20 100<br />
ICT Applied 21 71 95<br />
Irish 5 80 100<br />
Mathematics 3 0 67<br />
Moving Image Arts 9 89 100<br />
Media <strong>St</strong>udies 24 88 100<br />
Music 3 67 100<br />
Physical Education 6 33 83<br />
Religious Education 26 96 100<br />
Sociology 15 47 100<br />
Technology & Design 2 100 100<br />
Drama & Theatre <strong>St</strong>udies 18 89 100<br />
Travel & Tourism 9 56 100<br />
Geography 3 67 100<br />
Leisure & Tourism 9 56 100<br />
Psychology 14 29 57<br />
The sixth form in <strong>St</strong> <strong>Gen</strong>evieve's and the sixth form in De La Salle College operate as a<br />
consortium. This means that in practice many sixth form classes are mixed, as pupils from<br />
De La Salle College may be doing some of their courses in <strong>St</strong> <strong>Gen</strong>evieve's and vice versa.<br />
However, the results of boys who attended courses in <strong>St</strong> <strong>Gen</strong>evieve's do not feature in the<br />
above statistics.<br />
YEAR 13 GCSE RESULTS 2011/<strong>2012</strong><br />
Subject No entered % Achieving Success<br />
*A - C<br />
% Achieving Success<br />
*A - G<br />
English 49 43 100<br />
Mathematics 121 31 99<br />
YEAR 13/14 Vocational Courses 2011-<strong>2012</strong><br />
Subject No entered % Pass % Merit % Distinction<br />
BTEC Diploma Health and<br />
15 7 20 73<br />
Social Care<br />
BTEC Certificate<br />
16 9 28 29<br />
Health and Social Care<br />
Media Extended Cert in<br />
17 29 65 6<br />
Creative Media<br />
BTEC Level 2 First Cert in<br />
Children’s Care Learning and<br />
Development<br />
16 13 25 38<br />
ESSENTIAL SKILLS 2011-<strong>2012</strong><br />
Subject No entered Level 1 Level 2<br />
Communication 9 100 -<br />
Application of Number 16 - 100<br />
OCCUPTIONAL STUDIES RESULTS 2011-<strong>2012</strong><br />
Subject No entered % Level 2 % Level 1 % First Skills<br />
Design 38 29 58 13<br />
YEAR 13/14 OCR RESULTS 2011/<strong>2012</strong><br />
Year 13 No entered % Pass % Distinction<br />
Text Production Level 1 47 21 72<br />
Word Processing Level 1 46 24 48<br />
Text Production Level 2 45 42 29<br />
Word Processing Level 2 24 63 13<br />
Text Production Level 3 12 33 8<br />
Word Processing Level 3 8 38 0<br />
“Realising Potential Together” | Page 25
Years 13/14 Other Examinations 2011/<strong>2012</strong><br />
Subject No entered %Pass<br />
Cope Level 3 8 63<br />
CIEH Food Safety in Catering (Level 2) 18 100<br />
CIEH Healthier Foods & Special Diets (Level 2) 18 100<br />
Key Skills (ICT Level 3) 62 100<br />
Performance in Public Examinations1 2009/10 to 2011/12<br />
Secondary (Non-Grammar) Schools<br />
1230155 <strong>St</strong> <strong>Gen</strong>evieve's High School<br />
Performance Indicator 2009/10 2010/11 2011/12<br />
% Achieving 5+ GCSE’s at Grades A* - C (or equivalent) 2 73 70 82<br />
% Achieving 2+ A Levels at Grades A – E (or equivalent) 3 90 90 98<br />
1<br />
Excludes pupils with statements of special educational needs.<br />
2<br />
Figures include equivalent Qualifications e.g. Occupational <strong>St</strong>udies.<br />
3<br />
A Level figures include pupils who obtained AS Level passes at Grades A-E and who did not<br />
sit the A2 modules of these subjects. In this respect 2 AS Levels are equivalent to 1 A Level.<br />
<strong>St</strong> <strong>Gen</strong>evieve’s and AJOSEPO<br />
The <strong>St</strong> <strong>Gen</strong>evieve’s school community has<br />
been fund-raising for <strong>St</strong> Louis Sisters’<br />
projects in Brazil, Nigeria, Ghana and Liberia<br />
over the last 15 years. Recently the focus of<br />
attention has shifted to 3 projects in Nigeria.<br />
They are:<br />
The <strong>St</strong> Louis rehabilitation and out-reach<br />
centre for disabled children in Oka,<br />
The building of a new <strong>St</strong> Louis Primary<br />
School in Ondo,<br />
The <strong>St</strong> Louis Primary Health and Maternal<br />
Care Centre.<br />
Six members of staff from <strong>St</strong> <strong>Gen</strong>evieve’s visited the centres in 2010 to gain<br />
an insight but also to establish a connection with the sisters and the projects.<br />
On returning from Nigeria, a staff committee and a pupil committee was<br />
set up with the duel purposes of focusing on fund-raising and creating a<br />
greater awareness in the school community of the work carried out by the <strong>St</strong><br />
Louis Sisters and the issues and difficulties faced by communities from less<br />
privileged backgrounds.<br />
To capture the nature of the relationship between<br />
the school community and the projects, the<br />
Nigerian word AJOSEPO was adopted along with<br />
the above logo. AJOSEPO means ‘together in<br />
friendship and as equals’. Since then, both pupils<br />
and staff have organised many events such as, a<br />
night at the races, bag packs, stealth mobile shops,<br />
crafts fares, cake sales, sponsored walks, pupil<br />
concerts, film days, male staff leg waxing and<br />
dance afternoons. AJOSEPO is a word in common<br />
usage now.<br />
Page 26 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014
The pictures show the benefit of the funds sent. Corrective operations have been carried out on child with disabilities. The new<br />
primary school is being built and medicines and a new ultra sound scanner have been purchased for the Primary Health Care Centre.<br />
The school has an on-going commitment to the projects. Information and photographs from Nigeria helps to keep the relationship real<br />
and to the fore-front of the minds of everyone in the school during our fund-raising efforts.<br />
“Realising Potential Together” | Page 27
Trench House, 87 <strong>St</strong>ewartstown Road<br />
Belfast<br />
BT11 9JP<br />
Telephone: 028 9092 5670<br />
Fax: 028 9092 5675<br />
Principal: Mrs Mirella Smith BSc Hons, MEd, PQH(NI)<br />
Principal’s Fax: 028 9092 5674<br />
Page 28 | <strong>St</strong> <strong>Gen</strong>evieve’s High School <strong>Prospectus</strong> 2013/2014