profiles = new Array(
    "SCHOOL CALENDAR 2005/2006|SCHOOL CALENDAR 2005 – 2006 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) First Term Autumn/Winter 2005 Wednesday 24th August Staff Conference Day Thursday 25th August 9.15 – 12 noon Registration of J2 and S2 Friday 26th August 9.15 – 11.15 Registration of Upper Sixth Friday 26th August 11.30 – 1.30 Registration of Upper Sixth Tuesday 30th August 9.15 – 12 noon Registration of J3 and S1 Wednesday 31st August 9.15 – 1.00 pm Registration of Lower Sixth Thursday 1st September 1st Full Day of Term for all Registration of J1 Monday 31st October – Friday 4th November Half Term Wednesday 21st December End of Term at noon Second Term Winter/Spring 2006 Friday 6th January Day of Exceptional Closure Thursday 26th January Open Night Friday 27th January Staff Conference Day Wednesday 8th February 4.00 – 6.00 pm J1 Parent/Teacher Meeting Wednesday 15th February 4.00 – 6.00 pm J2 Parent/Teacher Meeting Friday 17th February S2 A Level Choices Conference *Monday 13th – Friday 17th February L6 Work Experience Friday 17th February – Tuesday 21st February Half Term (but see below*) Friday 17th February Staff Conference Day Wednesday 28th February 4.00 – 6.00 pm S1 Parent/Teacher Meeting Wednesday 15th March 7.30 – 10.00 pm J3 Parent/Teacher Meeting Friday 17th March St Patrick’s Day Wednesday 4th – Thursday 5th April School Concert Monday 10th April Term finishes (J1, J2 and S1) Tuesday 11th April Term finishes (J3, S2 and U6) Wednesday 12th April 9.15 -11.15 L6 Preparation for University Wednesday 12th April 11.30 – 1.30 L6 Parent/Teacher Consultation Thursday 13th April Staff Conference Day Third Term Spring/Summer 2006 Monday 24th April Term begins Monday 1st May May Day Holiday Monday 29th May Staff Conference Day Tuesday 30th May Day of Exceptional Closure Friday 23rd June J3 Pupils finish Monday 26th June J1 Pupils finish Tuesday 27th June J2 Pupils finish Wednesday 28th June S1 Pupils finish (12 noon) *Parents are requested not to make holiday arrangements during term time. The school cannot authorise any such request. *One or two additional days of Exceptional Closure may be arranged in the course of the year.||../calendar/CALENDAR_2005_06.doc",
    "SCHOOL CALENDAR 2005/2006|SCHOOL CALENDAR 2005 – 2006 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) First Term Autumn/Winter 2005 Wednesday 24th August Staff Conference Day Thursday 25th August 9.15 – 12 noon Registration of J2 and S2 Friday 26th August 9.15 – 11.15 Registration of Upper Sixth Friday 26th August 11.30 – 1.30 Registration of Upper Sixth Tuesday 30 th August 9.15 – 12 noon Registration of J3 and S1 Wednesday 31 st August 9.15 – 1.00 pm Registration of Lower Sixth Thursday 1 st September 1 st Full Day of Term for all Registration of J1 Monday 31 st October – Friday 4th November Half Term Wednesday 21 st December End of Term at noon Second Term Winter/Spring 2006 Friday 6th January Day of Exceptional Closure Thursday 26th January Open Night Friday 27th January Staff Conference Day Wednesday 8th February 4.00 – 6.00 pm J1 Parent/Teacher Meeting Wednesday 15th February 4.00 – 6.00 pm J2 Parent/Teacher Meeting Friday 17th February S2 A Level Choices Conference *Monday 13th – Friday 17th February L6 Work Experience Friday 17th February – Tuesday 21st February Half Term (but see below*) Friday 17th February Staff Conference Day Wednesday 28th February 4.00 – 6.00 pm S1 Parent/Teacher Meeting Wednesday 15th March 7.30 – 10.00 pm J3 Parent/Teacher Meeting Friday 17th March St Patrick’s Day Wednesday 4th – Thursday 5th April School Concert Monday 10th April Term finishes (J1, J2 and S1) Tuesday 11th April Term finishes (J3, S2 and U6) Wednesday 12th April 9.15 -11.15 L6 Preparation for University Wednesday 12th April 11.30 – 1.30 L6 Parent/Teacher Consultation Thursday 13th April Staff Conference Day Third Term Spring/Summer 2006 Monday 24th April Term begins Monday 1st May May Day Holiday Monday 29th May Staff Conference Day Tuesday 30th May Day of Exceptional Closure Friday 23rd June J3 Pupils finish Monday 26th June J1 Pupils finish Tuesday 27th June J2 Pupils finish Wednesday 28th June S1 Pupils finish ( 12 noon ) *Parents are requested not to make holiday arrangements during term time. The school cannot authorise any such request. * One or two additional days of Exceptional Closure may be arranged in the course of the yea r.||../calendar/Calendar_2005_06.htm",
    "SCHOOL CALENDAR 2005/2006|SCHOOL CALENDAR 2005 – 2006 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) First Term Autumn/Winter 2005 Wednesday 24th August Staff Conference Day Thursday 25th August 9.15 – 12 noon Registration of J2 and S2 Friday 26th August 9.15 – 11.15 Registration of Upper Sixth Friday 26th August 11.30 – 1.30 Registration of Upper Sixth Tuesday 30th August 9.15 – 12 noon Registration of J3 and S1 Wednesday 31st August 9.15 – 1.00 pm Registration of Lower Sixth Thursday 1st September 1st Full Day of Term for all Registration of J1 Monday 31st October – Friday 4th November Half Term Wednesday 21st December End of Term at noon Second Term Winter/Spring 2006 Friday 6th January Day of Exceptional Closure Thursday 26th January Open Night Friday 27th January Staff Conference Day Wednesday 8th February 4.00 – 6.00 pm J1 Parent/Teacher Meeting Wednesday 15th February 4.00 – 6.00 pm J2 Parent/Teacher Meeting Friday 17th February S2 A Level Choices Conference *Monday 13th – Friday 17th February L6 Work Experience Friday 17th February – Tuesday 21st February Half Term (but see below*) Friday 17th February Staff Conference Day Wednesday 28th February 4.00 – 6.00 pm S1 Parent/Teacher Meeting Wednesday 15th March 7.30 – 10.00 pm J3 Parent/Teacher Meeting Friday 17th March St Patrick’s Day Wednesday 4th – Thursday 5th April School Concert Monday 10th April Term finishes (J1, J2 and S1) Tuesday 11th April Term finishes (J3, S2 and U6) Wednesday 12th April 9.15 -11.15 L6 Preparation for University Wednesday 12th April 11.30 – 1.30 L6 Parent/Teacher Consultation Thursday 13th April Staff Conference Day Third Term Spring/Summer 2006 Monday 24th April Term begins Monday 1st May May Day Holiday Monday 29th May Staff Conference Day Tuesday 30th May Day of Exceptional Closure Friday 23rd June J3 Pupils finish Monday 26th June J1 Pupils finish Tuesday 27th June J2 Pupils finish Wednesday 28th June S1 Pupils finish (12 noon) *Parents are requested not to make holiday arrangements during term time. The school cannot authorise any such request. *One or two additional days of Exceptional Closure may be arranged in the course of the year.||../calendar/CALENDAR_2005_06.rtf",
    "SCHOOL CALENDAR 2005 – 2006|SCHOOL CALENDAR 2006 – 2007 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) First Term Thursday 24th August Staff Conference Day Friday 25th August 9.15 – 12 noon 1.00 - 3.00p.m. Staff Conference UV1 Parent Teacher Consultation Tuesday 29th August 9.15 – 12 noon Registration of J3 and S1 Wednesday 30th August 9.15 – 12 noon Registration of S2 and J2 Thursday 31st August 9.15 - 1.00p.m. Registration of UV1 and LV1 Friday 1st September Start of Term: All Groups Tuesday 5th and Wednesday 6th September UV1 Retreat Thursday 7th September QUB Open Day Friday 8th September UUJ Open Day Tuesday 12th September UUC Open Day Friday 22nd September Mass for the Feast of Our Lady Friday 6th October 1.45 - 3.15p.m. GCSE Prize-Giving Thursday 19th October 7.30 – 10.00p.m. S2 Parent Teacher Meeting Friday 27th October 1.45 – 3.15p.m. KS3 Prize-Giving Monday 30th – Friday 3rd November Half Term Tuesday 21st - Saturday 25th November School Show Tuesday 19th December A’ Level Prize-Giving Thursday 21st December End of Term Second Term Monday 8th January Term begins Thursday 25h January Open Night Friday 26h January Staff Conference Day Tuesday 6th February 4.00 - 6.00p.m. J1 Parent Teacher meeting Friday 9th February SELB Training (Staff) Tuesday 13th February 7.30 – 10.00p.m. J3 Parent Teacher Meeting *Thursday 15th – Friday 16th February Half Term (J1 – S1; UV1) *Thursday 15th February - S2 only 9.30 - 1.00p.m. A’ Level Choices Conference Monday 12th – Thursday 15th February LV1 Work Experience Wednesday 21st February 4.00 - 6.00p.m. S1 Parent Teacher Meeting Wednesday 28th February J2 Parent Teacher Meeting Monday 19th March Holiday Tuesday 3rd April Term Ends J1 – S2; UV1 Wednesday 4th April 11.00 - 1.00p.m. LV1 Parent Teacher Consultation Thursday 5th April Staff Conference Third Term Monday 16th April Term begins Tuesday 1st - Friday 4th May KS3 Exams Monday 7th May Bank Holiday Monday 28th May Staff Conference Tuesday 29th May Staff Conference Friday 22nd June J3 Finish Tuesday 26th June J1 and J2 Pupils finish Wednesday 27th June S1 Pupils finish Thursday 28th Term finishes *Some dates may be subject to change during the year *One or two additional days of DENI authorised Exceptional Closure will be arranged in the course of the year to prepare for the introduction of the Entitlement Curriculum in 2007-2008. *Parents are requested not to make holiday arrangements during term time. The school cannot authorise any such request.||../calendar/calendar_2006_07.doc",
    "SCHOOL CALENDAR 2005 – 2006|SCHOOL CALENDAR 2006 – 2007 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) First Term - Autumn/Winter 2006 Thursday 24 th August Staff Conference Day Friday 25 th August 9.15 – 12 noon 1.00 - 3.00p.m. Staff Conference UV1 Parent Teacher Consultation Tuesday 29 th August 9.15 – 12 noon Registration of J3 and S1 Wednesday 30 th August 9.15 – 12 noon Registration of S2 and J2 Thursday 31 st August 9.15 - 1.00p.m. Registration of UV1 and LV1 Friday 1 st September Start of Term: All Groups Tuesday 5 th and Wednesday 6 th September UV1 Retreat Thursday 7 th September QUB Open Day Friday 8 th September UUJ Open Day Tuesday 12 th September UUC Open Day Friday 22 nd September Mass for the Feast of Our Lady Friday 6 th October 1.45 - 3.15p.m. GCSE Prize-Giving Thursday 19 th October 7.30 – 10.00p.m. S2 Parent Teacher Meeting Friday 27 th October 1.45 – 3.15p.m. KS3 Prize-Giving Monday 30 th – Friday 3 rd November Half Term Tuesday 21 st - Saturday 25 th November School Show Tuesday 19 th December A’ Level Prize-Giving Thursday 21 st December End of Term Second Term - Winter/Spring 2007 Monday 8 th January Term begins Thursday 25 th January Open Night Friday 26 th January Staff Conference Day Tuesday 6 th February 4.00 - 6.00p.m. J1 Parent Teacher meeting Friday 9 th February SELB Training (Staff) Tuesday 13 th February 7.30 – 10.00p.m. J3 Parent Teacher Meeting *Thursday 15 th – Friday 16 th February Half Term (J1 – S1; UV1) *Thursday 15 th February - S2 only 9.30 - 1.00p.m. A’ Level Choices Conference Monday 12 th – Thursday 15 th February LV1 Work Experience Wednesday 21 st February 4.00 - 6.00p.m. S1 Parent Teacher Meeting Wednesday 28 th February J2 Parent Teacher Meeting Monday 19 th March Holiday Friday 30th March Term Ends for J1, J2 and S1 Tuesday 3 rd April Term Ends for J3, S2, LVI and UVI Wednesday 4 th April Staff Conference Thursday 5 th April Staff Conference Third Term - Spring/Summer 2007 Monday 16 th April Term begins Tuesday 1 st - Friday 4 th May KS3 Exams Monday 7 th May Bank Holiday Monday 28 th May Staff Conference Tuesday 29 th May Staff Conference Friday 22 nd June J3 Finish Tuesday 26 th June J1 and J2 Pupils finish Wednesday 27 th June S1 Pupils finish Thursday 28 th Term finishes *Some dates may be subject to change during the year . *One or two additional days of DENI authorised Exceptional Closure will be arranged in the course of the year to prepare for the introduction of the Entitlement Curriculum in 2007-2008. *Parents are requested not to make holiday arrangements during term time. The school cannot authorise any such request.||../calendar/calendar_2006_07.htm",
    "SCHOOL CALENDAR 2005 – 2006|SCHOOL CALENDAR 2006 – 2007 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) First Term Thursday 24th August Staff Conference Day Friday 25th August 9.15 – 12 noon 1.00 - 3.00p.m. Staff Conference UV1 Parent Teacher Consultation Tuesday 29th August 9.15 – 12 noon Registration of J3 and S1 Wednesday 30th August 9.15 – 12 noon Registration of S2 and J2 Thursday 31st August 9.15 - 1.00p.m. Registration of UV1 and LV1 Friday 1st September Start of Term: All Groups Tuesday 5th and Wednesday 6th September UV1 Retreat Thursday 7th September QUB Open Day Friday 8th September UUJ Open Day Tuesday 12th September UUC Open Day Friday 22nd September Mass for the Feast of Our Lady Friday 6th October 1.45 - 3.15p.m. GCSE Prize-Giving Thursday 19th October 7.30 – 10.00p.m. S2 Parent Teacher Meeting Friday 27th October 1.45 – 3.15p.m. KS3 Prize-Giving Monday 30th – Friday 3rd November Half Term Tuesday 21st - Saturday 25th November School Show Tuesday 19th December A’ Level Prize-Giving Thursday 21st December End of Term Second Term Monday 8th January Term begins Thursday 25h January Open Night Friday 26h January Staff Conference Day Tuesday 6th February 4.00 - 6.00p.m. J1 Parent Teacher meeting Friday 9th February SELB Training (Staff) Tuesday 13th February 7.30 – 10.00p.m. J3 Parent Teacher Meeting *Thursday 15th – Friday 16th February Half Term (J1 – S1; UV1) *Thursday 15th February - S2 only 9.30 - 1.00p.m. A’ Level Choices Conference Monday 12th – Thursday 15th February LV1 Work Experience Wednesday 21st February 4.00 - 6.00p.m. S1 Parent Teacher Meeting Wednesday 28th February J2 Parent Teacher Meeting Monday 19th March Holiday Tuesday 3rd April Term Ends J1 – S2; UV1 Wednesday 4th April 11.00 - 1.00p.m. LV1 Parent Teacher Consultation Thursday 5th April Staff Conference Third Term Monday 16th April Term begins Tuesday 1st - Friday 4th May KS3 Exams Monday 7th May Bank Holiday Monday 28th May Staff Conference Tuesday 29th May Staff Conference Friday 22nd June J3 Finish Tuesday 26th June J1 and J2 Pupils finish Wednesday 27th June S1 Pupils finish Thursday 28th Term finishes *Some dates may be subject to change during the year *One or two additional days of DENI authorised Exceptional Closure will be arranged in the course of the year to prepare for the introduction of the Entitlement Curriculum in 2007-2008. *Parents are requested not to make holiday arrangements during term time. The school cannot authorise any such request.||../calendar/calendar_2006_07.rtf",
    "SCHOOL CALENDAR 2005 – 2006|SCHOOL CALENDAR 2007 – 2008 (Pupils do not attend school on Staff Conference Days or Days of Exceptional Closure) FIRST TERM Friday 24th August Staff Conference Day Tuesday 28th August 9.15 - 12 noon 1.00 - 3.00pm Staff Conference UV1 Parent Teacher Consultation Wednesday 29th August 9.15 – 12.30pm 1.00 – 3.00pm Registration of UV1, S1 and J3 Staff Meetings Thursday 30th August 9.15 - 3.00pm Staff Retreat Day Friday 31st August 9.15 – 12.30pm. 1.00 – 3.00pm Registration of LV1, S2 and J2 Staff Meetings Monday 3rd September 9.15 - 3.00pm Staff Conference Day Tuesday 4th September Start of Term: All Groups Tuesday 4th and Wednesday 5th September UV1 Retreat Tuesday 5th September LV1 Induction Away Day Thursday 6th September QUB Open Day Friday 7th September UUJ Open Day Tuesday 11th September UUC Open Day Thursday 20th September UV1 Formal Monday 24th September Mass for the Feast of Our Lady Friday 5th October 1.45 - 3.15pm. GCSE Prize-Giving Thursday 18th October 7.30 - 10.00pm. S2 Parent Teacher Meeting Thursday 25th October 1.45 - 3.15.m. KS3 Prize-Giving Friday 26th October Staff Conference Day Friday 26th October – Monday 5th November (inclusive) Half Term (Pupils) Monday 5th November Staff Conference Day Wednesday 19th December A Level Prize-Giving Friday 21st December End of Term SECOND TERM Monday 7th January Term begins Thursday 24h January Open Night Friday 25h January Staff Conference Day Tuesday 5th February 4.00 - 6.00pm. J1 Parent Teacher meeting Tuesday 12th February 7.30 – 10.00pm. J3 Parent Teacher Meeting Friday 15th February* Half Term (J1 – S1; UV1) *Friday 15th February - S2 only 9.30 - 12.30pm. A Level Choices Conference Monday 11th – Thursday 14th February LV1 Work Experience Wednesday 20th February 4.00 - 6.00pm. S1 Parent Teacher Meeting Wednesday 27th February J2 Parent Teacher Meeting Tuesday 11th March 4.00 – 6.00pm LV1 Parent Teacher Meeting Friday 14th March Term ends THIRD TERM Monday 31st March Term begins Friday 11th April Staff Conference Day Tuesday 29th April - Friday 2nd May KS3 Exams Monday 5th May Bank Holiday Monday 26th May Staff Conference Tuesday 27th May Staff Conference Wednesday 28th May Staff Conference Friday 20th June J3 Finish Wednesday 25th June J1 and J2 Pupils finish Thursday 26th June S1 Pupils finish Monday 30th June Term finishes *Some dates may be subject to change during the year *Two or three additional days of DENI authorised Exceptional Closure will be arranged in the course of the year to prepare for the introduction of the Entitlement Curriculum in 2007-2008. *Parents are requested not to make holiday arrangements during term time The school cannot authorise any such request.||../calendar/SCHOOL%20CALENDAR_2007_08.rtf",
    "Calamity Jane|||../calamity_jane_poster.htm",
    "Welcome Circle|||../circle.htm",
    "General Contact Form|Contact Form If you would like more information or make a general comment then please submit your details below. Our Lady's Grammar School will never make your details known to a third party. [FrontPage Save Results Component] Please provide the following contact information: Title First Name Middle Name Surname E-mail Address Comments||../contact_form_GEN.htm",
    "PP_Contact|Past Pupils Contact Form If you are a past pupil or a former member of staff we would love to hear from you. Please submit your details below.. Our Lady's Grammar School will never make you details known to a third party. [FrontPage Save Results Component] Please provide the following contact information: Title First Name Middle Name Surname Type Past Pupil Ex Staff Member Maiden Surname Please include your Maiden Name if you are now married) Date of Commencement Date of Leaving E-mail Address Comments With so many of our past pupils graduating from university we would love to see your graduation photos. The idea is to create a photo gallery of graduation photos. So if you would like to add your photo to the gallery please email it to info@ourladysgrammar.org.uk or sent it to OUR LADY’S GRAMMAR SCHOOL, CHEQUER HILL, NEWRY, Co. DOWN BT35 6DY . Please include your Name, Graduation Year, Subject and University.||../contact_form_PP.htm",
    "Copyright|Copyright © Our Lady's Grammar School 2005-2007||../copyright.htm",
    "Site Credits|Site Credits... D e s i g n e d a n d d e v e l o p e d b y A n c l a j o S y s t e m s (anclajo@hotmail.com) C o n t e n t b y O u r L a d y ' s G r a m m a r S c h o o l Javas c r i p t s k i n d l y p r o v i d e d b y w w w . d y n a m i c d r i v e . c o m P i c t u r e animation s c r i p t s supplied b y w w w . a n f y . c o m S i t e s e a r c h f u n c t i o n s u p p l i e d b y M a r c R e e d ( U S A )||../credits.htm",
    "Curriculum KS3 and KS4|Curriculum KS3 and KS4 The curriculum in Our Lady's Grammar School offers breadth and balance. Students can explore a wide variety of exciting areas of study and, at the same time, develop as mature, sensitive young people with a strong sense of their own worth, a sound faith and a commitment to the needs of others. The following subjects are studied in the school curriculum at KS3 and KS4: Key Stage 3 In years 8,9 and 10, pupils study the following subjects: Art and Design Careers Design and Technology English French Geography History Home Economics I.C.T. Irish Mathematics Music P.E. P.S.H.E. Religious Studies Science Spanish Speech and Drama Additional support is offered in English and Mathematics to students in years 9 &10 who could benefit from it. Key Stage 4 The following subjects are offered to students in years 11 & 12: Additional Mathematics Art & Design Biology Business Studies Chemistry Design and Technology English English Literature French Geography History Home Economics Irish Mathematics Music P.E. Physics Religious Studies Science - Double Award Spanish Most students study 10 GCSE subjects and also have classes in Careers Education, P.E. and P.S.H.E. Subjects are chosen from the list above. Additionally, all students have classes in Religious Studies, P.S.H.E. Life Skills, Careers and Information Technology. Your browser does not support inline frames or is currently configured not to display inline frames.||../curriculum_1.htm",
    "Curriculum A2 and AS|Curriculum AS and A2 Level The curriculum in Our Lady's Grammar School offers breadth and balance. Students can explore a wide variety of exciting areas of study and, at the same time, develop as mature, sensitive young people with a strong sense of their own worth, a sound faith and a commitment to the needs of others. The following subjects are studied in the school curriculum AS and A2 Level: AS and A2 Level The following subjects are offered at AS and A2 Level: Accounts Ancient History Art & Design Biology Business Studies Chemistry Design and Technology English French Further Mathematics Geography History Theatre Studies Home Economics I.C.T. Irish Key Skills Maths Music Physics Politics Religious Studies Sociology Spanish Students may take 3 or 4 of the above subjects at AS level and also follow a Key Skills Course. They then may proceed to A2 level with 3 or 4 subjects. Sixth Form Enrichment Programme Students choose a range of modules from the following: Art and Design European Studies First Aid Health and Social Studies Japanese Studies Journalism Law Multi Media Studies NISTRO (Science and Technology) Project Photography Physical Education Small Business Enterprise Survival Cookery Yoga Additionally, all students have classes in Religious Studies, P.S.H.E. Life Skills, Careers and Information Technology. Pathways to Excellence, an internationally recognised personal development programme, is taken by all sixth formers. Your browser does not support inline frames or is currently configured not to display inline frames.||../curriculum_2.htm",
    "Life in Our Lady's|Life in Our Lady's (Movie) Play the Life in Our Lady's Movie About playing video clips... Your browser does not support inline frames or is currently configured not to display inline frames.||../daily_life.htm",
    "Test Database|DB DB2||../DataBase.htm",
    "Redirector for Old .org|||../default.asp",
    "Redirector for Old .org|||../default2.asp",
    "Redirector for Old .org|||../default2.htm",
    "Our Lady's Grammar School Newry Default 2|Your browser does not support inline frames or is currently configured not to display inline frames. Your browser does not support inline frames or is currently configured not to display inline frames. Your browser does not support inline frames or is currently configured not to display inline frames.|our ladys grammar school, catholic schools, all girls schools, newry, schools in northern ireland, schools in newry, our ladys past pupils, newry girls school, a levels, gcse's, as level|../default2a.htm",
    "Disclaimer|Disclaimer TO THE FULLEST EXTENT PERMITTED AT LAW, OUR LADY'S GRAMMAR SCHOOL IS PROVIDING THIS WEB SITE AND ITS CONTENTS ON AN "AS IS" BASIS AND MAKES NO (AND EXPRESSLY DISCLAIMS ALL) REPRESENTATIONS OR WARRANTIES OF ANY KIND WITH RESPECT TO THIS WEB SITE OR ITS CONTENTS INCLUDING, WITHOUT LIMITATION, WARRANTIES OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE. IN ADDITION, OUR LADY'S GRAMMAR SCHOOL DOES NOT REPRESENT OR WARRANT THAT THE INFORMATION ACCESSIBLE VIA THIS WEB SITE IS ACCURATE, COMPLETE OR CURRENT. Information is subject to change without notice. Except as specifically stated on this Web site, to the fullest extent permitted at law, neither Our Lady's Grammar School nor any of its affiliates, Governors, employees or other representatives will be liable for damages arising out of or in connection with the use of this Web site. This is a comprehensive limitation of liability that applies to all damages of any kind, including (without limitation) compensatory, direct, indirect or consequential damages, loss of data, income or profit, loss of or damage to property and claims of third parties.||../disclaimer.htm",
    "Downloads Menu|Downloads from Our Lady's Grammar Click here for 'POR Form' download (V2) Description PDF Word RTF Zip Admissions Criteria A Level Choices Booklet J3 GCSE Choices Booklet Annual Report Current Newsletter School Year Calendar Our Lady's Prospectus School Policy - Child Protection School Policy - Bullying School Policy - Misuse of Drugs School Policy - Internet and Email Website Terms and Conditions of Use Website Privacy Policy Our Lady's Music Department ICT A-level Choices Presentation School Policy - Health and Safety School Policy - Evacuation The Centenary Magazine 1887 -1987 New Zealand ICP Conference 2007 (17mb) Get Word Viewer Get Acrobat Reader Get WinZip Get Powerpoint Viewer Our Lady's School is not responsible for the content of external websites||../download_menu.htm",
    "Downloads Menu External|External Website Downloads Our Lady's Grammar School is not responsible for the content of external internet sites Microsoft Word Viewer Microsoft Powerpoint Viewer Adobe Acrobat PDF Viewer WinZip Apple Quicktime Player Microsoft Media Player Sun Microsystems Java Macromedia Flash Player Your browser does not support inline frames or is currently configured not to display inline frames.||../download_menu_external.htm",
    "Downloads Menu|Downloads from Our Lady's Grammar Click here for 'POR Form' download (V2) Description PDF Word RTF Zip Admissions Criteria A Level Choices Booklet J3 GCSE Choices Booklet Annual Report Current Newsletter School Year Calendar Our Lady's Prospectus School Policy - Child Protection School Policy - Bullying School Policy - Misuse of Drugs School Policy - Internet and Email Website Terms and Conditions of Use Website Privacy Policy Our Lady's Music Department ICT A-level Choices Presentation School Policy - Health and Safety School Policy - Evacuation Get Word Viewer Free Get Acrobat Reader Free Get WinZip Free? Get Powerpoint Viewer Free Our Lady's Grammar School is not responsible for the content of external internet sites Your browser does not support inline frames or is currently configured not to display inline frames.||../download_menu_job_forms.htm",
    "Contact Form Error|Sorry your details are incomplete Please go back and try again||../error.htm",
    "Ethos & Tradition Of Our Lady's|Ethos and Tradition Play the Ethos & Tradition Movie About playing video clips... Our Lady's was founded by the Sisters of Mercy in 1887 and we are very proud of our history and traditions. Pupils from more than 50 primary schools come to Our Lady's every year. As an Our Lady's pupil you will work hard and achieve superb academic success and you will also find friendship, enrichment and fun. In this beautiful and superbly equipped school you will be very well prepared for the exciting challenges of your life. As a Catholic School we in Our Lady's work to build upon the values of home and to foster a strong sense of faith and belief in all of our pupils. The Mercy tradition of service is also very important to us and, as one of our pupils, you will play a part in helping others close to home and throughout the world. We will encourage you to see yourself as a citizen of the future, a citizen of the world. We come together as a faith community to celebrate important school occasions and our oratory is a beautiful place for quiet reflection and prayer. Your browser does not support inline frames or is currently configured not to display inline frames.||../ethos.htm",
    "Facilities|Facilities School Facilities include: 58 classrooms and laboratories, with appropriate storerooms and preparation rooms State of the Art Computer Suites with MS Office facilities, internet access, intranet access and pupils' access to their work folders from home. Video Conferencing, Interactive White boards and wireless technology Computer facilities in all classrooms Television and Video viewing available in all learning areas 3 Art and Design Rooms, with Pottery Studio and Photographic laboratory 3 Home Economics Rooms Sports Hall, indoor and outdoor netball courts, tennis courts, badminton courts and access to camogie and football facilities Library, Audio visual room and CD ROM research facilities Careers suite with full research facilities Suite of Music Rooms including 3 practice rooms for individual instrumental tuition / student composition Sixth form study room with internet research facilities Sixth form Social Room Technology Suite with manufacturing room and up to date ICT and CAD Facilities Lecture Theatre / Professionally equipped Drama Studio School Assembly Hall Four Arches restaurant with swipe card facilities. Open for breakfast, break-time and lunch Your browser does not support inline frames or is currently configured not to display inline frames.||../facilities.htm",
    "New Page 1|||../google_safe_search.htm",
    "Guestbook Window Close|Thank You||../guestbook_close_window.htm",
    "Guestbook Menu|Guestbook Create a New Entry in Our Guestbook View Our Guestbook Your browser does not support inline frames or is currently configured not to display inline frames.||../Guestbook_menu.htm",
    "History of Our Lady's|The History of Our Lady's Your browser does not support inline frames or is currently configured not to display inline frames.||../history_OLG.htm",
    "Our Lady's Grammar School Newry Home Page|Your browser does not support inline frames or is currently configured not to display inline frames. Your browser does not support inline frames or is currently configured not to display inline frames. Your browser does not support inline frames or is currently configured not to display inline frames.|our ladys grammar school, catholic schools, all girls schools, newry, schools in northern ireland, schools in newry, our ladys past pupils, newry girls school, a levels, gcse's, as level|../index.html",
    "Information for New Pupils|Your Questions Answered Practical Questions I have to get the bus home from school. Do you know where I can get it and how I get there? I live far from my new school. What do I do if I miss my bus? What happens if I take sick? Will I change classrooms from time to time or just stay in one room during the day? What will my uniform look like? Will I be sufficiently organised (regarding the packing of my books and the ‘gear’ I required for particular subjects)? Who will responsible for me? Is there anything I can do to help myself at school? Will I be lost in a big school? I have been used to such a small primary school. I’m worried I might feel lost in a school this size. What will I do? The school is very big, will I not get lost, what do I do if I do get lost and my teachers get very cross? Will moving be scary? Will I remember all my teachers’ names? Your browser does not support inline frames or is currently configured not to display inline frames.||../info_new_pupils.htm",
    "Student Web Links (General)|Student Web Links Our Lady's Grammar School is not responsible for the content of external internet sites Cambridge University www.cam.ac.uk/ Oxford University www.ox.ac.uk/ Trinity College Dublin www.tcd.ie/ CAO official website www.cao.ie/ University of Ulster www.ulster.ac.uk/ Queens University Belfast www.qub.ac.uk/ UCAS www.ucas.as.uk Diocese of Dromore www.dromorediocese.org/ Boarding Federation www.northernirelandboarding.org Topmarks for excellence in education www.topmarks.co.uk/ The Ulster Colleges' Council www.ulstercollegesgaa.com/ The Official GAA website www.gaa.ie/ Channel 4 Learning www.channel4.com/learning/ BBC Learning www.bbc.co.uk/learning/ Everything Education www.everythingeducation.org/ The Council for the Curriculum, Examinations and Assessment www.ccea.org.uk/ Department of Education and Skills www.dfes.gov.uk/ The Department of Education (NI) www.deni.gov.uk/ Regional Training Unit for (NI) www.rtuni.org/ Southern Education and Library Board (SELB) www.selb.org/ Your browser does not support inline frames or is currently configured not to display inline frames.||../links1.htm",
    "Staff Web Links|Staff Web Links Our Lady's Grammar School is not responsible for the content of external internet sites Cambridge University www.cam.ac.uk/ Oxford University www.ox.ac.uk/ Trinity College Dublin www.tcd.ie/ CAO official website www.cao.ie/ University of Ulster www.ulster.ac.uk/ Queens University Belfast www.qub.ac.uk/ UCAS www.ucas.as.uk Diocese of Dromore www.dromorediocese.org/ Boarding Federation www.northernirelandboarding.org Topmarks for excellence in education www.topmarks.co.uk/ Teacher Net www.theteachernet.co.uk/ The Ulster Colleges' Council www.ulstercollegesgaa.com/ The Official GAA website www.gaa.ie/ Channel 4 Learning www.channel4.com/learning/ BBC Learning www.bbc.co.uk/learning/ Everything Education www.everythingeducation.org/ The Council for the Curriculum, Examinations and Assessment www.ccea.org.uk/ Department of Education and Skills www.dfes.gov.uk/ The Department of Education (NI) www.deni.gov.uk/ Regional Training Unit for (NI) www.rtuni.org/ Southern Education and Library Board (SELB) www.selb.org/ Your browser does not support inline frames or is currently configured not to display inline frames.||../links2.htm",
    "Students Web Links (Maths)|Student Web Links (Mathematics) Our Lady's Grammar School is not responsible for the content of external internet sites Useful Links for KS3 CountOn 10 Ticks 4Learning - Maths Zone - Introduction BBC - Schools - KS3 Bitesize - Maths This website revises a lot of topics and then checks your knowledge and understanding with a short test. It mostly works with levels 4-6. Ask questions using ‘SOS Teacher’. BBC - Schools - Mathsfile Combination Lock puzzle FSA - Consumer Information - How To... G olftrans Key Stage 3 Maths Resources LEARNING BYTES from FSA Links at Mr Whitfield's Pi factory Maths - subtangent.com Maths Careers 11 - 14 Maths Frameworking Maths is Fun Maths resources. The Maths Menu on the left-hand side of this site presents the different areas of Maths. By choosing one of these areas first, a list of topics will appear. Useful Links KS4 Madras College BBC - Schools - Maths GCSE Bitesize Revision Count On Maths Angel Maths Careers 14 - 16 Maths Helper Maths Revision Revision Notes for Students of GCSE and A-Level Mathematics Revision Centre GCSE Maths Revision Notes and Resources S-Cool! GCSE Maths Revision Guide The Pi Factory Useful Links for AS / A Level A-Level Maths Revision BBC - AS Guru General Studies - Maths Connecting Mathematics Data Collection Descriptive Statistics E math Mathematics in Gloucestershire Maths Careers Post 16 M aths Exam Past Papers Link page to several different exam board past papers including Edexcel and AQA at A Level Maths Helper Maths Net Interactive mathematics in education Project Maths S-Cool! AS & A2 Level Maths Revision Guide||../links_maths.htm",
    "Location Map|Location Map Your browser does not support inline frames or is currently configured not to display inline frames.||../location_map.htm",
    "Memory Lane|Memory lane Click on a picture to enlarge Click here for a Centenary slideshow Download the Centenary Magazine Your browser does not support inline frames or is currently configured not to display inline frames.||../memory_lane.htm",
    "Memory Lane Slideshow|||../memory_lane_slideshow.htm",
    "News Frame No Animation|||../mini_clock.htm",
    "Mission Statement|Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold: 1) to educate each pupil to her full potential 2) to promote the Christian development of each pupil within the ethos of the catholic school In the implementation of these aims, the support and active co-operation of parents are strongly enlisted, thereby affirming the complementary roles of the home and the school. Efforts are also made to strengthen Church / community / school links and thus foster a sense of mutual co-operation and responsibility. Your browser does not support inline frames or is currently configured not to display inline frames.||../mission_statement.htm",
    "All the News|All the Recent News and Forthcoming Events . Read all the News Our Lady's Open Night 2008 Our Lady's Grammar School 'Open Night' will take place on Thursday 24th January from 7.00 - 10pm. Principal's address at 7.30pm and 8.30pm. Parents and P7 girls will be very welcome to look around the school and talk to the teachers and pupils. Any prospective 'A' Level pupils who may be thinking of transferring in September 2008 are also most welcome to attend. Browse the Departments (Video)... Browse the Departments (Text)... 22 January 2008 'Les Garçons' French Play Read More... 22 January 2008 Festive Crêpes Read More... 22 January 2007 Weil Memorial Ceremony Read More... 15 January 2008 Our Lady’s Celebrate 120 Years of Success Read More... 9 January 2008 Our Lady's traditional music group Read more... Your browser does not support inline frames or is currently configured not to display inline frames.||../news_all.htm",
    "News Archive 2003/04|News Archive 2003/04 Nov 2004 New Windows XP computers installed in careers room Oct 2004 Key Stage Three Prizegiving Ceremony Oct 2004 J1 Geography fieldtrip to the Laganside Lookout Centre Oct 2004 Biology students visit Murlough Nature Reserve Oct 2004 Lower 6th Theatre Studies pupils visited the Lyric Theatre ,Belfast. Sep 2004 Charities Work Sep 2004 Major Science Prize Sep 2004 H istory Tour to Flanders Sep 2004 National Gallery of Ireland Award Mar 2004 Our Lady's students meet Mickey Mouse Mar 2004 Ulster Pro Am Golf team Nov 2003 Soroptimist Public Speaking Competition Nov 2003 New Windows XP computers installed in 6th form study Nov 2003 Shoebox appeal 2003 Nov 2003 OLS students enter prestigious newspaper competition November 2004: New Windows XP computers installed in careers room. New Windows XP computers installed in careers room. Six new computers have been installed in the study. This will improve access speed and help prevent software from 'bombing out.' UCAS application software is installed on the new machines along with all the new careers software. Computing as a career? October 2004: Key Stage Three Prizegiving Ceremony A lovely ceremony was held at which Certificates of Achievement were presented to all of the students who completed KS3 in June 2004. Parents and staff were present to see the girls receive recognition for their academic success in English, Mathematics, Science and ICT as assessed by CCEA and in all of the subjects assessed in school at the end of the junior course. Their sporting and musical excellence was also celebrated as was excellent attendance. Particular mention must go to one of the pupils who sat GCSE Irish two years early and who came 2 nd in Northern Ireland – a marvellous achievement. Another outstanding achievement was that of our J3 gymnast who, with her sister, won the U19 Paris Gold Medal at the British Schools’ Championships in Stoke last May. This celebration of achievement and success was a delightful way to finish the first half-term of 2004 – 2005. October 2004: J1 Geography fieldtrip to the Laganside Lookout Centre All J1 Geography classes were involved in a fieldtrip to the Laganside Lookout Centre in Belfast in the week before the Halloween break. The purpose of the visit was to give students first hand experience of redevelopment which they have been studying in class. The girls also got the opportunity to visit castle Court Shopping Centre in the afternoon to observe the range of shops on offer and to indulge in a little retail therapy. A good time was had by all. Some students from J1C said: ‘The part I liked best was the Odyssey because we found out that when it was built they put copper on the roof and in twenty years it would turn green just like the roof on the city hall’ . Orla ‘The day was very enjoyable. We found out that the staircase of the Waterfront Hall was the design of the Titanic’. Francesca ‘I think that the weir was most interesting because it affects the river Lagan and the people of Belfast. When the tide goes out the gates rise and block most of the water, therefore creating a clean beautiful river’ . Sarah October 2004: Biology students visit Murlough Nature Reserve The Upper Sixth Biology students participated in a field outing on 19 th October to Murlough Nature Reserve, near Newcastle, Co. Down. Forty two students and three teachers were involved. The purpose of the study was to investigate sand dune succession. Students gained experience in sampling techniques as well as the measurement of abiotic factors. Students were required to identify and record the distribution of plant species at different locations on the dune system, beginning at the strand line and then moving inland. The study was facilitated by Killowen Outdoor Education Centre. The weather conditions improved greatly during the day. The morning began with heavy rainfall but thankfully this cleared before sampling began. It remained dry for the remainder of the study. Many visitors to Murlough on that day did not expect to come across such a colourful array of students stopping for a “picnic” in the shelter of a large sand dune! October 2004: Lower 6 th Theatre Studies pupils visited the Lyric Theatre ,Belfast. Lower 6 th Theatre Studies pupils visited the Lyric Theatre , Belfast in September for a performance of G.B.Shaw’s John Bull’s Other Island. Although a long play( 3 hours ) ,the pupils found the global issue of national differences an interesting topic for discussion when back in class. Upper 6 th Theatre Studies pupils visited the Gaiety Theatre Dublin for a moving performance of Arthur Miller’s Death of a Salesman. The all American cast brought this timeless classic to life on the stage and provided much food for thought to many on the bus journey home. Complemented by a wonderful, versatile set it was a most enjoyable experience for all. This was quickly followed by a visit to The Grand Opera House Belfast for a performance of Willy Russell’s Blood Brothers. Always a firm favourite , this tale of twins separated at birth, set against the poverty, depravation and social injustices of working class Liverpool in the 60’s impressed the pupils with its catchy tunes and thought provoking themes. Once again Replay Theatre Company came into school in October to present Fairytaleheart to the S1 pupils. This coming of age tale was a huge success with everyone. September 2004: Charities Work Students, staff and parents have once again been very generous in supporting people in need. On September 17 th the Macmillan Coffee Morning raised a large sum of money as did the Beslan Appeal to send aid to the stricken families who lost children, relatives and friends in the dreadful siege. The Romanian Shoebox Appeal is well underway, with lots of clothes and toys being donated to make gifts for needy children. September 2004: Major Science Prize One of our J3 pupils has just been to the RDS in Dublin to receive a major award in an All-Ireland Science Competition. There were 17 prizewinners out of more than 500 entrants so this was a terrific achievement. September 2004: History Tour to Flanders Our first ever History tour to Flanders proved to be very interesting and enjoyable throughout. We began with a very informative visit to the European Parliament in Brussels. Over the following action packed days we visited numerous W.W.1 sites commencing with a visit to the Zonnebeke Museum and a guided tour of the Passchendale battlefields. Sites visited included Polygon Wood, the underground German hospital at Cryer Farm, Tyne Cot Cemetery (British and Commonwealth dead) and in contrast Langemark cemetery (German dead). We attended the Last Post ceremony at the Menin gate memorial. We also visited the Notre Dame de Lorette Cemetery to witness the French experience of the war and we travelled from there to Vimy Ridge which honours the Canadian contribution to the war. Other sites visited included Beaumont Hamel, Thiepval and the Ulster Tower. As France is famous for its cheese, we included a visit to a cheese dairy in Crequy, and later sampled some of the mouth-watering chocolates at the Chocolaterie de Beussent. Our students relaxed after their busy schedule with a visit to the Disneyland Paris Theme Park before our journey home – tired, but having thoroughly enjoyed a very well worthwhile experience. September 2004: National Gallery of Ireland Award One of our students had her work chosen for the current National Gallery of Ireland Art Exhibition and it can be seen in the catalogue. It is a great honour to have work on display in this prestigious setting – well done! March 2004: Our Lady's students meet Mickey Mouse. On Sunday, 8th February, the Lower Sixth Technology group made their way to Disneyland resort Paris to attend a series of education lectures hosted by ‘Study Experiences’. March 2004: Ulster Pro Am Golf team Congratulations to Louise who has been selected for the Ulster Pro Am Golf team. The good wishes of the Principal, staff and pupils go to Louise on this wonderful achievement. November 2003: Soroptimist Public Speaking Competition Sarah, a Lower Sixth pupil, won the regional heat of the Soroptimist Public Speaking Competition. The competition has been organised for the past twenty years and gives girls the opportunity to improve the art of communication. Whilst encouraging participants in public life it also allows them to develop confidence and the skills to speak effectively. As a result of her success Sarah will be participating in a four day trip to Strasbourg where she will visit the European Parliament. The Northern Regional Final takes place in March 2004 in Regent House, Belfast. Sarah will be competing against all other regional finalists from Northern Ireland. The winner of this receives a bursar for £250 and will be expected to address the Joint Conference of Soroptimist International at the Keadeen Hotel, Newbridge, Co Kildare in May 2004. November 2003: New Windows XP computers installed in 6th form study. Four new computers have been installed in the study with at least two more to come. This will improve access speed and help prevent software from 'bombing out.' UCAS application software is installed on the new machines as well as the new version of Microsoft Office. Happy computing. November 2003: Shoebox appeal 2003. For the past number of years Halloween has signalled the start of the Romanian shoe box Our Lady's pupils and staff have always been very generous in their support of this very worthy cause and this year was no exception. On Wednesday 12 th November, 530 boxes were collected from school by Blythswood International Relief Aid. The two voluntary workers were delighted with the response and were full of praise about how beautifully wrapped the boxes were. Our thanks to all who supported the appeal. November 2003: OLS students enter prestigious newspaper competition.||../news_archive_2003.04.htm",
    "News Archive 2005/06|Our Lady's Grammar School News Archive Our Lady's Open Night 2008 Our Lady's Grammar School 'Open Night' will take place on Thursday 24th January from 7.00 - 10pm. Principal's address at 7.30pm and 8.30pm. Parents and P7 girls will be very welcome to look around the school and talk to the teachers and pupils. Any prospective 'A' Level pupils who may be thinking of transferring in September 2008 are also most welcome to attend. Browse the Departments (Video)... Browse the Departments (Text)... 22 January 2008 'Les Garçons' French Play Read More... 22 January 2008 Festive Crêpes Read More... 22 January 2007 Weil Memorial Ceremony Read More... 15 January 2008 Our Lady’s Celebrate 120 Years of Success Read More... 9 January 2008 Our Lady's traditional music group Read more... 11 December 2007 Trip to the Gaeltacht 2007 Read More... 10 December2007 Success at the Bar National Mock Trial Read More... 4 December 2007 Sile’s Poster Chosen to Feature in 2008 Environmental Calendar Read More... 27 November 2007 Success for Lara Read More... 27 November 2007 Cheque Presentation to Cancer Fund Read More... 30 October 2007 Our Lady's Celebrate Outstanding Success at GCSE Read More... 15 October 2007 European Day of Languages Competition Winners Read More... 5 October 2007 Spanish Exchange 2007 Read More... 4 October 2007 Full Marks at Our Lady's Read More... 2 October 2007 Our Lady's Girls for Shakespeare Festival Read More... 1 October 2007 Book Week 2007 Read More... 7 September 2007 Exam Success Again for Our Lady's Read More... 22 June 2007 Orienteering Win for Claire Read More... 21 June 2007 J3's Junior to Senior Cake See More... 20 June 2007 Washington Trip for Ex-Our Lady's Student Read More... 18 June 2007 Bronze Medal Winner Read More... 7 June 2007 Public Speaking Success for Seniors Read More... 7 June 2007 Debating Success for Juniors Read More... 6 June 2007 Chemistry Festival Winners Read More... 25 May 2007 Newry & Mourne Netball Blitz 2007 Read More... 24 April 2007 - 7.30pm Sharp Our Lady's Music Department Presents a 'Magical Music Evening' Admission £5.00 Concession £3.00 29 March 2007 Our Lady's Students Share in Historic Occasion. Read More... 28 March 2007 Student from Our Lady's is Simply the Best. Read More... 20 March 2007 Our Lady's Ski Trip 2007. Read More... 15 March 2007 FairTrade Poster Competition Winner is from Our Lady's. Read More... 14 March 2007 Caring Kirsty in Volunteer Final. Read More... 8 March 2007 First Time Vote for Birthday Girl Ellen. Read More... 13 February 2007 Emma Selected for Netball Academy. Read More... 12 February 2007 Ex Our Lady's Student Knows 501 Ways to Good Health. Read More... 9 February 2007 Our Lady's Girls Campaign for Fair Trade. Read More... 1 February 2007 An All Ireland Semi-Final place awaits Senior Camogie Team. Read More... 31 January 2007 Our Lady’s Senior Camogie Team are Ulster Champions after a convincing win over Antrim Champions St. MacNissi’s College, Garron Tower. Read More... 22 January 2007 Our Lady's Bid for Ulster Glory Read More... 12 January 2007 Our Lady's are Newry & Mourne Netball Champions Read More... 11 January 2007 Show Jumping Success Read More... Open Night 2007 Our Lady's Grammar School 'Open Night' will take place on Thursday 25th January from 7.15 - 10pm. Principal's address at 7.30pm and 8.30pm. Parents and P7 girls will be very welcome to look around the school and talk to the teachers and pupils. Any prospective 'A' Level pupils who may be thinking of transferring in September 07 are also most welcome to attend. Browse the Departments (Video)... Browse the Departments (Text)... 7 January 2007 St Vincent De Paul Christmas Hamper Appeal Read More... 20 December 2006 Our Lady's are Gaelic Football Champions Read More... 13 December 2006 Camogie Successes for Our Lady's Read More... 7 December 2006 Calamity Jane Musical Photos Read More... 28 November 2006 Key Stage Three Success Read More... 23 November 2006 Our Lady's Students Raise £1000 for Zambia Education What the Papers Say... 13 November 2006 Shoebox Appeal 2006 Read More... 27 October 2006 We Are Sailing, We Are Sailing Read More... 25 October 2006 A New All-Star Read More... 18 October 2006 High Standards Set at Our Lady's What the Papers Say... 2 October 2006 Success for Netball Squad Hopeful Read More... 29 September 2006 'Tigers' in the 'Woods' Read More... 20 September 2006 !Watch Out - Calamity Jane is on her Way Click here if you dare... 18 September 2006 S1 Induction 2006 Read More... 15 September 2006 Our Lady's Students Meet with President McAleese Read More... 14 September 2006 Lower Sixth Induction Day 2006 Read More... 7 September 2006 First Novel for Our Lady's Author Read More... 7 September 2006 GCSE Success for Our Lady's Girls What the Papers Say... 6 September 2006 Our Lady's Camogie Players Help Down Team to Win Final Read More... 18 August 2006 Celebrating Success Read More... 1 June 2006 Primary Schools take part in ICT Training Scheme Read More... 1 June 2006 Our Lady’s Students Link with St. Mary’s in Dublin Read More... 19 May 2006 Our Lady's Home Economics Department Launch New Website Click Here to View 6 April 2006 Under 14 Camogie Success Read More... 4 and 5 April 2006 - 7.30pm Sharp Our Lady's Music Department Presents a 'Magical Music Evening' Admission £5.00 Concession £3.00 31 March 2006 Quiz Success for Our Lady's More... 31 March 2006 Our Lady's Drama Group Presents '!Oh What A Lovely War' Watch the Short Video in 'Olde Vision'... 28 March 2006 New Football Jerseys for Our Lady's Read More... 27 March 2006 We Saw Sea Shells on the Sea Shore Read More... 24 March 2006 Our Lady's Gymnastic Teams 2006 Read More... 22 March 2006 Our Sport Teams 2006 More... 21 March 2006 Our Lady's Group in Ulster final of Gael Linn competition Read more... 21 March 2006 Healthy Eating Competition Winner Read more... 16 March 2006 Netball Report Read more... Wednesday 15th March 2006 J 3 GCSE-Level Choices Conference Click here to download GCSE-Level choices booklet 14 March 2006 Science Quiz 2006 Read more... 9 March 2006 Our Lady's Win School Sports Award Read more... 6 March 2006 Junior Netball Report Read more... 4 March 2006 Ulster Success for Our Lady's Gymnasts Read more... 1 March 2006 Netball Match Report - Our Lady’s v St. Columbans, Kilkeel Read more... 27 Feb 2006 The 3 rd years, with Sr Yvonne and a team of L6th students, went to Mt Oliver Institute in Dundalk for their retreat day. Read more... 27 Feb 2006 Life Saving Lesson Read more... 16 Feb 2006 Our Lady's win Newry & Mourne School s Netball Blitz 2006 Read more... 7 Feb 2006 S2 A-Level Choices Conference Click here to download booklet Wednesday 15th February 2006, 4.00 – 6.00 pm J2 Parent/Teacher meeting. Wednesday 8th February 2006, 4.00 – 6.00 pm J1 Parent/Teacher meeting. 26 Jan 2006 Open Night 2006 Our Lady's Grammar School 'Open Night' will take place on Thursday 26th January from 7.15 - 10pm. Principal's address at 7.30pm and 8.30pm. Parents and P7 girls will be very welcome to look around the school and talk to the teachers and pupils. Any prospective 'A' Level pupils who may be thinking of transferring in September 06 are also most welcome to attend. What the papers say 15 Jan 2006 2004/05 Annual Report Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold.. . Click here to download 12 Jan 2006 Healthy Eating Our Lady’s girls are going to eat more healthily in 2006! That is the aim of a new venture being promoted by the Four Arches Restaurant in the school, with support... Read more 14 December 2005 Year 11/12 pupils visit Croke Park Stadium and tour Museum More... 22 November 2005 Newry and Mourne Cross Country More... 1 September 2005 Induction / Introduction to Orienteering in Killowen O.P. Centre S1 GCSE Group More...||../news_archive_2005.06.htm",
    "News Archive Page 1|News Archive Page 1 Next> 16 March 2006 Netball Report Read more... Wednesday 15th March 2006 J 3 GCSE-Level Choices Conference Click here to download GCSE-Level choices booklet 14 March 2006 Science Quiz 2006 More... 9 March 2006 Our Lady's Win School Sports Award Read more... 6 March 2006 Junior Netball Report Read more... 4 March 2006 Ulster Success for Our Lady's Gymnasts Read more... Next> Your browser does not support inline frames or is currently configured not to display inline frames.||../news_archive_p1.htm",
    "News Archive Page 2|News Archive Page 2 <Previous Next> 1 March 2006 Netball Match Report - Our Lady’s v St. Columbans, Kilkeel Read more... 27 Feb 2006 The 3 rd years, with Sr Yvonne and a team of L6th students, went to Mt Oliver Institute in Dundalk for their retreat day. Read more... 27 Feb 2006 Life Saving Lesson Read more... 16 Feb 2006 Our Lady's win Newry & Mourne School s Netball Blitz 2006 Read more... Wednesday 15th February 2006, 4.00 – 6.00 pm J2 Parent/Teacher meeting. Wednesday 8th February 2006, 4.00 – 6.00 pm J1 Parent/Teacher meeting. 26 Jan 2006 Open Night 2006 Our Lady's Grammar School 'Open Night' will take place on Thursday 26th January from 7.15 - 10pm. Principal's address at 7.30pm and 8.30pm. Parents and P7 girls will be very welcome to look around the school and talk to the teachers and pupils. Any prospective 'A' Level pupils who may be thinking of transferring in September 06 are also most welcome to attend. What the papers say <Previous Next> Your browser does not support inline frames or is currently configured not to display inline frames.||../news_archive_p2.htm",
    "News Archive Page 3|News Archive Page 3 <Previous Next> 15 Jan 2006 2004/05 Annual Report Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold.. . Click here to download 12 Jan 2006 Healthy Eating Our Lady’s girls are going to eat more healthily in 2006! That is the aim of a new venture being promoted by the Four Arches Restaurant in the school, with support... Read more 14 December 2005 Year 11/12 pupils visit Croke Park Stadium and tour Museum More... 1 September 2005 Induction / Introduction to Orienteering in Killowen O.P. Centre S1 GCSE Group More... 22 November 2005 Newry and Mourne Cross Country More... <Previous Next> Your browser does not support inline frames or is currently configured not to display inline frames.||../news_archive_p3.htm",
    "News Archive Page 4|News Archive Page 4 <Previous Next> <Previous Next> Your browser does not support inline frames or is currently configured not to display inline frames.||../news_archive_p4.htm",
    "News Archive Page 5|News Archive Page 2 <Previous Next> <Previous Next> Your browser does not support inline frames or is currently configured not to display inline frames.||../news_archive_p5.htm",
    "News Archive Page 6|News Archive Page 2 <Previous Next> <Previous Next> Your browser does not support inline frames or is currently configured not to display inline frames.||../news_archive_p6.htm",
    "News Frame with Animation|Wednesday 15 March 2006 7.30 - 10.00 pm J3 GCSE-Level Choices Conference Move your mouse pointer here to pause Read all the news 15 March 2006 7.30 - 10.00 pm J 3 GCSE-Level Choices Conference 17 Feb 2006 S2 A-Level Choices Conference Click here to download booklet 15 Feb 2006 Wednesday 15th February, 4.00 – 6.00 pm, J2 Parent/Teacher meeting. 8 Feb 2006 Wednesday 8th February, 4.00 – 6.00 pm, J1 Parent/Teacher meeting. 2 6 Jan 2006 Our Lady's Grammar School 'Open Night' will take place on Thursday 26th January from 7.15 - 10pm. Calendar of Events Search Our Site any words all words exact phrase Site Page Index||../news_frame.htm",
    "News Frame No Animation|Read all the Recent News 15 January 2008 Our Lady's Celebrate 120 Years of Success Read more... 10 December 2007 Success at the Bar National Mock Trial Read more... 30 October 2007 Our Lady's Celebrate Outstanding Success at GCSE Read more... 5 October 2007 Spanish Exchange Visit Read more... 4 October 2007 Full Marks at Our Lady's Read more... 2 October 2007 Shakespeare Festival Read More... 1 October 2007 Book Week at Our Lady's Read More... 7 September 2007 Exam Success Again for Our Lady's Read More... 05/06 Annual Report Click here to download Calendar of Events Search Our Site any words all words exact phrase Site Page Index||../news_frame_na.htm",
    "Pastoral Stucture|The Pastoral Structure in Our Lady's The Pastoral Structure in Our Lady’s, overseen by the Pastoral Manager , is designed to ensure that there are many people available to help and support every girl in the school. * Every pupil is a member of a Form Class and has a Form Teacher who meets the class twice each day for registration, takes the group for P.S.H.E (Personal, Social and Health Education) classes and usually teaches the class for another subject also. * Each year group from Junior One (J1) to Upper Sixth (U6) has a Year Head who looks after the welfare and progress of all of the girls in the Year Group. * Each Key Stage* has a Senior Teacher in charge who has overall responsibility for all of the girls in her Year Groups. *Key Stage Three (KS3) : J1, J2, J3 *Key Stage Four (KS4) : S1, S2 *Key Stage Five (Sixth Form) : L6, U6 * We have a School Counsellor who is available to advise and support girls and parents who have concerns or problems of any kind. * Our SENCO (Special Educational Needs Co-ordinator) looks after the interests of girls who need special help for any reason eg: because of illness . * There is a School Nurse who is also the School Attendance Officer. * Lower Sixth students volunteer to become Cairdhe (friends) to the junior classes. They visit the groups, get to know the girls, help them with any problems, answer questions, work with the classes for the 21 st concert and so on. * The girls in the Senior Council (Upper Sixth) are assigned to the different Year Groups and are aware of the issues and concerns of the girls in those groups. * Each Year Group is represented on the School Council which is a forum to ensure that, in a structured way, the student voice is listened to in Our Lady’s. Good relationships are at the heart of a good school and everyone in Our Lady’s works to ensure that each girl is valued, nurtured and helped to develop her unique gifts and talents. Your browser does not support inline frames or is currently configured not to display inline frames.||../pastoral_stucture.htm",
    "Playing Movies Info|Playing video clips requires Apple Quicktime or Microsoft Media Player and a high speed broadband/LAN connection. Videos may take a few minutes to begin playing and will open in new window. To continue viewing this site after you click the 'Play the...' text, minimise the new video window that will appear and come back to it later to view the downloaded video clip. A lower quality version can be found in the 'Downloads\\VideoBox' section. Our Lady's Grammar School is not responsible for the content of external internet sites||../playing_movies_info.htm",
    "Please Wait|Please wait your selected quicktime movie is downloading. This may take a few minutes, please be patience.||../please_wait.htm",
    "Full Contact Details|OUR LADY’S GRAMMAR SCHOOL CHEQUER HILL NEWRY, Co. DOWN BT35 6DY Tel: (028) 30263552 Fax: (028) 30260140 Web: www.ourladysgrammar.org .uk Email: info@ourladysgrammar.org .uk Your browser does not support inline frames or is currently configured not to display inline frames.||../postal_address.htm",
    "Primary School Links|Primary School Links Pupils from the following primary schools transferred to Our Lady's Grammar: Your browser does not support inline frames or is currently configured not to display inline frames.||../primary_school_links.htm",
    "Principal's Welcome|Principal's Welcome Play the Welcome Movie About playing video clips... Dear Students, Parents, Families, I am delighted that you are interested in getting to know Our Lady's Grammar School. This website will give you a glimpse into the rich full life of a very special school. Our Lady's is a very long established school. We were founded in 1887 and we are very proud of our history and our traditions. We have built up very strong links over the years with all the communities, which we serve, and, in our current school population, we have pupils from over fifty different Primary Schools. Our pupils, therefore, have marvellous opportunities to meet new friends and, indeed we believe that the very positive affirming relationship, which exists between the pupils, teachers and parents of Our Lady's, are central to the ethos of this school. As a Catholic School, we work to build upon the values of home and foster a strong sense of faith and belief in all of our pupils. The Mercy tradition of service is also very important to us and all pupils play a part in helping others - in school, in their local communities, in areas of need throughout the world. We encourage every girl in Our Lady's to see herself as a citizen of the future, a citizen of the world. Our Lady's has, of course a superb record of academic success. At GCSE and A Level our pupils achieve outstanding grades, the result of their ability, their hard work, the support they receive from home and the expertise, dedication and inspiration of their teachers. The staff in this school nurture each pupil so that every girl can fulfil her academic and personal potential. Our Lady's is, above all a happy school, a place where pupils are expected to work hard but where they will also find friendship, enrichment and fun. Our beautiful and superbly equipped school is designed for the 21st Century and we are confident that every girl who comes to us will be well prepared for the exciting challenges of her life. God Bless. Best Wishes M.T. Geraldine Pettigrew (Ms) Principal Your browser does not support inline frames or is currently configured not to display inline frames.||../principals_welcome.htm",
    "Privacy|Privacy Privacy Statement Use of Information We will collect and maintain in our database certain personally identifiable information from you only when you provide it to us on a voluntary basis, for example, when you make an inquiry, contact us, subscribe to our newsletter or forums, or establish an email account. Your email address will only be used for the purpose for which you have provided it, and it will not be added to a mailing list or used for any other purpose without your consent. We will not share any information about you with third parties, except as provided by civil privacy legislation. Please be aware that this site does not provide facilities for the secure transmission of information across the Internet. Information Collected When you look at our website please be aware that our Internet Service Provider makes a record of your visit and logs information about it. This is the usual practice for an Internet Service Provider. This information may include but is not limited to: Your server address Your top level domain name (for example .com, .gov, .au, .uk etc) The date and time of your visit to the site The pages you accessed and documents downloaded The previous site you have visited The type of browser you are using Your Consent By using our site, you are consenting to our Privacy Policy. We will review this Privacy Policy periodically, and if we ever change our Privacy Policy, we shall post any changes on this page so that you are always kept informed of the information we collect, how we use it and the circumstances under which we disclose it, if at all. If you have any questions or comments about our Privacy Policy, please contact our Privacy Officer at Our Lady's Grammar School.||../privacy.htm",
    "Original Redirector|||../redirector.htm",
    "Press Scrapbook|Press Scrapbook Click on a picture to enlarge in a new window High Standards Set at Our Lady's Newry Democrat 18th October 2006 Students Raise £1000 Newry Reporter 23rd November 2006 Your browser does not support inline frames or is currently configured not to display inline frames.||../scrapbook-2.htm",
    "Press Scrapbook|Press Scrapbook Click on a picture to enlarge in a new window Prize Giving Newry Reporter 12th January 2006 Healthy Eating Newry Reporter 26th January 2006 Open Night Newry Democrat 31st January 2006 Careers Convention Farming News 10th October 2003 Life Saver Newry Reporter 2nd March 2006 The Rare Aul Times Newry Democrat 23rd May 2006 Success for Our Lady's Girls Newry Reporter 7th September 2006 First Novel for Our Lady's Student Newry Reporter 7th September 2006 Students Meet the President Newry Reporter 21st September 2006 Your browser does not support inline frames or is currently configured not to display inline frames.||../scrapbook.htm",
    "Showcase Menu Page 1|Student Showcase Page 1 Next> Subject Description Type Level Comment Religious Education Human Rights A Dissolving Boundaries Project MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window History The Irish Famine MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window History The Irish Famine HTML Online Junior Click here to View Opens in a new window ICT Advertising Flyer Acrobat Reader AS/A2 Click here to View Acrobat Reader required Opens in a new window ICT Advertising Brochure Acrobat Reader AS/A2 Click here to View Acrobat Reader required Opens in a new window Art Slideshow Displaying Juniors Work HTML Online Junior Click here to View Opens in a new window Art Slideshow Displaying Seniors Work HTML Online GCSE Click here to View Opens in a new window Art Slideshow Displaying Sixth Form Work HTML Online AS/A2 Click here to View Opens in a new window English Poetry HTML Online Junior Click here to View Opens in this window English Poetry HTML Online Junior Click here to View Opens in this window English Key Stage 3 Prize Winning Poetry HTML Online Junior Click here to View Opens in this window Next> Don't have MS Powerpoint? Get the Free Viewer Here Don't have MS Word? Get the Free Viewer Here Don't have Acrobat Reader? Get the Free PDF Viewer Here !Sorry an MS Publisher Viewer is not Available Don't have WinZip? Get it Free Here Our Lady's Grammar School is not responsible for the content of external internet sites Your browser does not support inline frames or is currently configured not to display inline frames.||../showcase_menu_p1.htm",
    "Showcase Menu Page 2|Student Showcase Page 2 < Previous Next > Subject Description Type Level Comment Languages Spanish Weather MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window ICT Smile Like You Mean It MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window ICT Old MacDonald MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window ICT Chocolate MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window English Book Week Thoughts Acrobat Reader Junior Click here to View Acrobat Reader required Opens in a new window Extra Curricular Romanian Visit Part 1 MS Powerpoint Senior Click here to View MS Powerpoint required Opens in a new window Extra Curricular Romanian Visit Part 2 MS Powerpoint Senior Click here to View MS Powerpoint required Opens in a new window History Famine in Africa MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window English Effects of Hurricane Katrina MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window History History of Story Telling MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window Drama Oh What a Lovely War MS Media Player Senior Click here to View MS Media Player required Opens in this frame < Previous Next > Don't have MS Powerpoint? Get the Free Viewer Here Don't have MS Word? Get the Free Viewer Here Don't have Acrobat Reader? Get the Free PDF Viewer Here !Sorry an MS Publisher Viewer is not Available Don't have WinZip? Get it Free Here Our Lady's Grammar School is not responsible for the content of external internet sites Your browser does not support inline frames or is currently configured not to display inline frames.||../showcase_menu_p2.htm",
    "Showcase Menu Page 3|Student Showcase Page 3 < Previous Next > Subject Description Type Level Comment ICT Old MacDonald MS Powerpoint Junior Click here to View MS Powerpoint required Opens in a new window < Previous Next > Don't have MS Powerpoint? Get the Free Viewer Here Don't have MS Word? Get the Free Viewer Here Don't have Acrobat Reader? Get the Free PDF Viewer Here !Sorry an MS Publisher Viewer is not Available Don't have WinZip? Get it Free Here Our Lady's Grammar School is not responsible for the content of external internet sites Your browser does not support inline frames or is currently configured not to display inline frames.||../showcase_menu_p3.htm",
    "Showcase Menu Page 4|Student Showcase Page 4 < Previous Subject Description Type Level Comment < Previous Don't have MS Powerpoint? Get the Free Viewer Here Don't have MS Word? Get the Free Viewer Here Don't have Acrobat Reader? Get the Free PDF Viewer Here !Sorry an MS Publisher Viewer is not Available Don't have WinZip? Get it Free Here Our Lady's Grammar School is not responsible for the content of external internet sites Your browser does not support inline frames or is currently configured not to display inline frames.||../showcase_menu_p4.htm",
    "Site Map|Site Map Home About Us Principal's Welcome Ethos and Tradition History of Our Lady's School Facilities Life in Our Lady's Staffing Details Archives/ News Archives / Memory Lane Contact Us Curriculum Full Contact Details Curriculum Overview KS3/KS4 Location Map Curriculum Overview A2/AS Website: www.ourladysgrammar.org.uk Departments Email: info@ourladysgrammar.org.uk Extra-curricular Activities Tel: (028) 30263552 Subject Choices/ A-Level Choices Booklet Fax: (028) 30260140 Subject Choices / A-level Choices ICT Presentation Past Pupils Contact Form Subject Choices /GCSE-Level Choices Booklet General Contact Form Sign/View Our Guestbook Pastoral Care Showcase Pastoral Structure Press Scrapbook Pastoral Care Student Showcase-1 Pastoral Policies Student Showcase-2 Information for New Students Student Showcase-3 Primary School Links Student Showcase-4 Intranet Downloads Student Resources Document Downloads Student Web Links External Website Downloads Student Noticeboard VideoBox-1 Staff Resources VideoBox-2 Staff Web Links VideoBox-3 Staff Noticeboard VideoBox-4 Our Lady's PupilWeb Your browser does not support inline frames or is currently configured not to display inline frames.||../site_map.htm",
    "Staff Details|Teaching Staff Mrs E Arthurs Mrs F Barr Mrs R Beattie Mr C Byrne Mrs M Clarke Mr A Clements Ms F Collins Mrs R Connor Mrs L Cunningham Mrs E Curley Ms M Donaghy Mrs P Eigenheer Mrs J Fitzsimons Mrs G Gillespie Miss A Gilmore Miss J Gordon Mrs J Grant Sr Y Hanna Mrs A Hoey Mrs M Jennings Mrs V Kearney Miss A Keenan Miss M Kelly Mrs A Kennedy Miss D Lappin Mrs C Lavery Mr W Lavery Mrs T Leonard Mr T Mackin Miss R Malone Mrs J Mason Mrs F McAlinden Mrs T McAllister Miss M McArdle Dr M McAstocker Miss C McAteer Mr J McCaul Mrs A McClean Mrs B McClory Mr P McElhinney Mrs C McElroy Mrs F McGowan Ms E McIlduff Mrs M McKenna Miss D Mulholland Mrs E O'Brien Mrs D O'Donnell Mr L O'Donnell Mrs P O'Hare Mrs M O'Kane Mrs L Rowan Mr S Sloan Miss R Smyth Mrs R Smyth Mrs H Tally Mrs T Turley Miss M Watters Mrs E White Home Economics / Technology English Biology / Double Award Science Technology / Mathematics English / History / Religious Education Classical Civilisation / History Sociology Physical Education / Speech & Drama / Religious Education Business Studies / Economics Theatre Studies Geography / Mathematics Art / Religious Education Religious Education Chemistry / Double Award Science Geography / Sociology Music / Religious Education Art & Design Religious Education / History Biology / General Science / Double Award Science Biology / Double Award Science History Religious Education English Spanish / French Mathematics Music Physics / Double Award Science / General Science Irish / Spanish Accounts Irish Geography Mathematics Irish / History / Religious Education Home Economics / Religious Education Chemistry / Double Award Science / General Science Physical Education / Religious Education Sociology History / Rel. Educ. / Personal & Social Educ. / Geog Biology / Double Award Science / Junior Science ICT Mathematics French / Religious Education Religious Education Spanish / French General Science Mathematics / Careers Mathematics / General Science / Double Award Science Geography Politics / History French / Geography Mathematics Design & Technology Technology / Double Award Science / Physics French / Music / ICT Home Economics / Technology English / Religious Education ICT / Mathematics Irish / English / Careers The teaching staff is aided and supported by the School Bursar and 24 members of the non-teaching staff who play vital roles in relation to the administration and the maintenance of the school, provide technical support to Departments and offer classroom assistance as required.||../staff_details.htm",
    "All Subjects Animation|Departments > Accounts Art & Design Biology Business Studies Careers Chemistry Classical Civilisation Drama & Theatre English Geography History Home Economics ICT Library Irish French Spanish Modern Languages Mathematics Music Physics Physical Education Politics Religious Education Sociology Technology Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_!all.htm",
    "All Subjects No Animation|Departments > Low Graphics Accounts Art & Design Biology Business Studies Careers Chemistry Classical Civilisation Drama & Theatre English Geography History Home Economics ICT Library Irish French Spanish Modern Languages Mathematics Music Physics Physical Education Politics Religious Education Sociology Technology Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_!all_na.htm",
    "Accounts|Departments > Accounts Play the Sixth Form Movie (includes Accounts) About playing video clips... Accounting has been defined as: "The process of identifying, measuring and communicating economic information to permit informed judgements and decisions by users of the information." Accounting is studied in Sixth Form and is concerned with: recording of data, classifying and summarising data, communicating what has been learned from the data Students find it very satisfying to work through problems and reach clear outcomes. This subject is very diverse and can lead you into accountancy or other finance related subjects at University or work. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_accounts.htm",
    "Art|Departments > Art and Design Play the Art & Design Movie About playing video clips... Do you like drawing, painting, sketching, pottery making or designing? If you do, then this is the place for you. Here you'll study and, we hope, enjoy many aspects of Art and Design - and you'll be able to display the results of your work. AS and A2 students will engage in challenging projects which give tremendous opportunities to develop and exhibit their creative and design skills. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_art.htm",
    "Biology|Departments > Biology Play the Science Movie (includes Biology) About playing video clips... Biology is one of three sciences you'll study in years 8- 12 and it is concerned with living matter. You'll learn about animals and plants, and you'll have the chance to do very interesting experiments. AS and A2 students follow a course devoted only to biology, studying the life cycles of animals and plants and related issues in greater detail. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_biology.htm",
    "Business|Departments > Business Studies Play the Business Studies Movie About playing video clips... Although you won't be able to join us until Year 11 you might like to know that we work with local and international companies to introduce our students to the real world of business. And, for AS and A2 students, there's a chance to run the school bank as well! Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_business.htm",
    "Careers|Departments > Careers Play the Careers Movie About playing video clips... All students need good careers advice and in Our Lady's well trained specialists teach careers classes and organise a very interesting sixth form programme. You will have opportunities to take Enrichment Modules in association with Newry College of Further & Higher Education - anything from Multi-media to Law, Journalism to Survival Cookery or Yoga! Visits to universities and colleges will help you decide where - and what - you want to study after A Levels. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_careers.htm",
    "Chemistry|Departments > Chemistry Play the Science Movie (includes Chemistry) About playing video clips... Chemistry is one of three sciences you'll learn about in years 8-12 and it is a study of matter and materials, both man-made and natural and how these are used to provide us with important chemicals are use everyday. You'll enjoy doing interesting experiments and learning more about what things are really made of. At AS and A2 level, chemistry is offered as a discrete subject, giving interested pupils a chance to examine reaction and properties and process chemicals in more depth. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_chemistry.htm",
    "Classical|Departments > Classical Civilization Play the Sixth Form Movie (includes Classical Civilization) About playing video clips... Classical Civilisation deals with the practical, theoretical and relevant issues of the classical world of ancient Rome and Greece. It is a study of how these people developed their social, economic and political achievements. Further and perhaps more importantly, it is an examination of what we have learnt (or not) from them e.g. such important figures as Julius Caesar / Aristotle / Cicero and how we have used their ideas to progress in the twentieth century. Classical Civilisation is an extremely fascinating, interesting and valuable subject that earns great commitment from each potential 'classical' student. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_classical.htm",
    "Drama|Departments > Drama and Theatre Play the Drama & Theatre Movie About playing video clips... Keep your Mondays and Wednesdays free for the Drama Club! You'll really enjoy creating sketches and plays and performing in them, as well as learning more about all aspects of Drama. You will also be able to visit the theatre in Newry, Belfast and Dublin on a regular basis and perhaps travel to Stratford and London to see exciting new productions. Later, if you're interested, you can study the subject at examination level and, who knows? ... you might be the next Julia Roberts Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_drama.htm",
    "English|Departments > English Play the English Language Movie About playing video clips... Here we'll work with you to help you enjoy poetry, drama, novels and lots of other forms of writing too. We'll encourage you to be creative in your own writing, and we'll ensure that you hear professional writers talking about their work. You will also have interesting opportunities to practise your talking and listening skills - strong communication skills are vital in the modern world. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_english.htm",
    "Extra Curricular|Extra Curricular Many activities take place in Our Lady's which look beyond the classroom. Some examples are: Athletics Music Badminton Camogie Football Golf Gymnastics Netball Tennis Swimming Trampolining Musicals and Operas Choirs: Junior and Senior Concerts Harp Orchestra Instrumental Ensembles Orchestras: Senior and Junior Traditional Music Group The Great Outdoors Media & Current Affairs Abseiling Bouldering Canoeing Charity Marathons Field Trips Hill Walking Orienteering Rock Climbing Sailing Ski Trips Bar National Mock Trial Competition Mock UN Convention Newspaper production Production of School Magazine School newsletter Youth Parliament Cultural Awareness The Arts Exchange visits to France Exchange visits to Spain Gaeltacht summer courses Theatre Visits Creative Writing Workshops Concerts Dance Debates and Public speaking Drama Clubs Feiseanna Poetry readings Quizzes Theatre Visits Community Service Community Service - Charity Fundraising - Concern Helping in special unit, St Joseph's Convent Primary School St. Vincent de Paul Third World Group - Volunteer Bureau - Citizenship Programmes Co-operation Ireland Scheme - Amnesty International Group Education for Mutual Understanding Environmental Awareness Projects EU Copernicus Project European Union Quiz Competition - European Work Experience Global Young Leaders Conference International links with Spain, France, Italy, Netherlands, Czechoslovakia, Romania, Estonia International Science Fair Northern Ireland Business Education Partnership Politics Society - Rotary and Lions Leadership Awards Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_extra_curricular.htm",
    "Geography|Departments > Geography Play the Geography Movie About playing video clips... There's much more to Geography than learning the map of the world! In the Geography department you will learn about other peoples and their way of life, about industries, about the environment, about the physical geography of the world - and, of course, the map of the world. All year groups have the opportunity to take part in local or residential field trips - very educational and lots of fun. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_geography.htm",
    "Home Economics|Departments > Home Economics Play the Home Economics Movie About playing video clips... Do you want to learn how to cook and how to sew? (Oh, you'll have to learn how to clean up afterwards too!) In the Home Economics department, we'll spend a lot of time doing all of these things, and teaching you about running a home as well. There'll be a little bit of time, of course, for eating the goodies you make! Older students study Food Technology which is an excellent foundation for many interesting careers. Check out our new Home Economics website! Click here Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_he.htm",
    "History|Departments > History Play the History Movie About playing video clips... Did you think History was all about learning dates and the names of battles? Well, that's not what it's like at all! In Our Lady's we'll use videos, role plays, quiz games and colourful, interesting materials to teach you the story that is History. You'll find that the past is very interesting - and you'll learn about the present too! Later, at AS and A2 level, you'll enjoy a detailed study of selected aspects of world history and you'll learn very valuable skills as well. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_history.htm",
    "ICT|Departments > ICT Play the ICT Movie About playing video clips... There's no denying it - computers are here to stay, and will become more important with every passing year. In Our Lady's we'll give you lots of opportunities to learn about computers - and to use them. We'll supply you with a pocket book for home use if you wish, and we'll prepare you for exams so that your skills can be formally accredited. We are one of the best equipped schools in Northern Ireland and ICT is important in every subject in Our Lady's. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_ict.htm",
    "Languages|Departments > Languages Play the Languages Movie About playing video clips... IRISH Sé do bheatha! Fáilte to the Irish department! Here, we'll enjoy teaching you to speak and understand your own native language - you'll soon be speaking to your friends in Irish. There are trips to the Gaeltacht, too, where you can meet pupils from all over the country who also want to speak Irish well. You'll enjoy it. Slán go fóill! SPANISH ¡Hola! We're the Spanish department in Our Lady's. We look forward to introducing you to a language which is very widely spoken throughout the world, and which we think is very beautiful. We are also very closely linked to an area in Spain called Granada, which some of our students visit every year. It could be you in a few years! We look forward to welcoming you! ¡Hasta luego! FRENCH Salut! This is the French department, where teachers with a love of French will teach you how to speak the language and will introduce you to the rich and civilised country that is France. We will even organise for you to go there, if you wish. A bientot! Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_languages.htm",
    "Library|Departments > Library Play the Library Movie About playing video clips... The computerised library in Our Lady's is one of the best equipped in the country - it is a real multi-media centre with books, videotapes, audio tapes, newspapers, journals and, of course, computers. If you like books you'll find over 20,000 of them in the library. In the Junior school there are library classes to encourage girls to read widely and give students all of the skills necessary to enable them to research effectively. The library is lovely place to read your favourite fiction or to do some research for your projects and coursework. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_library.htm",
    "Mathematics|Departments > Mathematics Play the Mathematics Movie About playing video clips... This is the Maths department where, of course, you'll study all the various aspects of this fascinating subject. You'll also have an opportunity to apply your learning outside the classroom, at our Maths clubs, and by entering competitions. All pupils study this core subject up to GCSE Level and Extra Maths is available in the Junior School for those who need or want a little extra support. Interested mathematicians may choose to study Additional Mathematics or Further Mathematics to extend and deepen their knowledge. Maths is much more than fractions! Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_mathematics.htm",
    "Music|Departments > Music Play the Music Movie About playing video clips... Whether you think you're musical or not, we'll be delighted to have you in the Music Department. We'll teach you about making music, and we'll train your ear to listen to different types of music. Of course, if you play an instrument or sing, you can join our school choir, orchestra or traditional group and take part in the many musical events throughout the year. Visiting tutors offer lessons in every instrument. Those with a special interest in music can choose to study GCSE and A Level Music, where existing skills are developed to a very high level. Every year these music students compose beautiful and original music. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_music.htm",
    "Pastoral Care|Pastoral Care Play the Pastoral Care Movie About playing video clips... Our Lady's is a school where the spiritual, physical, emotional and educational welfare of our students forms the basis of all that we do. We are a very caring school. All of the statutory requirements regarding Pastoral Care and Child Protection are in place. A PSHE (Personal Social and Health Education) programme is organised by the Pastoral Care Co-ordinator and all classes are allocated time for PSHE. The programme aims to increase students' self confidence, raise their social consciousness and provide them with the skills to cope effectively with difficulties, thus enabling all to derive maximum benefit from their time in school. To support pupils and help them fulfil their personal and academic potential. There is a well established and effective Form Tutor and Year Head system in place and students known as Cairdhe (friends) mentor junior pupils. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_pastoral_care.htm",
    "Physical Education|Departments > Physical Education Play the Physical Education Movie About playing video clips... Netball, football, badminton, camogie, dance, gymnastics, swimming, running, athletics - welcome to the PE department! We feel sure that you'll find something here which you'll enjoy, it's such a varied programme and if you want to play on a team and take part in competitions you will have lots of opportunities to do so. You can also choose to go to the Outdoor Education Centre in Killoween for abseiling, sailing, canoeing, bouldering, and lots of fun as well. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_pe.htm",
    "Physics|Departments > Physics Play the Science Movie (includes Physics) About playing video clips... You'll study Physics as part of your Science course from Years 8-12 and in class you'll learn about forces energy, light, heat, electricity and nuclear physics. You'll also do practical work to help your learning. If you choose to study physics at AS or A2 level, you'll engage in a detailed study of all of these topics. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_physics.htm",
    "Politics|Departments > Politics Play the Sixth Form Movie (includes Politics) About playing video clips... Politics is a literary and discursive subject. It is lively, interesting and topical, and involves a detailed knowledge of current affairs and keeping up to date with contemporary political developments. Students of A Level Politics are well informed about how important decisions which affect their lives are made and about what is going on in the world around them. Politics is particularly useful for those considering careers in law, journalism, teaching, research, the media, the civil service or local and central government. The Politics Society invites speakers into the school and gives pupils an insight into the real political world. There is lots of opportunity for debate and discussion. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_politics.htm",
    "Religious Education|Departments > Religious Education Play the Religious Education Movie About playing video clips... Our Lady's as you know, is a Catholic school and that influences everything we do. In the Religious Studies depart we'll teach you about your faith and we'll allow you to research and discuss issues arising from our Catholic beliefs. Students of other faiths are very welcome to join us in Our Lady's and share their beliefs with us. Later on you will be able to complete a GCSE, AS and A2 course in Religious Studies and obtain valuable qualifications in the subject. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_re.htm",
    "Sociology|Departments > Sociology Play the Sixth Form Movie (includes Sociology) About playing video clips... Quite simply, Sociology entails the scientific study of human society. It is a subject which looks at how people lead their lives and how they communicate with one another. It investigates social areas such as Education, The Family, Power and Politics, Crime and Deviance, Poverty, The Media, Work and Leisure and Methodology. Methodology introduces us to the use of research methods - something which is of great importance in third level education. The study of Sociology leads to the understanding of complex issues and it is a very good basis for third level study in all disciplines. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_sociology.htm",
    "Technology|Departments > Technology Play the Technology Movie About playing video clips... You're in the Technology Department now, and, if you like making things, you'll enjoy working with us. We don't only teach you how to make things, however, you'll also learn about how products are designed and why they're made in a certain way. You will gain workshop experience and become very skilled in electronics. All Technology students in Our Lady's use ICT extensively - Computer Aided Design (CAD) is a very important part of our work at all levels. At AS and A2 level, you'll have to be creative and innovative as well as being able to apply specific criteria to your designs. In the Technology Department you will have lots of opportunities to enter design competitions and to gain Crest Awards for your work. Your browser does not support inline frames or is currently configured not to display inline frames.||../subject_technology.htm",
    "Terms and Conditions of Use|TERMS AND CONDITIONS OF USE OF www.ourladysgrammar.org.uk 1 ACCEPTANCE OF TERMS 1.1 Your access to and use of www.ourladysgrammar.org.uk ("the Website") and any Services referred to in Clause 2, is subject exclusively to these Terms and Conditions. You will not use the Website/Services for any purpose that is unlawful or prohibited by these Terms and Conditions. By using the Website/Services you are fully accepting the terms, conditions and disclaimers contained in this notice. If you do not accept these Terms and Conditions you must immediately stop using the Website/Services. 1.2 We reserve the right to update or amend these Terms and Conditions at any time and your continued use of the Website/Services following any changes shall be deemed to be your acceptance of such change. It is therefore your responsibility to check the Terms and Conditions regularly for any changes. 2 THE SERVICES The Website may provide communication tools such as email, bulletin boards, chat areas, news groups, forums and/or other message or communication facilities ("the Services") designed to enable you to communicate with others. Unless stated otherwise the Services are for your personal and non-commercial use only. 3 CHILD SUPERVISION We are concerned about the safety and privacy of our users, particularly children. Parents who wish to allow their children access to and use of the Website/Services should supervise such access and use. By allowing your child access to the Services you are allowing your child access to all of the Services, including email, bulletin boards, chat areas, news groups, forums and/or other message or communication facilities. It is therefore your responsibility to determine which Services are appropriate for your child. Always use caution when revealing personally identifiable information about yourself or your children via any of the Services. 4 PRIVACY POLICY 4.1 We are committed to responsible data management and subscribe to the principals of the data protection legislation in the United Kingdom. We are committed to maintaining the privacy of our users and maintaining the security of any personal information received from you. If you register for any of the Services you will be asked to provide basic personal information. The information provided by you is not available for sale or use by third parties. The information is used solely for notifying you of changes or updates to the Website/Services. 4.2 We use a technology called "cookies" as part of our normal business procedure to track patterns of behaviour of visitors to the Website. A cookie is an element of data that the Website sends to your browser that is then stored on your system. You can set your browser to prevent this happening. 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    "Report of Board of Governors 2004.05|INTRODUCTION Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold: 1) to educate each pupil to her full potential 2) to promote the Christian development of each pupil within the ethos of the catholic school In the implementation of these aims, the support and active co-operation of parents are strongly enlisted, thereby affirming the complementary roles of the home and the school. Efforts are also made to strengthen Church / community / school links and thus foster a sense of mutual co-operation and responsibility. The Board of Governors The school governors have overall responsibility for the management of the school while the principal is responsible for the day to day internal organisation, management and discipline. The Board of Governors is comprised of nominees of the Trustees and the Department of Education as well as an elected representative of parents and an elected teacher governor. The principal is correspondent to the Board. The term of office of the members is four years. Appointed by the Trustees Rev. Frances Boyle Mrs. Eimear Cleland (Deputy Chairperson) Sr Anna-Maria Crawford Dr. David Gaw Appointed by Department of Education Mr. Tony Campbell Mr. Patrick Larkin (Chairperson) Mrs. Maire Murray Elected Members Teacher Mr. Aaron Clements Parent Mrs. Eilish Mills Principal and Correspondent to the Board Ms. M. T. Geraldine Pettigrew Since taking office in 2001 the present Board of Governors has worked closely with the principal in helping to implement the educational reforms and have kept themselves informed of current developments in educational policy. They have amended our admissions policy and applied it to prospective pupils; selected and promoted staff and overseen the school's finances; approved school policies. In 2004 - 2005 the Board supported a significant expansion in the ICT facilities available to pupils and staff and has taken forward plans for a new state of the art Technology Building. Personnel 2004 – 2005 Pupils Number of pupils on roll: 860 Total days attended by all pupils expressed as a percentage of total possible days of attendance was 95%. Teaching Staff Mrs E Arthurs Home Economics / Technology Mrs F Barr English Mrs R Beattie Biology / Double Award Science Mr C Byrne Technology Mrs G Carty Art / Religious Education / Geography Mrs M Clarke English / History / Religious Education Mr A Clements Classical Civilisation / History Ms F Collins (N.K.I.F.H.E.) Sociology Mrs R Connor Physical Education / Speech & Drama / Religious Educ. Mrs L Cunningham Business Studies / Economics Mrs E Curley Theatre Studies Ms M Donaghy Geography / Mathematics Mrs P Eigenheer Art / Religious Education Mrs J Fitzsimons Religious Education Mrs G Gillespie Chemistry / Double Award Science Miss A Gilmore Geography / Sociology Miss J Gordon Music / Religious Education Mrs J Grant Art & Design Sr Y Hanna Religious Education / History Mrs A Hoey Biology / General Science / Double Award Science Mrs M Jennings Biology / Double Award Science Mrs V Kearney History Miss A Keenan Religious Education Miss M Kelly English Mrs A Kennedy Spanish / French Miss D Lappin Mathematics Mrs C Lavery Music Mr W Lavery Physics / Double Award Science / General Science Mrs T Leonard Irish / Spanish Mr T Mackin Accounts Miss R Malone Irish Mrs J Mason Geography Mrs F McAlinden Mathematics Mrs T McAllister Irish / History / Religious Education Miss M McArdle Home Economics / Religious Education Dr M McAstocker Chemistry / Double Award Science / General Science Miss C McAteer Physical Education / Religious Education Miss L McCann English Mr J McCaul (N.K.I.F.H.E.) Sociology Mrs A McClean History / Rel. Educ. / Personal & Social Educ. / Geog Mrs B McClory Biology / Double Award Science / Junior Science Mr P McElhinney ICT Mrs C McElroy Mathematics Mrs F McGowan French / Religious Education Ms E McIlduff Religious Education Mrs M McKenna Spanish / French Miss D Mulholland General Science Mrs E O'Brien Mathematics / Careers Mrs D O'Donnell Mathematics / General Science / Double Award Science Mr L O'Donnell Geography Mrs P O'Hare Politics / History Mrs M O'Kane French / Geography Mrs L Rowan Mathematics Mr S Sloan Design & Technology Miss R Smyth Technology / Double Award Science / Physics Mrs R Smyth French / Music / ICT Mrs H Tally Home Economics / Technology Mrs T Turley English / Religious Education Miss M Watters ICT / Mathematics Mrs E White Irish / English / Careers The teaching staff is aided and supported by the School Bursar and 24 members of the non-teaching staff who play vital roles in relation to the administration and the maintenance of the school, provide technical support to Departments and offer classroom assistance as required. ORGANISATION AND MANAGEMENT The Senior Management Team of the school consists of the principal, Ms. Geraldine Pettigrew, the two vice-principals, Mr. Louis O'Donnell, Mrs. Elizabeth O'Brien, and the three senior teachers, Mrs. Veronica Kearney (Head of Sixth Form), Ms Mary Donaghy (Head of Senior School) and Sr. Yvonne Hanna (Head of Junior School). It meets regularly to evaluate current practice, establish priorities, set goals and plan future action on the full range of school development issues, including 1) pupil welfare and support 2) learning and teaching 3) the curriculum 4) assessment / reporting 5) school organisation 6) staff needs and development Heads of Year liaise closely with form teachers and class teachers regarding the general welfare of pupils and their academic progress. Heads of Departments are responsible for the learning and teaching which takes place in their Departments and for all of the related management and administrative issues. PARENTAL INVOLVEMENT As parents you have the primary responsibility for the education of your children. This is a gradual and complex process which begins, but is not completed, in the home. You entrust your children to the school where teachers strive, with your support and co-operation, to assist your child to develop to her full potential. In Our Lady's School we have always tried to establish strong links between the school and the home. Parents are involved in the life of the school in the following ways: - parent representation on the Board of Governors - parent-teacher meetings - 6 were held last year - home-school visits - the families of all first years were offered a home visit by their daughter's Form Teachers - newsletters and circulars from the school to home - parenting programmes are offered - attendance at Masses, concerts, prize-giving etc. - supporting school projects - progress reports - staff normally available last Wednesday of month - 3.30 - 4.30p.m. to meet parents and by appointment at other times - helping with school retreats - responding to questionnaires, consultation documents etc. The Parenting Programmes offered by the school give support to the parents and help them to improve both their communication and relationship with their children. The basic Parenting Programme is offered to parents of first and second year pupils. The Parent-Teen Programme is for parents of fourth year pupils. The Parenting & Sex and Prayer Programmes are open to all who have previously participated in the basic Parenting or Parent-Teen Programme. During the course of each programme the parents engage in discussion, listen to one another and to audio tapes of real life situations and try to work out ways of dealing with family difficulties. Before the February half-term 2005 a Choices Conference was held in Our Lady's for our own S2 pupils and for pupils from local High Schools who were interested in applying for places in Sixth Form in Our Lady's. Parents were invited to attend and those who did found it a most useful day. Review of 2004 - 2005 The Curriculum The school interprets the curriculum as all those activities which are designed to promote the spiritual, moral, cultural, intellectual and physical development of the pupils and which prepare them for the opportunities, responsibilities and experiences of adult life. The pupil is the acknowledged centre of a holistic educative process. KEY STAGE 3 During the first three years a broad and balanced curriculum was followed by all pupils. In accordance with the requirements of the Northern Ireland curriculum all pupils followed a curriculum which included Religious Education and the six areas of study. The cross-curricular themes were delivered through Religious Education and the core and contributory subjects. All Juniors now have a timetabled period of ICT in each year group. All J3 pupils have their Key Skills in ICT accredited by CCEA. All Junior 3 pupils took part in Heart Start Training at the end of the school year. The school piloted a Citizenship Programme with all J1 pupils. KEY STAGE 4 In years 4 and 5 all students followed courses of study leading to GCSE. A minimum of 8 subjects was taken by all students; most took 10 including Religious Education and those subjects in which pupils are required to be assessed under Article 6(3) of the ERO(NI). Within the constraints of the Northern Ireland Curriculum, as much flexibility as possible was given to pupils to choose subjects for which they have an aptitude and which are necessary for their career choices. Students are offered Triple Award Science as well as Double Award Science. A tutorial period has been introduced in the Middle School. As in years 1 - 3, the cross-curricular themes were delivered through Religious Education and the core and contributory subjects. SIXTH FORM The new sixth form arrangements are now successfully in place and most pupils studied 4 AS level subjects, 3 or 4 A2 subjects and also studied Religious Education (exam or non-examination course). As Our Lady's is a Catholic school it is expected that children of Catholic parents will participate fully in the Religious Education programme and practice of the school. Students of other faiths can be exempted from religious study and worship at the request of parents. A Higher Education Information Programme was arranged for the Lower Sixth; a week's work experience was also organised for the Lower Sixth. This helps to bridge the gap between school and the world of work and fosters very valuable life skills. Throughout the two years of Sixth Form Career Guidance, on an individual and group basis, was given by the school's careers team and the Careers Service. All Lower Sixth pupils participated in a Sixth Form Enrichment/Careers Sampling Programme organised in conjunction with Newry College of Further Education. Courses on offer in 2004 - 2005 included Art & Design; European Studies; First Aid; Health and Social Studies; Japanese Studies; Journalism; Law; Multi Media; NISTRO Project; Photography; Physical Education; Small Business Enterprise; Survival Cookery; Yoga. Courses in Keyboard Skills, ECDL, Word Processing and Information & Communications Technology were also offered to all L6th pupils. A wide range of extra curricular activities was also experienced by Sixth Form students. These included: Life Skills, Co-operation North, Theatre and Drama events, Debates and Public Speaking, Physical Education. At all levels the curriculum was supported by field work, educational visits, talks from visiting speakers and participation in projects and competitions organised by the school and by other agencies. Opportunities for retreats were also made available. LIBRARY In our spacious computerized library and audio-visual room individual study and research is facilitated in a quiet atmosphere. The library caters for regular class/group work. Our stock is the most up-to-date available and consists of a wide variety of resource types - there are over 26,000 books, C.D. Rom disks, audio cassettes and C.D.s, videos, periodicals and newspapers. We have more than 26 books per pupil (DENI recommendation is 11 books) The library is a first class multi-media facility. STAFF DEVELOPMENT Over the years staff have kept abreast of new developments in teaching. Most of this development was provided by the Southern Education and Library Board, the Regional Training Unit and CCEA and was delivered during Exceptional Closure Days and through subject related courses. Now that the curriculum changes are in place it was decided that it would be an opportunity to do some in-house staff training focusing on both personal and professional development. Staff have completed their NOF (New Opportunities Fund) training in ICT and the school has been granted a certificate to mark this successful completion. The School Behaviour Code was reviewed in the light of feedback from staff, pupils and parents. Ongoing Key issues e.g. Child Protection continue to be addressed. School Policies are updated on a regular basis. PHYSICAL EDUCATION SEPTEMBER 1st – 3rd Sept Orienteering in Killowen O.P. Centre GCSE Group 16th Sept S.E.LB. Junior Netball Trials 4 participants 23rd Sept S.E.LB. Intermediate Netball Trials 7 participants 13th Sept Start of L6th Enrichment course Trampolining 23rd Sept Dental Nurse -all 1st Years Dance auditions for all 1st years OCTOBER 12th October OLS play 1st game in Senior Camogie League against last Years winners St. Patricks Keady Lost by 2 goals 22nd Oct Senior Camogie v St Louis Monaghan Won by 5 goals 28th – 29th Oct Southern Sports Academy 8 pupils attended Gaelic 5 attended Netball 8 attended Camogie 3 attended Trampolining NOVEMBER 8th November Won U16 Camogie Blitz hosted by OLS in Ballyholland Our Lady’s South Down Champions 9th November 40 Gymnasts perform in the EYES 2004 in The Waterfront 15th Nov Senior Camogie v St Catherine’s Armagh 23rd November Newry & Mourne School’s Cross Country Kilbroney Park with 13 schools participating. Best Girls School Our Lady’s with 51 points Overall School Placings place U13 Winner Fionnuala Loye U13 3rd Place team O15 Winner Aveen O’ Reilly O15 Team Winners 1st (Aveen O’Reilly, Francis Forbes Ann M Kane) OLS Team B 4th Team C 11th Team D 12th 26th November Year 12 Netball Blitz 3rd place 27th Ulster Grammar Schools Swimming Championships Our Lady’s 3rd overall Winner Shana Toner Butterfly 28th November 6 dancers participated in service in the Mercy Convent to celebrate the life of Catherine McAuley 30th November / 1st December Gymnastic Coach Mrs Judy Wootoon coaching course. DECEMBER 6th Dec U16 Camogie team beat St. Louis Kilkeel to become South Down Champions 14th December 39, mainly GCSE P.E pupils on visit to Croke Park Dublin JANUARY Inter Schools Championships Bangor OLS won the U15 and U19 shield 8th Jan Secondary Schools Swimming Shana Toner 1st Place in Butterfly. She will go forward to represent OLS in the ALL Ireland on 5th Feb 7th Place Butterfly Katie Kinkaid 7th Place Breast stroke Shannon Toner 24th Jan U15 Co Camogie Final OLS lost to St. Mary’s Magherafelt 31st Jan OLS beat Ballynahinch in Co. Down Camogie Final 5. 3 to 3. 1 31st Jan Diversions Dance drama workshop in OLS FEBRUARY Ulster Schools Gymnastic Championships Newry U13 Pair and Team qualified U19 Pair and Team qualified 1st Feb Co Down Schools Gaelic football Final OLS V St. Columbans Kilkeel OLS winners 2ndFeb Districts Athletics Winners Ann M Kane and Fionnuala Loy 9th Feb Senior football OLS V Tyrone school Won 16th Feb Ann M Kane and Fionnuala Loy Cross Country in Mallusk 22nd Feb Year 11 Blitz OLS 3RD Place MARCH 3rd March 2 senior students attend Sports Master Class organized by Young Enterprise N.I in the Europa Hotel Belfast 9th March All Star Camogie Trials in Ballyholland 8 Seniors attended 1 selected 23rd March Mary McPolin All Star Selection in Maghera APRIL 6th April U14 Camogie Blitz Kilkeel 14th April G.C.S.E. P.E. Moderation 21st April 1st Year Swimming programme began 22nd April Newry Feis Dance/ Drama 26th April 1st Year Camogie Coaching in Ballyholland 27th April AGM Camogie 27th April Newry Feis OLS winners of 4 trophies plus the Most Memorable Performance Award MAY 3rd May 1st Year Camogie Blitz OLS 2nd place – through to the Down Semi final against St Columbans Portaferry 3rd May Portadown Festival winners of 2 trophies Niamh Reilly & Grace Flynn highest mark in Senior Duet 4th May Ulster Senior Camogie Semi Final OLS v Loretto Coleraine Lost by 2 points 6th May British School Gymnastics in Stoke on Trent U13 Team Gold U19 team Gold U13 Pairs Gold 9th May Year 8 Netball Blitz OLS 3rd place 9th May Cross Country Mary Peters Track Ann Marie Kane qualified for the final in 3000 m and 3000m walk 11th May Cross country Aoife Sloan participated 12th May 21 4th years GCSE pupils participate in the Schools Orienteering Festival in Palace Stables Armagh 13th May Ann Marie Kane qualified for the All Ireland in 3000m and 3000m walk 13th May Ulster semi final U16 Camogie OLS V St. Catherine’s Armagh Won 7- 4 to 2.2 U14 Gaelic Team v St Josephs Crossmaglen in Ulster final 16th May Ulster final U16 Camogie OLS V St. Patrick’s Dungannon Lost by 2 points Shana Toner selected to participate in the Ulster schools Training team in Tennerife in Oct – Nov 24th May Riona Morgan Year 10 winner of the Schools Orienteering Festival in Armagh 28th May Ann Marie Kane 4th place in the All Ireland 3000m walk. 25th May 1st years beat St Columba’s Portaferry in the Down Semi Final JUNE 17th June Motivation Conference for GCSE Pupils – 4 guest speakers 20 – 21st Netball Blitz JI, J2, & J3 Pupils MUSIC SEPTEMBER A third choir – “CANTARE” – was established in the Music Department in September 2004. It was formed to make choral singing available to a greater number of students. The choir is responsible for the liturgical music within the school. Vocal tuition was introduced to the Music Department. The Chamber Orchestra – CAMERATA – provided the accompaniment and Cantare and the Junior Choir led the singing during the Mercy Day Mass. On 15th September, one of the smaller ensembles in the department performed at a civic reception at Cloughrea Nursing Home, Newry. OCTOBER Final preparations were made for the introduction of music technology. NOVEMBER November 2004 saw the formal introduction of Music Technology in Our Lady’s. The Music Department can now boast of eight new computers, synthesizers and the most up to date music software, bringing the department up to the highest modern standards and adding a new and exciting dimension to the music curriculum. A special launch took place and involved Ms. Pettigrew, the Music Department staff, the Head of ICT and the ICT technicians, William Thompson (Dawson’s Education Manager and Equipment Supplier) and David Bevin (Dawson’s Education Advisor). On 11th November, a number of students performed in the SELB Student Recital in Newry Music Centre. On 21st November, Camerata provided the accompaniment and Cantare and the Junior Choir led the singing during the celebratory Mass. The Music Department worked with the drama and dance departments to produce a special service in the Covent of Mercy Chapel on 28th November to celebrate the life and work of Catherine McAuley and the Sisters of Mercy in Newry. DECEMBER 14th December – The senior members of Cantare gave a special performance of Christmas Carols and Christmas songs to the residents of Ardmaine Nursing Home in Newry. 16th December – The Senior Orchestra provided the accompaniment and Cantare, the Senior Choir and the Junior Choir led the singing for the annual Christmas Carol Service and Nativity Play. JANUARY The Senior Orchestra gave two performances during Open Night on 27th January. Within the Music Department, the Brass Ensemble, Percussion Ensemble, Senior String Quartet and the Traditional Group gave recitals while senior music students demonstrated the Music Technology equipment. FEBRUARY On 16th February, the Music Department hosted the Ulster Youth Choir workshop in the Southern Board area. Cantare and the Senior Choir attended. On 24th February, Camerata had the great privilege of performing at an evening service in Dromantine College in the presence of Anglican Archbishops from across the world during their week-long conference. MARCH 11th March – The Traditional Group were successful in progressing to the second round of the annual Gael Linn competition. 18th March – The organisers and adjudicators of the Gael Linn competition were so impressed by the Traditional Group that they were put forward for an interview and ten minute performance on Radio Ulster. The Traditional Group and choirs provided music and singing during the Irish Department’s St. Patrick’s Day Mass. The Traditional Group also performed at the St. Patrick’s Day concert during the afternoon. APRIL The annual music department concert took place on 19th April and included performances by the Senior Orchestra, Junior Orchestra, Camerata (Chamber Orchestra), Senior Choir, Junior Choir, Cantare (Liturgical Choir), Recorder Ensemble, Percussion Ensemble, Violin Quartet, Senior String Quartet, Intermediate String Quartet, Junior String Quartet, Brass Ensemble, Flute Quartet, Junior and Senior Harp Ensembles, the Traditional Group and a GCSE composition performance. JUNE A 12-member Flute Ensemble was formed with the assistance of one of our woodwind tutors – Mr. Darren Canmore. A number of our music students were nominated for awards during the SELB Music Service Prize-Giving ceremony. Several students were subsequently awarded. On Saturday 18th June, 120 students passed the Associated Board Theory of Music Examinations, Grades 1 – V. 69 students obtained distinction (10 of these were full marks – 100%); 32 obtained merit and 19 obtained a pass. All music GCSE, AS and A2 students were highly successful in their examinations. DRAMA The after school drama clubs held on Monday and Wednesday continue to be popular with those pupils keen to improve on the skills learned in class. One of the projects resulting from work done in the after school drama club, a one-act play “Arbeit Macht Frei” came first in the One Act Play section of the Newry Feis winning the Kevin P. Neary Memorial Cup. This group also achieved highest overall mark in the Feis and consequently were awarded the Newry Reporter Cup. A number of pupils entered into the poetry speaking section of the Feis and were awarded medals. A Year 11 student was awarded the May McHenry Shield for best actress. First Year pupils rehearsed and performed the Nativity Play for the Carol Concert in December. Strong links have been forged with outside agencies. J3 and Lower Sixth were involved in the “Happenstance” project with Tinderbox Theatre Company. The pupils showcased their devised pieces of theatre in front of other schools in Coalisland Theatre. Replay Theatre Company presented an hour long piece of drama entitled “Fairytale Heart” to all S1 pupils. This thought-provoking piece of theatre dealt with growing up and was well received by the pupils. Many of the drama students have become involved in public speaking. The girls participated in both the Business Professional Women’s competition and the Soroptomist Public Speaking Competition. For the second year running an Our Lady’s Lower Sixth pupil won the Newry and Mourne heat of the Soroptomist Public Speaking Competition and was one of the winning finalists in the Northern Ireland regional final securing for herself a four day visit to the European Parliament in Strasbourg. First year pupils were involved in the One Night of Shakespeare project with the BBC. The girls performed ‘The Tempest’ at the Waterfront Hall, Belfast on the night of July 3rd. Thousands of schools across the U.K. did likewise: it was a very exciting experience for all concerned. Theatre visits continue to be an integral part of the Drama in Our Lady’s. This year the girls visited a range of theatres from Belfast to Dublin. “Death of a Salesman”, “The Shaughran”, “A Doll’s House”, “The Resistible Rise of Arturo Ui”, “John Bull’s other Island”, “The Threepenny Opera”, and “Ghosts” were just a sample of the plays seen this year. The Drama department thanks the pupils and their parents for their continued support. COMMUNITY INVOLVEMENT AND EDUCATION FOR MUTUAL UNDERSTANDING Education for Mutual Understanding, and the values and attitudes fostered through it, are at the centre of Our Lady's school curriculum. EMU was delivered in content where appropriate, while other subject disciplines nurtured, in context, the personal and social development of the pupil. Cross Community Contact, through for example, PE, Careers Education, Public Speaking and Drama, played a part in the experience of numerous students. Many excelled, including Our Lady’s Under 13 and Under 19 Gymnastics Team who, in their respective groups, took the coveted title of British Champions. Some Our Lady’s students, along with pupils from Banbridge Academy participated in Diversion workshops, professional dance experiences held in the Market Place Theatre, Armagh. Helen Donnelly, Lower Sixth, won the Soroptomist Public Speaking Competition and, as part of her prize, travelled to Strasbourg. Other cross community activities included attendance at the Inter School Life Conference, the Food Hygiene Conference and participation in World War Poetry Workshops. French students participated in Les Joutes Oratoires, a Northern Ireland inter-school debating competition, organised by NICILT. Again students engaged in the Dissolving Boundaries Programme, a cross border project aimed at fostering greater understanding and mutual respect. Under the guidance of Mrs Morgan, the Irish play ‘Taibhsi Loch Lein’, saw third year students perform on stage in Mullingar. Mrs Curley took both her As and A2 Drama students on many theatre visits to Belfast and Dublin and also had Replay Drama Company visit the school. In September a History trip to the war graves of northern France probed, both historically and socially, very rewarding. Students also met current MEPs, Ms B deBrun and Ms ML McDonald, in the European Parliament in Strasbourg. On July 11th Ms Lappin and Ms Keenan, accompanied by ten Lower Sixth pupils, went to Rosetti Special School in Iasi, Romania. Here they worked in a summer scheme helping disadvantaged young orphans. Prior to the trip each student fundraised in both her community and school. The total realised was £11,500. This project was under the auspices of Express Aid International, from whom each participant received a Keystone award. It is hoped that this link with the Romanian orphanage will be maintained. New horizons were realised when Local and Global Citizenship officially became part of the first year curriculum. The core team were supported by the Form Teachers and this cascading, both of information and skills will, it is hoped, generate greater knowledge and interest in this new and challenging discipline. The increased time made available for the delivery of PHSE facilitated greater use of outside agencies and speakers. Some of these were the N.I. Fire Service, PSNI, Women’s Aid, SELB Drugs Education Team, Love for Life, Aware Defeat Depression and the NI Blood Transfusion Service. The Camerata, under the direction of Mrs Lavery, played in Dromantine College for the Archbishop of Canterbury, Rowan Williams. The evening was a great success. Students gave generously to many charities – Trocaire, Concern, the Romanian Shoebox Appeal, Macmillan Coffee Morning, St Vincent de Paul Society and the Christmas Hamper Appeal. That same spirit of generosity was reflected in the commitment of Lower Sixth students to the children of the Diagnostic Unit in St Joseph’s Primary School, where they participated in Art and Water Therapy Programmes. As part of an ongoing SELB organised exchange, Our Lady’s students and Mrs Leonard visited Granada. This hospitality was reciprocated when the Spanish students visited Newry in September. Once again, students from various year groups attended many different Irish Colleges in the Donegal Gaeltacht. As part of the Engineering Education Scheme and under the direction of Ms Smyth, four students participated in a three-day residential. The project was undertaken in association with Glen Electric. Students also took part in the Physics Challenge. Mathematics students entered the Mathematiques Sans Frontieres Competition, a team experience demanding the initial pupil response in a foreign language. Students also participated in the Senior and Junior Mathematics Challenges while Year Eight really enjoyed Number Day, sponsored by the NSPCC. Lower Sixth Politics and French students attended the European Youth Parliament Competition held in the Market Place Theatre, Armagh. Sixth other Politics students participated in the Model United Nations General Assembly. Liaison with our feeder primary schools continues to promote good communication and greater understanding. The optional home visits undertaken for first year students by the Home School Liaison Team foster good home-school dialogue and co-operation. Lower Sixth involvement in the school bank, the school magazine and the Belfast Telegraph Competition encouraged co-operation and forged effective links with the local community. Our Religious Education, Pastoral Care, and Personal Social and Health Education Programmes serve to foster and encourage understanding and good relationships among pupils and between pupils and staff. We are appreciative of the continued support and co-operation afforded by parents, especially in their attendance at Prize Giving, Open Night and, of course, the Parent Teacher Meetings. Safety and Security The safety and security of all who are on the Our Lady’s campus continues to be a key concern of the Board of Governors. During 2004 – 2005 the following measures were put in place to complement existing structures and procedures: installation of CCTV cameras at key points around the school building monitoring of the pictures from these cameras during the school day by Reception staff access to the school building only via the main Reception Desk once the school day begins. In addition, whole staff training upon Fire Safety took place and certificated First Aid Training was undertaken by a number of the teaching and non-teaching staff. Several teachers and technicians were also trained to deliver the Heart Start Programme to students. EXAMINATION DETAILS SCHOOL YEAR 2004 - 2005 The Board of Governors is very conscious of the large number of changes in the curriculum in recent years, and of the burden of assessment, which have placed great pressure on teachers. They recognise the excellent work the teachers have done in implementing these changes while at the same time achieving first class academic results. The Board congratulates all pupils upon their achievements in the public examinations of 2005. Syllabuses The following syllabuses were followed by pupils leading to GCSE and GCE A' Level. General Certificate of Secondary Education CCEA Additional Mathematics Art Biology Business Studies Chemistry Double Award Science English English Literature French Geography History Home Economics Irish Mathematics Music Physics Spanish AQA Religious Studies General Certificate of Education Advanced Level CCEA Art Biology Economics English Literature French Geography History Home Economics Irish Music Physics Politics Spanish Edexcel Classical Civilisation Mathematics Religious Studies Technology AQA Chemistry Physics Sociology OCR Accounts Syllabuses followed for other courses leading to awards OCR Computer Literacy and Information Technology Associated Board of the Royal Schools of Music Theory of Music EXAMINATION RESULTS GCSE YEAR 12 Number in Year 12 (on 31st October 2004) 122 24 girls obtained 8, 9 or 10 A*/A Grades 43% of all subjects taken were awarded A*/A Grades. GCSE RESULTS Subject Number Entered Percentage of pupils entered achieving grades A* A B C D E F U Additional Maths 27 30 26 33 11 - - - - Art 39 21 26 39 10 - 2 - 2 Biology 8 50 50 - - - - - - Business Studies 52 6 29 36 21 2 6 - - Chemistry 8 13 62 25 - - - - - Design & Tech. 11 - 27 64 9 - - - - Double Award Sc 226 4 13 39 42 - 1 - 1 English Language 122 7 43 40 8 2 - - - English Literature 122 5 33 41 16 4 - - 1 French 77 18 26 33 13 8 1 1 - Geography 43 14 40 33 11 2 - - - History 65 12 40 32 16 - - - - Home Economics 39 10 26 51 13 - - - - Irish 41 12 25 29 27 7 - - - Mathematics 122 8 31 43 16 2 - - - Music 7 14 43 29 14 - - - - PE 15 27 60 7 - 6 - - - Physics 8 12.5 25 62.5 - - - - - Religious Education 121 38 37 17 4 1 3 - - Spanish 24 25 25 13 33 4 - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2002/03 2003/04 2004/05 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 5+ GCSEs at Grades A*-C (or equivalent) 97 96 98 96 98 * % Achieving 7+ GCSEs at Grades A*-C (or equivalent) 95 91 97 91 97 * * Information not yet available from DENI A' LEVEL YEAR 14 Number of Pupils in Years 13 & 14 on 31st October 2004 245 Number of Pupils in Final Year of A’ Level Course 126 37 girls obtained 3, 4 or 5 A Grades. 75% of all subjects taken were awarded Grade A or B. A' LEVEL RESULTS BY SUBJECT Subject Number Entered Percentage of pupils entered achieving grades A B C D E U Accounts 27 52 26 18 4 - - Art 12 33 50 17 - - - Biology 49 59 23 16 2 - - Business Studies 9 44 44 12 - - - Chemistry 16 37.5 37.5 25 - - - Classical Civilisation 20 40 35 10 5 10 - Design & Technology 8 12.5 12.5 62.5 12.5 - - Drama 14 43 21 29 7 - - English 42 38 29 29 4 - - French 16 69 12 19 - - - Geography 29 73 24 3 - - - History 21 57 5 38 - - - Home Economics 12 8 17 67 8 - - ICT 12 34 50 8 8 - - Irish 6 67 33 - - - - Mathematics 23 65 31 4 - - - Music 5 60 - 20 20 - - Physics 6 50 17 17 16 - - Politics 11 27 46 18 9 - - Religious Studies 21 38 33 14 5 10 - Sociology 33 49 18 30 3 - - Spanish 3 100 - - - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2002/03 2003/04 2004/05 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 3+ A Levels at Grades A-C (or equivalent) 78 64 88 69 87 * % Achieving 2+ A Levels at Grades A-E (or equivalent) 100 98 100 99 100 * * Information not yet available from DENI EXAMINATIONS TAKEN OTHER THAN GCSE AND A’ LEVEL Examinations taken Number Percentage Entered achieving success RSA Computer Literacy and Information Technology (CLAIT) and Associated Board Theory of Music 122 100% KS3 EXAMINATION RESULTS % Achieving Level 5 or above % Achieving Level 6 or above English Teacher Assd. Test 100% 100% (75.6%) (76.5%) 95.7% 96.6% (48.9%) (45.7%) Maths Teacher Assd. Test 100% 100% (73.1%) (69.9%) 95.7% 94.9% (49.2%) (45.4%) Science Teacher Assd. Test 100% 100% (73.1%) (68.5%) 94.9% 88.0% (46.8%) (44.5%) Figures in bold type are for Our Lady's Grammar School Figures in (brackets) are the equivalent Northern Ireland average figures. KS3 ICT RESULTS 117 pupils entered for examination. 100% of pupils obtained Level 6 or above. 72% of pupils obtained Level 7 28% of pupils obtained Level 6 DESTINATION OF SCHOOL LEAVERS 2004 - 2005 Total number of leavers 142 Post GCSE Post A Level Number of leavers 15 125 Percentage of these who entered Higher Education N/A 98% Percentage of these who entered Further Education 73% 1% Percentage of these who transferred to another School 20% N/A Percentage of these who took up full-time employment 7% 1% Percentage of these on long-term sick N/A N/A Financial Report 1 April 2004 to 31 March 2005 Revenue Account Income £ Budget Share 3,177,499 Other Income 60,641 Total 3,238,140 Expenditure £ Teaching Staff Costs 2,349,803 Non Teaching Staff Costs 453,209 Other Operating Costs 497,436 School Capital Account Income £ Department Grants Closing Balance 5,199,660 Expenditure £ New School Cost Less Depreciation 6,095,706 Deficit carried forward to 2002/2003 431,637 The Board of Governors wishes to place on record its thanks to all those who have helped to raise funds for the school and hopes for continued support in the future.||../downloads/2004.05_Annual_Report.doc",
    "report of board of governors 2004/05|INTRODUCTION Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold: 1) to educate each pupil to her full potential 2) to promote the Christian development of each pupil within the ethos of the catholic school In the implementation of these aims, the support and active co-operation of parents are strongly enlisted, thereby affirming the complementary roles of the home and the school. Efforts are also made to strengthen Church / community / school links and thus foster a sense of mutual co-operation and responsibility. The Board of Governors The school governors have overall responsibility for the management of the school while the principal is responsible for the day to day internal organisation, management and discipline. The Board of Governors is comprised of nominees of the Trustees and the Department of Education as well as an elected representative of parents and an elected teacher governor. The principal is correspondent to the Board. The term of office of the members is four years. Appointed by the Trustees Rev. Frances Boyle Mrs. Eimear Cleland (Deputy Chairperson) Sr Anna-Maria Crawford Dr. David Gaw Appointed by Department of Education Mr. Tony Campbell Mr. Patrick Larkin (Chairperson) Mrs. Maire Murray Elected Members Teacher Mr. Aaron Clements Parent Mrs. Eilish Mills Principal and Correspondent to the Board Ms. M. T. Geraldine Pettigrew Since taking office in 2001 the present Board of Governors has worked closely with the principal in helping to implement the educational reforms and have kept themselves informed of current developments in educational policy. They have amended our admissions policy and applied it to prospective pupils; selected and promoted staff and overseen the school's finances; approved school policies. In 2004 - 2005 the Board supported a significant expansion in the ICT facilities available to pupils and staff and has taken forward plans for a new state of the art Technology Building. Personnel 2004 – 2005 Pupils Number of pupils on roll: 860 Total days attended by all pupils expressed as a percentage of total possible days of attendance was 95%. Teaching Staff Mrs E Arthurs Home Economics / Technology Mrs F Barr English Mrs R Beattie Biology / Double Award Science Mr C Byrne Technology Mrs G Carty Art / Religious Education / Geography Mrs M Clarke English / History / Religious Education Mr A Clements Classical Civilisation / History Ms F Collins (N.K.I.F.H.E.) Sociology Mrs R Connor Physical Education / Speech & Drama / Religious Educ. Mrs L Cunningham Business Studies / Economics Mrs E Curley Theatre Studies Ms M Donaghy Geography / Mathematics Mrs P Eigenheer Art / Religious Education Mrs J Fitzsimons Religious Education Mrs G Gillespie Chemistry / Double Award Science Miss A Gilmore Geography / Sociology Miss J Gordon Music / Religious Education Mrs J Grant Art & Design Sr Y Hanna Religious Education / History Mrs A Hoey Biology / General Science / Double Award Science Mrs M Jennings Biology / Double Award Science Mrs V Kearney History Miss A Keenan Religious Education Miss M Kelly English Mrs A Kennedy Spanish / French Miss D Lappin Mathematics Mrs C Lavery Music Mr W Lavery Physics / Double Award Science / General Science Mrs T Leonard Irish / Spanish Mr T Mackin Accounts Miss R Malone Irish Mrs J Mason Geography Mrs F McAlinden Mathematics Mrs T McAllister Irish / History / Religious Education Miss M McArdle Home Economics / Religious Education Dr M McAstocker Chemistry / Double Award Science / General Science Miss C McAteer Physical Education / Religious Education Miss L McCann English Mr J McCaul (N.K.I.F.H.E.) Sociology Mrs A McClean History / Rel. Educ. / Personal & Social Educ. / Geog Mrs B McClory Biology / Double Award Science / Junior Science Mr P McElhinney ICT Mrs C McElroy Mathematics Mrs F McGowan French / Religious Education Ms E McIlduff Religious Education Mrs M McKenna Spanish / French Miss D Mulholland General Science Mrs E O'Brien Mathematics / Careers Mrs D O'Donnell Mathematics / General Science / Double Award Science Mr L O'Donnell Geography Mrs P O'Hare Politics / History Mrs M O'Kane French / Geography Mrs L Rowan Mathematics Mr S Sloan Design & Technology Miss R Smyth Technology / Double Award Science / Physics Mrs R Smyth French / Music / ICT Mrs H Tally Home Economics / Technology Mrs T Turley English / Religious Education Miss M Watters ICT / Mathematics Mrs E White Irish / English / Careers The teaching staff is aided and supported by the School Bursar and 24 members of the non-teaching staff who play vital roles in relation to the administration and the maintenance of the school, provide technical support to Departments and offer classroom assistance as required. ORGANISATION AND MANAGEMENT The Senior Management Team of the school consists of the principal, Ms. Geraldine Pettigrew, the two vice-principals, Mr. Louis O'Donnell, Mrs. Elizabeth O'Brien, and the three senior teachers, Mrs. Veronica Kearney (Head of Sixth Form), Ms Mary Donaghy (Head of Senior School) and Sr. Yvonne Hanna (Head of Junior School). It meets regularly to evaluate current practice, establish priorities, set goals and plan future action on the full range of school development issues, including 1) pupil welfare and support 2) learning and teaching 3) the curriculum 4) assessment / reporting 5) school organisation 6) staff needs and development Heads of Year liaise closely with form teachers and class teachers regarding the general welfare of pupils and their academic progress. Heads of Departments are responsible for the learning and teaching which takes place in their Departments and for all of the related management and administrative issues. PARENTAL INVOLVEMENT As parents you have the primary responsibility for the education of your children. This is a gradual and complex process which begins, but is not completed, in the home. You entrust your children to the school where teachers strive, with your support and co-operation, to assist your child to develop to her full potential. In Our Lady's School we have always tried to establish strong links between the school and the home. Parents are involved in the life of the school in the following ways: - parent representation on the Board of Governors - parent-teacher meetings - 6 were held last year - home-school visits - the families of all first years were offered a home visit by their daughter's Form Teachers - newsletters and circulars from the school to home - parenting programmes are offered - attendance at Masses, concerts, prize-giving etc. - supporting school projects - progress reports - staff normally available last Wednesday of month - 3.30 - 4.30p.m. to meet parents and by appointment at other times - helping with school retreats - responding to questionnaires, consultation documents etc. The Parenting Programmes offered by the school give support to the parents and help them to improve both their communication and relationship with their children. The basic Parenting Programme is offered to parents of first and second year pupils. The Parent-Teen Programme is for parents of fourth year pupils. The Parenting & Sex and Prayer Programmes are open to all who have previously participated in the basic Parenting or Parent-Teen Programme. During the course of each programme the parents engage in discussion, listen to one another and to audio tapes of real life situations and try to work out ways of dealing with family difficulties. Before the February half-term 2005 a Choices Conference was held in Our Lady's for our own S2 pupils and for pupils from local High Schools who were interested in applying for places in Sixth Form in Our Lady's. Parents were invited to attend and those who did found it a most useful day. Review of 2004 - 2005 The Curriculum The school interprets the curriculum as all those activities which are designed to promote the spiritual, moral, cultural, intellectual and physical development of the pupils and which prepare them for the opportunities, responsibilities and experiences of adult life. The pupil is the acknowledged centre of a holistic educative process. KEY STAGE 3 During the first three years a broad and balanced curriculum was followed by all pupils. In accordance with the requirements of the Northern Ireland curriculum all pupils followed a curriculum which included Religious Education and the six areas of study. The cross-curricular themes were delivered through Religious Education and the core and contributory subjects. All Juniors now have a timetabled period of ICT in each year group. All J3 pupils have their Key Skills in ICT accredited by CCEA. All Junior 3 pupils took part in Heart Start Training at the end of the school year. The school piloted a Citizenship Programme with all J1 pupils. KEY STAGE 4 In years 4 and 5 all students followed courses of study leading to GCSE. A minimum of 8 subjects was taken by all students; most took 10 including Religious Education and those subjects in which pupils are required to be assessed under Article 6(3) of the ERO(NI). Within the constraints of the Northern Ireland Curriculum, as much flexibility as possible was given to pupils to choose subjects for which they have an aptitude and which are necessary for their career choices. Students are offered Triple Award Science as well as Double Award Science. A tutorial period has been introduced in the Middle School. As in years 1 - 3, the cross-curricular themes were delivered through Religious Education and the core and contributory subjects. SIXTH FORM The new sixth form arrangements are now successfully in place and most pupils studied 4 AS level subjects, 3 or 4 A2 subjects and also studied Religious Education (exam or non-examination course). As Our Lady's is a Catholic school it is expected that children of Catholic parents will participate fully in the Religious Education programme and practice of the school. Students of other faiths can be exempted from religious study and worship at the request of parents. A Higher Education Information Programme was arranged for the Lower Sixth; a week's work experience was also organised for the Lower Sixth. This helps to bridge the gap between school and the world of work and fosters very valuable life skills. Throughout the two years of Sixth Form Career Guidance, on an individual and group basis, was given by the school's careers team and the Careers Service. All Lower Sixth pupils participated in a Sixth Form Enrichment/Careers Sampling Programme organised in conjunction with Newry College of Further Education. Courses on offer in 2004 - 2005 included Art & Design; European Studies; First Aid; Health and Social Studies; Japanese Studies; Journalism; Law; Multi Media; NISTRO Project; Photography; Physical Education; Small Business Enterprise; Survival Cookery; Yoga. Courses in Keyboard Skills, ECDL, Word Processing and Information & Communications Technology were also offered to all L6th pupils. A wide range of extra curricular activities was also experienced by Sixth Form students. These included: Life Skills, Co-operation North, Theatre and Drama events, Debates and Public Speaking, Physical Education. At all levels the curriculum was supported by field work, educational visits, talks from visiting speakers and participation in projects and competitions organised by the school and by other agencies. Opportunities for retreats were also made available. LIBRARY In our spacious computerized library and audio-visual room individual study and research is facilitated in a quiet atmosphere. The library caters for regular class/group work. Our stock is the most up-to-date available and consists of a wide variety of resource types - there are over 26,000 books, C.D. Rom disks, audio cassettes and C.D.s, videos, periodicals and newspapers. We have more than 26 books per pupil (DENI recommendation is 11 books) The library is a first class multi-media facility. STAFF DEVELOPMENT Over the years staff have kept abreast of new developments in teaching. Most of this development was provided by the Southern Education and Library Board, the Regional Training Unit and CCEA and was delivered during Exceptional Closure Days and through subject related courses. Now that the curriculum changes are in place it was decided that it would be an opportunity to do some in-house staff training focusing on both personal and professional development. Staff have completed their NOF (New Opportunities Fund) training in ICT and the school has been granted a certificate to mark this successful completion. The School Behaviour Code was reviewed in the light of feedback from staff, pupils and parents. Ongoing Key issues e.g. Child Protection continue to be addressed. School Policies are updated on a regular basis. PHYSICAL EDUCATION SEPTEMBER 1st – 3rd Sept Orienteering in Killowen O.P. Centre GCSE Group 16th Sept S.E.LB. Junior Netball Trials 4 participants 23rd Sept S.E.LB. Intermediate Netball Trials 7 participants 13th Sept Start of L6th Enrichment course Trampolining 23rd Sept Dental Nurse -all 1st Years Dance auditions for all 1st years OCTOBER 12th October OLS play 1st game in Senior Camogie League against last Years winners St. Patricks Keady Lost by 2 goals 22nd Oct Senior Camogie v St Louis Monaghan Won by 5 goals 28th – 29th Oct Southern Sports Academy 8 pupils attended Gaelic 5 attended Netball 8 attended Camogie 3 attended Trampolining NOVEMBER 8th November Won U16 Camogie Blitz hosted by OLS in Ballyholland Our Lady’s South Down Champions 9th November 40 Gymnasts perform in the EYES 2004 in The Waterfront 15th Nov Senior Camogie v St Catherine’s Armagh 23rd November Newry & Mourne School’s Cross Country Kilbroney Park with 13 schools participating. Best Girls School Our Lady’s with 51 points Overall School Placings place U13 Winner Fionnuala Loye U13 3rd Place team O15 Winner Aveen O’ Reilly O15 Team Winners 1st (Aveen O’Reilly, Francis Forbes Ann M Kane) OLS Team B 4th Team C 11th Team D 12th 26th November Year 12 Netball Blitz 3rd place 27th Ulster Grammar Schools Swimming Championships Our Lady’s 3rd overall Winner Shana Toner Butterfly 28th November 6 dancers participated in service in the Mercy Convent to celebrate the life of Catherine McAuley 30th November / 1st December Gymnastic Coach Mrs Judy Wootoon coaching course. DECEMBER 6th Dec U16 Camogie team beat St. Louis Kilkeel to become South Down Champions 14th December 39, mainly GCSE P.E pupils on visit to Croke Park Dublin JANUARY Inter Schools Championships Bangor OLS won the U15 and U19 shield 8th Jan Secondary Schools Swimming Shana Toner 1st Place in Butterfly. She will go forward to represent OLS in the ALL Ireland on 5th Feb 7th Place Butterfly Katie Kinkaid 7th Place Breast stroke Shannon Toner 24th Jan U15 Co Camogie Final OLS lost to St. Mary’s Magherafelt 31st Jan OLS beat Ballynahinch in Co. Down Camogie Final 5. 3 to 3. 1 31st Jan Diversions Dance drama workshop in OLS FEBRUARY Ulster Schools Gymnastic Championships Newry U13 Pair and Team qualified U19 Pair and Team qualified 1st Feb Co Down Schools Gaelic football Final OLS V St. Columbans Kilkeel OLS winners 2ndFeb Districts Athletics Winners Ann M Kane and Fionnuala Loy 9th Feb Senior football OLS V Tyrone school Won 16th Feb Ann M Kane and Fionnuala Loy Cross Country in Mallusk 22nd Feb Year 11 Blitz OLS 3RD Place MARCH 3rd March 2 senior students attend Sports Master Class organized by Young Enterprise N.I in the Europa Hotel Belfast 9th March All Star Camogie Trials in Ballyholland 8 Seniors attended 1 selected 23rd March Mary McPolin All Star Selection in Maghera APRIL 6th April U14 Camogie Blitz Kilkeel 14th April G.C.S.E. P.E. Moderation 21st April 1st Year Swimming programme began 22nd April Newry Feis Dance/ Drama 26th April 1st Year Camogie Coaching in Ballyholland 27th April AGM Camogie 27th April Newry Feis OLS winners of 4 trophies plus the Most Memorable Performance Award MAY 3rd May 1st Year Camogie Blitz OLS 2nd place – through to the Down Semi final against St Columbans Portaferry 3rd May Portadown Festival winners of 2 trophies Niamh Reilly & Grace Flynn highest mark in Senior Duet 4th May Ulster Senior Camogie Semi Final OLS v Loretto Coleraine Lost by 2 points 6th May British School Gymnastics in Stoke on Trent U13 Team Gold U19 team Gold U13 Pairs Gold 9th May Year 8 Netball Blitz OLS 3rd place 9th May Cross Country Mary Peters Track Ann Marie Kane qualified for the final in 3000 m and 3000m walk 11th May Cross country Aoife Sloan participated 12th May 21 4th years GCSE pupils participate in the Schools Orienteering Festival in Palace Stables Armagh 13th May Ann Marie Kane qualified for the All Ireland in 3000m and 3000m walk 13th May Ulster semi final U16 Camogie OLS V St. Catherine’s Armagh Won 7- 4 to 2.2 U14 Gaelic Team v St Josephs Crossmaglen in Ulster final 16th May Ulster final U16 Camogie OLS V St. Patrick’s Dungannon Lost by 2 points Shana Toner selected to participate in the Ulster schools Training team in Tennerife in Oct – Nov 24th May Riona Morgan Year 10 winner of the Schools Orienteering Festival in Armagh 28th May Ann Marie Kane 4th place in the All Ireland 3000m walk. 25th May 1st years beat St Columba’s Portaferry in the Down Semi Final JUNE 17th June Motivation Conference for GCSE Pupils – 4 guest speakers 20 – 21st Netball Blitz JI, J2, & J3 Pupils MUSIC SEPTEMBER A third choir – “CANTARE” – was established in the Music Department in September 2004. It was formed to make choral singing available to a greater number of students. The choir is responsible for the liturgical music within the school. Vocal tuition was introduced to the Music Department. The Chamber Orchestra – CAMERATA – provided the accompaniment and Cantare and the Junior Choir led the singing during the Mercy Day Mass. On 15th September, one of the smaller ensembles in the department performed at a civic reception at Cloughrea Nursing Home, Newry. OCTOBER Final preparations were made for the introduction of music technology. NOVEMBER November 2004 saw the formal introduction of Music Technology in Our Lady’s. The Music Department can now boast of eight new computers, synthesizers and the most up to date music software, bringing the department up to the highest modern standards and adding a new and exciting dimension to the music curriculum. A special launch took place and involved Ms. Pettigrew, the Music Department staff, the Head of ICT and the ICT technicians, William Thompson (Dawson’s Education Manager and Equipment Supplier) and David Bevin (Dawson’s Education Advisor). On 11th November, a number of students performed in the SELB Student Recital in Newry Music Centre. On 21st November, Camerata provided the accompaniment and Cantare and the Junior Choir led the singing during the celebratory Mass. The Music Department worked with the drama and dance departments to produce a special service in the Covent of Mercy Chapel on 28th November to celebrate the life and work of Catherine McAuley and the Sisters of Mercy in Newry. DECEMBER 14th December – The senior members of Cantare gave a special performance of Christmas Carols and Christmas songs to the residents of Ardmaine Nursing Home in Newry. 16th December – The Senior Orchestra provided the accompaniment and Cantare, the Senior Choir and the Junior Choir led the singing for the annual Christmas Carol Service and Nativity Play. JANUARY The Senior Orchestra gave two performances during Open Night on 27th January. Within the Music Department, the Brass Ensemble, Percussion Ensemble, Senior String Quartet and the Traditional Group gave recitals while senior music students demonstrated the Music Technology equipment. FEBRUARY On 16th February, the Music Department hosted the Ulster Youth Choir workshop in the Southern Board area. Cantare and the Senior Choir attended. On 24th February, Camerata had the great privilege of performing at an evening service in Dromantine College in the presence of Anglican Archbishops from across the world during their week-long conference. MARCH 11th March – The Traditional Group were successful in progressing to the second round of the annual Gael Linn competition. 18th March – The organisers and adjudicators of the Gael Linn competition were so impressed by the Traditional Group that they were put forward for an interview and ten minute performance on Radio Ulster. The Traditional Group and choirs provided music and singing during the Irish Department’s St. Patrick’s Day Mass. The Traditional Group also performed at the St. Patrick’s Day concert during the afternoon. APRIL The annual music department concert took place on 19th April and included performances by the Senior Orchestra, Junior Orchestra, Camerata (Chamber Orchestra), Senior Choir, Junior Choir, Cantare (Liturgical Choir), Recorder Ensemble, Percussion Ensemble, Violin Quartet, Senior String Quartet, Intermediate String Quartet, Junior String Quartet, Brass Ensemble, Flute Quartet, Junior and Senior Harp Ensembles, the Traditional Group and a GCSE composition performance. JUNE A 12-member Flute Ensemble was formed with the assistance of one of our woodwind tutors – Mr. Darren Canmore. A number of our music students were nominated for awards during the SELB Music Service Prize-Giving ceremony. Several students were subsequently awarded. On Saturday 18th June, 120 students passed the Associated Board Theory of Music Examinations, Grades 1 – V. 69 students obtained distinction (10 of these were full marks – 100%); 32 obtained merit and 19 obtained a pass. All music GCSE, AS and A2 students were highly successful in their examinations. DRAMA The after school drama clubs held on Monday and Wednesday continue to be popular with those pupils keen to improve on the skills learned in class. One of the projects resulting from work done in the after school drama club, a one-act play “Arbeit Macht Frei” came first in the One Act Play section of the Newry Feis winning the Kevin P. Neary Memorial Cup. This group also achieved highest overall mark in the Feis and consequently were awarded the Newry Reporter Cup. A number of pupils entered into the poetry speaking section of the Feis and were awarded medals. A Year 11 student was awarded the May McHenry Shield for best actress. First Year pupils rehearsed and performed the Nativity Play for the Carol Concert in December. Strong links have been forged with outside agencies. J3 and Lower Sixth were involved in the “Happenstance” project with Tinderbox Theatre Company. The pupils showcased their devised pieces of theatre in front of other schools in Coalisland Theatre. Replay Theatre Company presented an hour long piece of drama entitled “Fairytale Heart” to all S1 pupils. This thought-provoking piece of theatre dealt with growing up and was well received by the pupils. Many of the drama students have become involved in public speaking. The girls participated in both the Business Professional Women’s competition and the Soroptomist Public Speaking Competition. For the second year running an Our Lady’s Lower Sixth pupil won the Newry and Mourne heat of the Soroptomist Public Speaking Competition and was one of the winning finalists in the Northern Ireland regional final securing for herself a four day visit to the European Parliament in Strasbourg. First year pupils were involved in the One Night of Shakespeare project with the BBC. The girls performed ‘The Tempest’ at the Waterfront Hall, Belfast on the night of July 3rd. Thousands of schools across the U.K. did likewise: it was a very exciting experience for all concerned. Theatre visits continue to be an integral part of the Drama in Our Lady’s. This year the girls visited a range of theatres from Belfast to Dublin. “Death of a Salesman”, “The Shaughran”, “A Doll’s House”, “The Resistible Rise of Arturo Ui”, “John Bull’s other Island”, “The Threepenny Opera”, and “Ghosts” were just a sample of the plays seen this year. The Drama department thanks the pupils and their parents for their continued support. COMMUNITY INVOLVEMENT AND EDUCATION FOR MUTUAL UNDERSTANDING Education for Mutual Understanding, and the values and attitudes fostered through it, are at the centre of Our Lady's school curriculum. EMU was delivered in content where appropriate, while other subject disciplines nurtured, in context, the personal and social development of the pupil. Cross Community Contact, through for example, PE, Careers Education, Public Speaking and Drama, played a part in the experience of numerous students. Many excelled, including Our Lady’s Under 13 and Under 19 Gymnastics Team who, in their respective groups, took the coveted title of British Champions. Some Our Lady’s students, along with pupils from Banbridge Academy participated in Diversion workshops, professional dance experiences held in the Market Place Theatre, Armagh. Helen Donnelly, Lower Sixth, won the Soroptomist Public Speaking Competition and, as part of her prize, travelled to Strasbourg. Other cross community activities included attendance at the Inter School Life Conference, the Food Hygiene Conference and participation in World War Poetry Workshops. French students participated in Les Joutes Oratoires, a Northern Ireland inter-school debating competition, organised by NICILT. Again students engaged in the Dissolving Boundaries Programme, a cross border project aimed at fostering greater understanding and mutual respect. Under the guidance of Mrs Morgan, the Irish play ‘Taibhsi Loch Lein’, saw third year students perform on stage in Mullingar. Mrs Curley took both her As and A2 Drama students on many theatre visits to Belfast and Dublin and also had Replay Drama Company visit the school. In September a History trip to the war graves of northern France probed, both historically and socially, very rewarding. Students also met current MEPs, Ms B deBrun and Ms ML McDonald, in the European Parliament in Strasbourg. On July 11th Ms Lappin and Ms Keenan, accompanied by ten Lower Sixth pupils, went to Rosetti Special School in Iasi, Romania. Here they worked in a summer scheme helping disadvantaged young orphans. Prior to the trip each student fundraised in both her community and school. The total realised was £11,500. This project was under the auspices of Express Aid International, from whom each participant received a Keystone award. It is hoped that this link with the Romanian orphanage will be maintained. New horizons were realised when Local and Global Citizenship officially became part of the first year curriculum. The core team were supported by the Form Teachers and this cascading, both of information and skills will, it is hoped, generate greater knowledge and interest in this new and challenging discipline. The increased time made available for the delivery of PHSE facilitated greater use of outside agencies and speakers. Some of these were the N.I. Fire Service, PSNI, Women’s Aid, SELB Drugs Education Team, Love for Life, Aware Defeat Depression and the NI Blood Transfusion Service. The Camerata, under the direction of Mrs Lavery, played in Dromantine College for the Archbishop of Canterbury, Rowan Williams. The evening was a great success. Students gave generously to many charities – Trocaire, Concern, the Romanian Shoebox Appeal, Macmillan Coffee Morning, St Vincent de Paul Society and the Christmas Hamper Appeal. That same spirit of generosity was reflected in the commitment of Lower Sixth students to the children of the Diagnostic Unit in St Joseph’s Primary School, where they participated in Art and Water Therapy Programmes. As part of an ongoing SELB organised exchange, Our Lady’s students and Mrs Leonard visited Granada. This hospitality was reciprocated when the Spanish students visited Newry in September. Once again, students from various year groups attended many different Irish Colleges in the Donegal Gaeltacht. As part of the Engineering Education Scheme and under the direction of Ms Smyth, four students participated in a three-day residential. The project was undertaken in association with Glen Electric. Students also took part in the Physics Challenge. Mathematics students entered the Mathematiques Sans Frontieres Competition, a team experience demanding the initial pupil response in a foreign language. Students also participated in the Senior and Junior Mathematics Challenges while Year Eight really enjoyed Number Day, sponsored by the NSPCC. Lower Sixth Politics and French students attended the European Youth Parliament Competition held in the Market Place Theatre, Armagh. Sixth other Politics students participated in the Model United Nations General Assembly. Liaison with our feeder primary schools continues to promote good communication and greater understanding. The optional home visits undertaken for first year students by the Home School Liaison Team foster good home-school dialogue and co-operation. Lower Sixth involvement in the school bank, the school magazine and the Belfast Telegraph Competition encouraged co-operation and forged effective links with the local community. Our Religious Education, Pastoral Care, and Personal Social and Health Education Programmes serve to foster and encourage understanding and good relationships among pupils and between pupils and staff. We are appreciative of the continued support and co-operation afforded by parents, especially in their attendance at Prize Giving, Open Night and, of course, the Parent Teacher Meetings. Safety and Security The safety and security of all who are on the Our Lady’s campus continues to be a key concern of the Board of Governors. During 2004 – 2005 the following measures were put in place to complement existing structures and procedures: installation of CCTV cameras at key points around the school building monitoring of the pictures from these cameras during the school day by Reception staff access to the school building only via the main Reception Desk once the school day begins. In addition, whole staff training upon Fire Safety took place and certificated First Aid Training was undertaken by a number of the teaching and non-teaching staff. Several teachers and technicians were also trained to deliver the Heart Start Programme to students. EXAMINATION DETAILS SCHOOL YEAR 2004 - 2005 The Board of Governors is very conscious of the large number of changes in the curriculum in recent years, and of the burden of assessment, which have placed great pressure on teachers. They recognise the excellent work the teachers have done in implementing these changes while at the same time achieving first class academic results. The Board congratulates all pupils upon their achievements in the public examinations of 2005. Syllabuses The following syllabuses were followed by pupils leading to GCSE and GCE A' Level. General Certificate of Secondary Education CCEA Additional Mathematics Art Biology Business Studies Chemistry Double Award Science English English Literature French Geography History Home Economics Irish Mathematics Music Physics Spanish AQA Religious Studies General Certificate of Education Advanced Level CCEA Art Biology Economics English Literature French Geography History Home Economics Irish Music Physics Politics Spanish Edexcel Classical Civilisation Mathematics Religious Studies Technology AQA Chemistry Physics Sociology OCR Accounts Syllabuses followed for other courses leading to awards OCR Computer Literacy and Information Technology Associated Board of the Royal Schools of Music Theory of Music EXAMINATION RESULTS GCSE YEAR 12 Number in Year 12 (on 31st October 2004) 122 24 girls obtained 8, 9 or 10 A*/A Grades 43% of all subjects taken were awarded A*/A Grades. GCSE RESULTS Subject Number Entered Percentage of pupils entered achieving grades A* A B C D E F U Additional Maths 27 30 26 33 11 - - - - Art 39 21 26 39 10 - 2 - 2 Biology 8 50 50 - - - - - - Business Studies 52 6 29 36 21 2 6 - - Chemistry 8 13 62 25 - - - - - Design & Tech. 11 - 27 64 9 - - - - Double Award Sc 226 4 13 39 42 - 1 - 1 English Language 122 7 43 40 8 2 - - - English Literature 122 5 33 41 16 4 - - 1 French 77 18 26 33 13 8 1 1 - Geography 43 14 40 33 11 2 - - - History 65 12 40 32 16 - - - - Home Economics 39 10 26 51 13 - - - - Irish 41 12 25 29 27 7 - - - Mathematics 122 8 31 43 16 2 - - - Music 7 14 43 29 14 - - - - PE 15 27 60 7 - 6 - - - Physics 8 12.5 25 62.5 - - - - - Religious Education 121 38 37 17 4 1 3 - - Spanish 24 25 25 13 33 4 - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2002/03 2003/04 2004/05 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 5+ GCSEs at Grades A*-C (or equivalent) 97 96 98 96 98 * % Achieving 7+ GCSEs at Grades A*-C (or equivalent) 95 91 97 91 97 * * Information not yet available from DENI A' LEVEL YEAR 14 Number of Pupils in Years 13 & 14 on 31st October 2004 245 Number of Pupils in Final Year of A’ Level Course 126 37 girls obtained 3, 4 or 5 A Grades. 75% of all subjects taken were awarded Grade A or B. A' LEVEL RESULTS BY SUBJECT Subject Number Entered Percentage of pupils entered achieving grades A B C D E U Accounts 27 52 26 18 4 - - Art 12 33 50 17 - - - Biology 49 59 23 16 2 - - Business Studies 9 44 44 12 - - - Chemistry 16 37.5 37.5 25 - - - Classical Civilisation 20 40 35 10 5 10 - Design & Technology 8 12.5 12.5 62.5 12.5 - - Drama 14 43 21 29 7 - - English 42 38 29 29 4 - - French 16 69 12 19 - - - Geography 29 73 24 3 - - - History 21 57 5 38 - - - Home Economics 12 8 17 67 8 - - ICT 12 34 50 8 8 - - Irish 6 67 33 - - - - Mathematics 23 65 31 4 - - - Music 5 60 - 20 20 - - Physics 6 50 17 17 16 - - Politics 11 27 46 18 9 - - Religious Studies 21 38 33 14 5 10 - Sociology 33 49 18 30 3 - - Spanish 3 100 - - - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2002/03 2003/04 2004/05 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 3+ A Levels at Grades A-C (or equivalent) 78 64 88 69 87 * % Achieving 2+ A Levels at Grades A-E (or equivalent) 100 98 100 99 100 * * Information not yet available from DENI EXAMINATIONS TAKEN OTHER THAN GCSE AND A’ LEVEL Examinations taken Number Percentage Entered achieving success RSA Computer Literacy and Information Technology (CLAIT) and Associated Board Theory of Music 122 100% KS3 EXAMINATION RESULTS % Achieving Level 5 or above % Achieving Level 6 or above English Teacher Assd. Test 100% 100% (75.6%) (76.5%) 95.7% 96.6% (48.9%) (45.7%) Maths Teacher Assd. Test 100% 100% (73.1%) (69.9%) 95.7% 94.9% (49.2%) (45.4%) Science Teacher Assd. Test 100% 100% (73.1%) (68.5%) 94.9% 88.0% (46.8%) (44.5%) Figures in bold type are for Our Lady's Grammar School Figures in (brackets) are the equivalent Northern Ireland average figures. KS3 ICT RESULTS 117 pupils entered for examination. 100% of pupils obtained Level 6 or above. 72% of pupils obtained Level 7 28% of pupils obtained Level 6 DESTINATION OF SCHOOL LEAVERS 2004 - 2005 Total number of leavers 142 Post GCSE Post A Level Number of leavers 15 125 Percentage of these who entered Higher Education N/A 98% Percentage of these who entered Further Education 73% 1% Percentage of these who transferred to another School 20% N/A Percentage of these who took up full-time employment 7% 1% Percentage of these on long-term sick N/A N/A Financial Report 1 April 2004 to 31 March 2005 Revenue Account Income £ Budget Share 3,177,499 Other Income 60,641 Total 3,238,140 Expenditure £ Teaching Staff Costs 2,349,803 Non Teaching Staff Costs 453,209 Other Operating Costs 497,436 School Capital Account Income £ Department Grants Closing Balance 5,199,660 Expenditure £ New School Cost Less Depreciation 6,095,706 Deficit carried forward to 2002/2003 431,637 The Board of Governors wishes to place on record its thanks to all those who have helped to raise funds for the school and hopes for continued support in the future.||../downloads/2004.05_Annual_Report.rtf",
    "report of board of governors 00/01|INTRODUCTION Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold: 1) to educate each pupil to her full potential 2) to promote the Christian development of each pupil within the ethos of the catholic school In the implementation of these aims, the support and active co-operation of parents are strongly enlisted, thereby affirming the complementary roles of the home and the school. Efforts are also made to strengthen Church / community / school links and thus foster a sense of mutual co-operation and responsibility. The Board of Governors The school governors have overall responsibility for the management of the school while the principal is responsible for the day to day internal organisation, management and discipline. The Board of Governors is comprised of nominees of the Trustees and the Department of Education as well as an elected representative of parents and an elected teacher governor. The principal is correspondent to the Board. The term of office of the members is four years. Appointed by the Trustees Rev. Frances Boyle Mrs. Eimear Cleland (Deputy Chairperson) Sr Frances Connolly Dr. Mary Henry (from January 2006) Appointed by Department of Education Mr. Tony Campbell Mr. Patrick Larkin (Chairperson) Mrs. Eilish Mills (from January 2006) Elected Members Teacher Mr. Aaron Clements Parent Mrs. Martina Breen (from January 2006) Principal and Correspondent to the Board Ms. M. T. Geraldine Pettigrew Since taking office in 2006 the Board of Governors has worked closely with the principal in helping to implement the educational reforms and members have kept themselves informed of current developments in educational policy. They have amended our admissions policy and applied it to prospective pupils; selected and promoted staff; approved school policies; overseen the school's finances. In 2005 - 2006 the Board supported a significant expansion in the ICT facilities available to pupils and staff and has taken forward plans for a new state of the art Technology Building. Personnel 2005 – 2006 Pupils Number of pupils on roll: 860 Total days attended by all pupils expressed as a percentage of total possible days of attendance was 95%. Teaching Staff Mrs E Arthurs Home Economics / Technology Mrs F Barr English Mrs R Beattie Biology / Double Award Science Mr C Byrne Technology Mrs M Clarke English / History / Religious Education Mr A Clements Classical Civilisation / History / Citizenship Ms F Collins (N.K.I.F.H.E.) Sociology Mrs R Connor Physical Education / Speech & Drama / Religious Educ. Mrs L Cunningham Business Studies / Economics Mrs E Curley Theatre Studies Ms M Donaghy Geography / Mathematics Mrs P Eigenheer Art / Religious Education Mrs J Fitzsimons Religious Education Mrs G Gillespie Chemistry / Double Award Science Miss A Gilmore Geography / Sociology Miss J Gordon Music / Religious Education / Citizenship Mrs J Grant Art & Design Sr Y Hanna Religious Education Mrs A Hoey Biology / General Science / Double Award Science Mrs M Jennings Biology / Double Award Science Mrs V Kearney History Miss A Keenan Religious Education / Citizenship Miss M Kelly English Mrs A Kennedy Spanish / French Miss D Lappin Mathematics Mrs C Lavery Music Mr W Lavery Physics / Double Award Science / General Science Mrs T Leonard Irish / Spanish Mr T Mackin Accounts Mrs J Mason Geography Mrs F McAlinden Mathematics Mrs T McAllister Irish / History / Citizenship Miss M McArdle Home Economics / Religious Education Dr M McAstocker Chemistry / Double Award Science / General Science Miss C McAteer Physical Education / Religious Education Mr J McCaul (N.K.I.F.H.E.) Sociology Mrs A McClean History / Rel. Educ. / Personal & Social Educ. / Geog / Citizenship Mrs B McClory Biology / Double Award Science / Junior Science Mr P McElhinney ICT Mrs C McElroy Mathematics Mrs F McGowan French / Religious Education Ms E McIlduff Religious Education Mrs M McKenna Spanish / French Mrs R Morgan Irish Miss D Mulholland General Science Mrs E O'Brien Mathematics / Careers Mrs D O'Donnell Mathematics / General Science / Double Award Science Mr L O'Donnell Geography Mrs P O'Hare Politics / History / Citizenship Mrs M O'Kane French / Geography Mrs A O’Reilly English Mrs L Rowan Mathematics Mr S Sloan Design & Technology Miss R Smyth Technology / Double Award Science / Physics (Miss Smyth was selected form the prestigious Fulbright Exchange Programme and went to a school in Washington, Virginia from January to June. Mr Dave Ridenour, from came to Our Lady’s.) Mrs R Smyth French / Music / ICT / Citizenship Mrs H Tally Home Economics / Technology Mrs T Turley English / Religious Education / Citizenship Miss M Watters ICT / Mathematics Mrs E White English / Careers / Citizenship The teaching staff is aided and supported by the School Bursar and 24 members of the non-teaching staff who play vital roles in relation to the administration and the maintenance of the school, provide technical support to Departments and offer classroom assistance as required. ORGANISATION AND MANAGEMENT The Senior Management Team of the school consisted in 2005 - 2006 of the principal, Ms. Geraldine Pettigrew, the two vice-principals, Mr. Louis O'Donnell, Mrs. Elizabeth O'Brien, and the three senior teachers, Mrs. Veronica Kearney (Head of Sixth Form), Ms Mary Donaghy (Head of Senior School) and Sr. Yvonne Hanna (Head of Junior School). It met regularly to evaluate current practice, establish priorities, set goals and plan future action on the full range of school development issues, including 1) pupil welfare and support 2) learning and teaching 3) the curriculum 4) assessment / reporting 5) school organisation 6) staff needs and development Heads of Year liaise closely with form teachers and class teachers regarding the general welfare of pupils and their academic progress. Heads of Departments are responsible for the learning and teaching which takes place in their Departments and for all of the related management and administrative issues. PARENTAL INVOLVEMENT As parents you have the primary responsibility for the education of your children. This is a gradual and complex process which begins, but is not completed, in the home. You entrust your children to the school where teachers strive, with your support and co-operation, to assist your child to develop to her full potential. In Our Lady's School we have always tried to establish strong links between the school and the home. Parents are involved in the life of the school in the following ways: - parent representation on the Board of Governors - parent-teacher meetings - 6 were held last year - home-school visits - the families of all first years were offered a home visit by their daughter's Form Teachers - newsletters and circulars from the school to home - parenting programmes are offered - attendance at Masses, concerts, prize-giving etc. - supporting school projects - progress reports - staff normally available last Wednesday of month - 3.30 - 4.30p.m. to meet parents and by appointment at other times - helping with school retreats - responding to questionnaires, consultation documents etc. The Parenting Programmes offered by the school give support to the parents and help them to improve both their communication and relationship with their children. The basic Parenting Programme is offered to parents of first and second year pupils. The Parent-Teen Programme is for parents of fourth year pupils. The Parenting & Sex and Prayer Programmes are open to all who have previously participated in the basic Parenting or Parent-Teen Programme. During the course of each programme the parents engage in discussion, listen to one another and to audio tapes of real life situations and try to work out ways of dealing with family difficulties. Before the February half-term 2006 a Choices Conference was held in Our Lady's for our own S2 pupils and for pupils from local High Schools who were interested in applying for places in Sixth Form in Our Lady's. Parents were invited to attend and those who did found it a most useful day. Review of 2005 – 2006 The Curriculum The school interprets the curriculum as all those activities which are designed to promote the spiritual, moral, cultural, intellectual and physical development of the pupils and which prepare them for the opportunities, responsibilities and experiences of adult life. The pupil is the acknowledged centre of a holistic educative process. In 2005 – 2006, an adjusted school day was introduced on Fridays to permit the timetabling of a sixth period, dedicated to Personal, Social and Health Education for every class in the school. This provision enables the PSHE Programmes to be delivered in greater depth and detail and facilitates the many visiting speakers who work with our year groups at different times during the year. KEY STAGE 3 During the first three years a broad and balanced curriculum was followed by all pupils. In accordance with the requirements of the Northern Ireland curriculum all pupils followed a curriculum which included Religious Education and the six areas of study. The cross-curricular themes were delivered through Religious Education and the core and contributory subjects. All Juniors now have a timetabled period of ICT in each year group. All J3 pupils have their Key Skills in ICT accredited by CCEA. All Junior 3 pupils took part in Heart Start Training at the end of the school year. The school piloted a Citizenship Programme with all J1 and J2 pupils. KEY STAGE 4 In years 4 and 5 all students followed courses of study leading to GCSE. A minimum of 8 subjects was taken by all students; most took 10 including Religious Education and those subjects in which pupils are required to be assessed under Article 6(3) of the ERO(NI). Within the constraints of the Northern Ireland Curriculum, as much flexibility as possible was given to pupils to choose subjects for which they have an aptitude and which are necessary for their career choices. Students are offered Triple Award Science as well as Double Award Science. All S2 pupils had the opportunity to obtain Key Skills Level 2 Certification in ICT. As in years 1 - 3, the cross-curricular themes were delivered through Religious Education and the core and contributory subjects. SIXTH FORM The new sixth form arrangements are now successfully in place and most pupils studied 4 AS level subjects, 3 or 4 A2 subjects and also studied Religious Education (exam or non-examination course). As Our Lady's is a Catholic school it is expected that children of Catholic parents will participate fully in the Religious Education programme and practice of the school. Students of other faiths can be exempted from religious study and worship at the request of parents. A Higher Education Information Programme was arranged for the Lower Sixth; a week's work experience was also organised for the Lower Sixth. This helps to bridge the gap between school and the world of work and fosters very valuable life skills. Throughout the two years of Sixth Form Career Guidance, on an individual and group basis, was given by the school's careers team and the Careers Service. All Lower Sixth pupils participated in a Sixth Form Vocational Programme organised in conjunction with Newry College of Further Education. Courses on offer in 2005 - 2006 included Law; Solid Works Technology Programme; Business Enterprise; Child Care; Early Years Education; Engineering Education Programme. Courses in Keyboard Skills, ECDL, Word Processing and Information & Communications Technology were also offered to all L6th pupils. A wide range of extra curricular activities was also experienced by Sixth Form students. These included: Life Skills, Co-operation North, Theatre and Drama events, Debates and Public Speaking, Physical Education. At all levels the curriculum was supported by field work, educational visits, talks from visiting speakers and participation in projects and competitions organised by the school and by other agencies. Opportunities for retreats were also made available. LIBRARY In our spacious computerized library and audio-visual room individual study and research is facilitated in a quiet atmosphere. The library caters for regular class/group work. Our stock is the most up-to-date available and consists of a wide variety of resource types - there are over 26,000 books, C.D. Rom disks, audio cassettes and C.D.s, videos, periodicals and newspapers. We have more than 26 books per pupil (DENI recommendation is 11 books) The library is a first class multi-media facility. STAFF DEVELOPMENT Over the years staff have kept abreast of new developments in teaching. Most of this development was provided by the Southern Education and Library Board, the Regional Training Unit and CCEA and was delivered during Exceptional Closure Days and through subject related courses. In preparation for the forthcoming Entitlement Curriculum considerable staff training focused on associated whole school and departmental issues to ensure thorough preparation for 2007 – 2008. Staff have completed their NOF (New Opportunities Fund) training in ICT and the school has been granted a certificate to mark this successful completion. The School Behaviour Code continues to be reviewed in the light of feedback from staff, pupils and parents. Ongoing Key issues e.g. Child Protection continue to be addressed. School Policies are updated on a regular basis. PHYSICAL EDUCATION AUGUST 31st Aug, 1st / 7th Sept Induction / Introduction to Orienteering in Killowen O.P. Centre S1 GCSE Group SEPTEMBER September 19th Heart Start Programme for S2 GCSE class September 28th U17 SELB Netball Trials St Michael’s Lurgan 3 representatives from OLS Leonna Quinn selected Sept 29th Dental Nurse Talk on Oral Health for all 1st Years OCTOBER October 8th Corn Sighle Nic anUltaigh Camogie 7 a side Senior in Queens University Shana Toner selected for the Ulster schools Training team which travel to Tenerife in Oct 28th – Nov 4th NOVEMBER Friday 18th 3rd place in Year 11/ 12 Netball Blitz Tuesday 22nd Nov Newry and Mourne Cross country U13 Team 3rd place U15 1st place Fionnuala Loy U15 Team 4th Place Over 15 Individual Frances Forbes 4th Place Team A 3rd PLACE Team B 4th Place Team C 6th Place Wednesday 23rd Co Down U16 Camogie Blitz 3rd Place Monday 28th U16 Co Down Football Final Lost to St Mary’s High School U19 C div. Gaelic Football Winners DECEMBER Monday 5th Dec ‘Lets Celebrate’ Gymnastic display for primary schools 6th /7th Display for invited guests and parents 14th Dec Year 11/12 pupils visit Croke Park Stadium and Museum Tour JANUARY Ulster School’s Championships – Swimming Shana Toner 4th Place Individual Medaly – 8th in Butterfly Shannon Toner 8th in Back stroke – 7th Breaststroke Katie Kinkad 11th Butterfly Shannon and Shana Toner qualified for the Irish School Competition in Dublin 3 – 4th Feb 2006 FEBRUARY 1st Senior Camogie team lost in Ulster Quarter Final to Portaferry Districts Cross country Qualifiers – Ulster School’s Camogie All Stars Feb 2 Representatives Karen Tinnelly and Finnoula Bradley Newry & Mourne schools Netball Blitz Year 11 OLS Winners MARCH APRIL Louise Coffey selected for the Ulster Inter provincial Golf team 4th April Fionnuala Loy selected for the U15 regional development Netball squad 5th April U14 Camogie Blitz OLS qualified for the South Down Semi finals 6th April Newry Drama Festival OLS winners 10th Junior Netball OLS beat St Josephs Crossmaglen in Junior semi final Minor team RU in section A 27th GCSE P.E Moderation 28th Year 8 Camogie coaching day MAY 5th – 7th British Schools’ Gymnastics Stoke on Trent Our Lady’s Gold medallists in U13 Team and Over 13 Teams 10th Year 8 Newry and Mourne Schools Netball Blitz OLS 3rd place 11th Schools Orienteering Palace Stables Armagh 13 pupils participated in Festival Fiona O’Neill 2nd place overall in Year 11 section 12th Year 8 South Down Camogie Blitz OLS 3rd place 19th Year 8 pupils participated Ulster School’s Gaelic Blitz MUSIC SEPTEMBER The chamber orchestra provided the accompaniment and Cantare and the Junior Choir led the singing during the September Mass. Music ICT was fully integrated into the newly established Junior Music Curriculum. A new flute ensemble was established by one of our woodwind tutors – Mr. Darren Canmore. OCTOBER On 14th October, Danielle Rogan (Upper Sixth student) was invited to perform at the CCEA ‘Scare’ Concert in the Waterfront Hall Studio in Belfast. She was recommended by the AS Music examiner. NOVEMBER On 4th November, a number of Upper Sixth and Lower Sixth music students performed as an ensemble at a civic reception for the Chamber of Commerce in the Canal Court Hotel. On 21st November, the chamber orchestra provided the accompaniment and Cantare and the Junior Choir led the singing during the Mass. DECEMBER Cantare performed Christmas Carols in Newry Credit Union on 6th December. On 8th December, the senior members of Cantare gave a special performance of Christmas Carols and songs to the residents of Ardmaine Nursing Home in Newry. On 12th December, Cantare and the Chamber Orchestra led the music for the special Sisters of Mercy celebratory Mass in Newry Cathedral. Part of the Mass was televised in the new year. On 16th December, the Senior Orchestra provided the accompaniment and Cantare, the Senior Choir and the Junior Choir led the singing for the annual Christmas Carol Service and Nativity Play. JANUARY The Senior Orchestra gave two performances during Open Night on 27th January. Within the Music Department, the Brass Ensemble, Jazz ensemble, Percussion ensemble, Senior String Quartet, and the Traditional Group gave recitals while senior music students demonstrated the Music ICT equipment. FEBRUARY On 1st February, several SELB woodwind students were recorded during a lesson for a promotional DVD for the Music Service. MARCH On 7th March, the Traditional Group were successful in progressing to the second round of the annual Gael Linn competition. The Traditional Group and choirs provided music and singing during the Irish Department’s St. Patrick Day Mass. The Traditional Group also performed at the St. Patrick’s Day concert during the afternoon. APRIL The annual Music Department concert took place on 4th and 5th of April and included performances by the senior orchestra, junior orchestra, chamber orchestra, Cantare, senior choir, junior choir, recorder ensemble, piano duets, percussion ensemble, senior string quartet, intermediate string quartet, two junior string quartets, brass ensemble, flute ensemble and traditional group. JUNE On 2nd June, a number of music students were awarded during the SELB Music Service prize giving in Newry City Hall. On 17th June, 118 students sat the Associated Board Theory of Music Examinations in Grades 1 – V. 64 students obtained distinction, (11 of these were full marks – 100%); 24 obtained merit and 27 obtained a pass. On 20th and 21st June, the auditions for Calamity Jane took place. All music GCSE, AS and A2 students were highly successful in their examinations. DRAMA During July, a group of first years performed scenes from “The Tempest” in the Waterfront Studio Theatre in Belfast as part of a UK wide ‘Celebrating Shakespeare’ Festival. The girls were very highly acclaimed for their splendid performance. The after school drama clubs held on Monday and Wednesday continue to be popular with those pupils keen to improve on the skills learned in the class. Great success was achieved at Newry Music and Drama Feis in May. A 2nd year group performed an abridged version of ‘A Midsummer Night’s Dream’ and came first in their section winning the Kevin P Neary Memorial Cup. A 3rd year group performed a one act play, ‘The Disappeared’ and came first in their section winning the Declan Bell Memorial Cup and the Newry Reporter Cup for the highest overall mark in the Feis. 1st year pupils rehearsed and performed the Nativity Play for the Carol Concert in December. Replay Theatre Company presented an hour long piece of drama entitled ‘His n Hers’ to all S1 pupils. This thought-provoking piece of theatre dealt with growing up and was thoroughly enjoyed by the pupils. Many of the drama students have become involved in public speaking. The girls participated in the Health Promotion Public Speaking competition. A 4th year group came first in the public speaking competition in Newry Feis winning the Newry Credit Union Cup. Theatre visits continue to be an integral part of Drama in Our Lady’s. The girls visited a range of theatres from Belfast to Dublin. The Drama department thanks the pupils and their parents for their continued support. COMMUNITY INVOLVEMENT AND EDUCATION FOR MUTUAL UNDERSTANDING Education for Mutual Understanding, and the values and attitudes fostered through it, are at the centre of Our Lady's school curriculum. EMU was delivered in content where appropriate, while other subject disciplines nurtured, in context, the personal and social development of the pupil. Cross Community Contact, through for example, PE, Careers Education, Public Speaking and Drama, played a part in the experience of numerous students. Many excelled, including Our Lady’s Under 13 and Under 19 Gymnastics Team who, in their respective groups, took the coveted title of British Champions. Some Our Lady’s students, along with pupils from Banbridge Academy participated in Diversion workshops, professional dance experiences held in the Market Place Theatre, Armagh. Other cross community activities included attendance at the Inter School Life Conference, the Food Hygiene Conference and participation in World War Poetry Workshops. French students participated in Les Joutes Oratoires, a Northern Ireland inter-school debating competition, organised by NICILT. Again students engaged in the Dissolving Boundaries Programme, a cross border project aimed at fostering greater understanding and mutual respect. Under the guidance of Mrs Morgan, the Irish play saw third year students perform on stage in Mullingar. Mrs Curley took both her As and A2 Drama students on many theatre visits to Belfast and Dublin and also had Replay Drama Company visit the school. The Local and Global Citizenship Programme is now offered in J1 and J2; the core team were supported by Form Teachers and this cascading, both of information and skills will, it is hoped, will continue to generate knowledge and interest in this challenging and rewarding discipline. The increased time made available for the delivery of PHSE facilitated greater use of outside agencies and speakers. Some of these were the N.I. Fire Service, PSNI, Women’s Aid, SELB Drugs Education Team, Love for Life, Aware Defeat Depression and the NI Blood Transfusion Service. Students gave generously to many charities – Trocaire, Concern, the Romanian Shoebox Appeal, Macmillan Coffee Morning, St Vincent de Paul Society and the Christmas Hamper Appeal. That same spirit of generosity was reflected in the commitment of Lower Sixth students to the children of the Diagnostic Unit in St Joseph’s Primary School, where they participated in Art and Water Therapy Programmes. As part of an ongoing SELB organised exchange, Our Lady’s students visited Granada. This hospitality was reciprocated when the Spanish students visited Newry in September. Once again, students from various year groups attended many different Irish Colleges in the Donegal Gaeltacht. Mathematics students entered the Mathematiques Sans Frontieres Competition, a team experience demanding the initial pupil response in a foreign language. Students also participated in the Senior and Junior Mathematics Challenges while Year Eight really enjoyed Number Day, sponsored by the NSPCC. Lower Sixth Politics and French students attended the European Youth Parliament Competition held in the Market Place Theatre, Armagh. Sixth other Politics students participated in the Model United Nations General Assembly. Liaison with our feeder primary schools continues to promote good communication and greater understanding. The optional home visits undertaken for first year students by the Home School Liaison Team foster good home-school dialogue and co-operation. Lower Sixth involvement in the school bank, the school magazine and the Belfast Telegraph Competition encouraged co-operation and forged effective links with the local community. Our Religious Education, Pastoral Care, and Personal Social and Health Education Programmes serve to foster and encourage understanding and good relationships among pupils and between pupils and staff. We are appreciative of the continued support and co-operation afforded by parents, especially in their attendance at Prize Giving, Open Night and, of course, the Parent Teacher Meetings. SAFETY AND SECURITY The safety and security of all who are on the Our Lady’s campus continues to be a key concern of the Board of Governors. During 2005 – 2006 we continued to refine and develop the measures put in place last year to complement existing structures and procedures: installation of CCTV cameras at key points around the school building monitoring of the pictures from these cameras during the school day by Reception staff access to the school building only via the main Reception Desk once the school day begins. Certificated First Aid Training was undertaken by a number of the teaching and non-teaching staff and several teachers and technicians were also trained to deliver the Heart Start Programme to students. EXAMINATION DETAILS SCHOOL YEAR 2005 - 2006 The Board of Governors is very conscious of the large number of changes in the curriculum in recent years, and of the burden of assessment, which have placed great pressure on teachers. They recognise the excellent work the teachers have done in implementing these changes while at the same time achieving first class academic results. The Board congratulates all pupils upon their achievements in the public examinations of 2006. Syllabuses The following syllabuses were followed by pupils leading to GCSE and GCE A' Level. General Certificate of Secondary Education CCEA Additional Mathematics Art Biology Business Studies Chemistry Double Award Science English English Literature French Geography History Home Economics Irish Mathematics Music PE Physics Spanish Technology AQA Religious Studies General Certificate of Education Advanced Level CCEA Art Biology Business Studies English Literature French Geography Irish Music Politics Spanish Edexcel History Mathematics Religious Studies AQA Chemistry Classical Civilisation Drama Home Economics Physics Sociology Technology OCR Accounts ICT Syllabuses followed for other courses leading to awards OCR Computer Literacy and Information Technology Associated Board of the Royal Schools of Music Theory of Music EXAMINATION RESULTS GCSE YEAR 12 Number in Year 12 (on 31st October 2005) 126 20 girls obtained 10 or 11 A*/A Grades 38 girls obtained 8, 9, 10 or 11 A*/A Grades GCSE RESULTS Subject Number Entered Percentage of pupils entered achieving grades A* A B C D E F U Additional Maths 29 35 38 24 3 - - - - Art 26 39 20 34 7 - - - - Biology 26 19 46 27 8 - - - - Business Studies 30 17 30 37 10 3 3 - - Chemistry 26 12 39 26 23 - - - - Design & Tech. 19 - 37 47 16 - - - - Double Award Sc 200 6 18 39 34 3 - - - English Language 126 11 41 38 10 - - - - English Literature 125 24 28 38 10 - - - - French 62 18 31 24 26 - - - - Geography 49 23 47 20 10 - - - - History 79 25 28 35 9 1.5 1.5 - - Home Economics 40 8 17 40 35 - - - - Irish 44 23 50 23 2 2 - - - Mathematics 126 21 32 41 5 1 - - - Music 14 29 43 28 - - - - - PE 19 16 63 16 5 - - - - Physics 26 8 35 31 23 3 - - - Religious Education 126 39 46 12 3 - - - - Spanish 42 12 38 24 19 7 - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2003/04 2004/05 2005/06 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 5+ GCSEs at Grades A*-C (or equivalent) 98 96 98 96 99 * % Achieving 7+ GCSEs at Grades A*-C (or equivalent) 97 91 97 91 98 * * Information not yet available from DENI A' LEVEL YEAR 14 Number of Pupils in Years 13 & 14 on 31st October 2005 235 Number of Pupils in Final Year of A’ Level Course 110 52 girls obtained 3 or 4 A Grades or the equivalent in UCAS Points (360 – 580 points). 76% of all subjects taken were awarded Grade A or B. 100% of all subjects received a pass grade. A' LEVEL RESULTS BY SUBJECT Subject Number Entered Percentage of pupils entered achieving grades A B C D E U Accounts 13 31 54 15 - - - Art 11 55 36 9 - - - Biology 47 64 15 15 6 - - Business Studies 12 17 67 8 8 - - Chemistry 15 33 40 27 - - - Classical Civilisation 16 31 31 19 19 - - Design & Technology 7 - 14 47 14.5 14.5 - Drama 8 75 - 12.5 12.5 - - English 27 34 22 37 7 - - French 10 50 20 20 - 10 - Geography 27 59 30 7 4 - - History 13 39 46 7.5 7.5 - - Home Economics 10 - 40 30 10 20 - ICT 11 46 54 - - - - Irish 10 80 10 10 - - - Mathematics 25 52 40 8 - - - Music 4 75 25 - - - - Physics 2 50 50 - - - - Politics 11 18 64 9 9 - - Religious Studies 23 48 26 13 9 4 - Sociology 30 50 23 20 7 - - Spanish 5 60 20 20 - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2003/04 2004/05 2005/06 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 3+ A Levels at Grades A-C (or equivalent) 88 69 88 71 85 * % Achieving 2+ A Levels at Grades A-E (or equivalent) 100 99 100 99 100 * * Information not yet available from DENI EXAMINATIONS TAKEN OTHER THAN GCSE AND A’ LEVEL Examinations taken Number Percentage Entered achieving Success OCR Key Skills and Associated Board Theory of Music 127 100% KS3 EXAMINATION RESULTS % Achieving Level 5 or above % Achieving Level 6 or above English Teacher Assd. Test 100% 100% (75.6%) (76.5%) 90.4% 92.8% (48.9%) (45.7%) Maths Teacher Assd. Test 100% 100% (73.1%) (69.9%) 87.2% 94.4% (49.2%) (45.4%) Science Teacher Assd. Test 100% 100% (73.1%) (68.5%) 100% 94.4% (46.8%) (44.5%) Figures in bold type are for Our Lady's Grammar School Figures in (brackets) are the equivalent Northern Ireland average figures. KS3 ICT RESULTS 125 pupils entered for examination. 100% of pupils obtained Level 6 or above. 9% of pupils obtained Level 8* 73% of pupils obtained Level 7 18% of pupils obtained Level 6 * Only 27 students, out of about 8,000 in N. Ireland, achieved Level 8; 11 of these were from Our Lady’s. DESTINATION OF SCHOOL LEAVERS 2005 - 2006 Total number of leavers 133 Post GCSE Post A Level Number of leavers 20 110 Percentage of these who entered Higher Education N/A 100% Percentage of these who entered Further Education 80% 0% Percentage of these who transferred to another School 20% N/A Percentage of these who took up full-time employment N/A N/A Percentage of these on long-term sick N/A N/A Financial Report 1 April 2005 to 31 March 2006 Revenue Account Income £ Budget Share 3,308,475 Other Income 37,465 Total 3,345,940 Expenditure £ Teaching Staff Costs 2,604,515 Non Teaching Staff Costs 453,440 Other Operating Costs 418,206 School Capital Account Income £ Department Grants Closing Balance 5,569,808 Expenditure £ New School Cost Less Depreciation 5,960,551 The Board of Governors wishes to place on record its thanks to all those who have helped to raise funds for the school and hopes for continued support in the future.||../downloads/2005.06%20Annual%20Report.doc",
    "report of board of governors 00/01|INTRODUCTION Our Lady's is a Catholic Voluntary Grammar School under the Trusteeship of the Sisters of Mercy. Its aims are twofold: 1) to educate each pupil to her full potential 2) to promote the Christian development of each pupil within the ethos of the catholic school In the implementation of these aims, the support and active co-operation of parents are strongly enlisted, thereby affirming the complementary roles of the home and the school. Efforts are also made to strengthen Church / community / school links and thus foster a sense of mutual co-operation and responsibility. The Board of Governors The school governors have overall responsibility for the management of the school while the principal is responsible for the day to day internal organisation, management and discipline. The Board of Governors is comprised of nominees of the Trustees and the Department of Education as well as an elected representative of parents and an elected teacher governor. The principal is correspondent to the Board. The term of office of the members is four years. Appointed by the Trustees Rev. Frances Boyle Mrs. Eimear Cleland (Deputy Chairperson) Sr Frances Connolly Dr. Mary Henry (from January 2006) Appointed by Department of Education Mr. Tony Campbell Mr. Patrick Larkin (Chairperson) Mrs. Eilish Mills (from January 2006) Elected Members Teacher Mr. Aaron Clements Parent Mrs. Martina Breen (from January 2006) Principal and Correspondent to the Board Ms. M. T. Geraldine Pettigrew Since taking office in 2006 the Board of Governors has worked closely with the principal in helping to implement the educational reforms and members have kept themselves informed of current developments in educational policy. They have amended our admissions policy and applied it to prospective pupils; selected and promoted staff; approved school policies; overseen the school's finances. In 2005 - 2006 the Board supported a significant expansion in the ICT facilities available to pupils and staff and has taken forward plans for a new state of the art Technology Building. Personnel 2005 – 2006 Pupils Number of pupils on roll: 860 Total days attended by all pupils expressed as a percentage of total possible days of attendance was 95%. Teaching Staff Mrs E Arthurs Home Economics / Technology Mrs F Barr English Mrs R Beattie Biology / Double Award Science Mr C Byrne Technology Mrs M Clarke English / History / Religious Education Mr A Clements Classical Civilisation / History / Citizenship Ms F Collins (N.K.I.F.H.E.) Sociology Mrs R Connor Physical Education / Speech & Drama / Religious Educ. Mrs L Cunningham Business Studies / Economics Mrs E Curley Theatre Studies Ms M Donaghy Geography / Mathematics Mrs P Eigenheer Art / Religious Education Mrs J Fitzsimons Religious Education Mrs G Gillespie Chemistry / Double Award Science Miss A Gilmore Geography / Sociology Miss J Gordon Music / Religious Education / Citizenship Mrs J Grant Art & Design Sr Y Hanna Religious Education Mrs A Hoey Biology / General Science / Double Award Science Mrs M Jennings Biology / Double Award Science Mrs V Kearney History Miss A Keenan Religious Education / Citizenship Miss M Kelly English Mrs A Kennedy Spanish / French Miss D Lappin Mathematics Mrs C Lavery Music Mr W Lavery Physics / Double Award Science / General Science Mrs T Leonard Irish / Spanish Mr T Mackin Accounts Mrs J Mason Geography Mrs F McAlinden Mathematics Mrs T McAllister Irish / History / Citizenship Miss M McArdle Home Economics / Religious Education Dr M McAstocker Chemistry / Double Award Science / General Science Miss C McAteer Physical Education / Religious Education Mr J McCaul (N.K.I.F.H.E.) Sociology Mrs A McClean History / Rel. Educ. / Personal & Social Educ. / Geog / Citizenship Mrs B McClory Biology / Double Award Science / Junior Science Mr P McElhinney ICT Mrs C McElroy Mathematics Mrs F McGowan French / Religious Education Ms E McIlduff Religious Education Mrs M McKenna Spanish / French Mrs R Morgan Irish Miss D Mulholland General Science Mrs E O'Brien Mathematics / Careers Mrs D O'Donnell Mathematics / General Science / Double Award Science Mr L O'Donnell Geography Mrs P O'Hare Politics / History / Citizenship Mrs M O'Kane French / Geography Mrs A O’Reilly English Mrs L Rowan Mathematics Mr S Sloan Design & Technology Miss R Smyth Technology / Double Award Science / Physics (Miss Smyth was selected form the prestigious Fulbright Exchange Programme and went to a school in Washington, Virginia from January to June. Mr Dave Ridenour, from came to Our Lady’s.) Mrs R Smyth French / Music / ICT / Citizenship Mrs H Tally Home Economics / Technology Mrs T Turley English / Religious Education / Citizenship Miss M Watters ICT / Mathematics Mrs E White English / Careers / Citizenship The teaching staff is aided and supported by the School Bursar and 24 members of the non-teaching staff who play vital roles in relation to the administration and the maintenance of the school, provide technical support to Departments and offer classroom assistance as required. ORGANISATION AND MANAGEMENT The Senior Management Team of the school consisted in 2005 - 2006 of the principal, Ms. Geraldine Pettigrew, the two vice-principals, Mr. Louis O'Donnell, Mrs. Elizabeth O'Brien, and the three senior teachers, Mrs. Veronica Kearney (Head of Sixth Form), Ms Mary Donaghy (Head of Senior School) and Sr. Yvonne Hanna (Head of Junior School). It met regularly to evaluate current practice, establish priorities, set goals and plan future action on the full range of school development issues, including 1) pupil welfare and support 2) learning and teaching 3) the curriculum 4) assessment / reporting 5) school organisation 6) staff needs and development Heads of Year liaise closely with form teachers and class teachers regarding the general welfare of pupils and their academic progress. Heads of Departments are responsible for the learning and teaching which takes place in their Departments and for all of the related management and administrative issues. PARENTAL INVOLVEMENT As parents you have the primary responsibility for the education of your children. This is a gradual and complex process which begins, but is not completed, in the home. You entrust your children to the school where teachers strive, with your support and co-operation, to assist your child to develop to her full potential. In Our Lady's School we have always tried to establish strong links between the school and the home. Parents are involved in the life of the school in the following ways: - parent representation on the Board of Governors - parent-teacher meetings - 6 were held last year - home-school visits - the families of all first years were offered a home visit by their daughter's Form Teachers - newsletters and circulars from the school to home - parenting programmes are offered - attendance at Masses, concerts, prize-giving etc. - supporting school projects - progress reports - staff normally available last Wednesday of month - 3.30 - 4.30p.m. to meet parents and by appointment at other times - helping with school retreats - responding to questionnaires, consultation documents etc. The Parenting Programmes offered by the school give support to the parents and help them to improve both their communication and relationship with their children. The basic Parenting Programme is offered to parents of first and second year pupils. The Parent-Teen Programme is for parents of fourth year pupils. The Parenting & Sex and Prayer Programmes are open to all who have previously participated in the basic Parenting or Parent-Teen Programme. During the course of each programme the parents engage in discussion, listen to one another and to audio tapes of real life situations and try to work out ways of dealing with family difficulties. Before the February half-term 2006 a Choices Conference was held in Our Lady's for our own S2 pupils and for pupils from local High Schools who were interested in applying for places in Sixth Form in Our Lady's. Parents were invited to attend and those who did found it a most useful day. Review of 2005 – 2006 The Curriculum The school interprets the curriculum as all those activities which are designed to promote the spiritual, moral, cultural, intellectual and physical development of the pupils and which prepare them for the opportunities, responsibilities and experiences of adult life. The pupil is the acknowledged centre of a holistic educative process. In 2005 – 2006, an adjusted school day was introduced on Fridays to permit the timetabling of a sixth period, dedicated to Personal, Social and Health Education for every class in the school. This provision enables the PSHE Programmes to be delivered in greater depth and detail and facilitates the many visiting speakers who work with our year groups at different times during the year. KEY STAGE 3 During the first three years a broad and balanced curriculum was followed by all pupils. In accordance with the requirements of the Northern Ireland curriculum all pupils followed a curriculum which included Religious Education and the six areas of study. The cross-curricular themes were delivered through Religious Education and the core and contributory subjects. All Juniors now have a timetabled period of ICT in each year group. All J3 pupils have their Key Skills in ICT accredited by CCEA. All Junior 3 pupils took part in Heart Start Training at the end of the school year. The school piloted a Citizenship Programme with all J1 and J2 pupils. KEY STAGE 4 In years 4 and 5 all students followed courses of study leading to GCSE. A minimum of 8 subjects was taken by all students; most took 10 including Religious Education and those subjects in which pupils are required to be assessed under Article 6(3) of the ERO(NI). Within the constraints of the Northern Ireland Curriculum, as much flexibility as possible was given to pupils to choose subjects for which they have an aptitude and which are necessary for their career choices. Students are offered Triple Award Science as well as Double Award Science. All S2 pupils had the opportunity to obtain Key Skills Level 2 Certification in ICT. As in years 1 - 3, the cross-curricular themes were delivered through Religious Education and the core and contributory subjects. SIXTH FORM The new sixth form arrangements are now successfully in place and most pupils studied 4 AS level subjects, 3 or 4 A2 subjects and also studied Religious Education (exam or non-examination course). As Our Lady's is a Catholic school it is expected that children of Catholic parents will participate fully in the Religious Education programme and practice of the school. Students of other faiths can be exempted from religious study and worship at the request of parents. A Higher Education Information Programme was arranged for the Lower Sixth; a week's work experience was also organised for the Lower Sixth. This helps to bridge the gap between school and the world of work and fosters very valuable life skills. Throughout the two years of Sixth Form Career Guidance, on an individual and group basis, was given by the school's careers team and the Careers Service. All Lower Sixth pupils participated in a Sixth Form Vocational Programme organised in conjunction with Newry College of Further Education. Courses on offer in 2005 - 2006 included Law; Solid Works Technology Programme; Business Enterprise; Child Care; Early Years Education; Engineering Education Programme. Courses in Keyboard Skills, ECDL, Word Processing and Information & Communications Technology were also offered to all L6th pupils. A wide range of extra curricular activities was also experienced by Sixth Form students. These included: Life Skills, Co-operation North, Theatre and Drama events, Debates and Public Speaking, Physical Education. At all levels the curriculum was supported by field work, educational visits, talks from visiting speakers and participation in projects and competitions organised by the school and by other agencies. Opportunities for retreats were also made available. LIBRARY In our spacious computerized library and audio-visual room individual study and research is facilitated in a quiet atmosphere. The library caters for regular class/group work. Our stock is the most up-to-date available and consists of a wide variety of resource types - there are over 26,000 books, C.D. Rom disks, audio cassettes and C.D.s, videos, periodicals and newspapers. We have more than 26 books per pupil (DENI recommendation is 11 books) The library is a first class multi-media facility. STAFF DEVELOPMENT Over the years staff have kept abreast of new developments in teaching. Most of this development was provided by the Southern Education and Library Board, the Regional Training Unit and CCEA and was delivered during Exceptional Closure Days and through subject related courses. In preparation for the forthcoming Entitlement Curriculum considerable staff training focused on associated whole school and departmental issues to ensure thorough preparation for 2007 – 2008. Staff have completed their NOF (New Opportunities Fund) training in ICT and the school has been granted a certificate to mark this successful completion. The School Behaviour Code continues to be reviewed in the light of feedback from staff, pupils and parents. Ongoing Key issues e.g. Child Protection continue to be addressed. School Policies are updated on a regular basis. PHYSICAL EDUCATION AUGUST 31st Aug, 1st / 7th Sept Induction / Introduction to Orienteering in Killowen O.P. Centre S1 GCSE Group SEPTEMBER September 19th Heart Start Programme for S2 GCSE class September 28th U17 SELB Netball Trials St Michael’s Lurgan 3 representatives from OLS Leonna Quinn selected Sept 29th Dental Nurse Talk on Oral Health for all 1st Years OCTOBER October 8th Corn Sighle Nic anUltaigh Camogie 7 a side Senior in Queens University Shana Toner selected for the Ulster schools Training team which travel to Tenerife in Oct 28th – Nov 4th NOVEMBER Friday 18th 3rd place in Year 11/ 12 Netball Blitz Tuesday 22nd Nov Newry and Mourne Cross country U13 Team 3rd place U15 1st place Fionnuala Loy U15 Team 4th Place Over 15 Individual Frances Forbes 4th Place Team A 3rd PLACE Team B 4th Place Team C 6th Place Wednesday 23rd Co Down U16 Camogie Blitz 3rd Place Monday 28th U16 Co Down Football Final Lost to St Mary’s High School U19 C div. Gaelic Football Winners DECEMBER Monday 5th Dec ‘Lets Celebrate’ Gymnastic display for primary schools 6th /7th Display for invited guests and parents 14th Dec Year 11/12 pupils visit Croke Park Stadium and Museum Tour JANUARY Ulster School’s Championships – Swimming Shana Toner 4th Place Individual Medaly – 8th in Butterfly Shannon Toner 8th in Back stroke – 7th Breaststroke Katie Kinkad 11th Butterfly Shannon and Shana Toner qualified for the Irish School Competition in Dublin 3 – 4th Feb 2006 FEBRUARY 1st Senior Camogie team lost in Ulster Quarter Final to Portaferry Districts Cross country Qualifiers – Ulster School’s Camogie All Stars Feb 2 Representatives Karen Tinnelly and Finnoula Bradley Newry & Mourne schools Netball Blitz Year 11 OLS Winners MARCH APRIL Louise Coffey selected for the Ulster Inter provincial Golf team 4th April Fionnuala Loy selected for the U15 regional development Netball squad 5th April U14 Camogie Blitz OLS qualified for the South Down Semi finals 6th April Newry Drama Festival OLS winners 10th Junior Netball OLS beat St Josephs Crossmaglen in Junior semi final Minor team RU in section A 27th GCSE P.E Moderation 28th Year 8 Camogie coaching day MAY 5th – 7th British Schools’ Gymnastics Stoke on Trent Our Lady’s Gold medallists in U13 Team and Over 13 Teams 10th Year 8 Newry and Mourne Schools Netball Blitz OLS 3rd place 11th Schools Orienteering Palace Stables Armagh 13 pupils participated in Festival Fiona O’Neill 2nd place overall in Year 11 section 12th Year 8 South Down Camogie Blitz OLS 3rd place 19th Year 8 pupils participated Ulster School’s Gaelic Blitz MUSIC SEPTEMBER The chamber orchestra provided the accompaniment and Cantare and the Junior Choir led the singing during the September Mass. Music ICT was fully integrated into the newly established Junior Music Curriculum. A new flute ensemble was established by one of our woodwind tutors – Mr. Darren Canmore. OCTOBER On 14th October, Danielle Rogan (Upper Sixth student) was invited to perform at the CCEA ‘Scare’ Concert in the Waterfront Hall Studio in Belfast. She was recommended by the AS Music examiner. NOVEMBER On 4th November, a number of Upper Sixth and Lower Sixth music students performed as an ensemble at a civic reception for the Chamber of Commerce in the Canal Court Hotel. On 21st November, the chamber orchestra provided the accompaniment and Cantare and the Junior Choir led the singing during the Mass. DECEMBER Cantare performed Christmas Carols in Newry Credit Union on 6th December. On 8th December, the senior members of Cantare gave a special performance of Christmas Carols and songs to the residents of Ardmaine Nursing Home in Newry. On 12th December, Cantare and the Chamber Orchestra led the music for the special Sisters of Mercy celebratory Mass in Newry Cathedral. Part of the Mass was televised in the new year. On 16th December, the Senior Orchestra provided the accompaniment and Cantare, the Senior Choir and the Junior Choir led the singing for the annual Christmas Carol Service and Nativity Play. JANUARY The Senior Orchestra gave two performances during Open Night on 27th January. Within the Music Department, the Brass Ensemble, Jazz ensemble, Percussion ensemble, Senior String Quartet, and the Traditional Group gave recitals while senior music students demonstrated the Music ICT equipment. FEBRUARY On 1st February, several SELB woodwind students were recorded during a lesson for a promotional DVD for the Music Service. MARCH On 7th March, the Traditional Group were successful in progressing to the second round of the annual Gael Linn competition. The Traditional Group and choirs provided music and singing during the Irish Department’s St. Patrick Day Mass. The Traditional Group also performed at the St. Patrick’s Day concert during the afternoon. APRIL The annual Music Department concert took place on 4th and 5th of April and included performances by the senior orchestra, junior orchestra, chamber orchestra, Cantare, senior choir, junior choir, recorder ensemble, piano duets, percussion ensemble, senior string quartet, intermediate string quartet, two junior string quartets, brass ensemble, flute ensemble and traditional group. JUNE On 2nd June, a number of music students were awarded during the SELB Music Service prize giving in Newry City Hall. On 17th June, 118 students sat the Associated Board Theory of Music Examinations in Grades 1 – V. 64 students obtained distinction, (11 of these were full marks – 100%); 24 obtained merit and 27 obtained a pass. On 20th and 21st June, the auditions for Calamity Jane took place. All music GCSE, AS and A2 students were highly successful in their examinations. DRAMA During July, a group of first years performed scenes from “The Tempest” in the Waterfront Studio Theatre in Belfast as part of a UK wide ‘Celebrating Shakespeare’ Festival. The girls were very highly acclaimed for their splendid performance. The after school drama clubs held on Monday and Wednesday continue to be popular with those pupils keen to improve on the skills learned in the class. Great success was achieved at Newry Music and Drama Feis in May. A 2nd year group performed an abridged version of ‘A Midsummer Night’s Dream’ and came first in their section winning the Kevin P Neary Memorial Cup. A 3rd year group performed a one act play, ‘The Disappeared’ and came first in their section winning the Declan Bell Memorial Cup and the Newry Reporter Cup for the highest overall mark in the Feis. 1st year pupils rehearsed and performed the Nativity Play for the Carol Concert in December. Replay Theatre Company presented an hour long piece of drama entitled ‘His n Hers’ to all S1 pupils. This thought-provoking piece of theatre dealt with growing up and was thoroughly enjoyed by the pupils. Many of the drama students have become involved in public speaking. The girls participated in the Health Promotion Public Speaking competition. A 4th year group came first in the public speaking competition in Newry Feis winning the Newry Credit Union Cup. Theatre visits continue to be an integral part of Drama in Our Lady’s. The girls visited a range of theatres from Belfast to Dublin. The Drama department thanks the pupils and their parents for their continued support. COMMUNITY INVOLVEMENT AND EDUCATION FOR MUTUAL UNDERSTANDING Education for Mutual Understanding, and the values and attitudes fostered through it, are at the centre of Our Lady's school curriculum. EMU was delivered in content where appropriate, while other subject disciplines nurtured, in context, the personal and social development of the pupil. Cross Community Contact, through for example, PE, Careers Education, Public Speaking and Drama, played a part in the experience of numerous students. Many excelled, including Our Lady’s Under 13 and Under 19 Gymnastics Team who, in their respective groups, took the coveted title of British Champions. Some Our Lady’s students, along with pupils from Banbridge Academy participated in Diversion workshops, professional dance experiences held in the Market Place Theatre, Armagh. Other cross community activities included attendance at the Inter School Life Conference, the Food Hygiene Conference and participation in World War Poetry Workshops. French students participated in Les Joutes Oratoires, a Northern Ireland inter-school debating competition, organised by NICILT. Again students engaged in the Dissolving Boundaries Programme, a cross border project aimed at fostering greater understanding and mutual respect. Under the guidance of Mrs Morgan, the Irish play saw third year students perform on stage in Mullingar. Mrs Curley took both her As and A2 Drama students on many theatre visits to Belfast and Dublin and also had Replay Drama Company visit the school. The Local and Global Citizenship Programme is now offered in J1 and J2; the core team were supported by Form Teachers and this cascading, both of information and skills will, it is hoped, will continue to generate knowledge and interest in this challenging and rewarding discipline. The increased time made available for the delivery of PHSE facilitated greater use of outside agencies and speakers. Some of these were the N.I. Fire Service, PSNI, Women’s Aid, SELB Drugs Education Team, Love for Life, Aware Defeat Depression and the NI Blood Transfusion Service. Students gave generously to many charities – Trocaire, Concern, the Romanian Shoebox Appeal, Macmillan Coffee Morning, St Vincent de Paul Society and the Christmas Hamper Appeal. That same spirit of generosity was reflected in the commitment of Lower Sixth students to the children of the Diagnostic Unit in St Joseph’s Primary School, where they participated in Art and Water Therapy Programmes. As part of an ongoing SELB organised exchange, Our Lady’s students visited Granada. This hospitality was reciprocated when the Spanish students visited Newry in September. Once again, students from various year groups attended many different Irish Colleges in the Donegal Gaeltacht. Mathematics students entered the Mathematiques Sans Frontieres Competition, a team experience demanding the initial pupil response in a foreign language. Students also participated in the Senior and Junior Mathematics Challenges while Year Eight really enjoyed Number Day, sponsored by the NSPCC. Lower Sixth Politics and French students attended the European Youth Parliament Competition held in the Market Place Theatre, Armagh. Sixth other Politics students participated in the Model United Nations General Assembly. Liaison with our feeder primary schools continues to promote good communication and greater understanding. The optional home visits undertaken for first year students by the Home School Liaison Team foster good home-school dialogue and co-operation. Lower Sixth involvement in the school bank, the school magazine and the Belfast Telegraph Competition encouraged co-operation and forged effective links with the local community. Our Religious Education, Pastoral Care, and Personal Social and Health Education Programmes serve to foster and encourage understanding and good relationships among pupils and between pupils and staff. We are appreciative of the continued support and co-operation afforded by parents, especially in their attendance at Prize Giving, Open Night and, of course, the Parent Teacher Meetings. SAFETY AND SECURITY The safety and security of all who are on the Our Lady’s campus continues to be a key concern of the Board of Governors. During 2005 – 2006 we continued to refine and develop the measures put in place last year to complement existing structures and procedures: installation of CCTV cameras at key points around the school building monitoring of the pictures from these cameras during the school day by Reception staff access to the school building only via the main Reception Desk once the school day begins. Certificated First Aid Training was undertaken by a number of the teaching and non-teaching staff and several teachers and technicians were also trained to deliver the Heart Start Programme to students. EXAMINATION DETAILS SCHOOL YEAR 2005 - 2006 The Board of Governors is very conscious of the large number of changes in the curriculum in recent years, and of the burden of assessment, which have placed great pressure on teachers. They recognise the excellent work the teachers have done in implementing these changes while at the same time achieving first class academic results. The Board congratulates all pupils upon their achievements in the public examinations of 2006. Syllabuses The following syllabuses were followed by pupils leading to GCSE and GCE A' Level. General Certificate of Secondary Education CCEA Additional Mathematics Art Biology Business Studies Chemistry Double Award Science English English Literature French Geography History Home Economics Irish Mathematics Music PE Physics Spanish Technology AQA Religious Studies General Certificate of Education Advanced Level CCEA Art Biology Business Studies English Literature French Geography Irish Music Politics Spanish Edexcel History Mathematics Religious Studies AQA Chemistry Classical Civilisation Drama Home Economics Physics Sociology Technology OCR Accounts ICT Syllabuses followed for other courses leading to awards OCR Computer Literacy and Information Technology Associated Board of the Royal Schools of Music Theory of Music EXAMINATION RESULTS GCSE YEAR 12 Number in Year 12 (on 31st October 2005) 126 20 girls obtained 10 or 11 A*/A Grades 38 girls obtained 8, 9, 10 or 11 A*/A Grades GCSE RESULTS Subject Number Entered Percentage of pupils entered achieving grades A* A B C D E F U Additional Maths 29 35 38 24 3 - - - - Art 26 39 20 34 7 - - - - Biology 26 19 46 27 8 - - - - Business Studies 30 17 30 37 10 3 3 - - Chemistry 26 12 39 26 23 - - - - Design & Tech. 19 - 37 47 16 - - - - Double Award Sc 200 6 18 39 34 3 - - - English Language 126 11 41 38 10 - - - - English Literature 125 24 28 38 10 - - - - French 62 18 31 24 26 - - - - Geography 49 23 47 20 10 - - - - History 79 25 28 35 9 1.5 1.5 - - Home Economics 40 8 17 40 35 - - - - Irish 44 23 50 23 2 2 - - - Mathematics 126 21 32 41 5 1 - - - Music 14 29 43 28 - - - - - PE 19 16 63 16 5 - - - - Physics 26 8 35 31 23 3 - - - Religious Education 126 39 46 12 3 - - - - Spanish 42 12 38 24 19 7 - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2003/04 2004/05 2005/06 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 5+ GCSEs at Grades A*-C (or equivalent) 98 96 98 96 99 * % Achieving 7+ GCSEs at Grades A*-C (or equivalent) 97 91 97 91 98 * * Information not yet available from DENI A' LEVEL YEAR 14 Number of Pupils in Years 13 & 14 on 31st October 2005 235 Number of Pupils in Final Year of A’ Level Course 110 52 girls obtained 3 or 4 A Grades or the equivalent in UCAS Points (360 – 580 points). 76% of all subjects taken were awarded Grade A or B. 100% of all subjects received a pass grade. A' LEVEL RESULTS BY SUBJECT Subject Number Entered Percentage of pupils entered achieving grades A B C D E U Accounts 13 31 54 15 - - - Art 11 55 36 9 - - - Biology 47 64 15 15 6 - - Business Studies 12 17 67 8 8 - - Chemistry 15 33 40 27 - - - Classical Civilisation 16 31 31 19 19 - - Design & Technology 7 - 14 47 14.5 14.5 - Drama 8 75 - 12.5 12.5 - - English 27 34 22 37 7 - - French 10 50 20 20 - 10 - Geography 27 59 30 7 4 - - History 13 39 46 7.5 7.5 - - Home Economics 10 - 40 30 10 20 - ICT 11 46 54 - - - - Irish 10 80 10 10 - - - Mathematics 25 52 40 8 - - - Music 4 75 25 - - - - Physics 2 50 50 - - - - Politics 11 18 64 9 9 - - Religious Studies 23 48 26 13 9 4 - Sociology 30 50 23 20 7 - - Spanish 5 60 20 20 - - - Performance in Public Examinations (School figures compared to N. Ireland Grammar School average) Performance Indicator 2003/04 2004/05 2005/06 School NI Gr Av School NI Gr Av School NI Gr Av % Achieving 3+ A Levels at Grades A-C (or equivalent) 88 69 88 71 85 * % Achieving 2+ A Levels at Grades A-E (or equivalent) 100 99 100 99 100 * * Information not yet available from DENI EXAMINATIONS TAKEN OTHER THAN GCSE AND A’ LEVEL Examinations taken Number Percentage Entered achieving Success OCR Key Skills and Associated Board Theory of Music 127 100% KS3 EXAMINATION RESULTS % Achieving Level 5 or above % Achieving Level 6 or above English Teacher Assd. Test 100% 100% (75.6%) (76.5%) 90.4% 92.8% (48.9%) (45.7%) Maths Teacher Assd. Test 100% 100% (73.1%) (69.9%) 87.2% 94.4% (49.2%) (45.4%) Science Teacher Assd. Test 100% 100% (73.1%) (68.5%) 100% 94.4% (46.8%) (44.5%) Figures in bold type are for Our Lady's Grammar School Figures in (brackets) are the equivalent Northern Ireland average figures. KS3 ICT RESULTS 125 pupils entered for examination. 100% of pupils obtained Level 6 or above. 9% of pupils obtained Level 8* 73% of pupils obtained Level 7 18% of pupils obtained Level 6 * Only 27 students, out of about 8,000 in N. Ireland, achieved Level 8; 11 of these were from Our Lady’s. DESTINATION OF SCHOOL LEAVERS 2005 - 2006 Total number of leavers 133 Post GCSE Post A Level Number of leavers 20 110 Percentage of these who entered Higher Education N/A 100% Percentage of these who entered Further Education 80% 0% Percentage of these who transferred to another School 20% N/A Percentage of these who took up full-time employment N/A N/A Percentage of these on long-term sick N/A N/A Financial Report 1 April 2005 to 31 March 2006 Revenue Account Income £ Budget Share 3,308,475 Other Income 37,465 Total 3,345,940 Expenditure £ Teaching Staff Costs 2,604,515 Non Teaching Staff Costs 453,440 Other Operating Costs 418,206 School Capital Account Income £ Department Grants Closing Balance 5,569,808 Expenditure £ New School Cost Less Depreciation 5,960,551 The Board of Governors wishes to place on record its thanks to all those who have helped to raise funds for the school and hopes for continued support in the future.||../downloads/2005.06%20Annual%20Report.rtf",
    "Admissions Criteria.doc|Our Lady's Grammar School, Newry ADMISSIONS CRITERIA PREAMBLE Our Lady's Grammar School is a Catholic grammar school for girls. Its primary aim is to cater for the educational needs of families who are in agreement with the aims and philosophy of the school as outlined in the school prospectus. The criteria are drawn up by the Board of Governors, which delegates the application of them to an Admissions Committee with the exception of the criteria for admission to Form 6 the application of which is delegated to the Principal. PARENTS/GUARDIANS ARE ASKED TO NOTE THAT IT WILL BE THEIR RESPONSIBILITY TO PROVIDE ALL RELEVANT INFORMATION IN WRITING ON OR ATTACHED TO THE TRANSFER REPORT FORM. THE ADMISSIONS COMMITTEE WILL NOT CONSIDER INFORMATION SUPPLIED IN ANY OTHER WAY. INACCURATE OR MISLEADING INFORMATION PROVIDED ON OR ATTACHED TO AN APPLICATION MAY PREJUDICE THE OFFER OF A PLACE AND MAY LEAD TO THE WITHDRAWAL OF ANY PLACE AWARDED TO AN APPLICANT WHO HAS THEREBY GAINED AN IMPROPER ADVANTAGE. Applications claiming that special circumstances/special provision exist will be examined first. The existence of special circumstances/special provision DOES NOT of itself lead to automatic admission to the school. Each case is considered by the Admissions Committee in accordance with Appendix 1. Children resident in Northern Ireland at the time of the proposed admission will be selected for Admission into any year group before any child not so resident is selected. CRITERIA FOR ADMISSION INTO YEAR 8 (at the start of the school year) 1.(a) Pupils who have attained Grade A in the Transfer Procedure Tests will be given first preference. If the school is over-subscribed with Applicants who have Grade A the following additional criteria will be applied in order of priority (please make sure that the relevant information is clearly stated on the transfer form): Applicant: b. who is the child of a full-time, permanent member of the teaching, administrative, technical or ancillary staff of Our Lady’s Grammar School. c. who is the child of a part-time permanent member of the teaching, administrative, technical or ancillary staff of Our Lady’s Grammar School i.e.: working for a minimum of 20 hours per week being in post for one year prior to the application for a place. d. who has a sister in attendance at the school e. whose sister completed her GCSE or A' Level education at Our Lady's Grammar School. f. who is the eldest girl in the family. g. who is the first girl in the family to transfer to grammar school. h. whose mother was a past pupil of Our Lady’s Grammar School and took her Senior, O’ Level, GCSE or A’ Level examinations there. (Please give maiden name and year of leaving) i. whose grandmother was a past pupil of Our Lady’s Grammar School and took her Senior, O’ Level, GCSE or A’ Level examinations there. (Please give maiden name and year of leaving) NOTE: (i) If after the application of a particular criterion there are not enough places available for all those applicants who meet that criterion then any remaining criteria, where applicable, will be applied as sub criteria in the sequence noted before priority is given to pupils according to chronological age, starting with the eldest. (ii) In the event that two pupils have the same chronological age priority will be determined in alphabetical order by surname i.e: As before Bs etc. 2. Should the number of Grade A applicants be insufficient to fill the school's admissions number the Admissions Committee will apply the above criteria in the order set out at 1 b-i above to the applicants with other grades commencing with pupils who have achieved B1. Unless special provision or special circumstances apply as set out in Appendix 1 all pupils will be admitted strictly in order of grade i.e. A, B1, B2, C1, C2 and D. CRITERIA FOR ADMISSION TO YEAR 8 (after the start of the school year) 1. Should a place in Year 8 become available for any reason after the start of the school year priority will be given to pupils who have moved from elsewhere to the local area. Otherwise, the next pupil on the Reserve List will be awarded a place. NOTE: The Board of Governors reserves the right to refuse an application for a place in Year 8 even if there is a place available, if the Board is of the opinion that the academic ability of the child is not of a standard equivalent to that of the pupils with whom she would be taught at school. CRITERIA FOR TRANSFER BETWEEN SCHOOLS 2006/2007 Admissions to Years 9, 10, 11 and 12 1. It is not school policy to admit pupils to years 10 or 12, except in exceptional circumstances. Should a place in Years 9 or 11 become available, for any reason, then the admissions criteria will apply as for Admissions into Year 8 with special provision for those who have moved from elsewhere to the local area. 2. In the interest of providing a Catholic education, exceptional provision may be made for a student who is being expelled from another school. Due consultation will take place with the authorities in the other school and assuming a satisfactory outcome from such enquiries, a written undertaking by both the pupil and her parents regarding her conduct will be required. NOTE:(i) The Board of Governors reserves the right to refuse an application for a place in Years 9, 10, 11 or 12 even if a place becomes available, if the Board is of the opinion that the academic ability of the child is not of a standard equivalent to that of the pupils with whom she would be taught at school. (ii) The Board of Governors reserves the right to refuse an application for a place in Years 9, 10, 11 or 12 even if a place becomes available if the Board is of the opinion that the admission of the child would prejudice the efficient use of resources. Admission to Form 6 All applicants for places in Form 6 must provide evidence from their former school that they have a good disciplinary and attendance record. All applicants must have taken G.C.S.E., G.N.V.Q. or equivalent examinations. 1. The minimum academic requirement for acceptance into A’ level studies in Our Lady’s Grammar School is the same for external and internal applicants, that is, at least 3 Grade Bs and 3 Grade Cs at G.C.S.E. or equivalent level, appropriate to the A Level Course which they wish to follow. 2. Certain subjects have specific entrance requirements. Details may be obtained from the 'A' Level Choices Booklet available on request from the school after Easter 2006. 3. If there are more applicants than the number of places available in the Year Group or desired subject group (s) priority will be given to students presently attending the school. 4. If it is necessary to decide between applicants from other schools who fulfil Criterion 1 in this section the following will be applied in order of priority: (i) Academic abilities, determined by points score where A* = 8 points A = 7 points B = 6 points C = 5 points In the event that two applicants have the same points score, priority will be given to pupils according to chronological age, starting with the youngest. (ii) The criteria 1b - i as outlined for applicants seeking admission into Year 8. Applicants who have obtained grades in equivalent examinations other than GCSE e.g. G.N.V.Q. Intermediate examinations will be allocated points for their qualifications Pupils considering a transfer from another school must contact the Principal of Our Lady’s Grammar School as soon as possible following the publication of the Northern Ireland GCSE results (even if the applicant is still awaiting results from other Examination Boards). Interviews will be arranged. Applicants must bring with them to interview: their results slip(s), their two most recent school reports, their Record of Achievement. APPENDIX 1 Special Provision: Where children in the age group are unable to participate in the tests or their participation is inappropriate because they have recently taken up residence in Northern Ireland or have received the majority of their primary education outside Northern Ireland the Board of Governors will make special provision. Special provision will also be made for children who have been ill for an extensive period either within the 2 school years prior to the school year when the transfer tests would normally be taken or throughout the time of the transfer tests and the supplementary test. In such circumstances to enable the Admissions Committee to reach a reasonable decision documentary evidence must be provided of the medical or other circumstances together with educational evidence as to the pupil's performance particularly relating to English, Mathematics and Science. Wherever possible the information provided by the Principal of the Primary School should indicate the performance of the child in a form comparative with other children in the same age group. If the comparison is with children in the same class the grade allocated by CCEA to the other children should be given. The Admissions Committee will also require a report from the Board's Educational Psychologist who will be required to support his or her opinion with similar educational evidence. The Admissions Committee will decide the grade category of the applicant on the basis of this evidence and the applicant will be considered for admission along with all other applicants with the same grade in the light of the admission criteria. Special Circumstances: If an applicant has had most of her primary education in Northern Ireland and sat only one Transfer Test or sat two Transfer Tests but whose parents/guardians claim that there were legitimate special circumstances which prevailed at the time of testing the Admissions Committee will consider her transfer grade and the contents of the Transfer Report Form. They will also consider medical, educational, psychological and/or other evidence submitted with the Transfer Form and the primary school's principal's written corroboration of the effect of the circumstances on the child's performance provided this is also submitted with the Transfer Form. Where it is claimed that the child's performance was affected by a medical condition around the time of a transfer test the Admissions Committee expects that the child will have been attended by a Medical Practitioner at the home, the doctor's surgery or Health Centre or at hospital. The Medical Practitioner should provide confirmation of the medical problem or difficulty and that the child has received attention by a Medical Practitioner and that the impact of the problem or difficulty was so significant as to be likely to adversely affect the child's performance in the test. Where the problem or difficulty is of a short-term nature the Admissions Committee will only take account of contemporaneous medical evidence (i.e. should be dated October/November 2005). Where the difficulty or problem is of a more long-term nature the medical evidence is still required but does not have to be contemporaneous with the timing of a test or tests. In respect of educational evidence the parent is expected to secure from the Principal of the Primary School evidence of the child's performance as compared with the performance of peers of a similar level together with the grades allocated to these pupils. Primary School Principals must use the Pro-forma drawn up by SELB for this purpose. (Form SC1) The Admissions Committee is not prepared to upgrade children solely on the basis of a statement made but not corroborated such as 'we expected this child to achieve an A in the transfer tests'. If a parent provides evidence supplied by an Educational Psychologist there is a similar requirement to back up the statements made with evidence. Having considered the evidence the Admissions Committee will decide the grade category which each such applicant should be allocated. All such applicants may then be considered for admission along with all other applicants with the same grade, in the light of the admissions criteria. NOTES FOR ALL APPLICANTS:- 1. It is essential to note that an application to attend this school indicates that there is an acceptance of all school regulations and a willingness to observe them by each applicant and her parents. 2. Our Lady's Grammar School is a voluntary grammar school. All applicants should be aware that a capital fee (currently £50 per annum) is levied on all pupils.||../downloads/Admissions%20Criteria.doc",
    "Our Lady's Grammar School, Newry|Our Lady's Grammar School, Newry ADMISSIONS CRITERIA PREAMBLE Our Lady's Grammar School is a Catholic grammar school for girls. Its primary aim is to cater for the educational needs of families who are in agreement with the aims and philosophy of the school as outlined in the school prospectus. The criteria are drawn up by the Board of Governors, which delegates the application of them to an Admissions Committee with the exception of the criteria for admission to Form 6 the application of which is delegated to the Principal. PARENTS/GUARDIANS ARE ASKED TO NOTE THAT IT WILL BE THEIR RESPONSIBILITY TO PROVIDE ALL RELEVANT INFORMATION IN WRITING ON OR ATTACHED TO THE TRANSFER REPORT FORM. THE ADMISSIONS COMMITTEE WILL NOT CONSIDER INFORMATION SUPPLIED IN ANY OTHER WAY. INACCURATE OR MISLEADING INFORMATION PROVIDED ON OR ATTACHED TO AN APPLICATION MAY PREJUDICE THE OFFER OF A PLACE AND MAY LEAD TO THE WITHDRAWAL OF ANY PLACE AWARDED TO AN APPLICANT WHO HAS THEREBY GAINED AN IMPROPER ADVANTAGE. Applications claiming that special circumstances/special provision exist will be examined first. The existence of special circumstances/special provision DOES NOT of itself lead to automatic admission to the school. Each case is considered by the Admissions Committee in accordance with Appendix 1. Children resident in Northern Ireland at the time of the proposed admission will be selected for Admission into any year group before any child not so resident is selected. CRITERIA FOR ADMISSION INTO YEAR 8 (at the start of the school year) 1.(a) Pupils who have attained Grade A in the Transfer Procedure Tests will be given first preference. If the school is over-subscribed with Applicants who have Grade A the following additional criteria will be applied in order of priority (please make sure that the relevant information is clearly stated on the transfer form): Applicant: b. who is the child of a full-time, permanent member of the teaching, administrative, technical or ancillary staff of Our Lady’s Grammar School. c. who is the child of a part-time permanent member of the teaching, administrative, technical or ancillary staff of Our Lady’s Grammar School i.e.: working for a minimum of 20 hours per week being in post for one year prior to the application for a place. d. who has a sister in attendance at the school e. whose sister completed her GCSE or A' Level education at Our Lady's Grammar School. f. who is the eldest girl in the family. g. who is the first girl in the family to transfer to grammar school. h. whose mother was a past pupil of Our Lady’s Grammar School and took her Senior, O’ Level, GCSE or A’ Level examinations there. (Please give maiden name and year of leaving) i. whose grandmother was a past pupil of Our Lady’s Grammar School and took her Senior, O’ Level, GCSE or A’ Level examinations there. (Please give maiden name and year of leaving) NOTE: (i) If after the application of a particular criterion there are not enough places available for all those applicants who meet that criterion then any remaining criteria, where applicable, will be applied as sub criteria in the sequence noted before priority is given to pupils according to chronological age, starting with the eldest. (ii) In the event that two pupils have the same chronological age priority will be determined in alphabetical order by surname i.e: As before Bs etc. 2. Should the number of Grade A applicants be insufficient to fill the school's admissions number the Admissions Committee will apply the above criteria in the order set out at 1 b-i above to the applicants with other grades commencing with pupils who have achieved B1. Unless special provision or special circumstances apply as set out in Appendix 1 all pupils will be admitted strictly in order of grade i.e. A, B1, B2, C1, C2 and D. CRITERIA FOR ADMISSION TO YEAR 8 (after the start of the school year) 1. Should a place in Year 8 become available for any reason after the start of the school year priority will be given to pupils who have moved from elsewhere to the local area. Otherwise, the next pupil on the Reserve List will be awarded a place. NOTE: The Board of Governors reserves the right to refuse an application for a place in Year 8 even if there is a place available, if the Board is of the opinion that the academic ability of the child is not of a standard equivalent to that of the pupils with whom she would be taught at school. CRITERIA FOR TRANSFER BETWEEN SCHOOLS 2006/2007 Admissions to Years 9, 10, 11 and 12 1. It is not school policy to admit pupils to years 10 or 12, except in exceptional circumstances. Should a place in Years 9 or 11 become available, for any reason, then the admissions criteria will apply as for Admissions into Year 8 with special provision for those who have moved from elsewhere to the local area. 2. In the interest of providing a Catholic education, exceptional provision may be made for a student who is being expelled from another school. Due consultation will take place with the authorities in the other school and assuming a satisfactory outcome from such enquiries, a written undertaking by both the pupil and her parents regarding her conduct will be required. NOTE:(i) The Board of Governors reserves the right to refuse an application for a place in Years 9, 10, 11 or 12 even if a place becomes available, if the Board is of the opinion that the academic ability of the child is not of a standard equivalent to that of the pupils with whom she would be taught at school. (ii) The Board of Governors reserves the right to refuse an application for a place in Years 9, 10, 11 or 12 even if a place becomes available if the Board is of the opinion that the admission of the child would prejudice the efficient use of resources. Admission to Form 6 All applicants for places in Form 6 must provide evidence from their former school that they have a good disciplinary and attendance record. All applicants must have taken G.C.S.E., G.N.V.Q. or equivalent examinations. 1. The minimum academic requirement for acceptance into A’ level studies in Our Lady’s Grammar School is the same for external and internal applicants, that is, at least 3 Grade Bs and 3 Grade Cs at G.C.S.E. or equivalent level, appropriate to the A Level Course which they wish to follow. 2. Certain subjects have specific entrance requirements. Details may be obtained from the 'A' Level Choices Booklet available on request from the school after Easter 2006. 3. If there are more applicants than the number of places available in the Year Group or desired subject group (s) priority will be given to students presently attending the school. 4. If it is necessary to decide between applicants from other schools who fulfil Criterion 1 in this section the following will be applied in order of priority: (i) Academic abilities, determined by points score where A* = 8 points A = 7 points B = 6 points C = 5 points In the event that two applicants have the same points score, priority will be given to pupils according to chronological age, starting with the youngest. (ii) The criteria 1b - i as outlined for applicants seeking admission into Year 8. Applicants who have obtained grades in equivalent examinations other than GCSE e.g. G.N.V.Q. Intermediate examinations will be allocated points for their qualifications Pupils considering a transfer from another school must contact the Principal of Our Lady’s Grammar School as soon as possible following the publication of the Northern Ireland GCSE results (even if the applicant is still awaiting results from other Examination Boards). Interviews will be arranged. Applicants must bring with them to interview: their results slip(s), their two most recent school reports, their Record of Achievement. APPENDIX 1 Special Provision: Where children in the age group are unable to participate in the tests or their participation is inappropriate because they have recently taken up residence in Northern Ireland or have received the majority of their primary education outside Northern Ireland the Board of Governors will make special provision. Special provision will also be made for children who have been ill for an extensive period either within the 2 school years prior to the school year when the transfer tests would normally be taken or throughout the time of the transfer tests and the supplementary test. In such circumstances to enable the Admissions Committee to reach a reasonable decision documentary evidence must be provided of the medical or other circumstances together with educational evidence as to the pupil's performance particularly relating to English, Mathematics and Science. Wherever possible the information provided by the Principal of the Primary School should indicate the performance of the child in a form comparative with other children in the same age group. If the comparison is with children in the same class the grade allocated by CCEA to the other children should be given. The Admissions Committee will also require a report from the Board's Educational Psychologist who will be required to support his or her opinion with similar educational evidence. The Admissions Committee will decide the grade category of the applicant on the basis of this evidence and the applicant will be considered for admission along with all other applicants with the same grade in the light of the admission criteria. Special Circumstances: If an applicant has had most of her primary education in Northern Ireland and sat only one Transfer Test or sat two Transfer Tests but whose parents/guardians claim that there were legitimate special circumstances which prevailed at the time of testing the Admissions Committee will consider her transfer grade and the contents of the Transfer Report Form. They will also consider medical, educational, psychological and/or other evidence submitted with the Transfer Form and the primary school's principal's written corroboration of the effect of the circumstances on the child's performance provided this is also submitted with the Transfer Form. Where it is claimed that the child's performance was affected by a medical condition around the time of a transfer test the Admissions Committee expects that the child will have been attended by a Medical Practitioner at the home, the doctor's surgery or Health Centre or at hospital. The Medical Practitioner should provide confirmation of the medical problem or difficulty and that the child has received attention by a Medical Practitioner and that the impact of the problem or difficulty was so significant as to be likely to adversely affect the child's performance in the test. Where the problem or difficulty is of a short-term nature the Admissions Committee will only take account of contemporaneous medical evidence (i.e. should be dated October/November 2005). Where the difficulty or problem is of a more long-term nature the medical evidence is still required but does not have to be contemporaneous with the timing of a test or tests. In respect of educational evidence the parent is expected to secure from the Principal of the Primary School evidence of the child's performance as compared with the performance of peers of a similar level together with the grades allocated to these pupils. Primary School Principals must use the Pro-forma drawn up by SELB for this purpose. (Form SC1) The Admissions Committee is not prepared to upgrade children solely on the basis of a statement made but not corroborated such as 'we expected this child to achieve an A in the transfer tests'. If a parent provides evidence supplied by an Educational Psychologist there is a similar requirement to back up the statements made with evidence. Having considered the evidence the Admissions Committee will decide the grade category which each such applicant should be allocated. All such applicants may then be considered for admission along with all other applicants with the same grade, in the light of the admissions criteria. NOTES FOR ALL APPLICANTS:- 1. It is essential to note that an application to attend this school indicates that there is an acceptance of all school regulations and a willingness to observe them by each applicant and her parents. 2. Our Lady's Grammar School is a voluntary grammar school. All applicants should be aware that a capital fee (currently £50 per annum) is levied on all pupils.||../downloads/Admissions%20Criteria.rtf",
    "A' LEVEL SUBJECT CHOICES|Table of Contents (A-Level Choices) Page Number Contents 2 Accounting 4 Art & Design 7 Biology 10 Business Studies 12 Chemistry 14 Classical Civilisation 16 English Literature 18 French 20 Geography 23 History 26 Home Economics 29 Information & Communications Technology 31 Irish 33 Mathematics 34 Music 38 Physics 39 Politics 40 Religious Studies 43 Sociology 47 Spanish 51 Systems and Control Technology 53 Theatre Studies / Drama ACCOUNTING What is Accounting? Accounting has been defined as: The process of identifying, measuring and communicating economic information to permit informed judgements and decisions by users of the information. Accounting is concerned with: recording of data, classifying and summarising data, communicating what has been learned from the data. What does A Level Accounting Involve? The overall content of the course may be conveniently subdivided into: Financial Accounting Accounting for Management Control Financial Accounting involves book-keeping (recording the financial transactions of a business) and the drafting of the final accounts of different types of organisations, such as partnerships or limited companies. With companies the final accounts represent the account given to the shareholders by the directors of their running of the company during a particular year. Accounting for Management Control is concerned with helping management to plan the costs and revenues for a period in the future, usually one year, and then comparing the actual costs with the budget. In this way management is able to identify problems at an early stage and take corrective action. Entry Requirements Students are required to have at least grade B passes in both GCSE English and GCSE Mathematics. External Assessment All four question papers will contain computational questions and questions requiring answers in continuous prose. The first two units of assessment (AS Level) will be taken in Lower Sixth. The remaining units will be taken in Upper Sixth. The units of assessment are as follows: Weighting Unit Level Name Duration Mode of Assessment AS A Level 1 AS Accounting Principles 1½ hours Written Examination 50% 25% 2 AS Financial Accounting 1½ hours Written Examination 50% 25% 3 A2 Management Accounting 1½ hours Written Examination 25% 4 A2 Company Accounts and Interpretation 1½ hours Written Examination 25% Internal Assessment The level of student performance will be assessed on a regular basis, thus ensuring that any difficulties are dealt with in the early stages. Homework is an important element of A Level Accounting. It will be used to consolidate and extend work which has been covered in class. Reports to parents will be based on end of term examinations. What is Expected of a Student? A student is expected to have an interest in current economic affairs. A student should be prepared to spend at least one hour per night at homework based on material covered in class. Career Development Many students who study Accounting at A Level continue with their studies at University and graduate in Accountancy, Finance and other related areas. A significant percentage of these graduates go on to study and train for membership of one of the professional bodies, e.g. the Institute of Chartered Accountants in Ireland. Alternatively, a student may use her A Level Accounting result to gain entry to a non-related Third Level Course or to enter employment after leaving school. ART AND DESIGN It is through the arts that we express our humanity. Art and Design, as a subject area, promotes a broad range of activities which are characterised by the creative relationship which exists between practical experience and theoretical understanding. The GCE A Level syllabus promotes personal expression through experimentation with a wide range of media and materials. It develops aptitudes and skills which are highly sought after in today's innovative society and are considered an essential requirement for industrial and economic wealth creation. Course Content Assessment Weighting AS Level: UNIT 1 Fine Art Coursework 15% UNIT 2 Design Coursework 15% UNIT 3 externally Set Assignment 20% A2 Level: UNIT 1 Dissertation Coursework 15% UNIT 2 Fine Art and/or Design Coursework 15% UNIT 3 Externally Set Assignment 20% Details of Areas of Study Fine Art: painting, sculpture, creative embroidery, collage relief, silk painting, printing. Design: Product design, textile design, fashion and jewellery design; graphic design and advertising, computer aided design (C.A.D.), interior and furniture design, ceramic design, History of Art and Design as a contextual aspect of the course. Scheme of Assessment Candidates will be assessed by means of six assessment units, three for the AS and an additional three A2 units for those entering for a full A Level. AS is equivalent to 50% of an A Level. Essential for Success Students must have achieved A*, A or B grades at GCSE. They should demonstrate personal involvement, originality of ideas, creativity and the ability to initiate, sustain and communicate creative intentions. They should have achieved a good level in English at GCSE and be willing to work hard in a tremendously rewarding subject. Time management in an essential factor in achieving success, meeting set deadlines and developing an organised work routine. What is Expected of the Student? This is a subject for students who have a strong creative flair and love of the subject. It is important that the student should work consistently through the course in a committed and disciplined way. The work that is produced is commercially viable and emphasis is placed on genuine working practice in a professional setting, therefore students should be able to work to a design brief, think independently, work to a deadline and take responsibility for planning their own work pattern. Research and analysis are a major aspect of the subject and students would be expected to visit exhibitions, Museums, Art Galleries and University Libraries in their spare time to gain knowledge outside the classroom. Working Artists and Designers Students will have many opportunities to meet and work with practising artists and industrial designers throughout their course, giving them a practical insight into the varied world of the professional. Career Development Every article that is made begins on the designer's drawing board. The student who studies Art and Design in Our Lady's is given extensive career guidance within the department and through the Careers Department. Information on all courses in the field of Art and Design throughout the British Isles are available on computer to students wishing to specialise. Many students study at university: Industrial Design, Architecture, Engineering, Environmental Planning, media and visual communication courses and many others which require visual literacy. For those students not wishing to specialise in the discipline of Art and Design, the subject is fully recognised as a university entrance subject and makes a valuable contribution to those who intend to pursue a career in teaching at all levels, occupational therapy, business studies, industrial sciences, technology, humanities and engineering. Past Pupils in recent years have gone on to study:- Architecture, Business and Fine Art with Design, Communication, Advertising and Marketing, Community Youth Work, Computer Science, Computing and Design, Costume Design, Design and Communication, Design for Textiles (Fashion, Interior, Art), Design for Visual Communication, Design Multimedia, Education Studies and Fine Art with Design, Fashion and Textile Design, Fashion Design & Marketing, Fine and Applied Arts, Fine Art, Fine Art & Design, Fine Art with Design and Psychology, Information and Communication Technologies, Interactive Multimedia, Interior Design, Marketing, Media & Communications, Nursing, Occupational Therapy, Primary Teaching (5-11 years with arts subject options), Product Design and Digital Modeling, Public Relations and Media, Textiles and Fashion Design Management, Textiles and Fashion Design Management, Town Planning. Occupations relating to Art & Design BIOLOGY The specification followed for A Level Biology is the CCEA Specification which adopts a modular structure. The AS specification builds on the knowledge, understanding and skills developed in GCSE. The Advanced GCE specification incorporates the AS. The A2 section of the Advanced GCE builds upon the foundations of knowledge, understanding and skills developed within the AS and provides the basis for further study of Biology and related subjects.* (See Page 7) Students are required to study 3 teaching learning modules for the AS course and 6 modules for the full A Level course. The modules are listed below: AS Level Module 1: Cell Biology: Molecules, Enzymes, Cells, DNA, Continuity of Cells, Genetic Engineering. Module 2: Physiology and Ecology: Transport and exchange mechanisms in plants and animals including respiratory systems, Ecological Energetics, and Populations (Population dynamics, Interactions between organisms, Population distribution). Module 3A: Practical Processes: A range of practical activities which are listed in the specification and which are taught in conjunction with the relevant theory. Module 3B: Teacher-assessed Coursework A Level Module 4: Co-ordination, Biochemistry and Environment: Homeostasis, Immunity, Co-ordination and Control in Plants and Animals, Respiration, Photosynthesis, Communities, Nutrient cycling and Adverse effects of human activity on the environment. Module 5: Reproduction, Genetics and Taxonomic Diversity: Meiosis, Reproductive Strategies, Genetics, Population genetics, Taxonomy. Module 6A: Synoptic Paper Module 6B: Teacher-assessed practical investigation. External Assessment The course content is assessed by six written papers as follows: Assessment Unit Duration %of Full A Level AS Module 1 1 hr 16.7% AS Module 2 1 hr. 16.7% AS Module 3A 45 mins 9.3% A2 Module 1 1 hr. 30 mins. 16.7% A2 Module 2 1 hr. 30 mins. 16.7% A2 Module 3A 1 hr. 9.3% The remaining 14.8% is generated from coursework carried out over the two-year period. AS Module 3B 7.4% A2 Module 3B 7.4% The coursework is assessed internally by the class teacher but is submitted to CCEA for external moderation. Students are assessed in the following skill areas: Implementing Recording and Communicating Interpretation Evaluation of Experimental Design All Lower Sixth students will take module 1 in January and modules 2 and 3A at the end of sixth year. Those students who study a full A Level in Biology take modules 4, 5, 6 and 6A in seventh year. Progression from AS level to A level is dependent upon satisfactory performance in AS Level. Internal Assessment This is carried out on a regular basis and consists of end of topic tests, homework, practical work and coursework. Students who wish to take Biology to AS or A Level must achieve at least BB grade in Double Award Science or B grade in Biology. What is expected to a biology student? (1) A keen interest in Biology. (2) Good mathematical ability - statistics are an integral part of the course. (3) A good knowledge and understanding of GCSE Chemistry to aid understanding of the Biochemistry component of the syllabus. (4) Good analytical and interpretative skills. (5) Full participation in class activities and discussions. (6) Homework and coursework assignments to be completed and submitted to meet agreed deadlines. (7) Constant hard work throughout the entire year and a good deal of maturity. * A communication from the School of Biology and Biochemistry at Queen's University of Belfast made a number of recommendations, which have come into effect as follows: Biological Sciences, Environmental Biology, Marine Biology, Plant Science, Zoology, Genetics and Microbiology require Chemistry to at least a C at AS Level for Stage 1 entry. Biochemistry and Molecular Biology require Chemistry to A Level for Stage 1 entry. BUSINESS STUDIES Courses based on the CCEA Business Studies specification take account of national and international contexts of contemporary business but also pay particular attention to Northern Ireland. Students will be able to develop a critical understanding of organisations, their internal workings and management and the markets they serve. Students will become aware of the economic, environmental, social issues associated with business activity. Entry Requirements The AS builds upon, but does not depend upon, the knowledge, understanding and skills developed within GCSE Business Studies. Students are expected to have at least grade B passes in both English and Mathematics. English is necessary because assessment takes into account the quality of written communication where students are required to respond in continuous prose. Business Studies requires a reasonable level of numeracy. The important skill is to understand and apply the figures to the business being studied. Outline of Course The AS and Advanced GCE are organised into 5 modules. Students are required to study three teaching and learning modules for the AS course and five teaching and learning modules for the full Advanced GCE course. Candidates for the AS level are required to study the following three modules. Objectives and the Business Environment. People in Organisations, Accounting and Finance. Marketing and Operations Management. For the full GCE students are required to study the above in Lower Sixth year and then cover the topics in a lot more detail in Upper Sixth year. External Assessment Assessment of the AS modules will take the form of compulsory questions which will draw on stimulus material. Additional assessment for the Advanced GCE will involve an examination based on an unseen case study and an examination based on a pre-seen case study. Internal Assessment Internal assessment will be on a continuous basis. Student performance will be monitored to ensure that learning difficulties are dealt with at an early stage. Homework is an important part of A Level study. Its role is to extend and consolidate work covered in class and to develop students' investigative skills. Reports to parents will be based on continuous assessment throughout the term. What is expected of a Student A student is expected to have an interest in and enthusiasm for the subject and in current economic affairs. She will be required to watch the news, read quality newspapers and read around the subject. The excellent library facilities available should be used regularly, especially the reference material and the world wide web. A student should spend at least one hour per night writing up notes and revising material taught in class. Constant revision is recommended. This will help with the recall of important facts, principles etc. A student must have the ability to work hard on her own and to adopt a determined attitude to her studies. A student will be expected to participate in class by asking questions and joining in discussions and arguments about relevant topics. Written work must be submitted on time with evidence of thorough preparation. Recommended corrections should be made. Career Progression Business Studies can lead to opportunities in both the public and private sector. There are now many degrees and sandwich courses that combine Business Studies or Management courses with languages. There are career opportunities both inside and outside the UK. CHEMISTRY Chemistry at AS and A Level is a challenging, practically orientated course which aims to provide a relevant body of chemical knowledge and skills for those students for whom this is a final course in chemistry and for those intending to study the subject at a higher level. Summary of Course Content AS Modules Module 1 Atomic structure, amount of substance, bonding, periodicity. Module 2 Energetics, kinetics, equilibria, redox reactions, Group VII, extraction of metals. Module 3 Introduction to organic chemistry and centre-assessed coursework. A2 Modules Module 4 Further chemistry 1 Physical & Organic Chemistry Module 5 Further chemistry 2 Thermodynamics & further Inorganic Chemistry Modules 4 & 5 develop topics introduced in the AS modules. Module 6 Synoptic assessment and centre-assessed coursework. Assessment of coursework Coursework is assessed internally and is based on the following skill areas: Planning Implementing Analysing evidence and drawing conclusions Evaluating evidence and procedures Coursework is marked initially by the students teacher and is then externally moderated by the examination board. Scheme of External Assessment The AS course content is assessed by three written papers plus coursework. To achieve an A level candidates are also required to take another three written papers to assess the A2 modules and related coursework. AS Assessment Units Unit Component Assessed Duration Weighting AS A Level 1 Module 1 1hr 30% 15% 2 Module 2 1 hr 30% 15% 3(a) Module 3 1 hr 25% 12.5% 3(b) Coursework 15% 7.5% A2 Assessment Units (to complete A Level) Unit Component Assessed Duration Weighting 4 Module 4 1.5 hr 15% 5 Module 5 & synoptic element 2 hrs 20% 6(a) Synoptic (general paper) 1 hr 10% 6(b) Coursework 5% Scheme of Internal Assessment Internal Assessment is on a regular basis and consists of class tests, written homework, practical investigations and coursework. Class tests will be based on AS/A Level exam type questions, structured and comprehension questions on topics covered. Homework will involve reading around the subject to research certain topics and preparing projects, writing up experiments, and answering questions set by the teacher. Preferred Entry Requirement to AS level Very strong grades in GCSE Double Award Science or GCSE Chemistry and GCSE Mathematics. What is expected of the student? It is hoped that students will approach the subject with an inquiring mind and appreciate that chemistry is a far reaching subject which deals with the composition and changes of matter that constitute man and his environment. Students are required to visualise and develop often abstract ideas in a rational, sequential manner. Students are required to develop their understanding and appreciation of the nature and importance of chemical theories and principles and improve their practical skills. They are expected to analyse and evaluate information and so they should enjoy problem solving. Students need a good degree of mathematical competency and must be prepared to devote much time to private study during the entire course. Throughout the course students will be expected to: revise their class notes and practical work on a daily basis, read and use text books and other information sources e.g. journals, CD ROMs, computer programmes to supplement their class notes and experimental work, make full use of prepared booklets and past examination papers, carry out practical work accurately with due regard to safety, keep detailed records of all experiments performed which includes interpretation of results and conclusions drawn, prepare plans for simple experiments, meet deadlines for submission of research projects and coursework assignments, participate fully in class activities and discussions. CLASSICAL CIVILISATION Classical Civilisation deals with the practical, theoretical and relevant issues of the classical world of ancient Rome and Greece. It is a study of how these people developed their social, economic and political achievements. Further and perhaps more importantly, it is an examination of what we have learnt (or not) from them i.e. Julius Caesar / Aristotle / Cicero and how we have used their ideas to progress in the twenty-first century. Classical Civilisation is an extremely fascinating, interesting and valuable subject that ensures total commitment from the potential 'classical' student. Career Development Classical Civilisation is an extremely valuable subject as it can be linked with the study of any other subject. The ability to research and analyse information in a succinct professional manner is an inherent skill within Classical Civilisation and is required for any profession today. Classical Civilisation prepares the student for a multitude of University Courses and Careers that include Law, Journalism, Social Studies, Civil Service, Teaching, Library Studies and any Arts course at University. Entry Requirements No formal entry requirements are required to study Classical Civilisation. However, it would be beneficial if students obtained grade B passes in GCSE History and English as they develop skills necessary for Classical Civilisation. These include: analysis of information, drawing succinct conclusions and the ability to express oneself in a valid, coherent, logical and concise manner. Course Outline AS Level - 3 Modules. 1. Greek History 'Athenian Democracy' 2. Homer 'The Odyssey' 3. Coursework (2,500 word essay). A2 Level - 3 Modules 1. Greek Social History - ‘The Persian Wars’ 2. Roman Culture - ‘The Julio - Claudian Emperors’. 3. Coursework (3,000 word essay). External Assessment AS Level - 2 papers 1. 2 gobbit style questions from a choice of 3 per paper. A2 Level - 2 papers 1. 1 essay from choice of 2 per paper. 1 gobbit style from choice of 2 per paper. Internal Assessment Internal Assessment will be examined on a continuous basis. After each topic an assessment will be given to monitor the students’ progress. Homework is a vital element of Classical Civilisation as it consolidates and extends the material covered in class. Assessment takes the form of past examination papers, timed essays, short question and answer tests, debates and class quizzes. Parental reports will be based on end of term examinations and the aforementioned assessments. Requirements of a Classical Civilisation Student 1. To have an interest and enthusiasm for Classical Civilisation. 2. Revision of notes to ensure the material covered is fully understood. 3. A focused attitude to A Level work. 4. To contribute regularly to class debates and discussions. 5. All homework must be completed and on time. 6. All coursework must be completed on time. ENGLISH LITERATURE Entrance Requirements Students wishing to opt for English Literature at A Level must have achieved a grade B or upwards in both English and English Literature at GCSE. What the Course Entails Reasons for studying English Literature at A Level may vary tremendously. Some sixth form students may choose it because they have always loved the subject and wish to go on and study it at Higher Education level. Others choose it because the university course they wish to pursue requires it as an entrance qualification. Others choose it simply because they achieved good results at GCSE. Whatever your individual circumstances, one of the great strengths of English is that it encourages and requires the development of individuality through studies that are stimulating, challenging and enjoyable. The enjoyment factor should not be dismissed lightly, as those who enjoy their studies tend to be most motivated and the ones who achieve the best results. English is rather different from other subjects in that it does not consist of a body of knowledge that you can learn in the conventional sense. Instead you need to develop your own ideas and responses to the texts you study and to base these responses firmly on evidence you have gathered from your reading of these. The development of these informed, independent opinions and judgements will underpin everything that you do in your study of literature at A Level. The most successful students are those whose reading takes them beyond the texts that they must study. Such students read widely around the texts and the subject, building up knowledge and understanding of literature that is not restricted to prescribed texts. This background reading is the key element in developing an appreciation of the written word, and is often the difference between those who achieve high grades and those who do not. So the work you do will require you to: Analyse texts Explore and express your views on them Work independently Take a major responsibility for your learning Develop informed, personal responses to the material you study. Outline of Course The course followed is that set down by the CCEA English Literature Specification, which adopts a modular structure. Candidates are required to study (i) three modules for the Advanced Subsidiary (AS) course, assessed in two sessions (January and June) in the Lower Sixth year and (ii) three additional modules for the full Advanced (A2) GCE qualification, assessed in two sessions in January and June in Upper Sixth. (i) Advanced Subsidiary Modules AS Module 1 The study of poetry written after 1800 and the study of Twentieth Century dramatists. One poetry text and one drama text. (Externally set and marked). AS Module 2 The study of Shakespeare. One text. (Externally set and marked). AS Module 3 The study of prose written before 1900. (Internal assessment of a written assignment). (ii) A2 Modules A2 Module 4 Response to Unseen Poetry and the study of poetry written before 1770. One text or volume of poetry. (Externally set and marked). A2 Module 5 The study of Twentieth Century Prose. One text. (Internal / assessment of a written assignment). A2 Module 6 Drama. Synoptic assessment. Comparative study of two drama texts chosen from a prescribed list. (Externally set and marked). AS Module 1 is an 'open book' examination, whereby candidates will bring their annotated copies of set texts into the examinations. All other externally assessed modules have 'closed book' examinations. Components (except AS-3 A2-5 and A2-6) are available for sitting on two occasions each year. Assessment Formative assessment will take the shape of written assignments which will be set on a fortnightly basis. It is expected that students should submit these punctually. All written assignments are assessed on a thirty-point scale, using the CCEA mark bands and criteria. Students are encouraged to become involved in self-assessment and engage in on-going dialogue with teachers, in an effort to develop their understanding, appreciation and gain appropriate skills. And what can you do with a degree in English? An Arts degree does not lead to one particular field, as a degree in Chemistry or Engineering might. A degree in English demonstrates to a potential employer that you possess a range of intellectual and interpersonal skills: the interpretation of material, the capacity to explain it logically on paper or orally, the ability to exercise initiative without constant supervision, to work under pressure and to deadlines. These are skills that many employers seek. A degree in English does not mean that you can only teach English, or become a journalist, or join the highly competitive world of the media. Graduates have done all of these things; but others, however, have gone on to careers in social work, advertising and marketing, banking and finance, the law, the civil service and the criminal justice system. FRENCH At A Level French the programme takes account of and builds upon the knowledge and understanding, concepts and skills gained through the study of French at GCSE. The AS and full A Level examination assess the four skill areas of listening, speaking, reading and writing while placing very significant emphasis on the use of the target language as the means of assessment. The core skills being assessed at all times are the pupil's ability to understand and respond to the target language, accurate use of grammar and knowledge and understanding of French society. AS The standard assessed at AS level is equivalent to six years of French i.e. mid-way between GCSE and A Level. AS is made up of three modules: 1. Assessment Unit AS/1. This is an oral examination consisting of the following: A) Two role plays. B) A presentation on a topic. C) General conversation. 2. Assessment Unit AS/2. This is an examination of three parts which assesses information handling in: A) Listening. B) Reading. C) Translation into English. 3. Assessment Unit AS/3. This is a written examination in which the candidate answers one question in French (essay form) on either an aspect of French society or a French literary text or a responsive writing task to a written stimulus. AS in French can be a stand alone course or taken as a foundation for the full A Level. A Level The full A Level in French is the combination of the result gained in AS added to the grade gained at A2. The standard assessed is equivalent to seven years study of French. The full A Level comprises three extra modules to those already covered at AS. 1. Assessment Unit A2/1 This is an oral examination consisting of the following: A) Discussion of a visual stimulus. B) Presentation on either a topic which has been studied or an aspect of literature. C) General conversation. 2. Assessment Unit A2/2 This is an examination of three parts which assesses information handling: A) Listening. B) Reading. C) Translation into French. 3. Assessment Unit A2/3 This is a written examination in which the candidate is required to write 2 essays in French on either literary texts or topics reflecting society or responsive writing tasks. To be successful at AS and A Level French you must be enthusiastic about the subject and be prepared to study beyond what is set by your teacher as homework. The minimum grade for entry is a B at GCSE but you should generally have been achieving grade A most of the time in senior school. Those pupils taking a full A Level should think seriously of spending 2/3 weeks in France. The programme sets out a series of topics to be studied. The content of the examination papers will take account of these topics of which the following are some examples: Leisure and Sport, Travel, Young People and their Problems, Transport, the Environment, Career Issues, Crime and Punishment, Immigration / Emigration, Europe, the Third World and Citizenship. GEOGRAPHY Outline of the Course Geography at AS and A Level builds upon the knowledge, skills and understanding acquired during the GCSE course. The course content is designed to give students the opportunity to study Geography as an academic discipline; to appreciate the importance of environmental management; to become more aware of the part played by attitudes and values influencing approaches to issues and in the process of decision making; to develop an understanding of the culture, needs and concerns of different communities; to develop competence in intellectual, practical and graphical numeracy and communication skills including information and communications technology. What is Expected of a Student? AS and A Level work is distinguished by the amount and quality of work that you do that is not set by the teacher. Work done in class is the MINIMUM necessary. Wider reading of newspapers and magazines such as the 'Geographical Magazine', 'Geographical Review', is required as well as reading of prescribed texts. You should watch useful documentary and news programmes on television. You are expected to be able to organise your work independently and efficiently - to plan your study and keep your files and notes readable and in logical order. Much work in the sixth form involves talking and discussion. You should be prepared to contribute in class. A Level Geography - The Next Step? Geography studies the real world - it helps you to understand the world that is around you. Geography is relevant - it tackles subjects that directly affect you. Geographers put theory into practice. Geographers have good prospects - the variety of topics and skills covered gives geographers wide career opportunities. Our past students have entered careers as varied as journalism, quantity surveying, town planning, marine science, geology, meteorology, medicine, veterinary, dentistry, physiotherapy. Advanced Subsidiary (AS) and Advanced Level Geography Candidates are required to study three AS modules in their first year of study. They may then study the three A2 modules for the full A Level. Summary of Examination Information The following table summarises some of the key information concerning the assessment arrangements for the GCE Geography examination. Teaching and Learning Module Assessment Unit Nature of Assessment Assessment weighting (%) Examination Session Availability Module 1: Themes in Physical Geography AS – 1 60 min external examination paper 3 compulsory structured questions 35% of AS 17.5% of A Level Spring and Summer Module 2: Themes in Human Geography AS – 2 60 min external examination paper 3 compulsory structured questions 35% of AS 17.5% of A Level Spring and Summer Module 3: Techniques in Geography AS – 3 60 min external examination paper 2 multipart compulsory questions, parts of which may require the presentation, analysis, interpretation and evaluation of the data presented by the candidate and the techniques used to collect it. Candidates may also be required to respond to data provided from secondary sources. 30% of AS 15% of A Level Spring and Summer Module 4: Physical Processes and Human Interactions A2 – 1 90 min external examination paper Choice of 1 out of 2 questions from each of the 2 chosen sections 15% of A Level Spring and Summer Module 5: Processes and Issues in Human Geography A2 – 2 90 min external examination paper Choice of 1 out of 2 questions from each of the 2 chosen sections 15% of A Level Spring and Summer Module 6: Skills and Decision Making in Geography A2 – 3 120 min external examination paper SECTION A - compulsory skills based question which will require candidates to use their field work experience and will assess skills with reference to information provided (20 marks) SECTION B - Decision Making Exercise (60 marks) 20% of A Level Summer only Nature of Assessment Units Module 1. Themes in physical Geography including Rivers, Soils, Ecosystems, Climate. Module 2. Themes in human Geography including Population, Settlement, Development. Module 3. Techniques in geography - skills relating to fieldwork. Data for this will be collected in the field in small groups or as a class accompanied by subject teacher. Module 4. Physical Processes and Human Interactions including (a) Managing Fluvial and Coastal Environments. (b) The Nature and Vulnerability of Tropical Ecosystems. (c) Pollution and its Management. (d) Natural Hazards and Human Activity. 2 of the above (a, b, c, d) will be studied. Module 5. Processes and Issues in Human Geography (a) Impact of Population Change. (b) Issues in Ethnic Diversity. Module 6. Skills and Decision Making in Geography. The Decision Making exercise requires candidates to assume a role, to analyse and interpret geographical information and to reach a decision about an issue that can be justified. HISTORY Entrance Requirements Normally a grade B in GCSE History is required. In exceptional circumstances a grade C may be considered if accompanied by the GCSE teacher’s recommendation approved by the Head of Department. Proficiency in English Language is very important, as is an interest in reading and a willingness to work hard. It is most important that the students have an enquiring mind, an interest in the past and its relevance to current affairs and ability to communicate their ideas effectively. Students will be guided towards developing informed, independent opinions and judgements, which can be firmly supported with accurate and reliable evidence. Independent study and a willingness to take responsibility for one’s own learning are both very important. Students will find that the skills they have learned and the knowledge that they have acquired in their GCSE History will form a solid foundation for further studies at AS/Advanced GCE. Why Choose History? The History course offers an excellent preparation for further study of history at degree level. Students who study AS or Advanced GCE History have access to a wide range of career and higher education opportunities. By the end of the course they will have learned: how to evaluate and analyse information how to weigh up evidence ~ judge its reliability, detect bias how to communicate complex ideas effectively ~ to develop a logical, coherent and balanced argument, to arrive at an informed decision. The study of AS/Advanced GCE History provides an excellent foundation for a number of popular careers such as teaching, journalism, accountancy, research, law and business. It is also useful for conservation work, environmental work, town planning, tourism, advertising and management at all levels. History directly complements several other A Level courses, in particular English, Politics, Religion. For students specialising in the sciences History could also be considered at AS, the potential scientist also needs to analyse and to evaluate ~ the very skills developed in the History course. The process of historical research, discussion and communication lends itself naturally to the development of proficiency in the 4 Key Skills: Communication Information Technology Improving Own Learning and Performance Working with others. AS and Advanced GCE History AS Units Unit 1: (1 hour) Content: Boom and Bust: Economy and Society in the USA, 1917-1933 Method of assessment: One source-based question, comprising two sub-questions. The first sub-question will require source evaluation, the second will ask candidates to address an historical view or claim, using sources and own knowledge. Unit 2: (55 minutes) Content: Pursuing “Life and Liberty”: Civil Rights in America, 1945-68 Method of assessment: One essay question (comprising two sub-questions) out of a choice of two. The first sub-question will focus on identification of key features. The second sub-question will focus on causation Unit 3 :(55 minutes) Content: Life in Hitler’s Germany, 1933-39 Method of assessment: One essay question (comprising two sub-questions) out of a choice of two. The first sub-question will focus on identification of key issues. The second sub-question will focus on reaching a judgement. A2 Units Unit 4: (1 hour) Content: Expansion and Aggression: German Foreign Policy, 1933-39 Method of assessment: One essay question out of a choice of two. The question will have an analytical focus. Unit 5: Coursework, the requirements of which are a study of the process of continuity and change over a period of at least 100 years. Our chosen option: “Ireland and the Union, 1801-1921” Unit 6 (1 hour and 45 minutes) Content: Hitler and the Nazi State: Power and Control, 1933-45 Method of assessment: Two source-based questions will be set, both of which must be answered. The questions will require candidates to compare, contrast and evaluate source material. Assessment overview: Units 1, 2, 3, 4 and 6 are assessed by single paper examinations available in June. Units1, 2, and 4 are available in both June and January. There is no restriction on the number of times a unit may be attempted. The best available result for each unit will count towards the final grade. HOME ECONOMICS AS - Advanced Subsidiary Level A2 - Advanced Level Entry Requirements Students are expected to have a grade B or above at G.C.S.E. in Home Economics. It is essential that the written paper at G.C.S.E. level has been awarded 65% or above. A good standard of English Language will be necessary because of the essay writing component of the subject. A good understanding of the sciences, particularly Chemistry and Biology would be beneficial. Subject Content A/S Module 1 - Principles of Nutrition Macro - Nutrients Micro - Nutrients Other dietary constitutes Digestion, absorption and transport of nutrients. Energy Module 2 - Diet and Health Current nutritional advice Trends in the incidence of specified conditions Food choice and eating patterns The specific nutritional needs and current dietary recommendations for different groups. Dietary reference values Module 3 Lifestyle and Health Health promotion strategies and organisations involved in promoting positive lifestyles The role of government and responsibilities of individuals and families in the control of disease. Pollution and the health of the individual Mental Health Assessment Unit 1: Principles of Nutrition - Written paper 45 minutes Section A - Three compulsory short questions Section B - Two out of three short questions Section C - Three out of four short questions Assessed in January: A/S = 30% - A2 = 15% Assessment Unit 2 - Diet and Health Written paper 1 hour 15 minutes Section A - One compulsory two part question Section B - One out of three essay style questions. Assessed in June: A/S = 40 % - A2 = 20% Assessment Unit Three: Health and Lifestyle: Written Paper 1 hour Three out of five questions Assessed in June: A/S = 30% - A2 = 15% Subject Content A2 Module 4 Consumer Behaviour and Protection Consumer buying behaviour Financial Management Consumer Protection, Information and Representation Module 5 Coursework Assignment 10 weeks to undertake research activities and complete a 3000 word report. Module 6 Food Preservation, Production and Safety Food Preservation Food Production Food Safety Assessment Unit 4 - Consumer Behaviour and Protection Section A - One out of two structured questions Section B - One out of two essay questions Section C - One compulsory essay question Assessed in June of 7th year - 15% Assessment Unit 5 Coursework Assignment Assessed in June of 7th year 20% Assessment Unit 6 Food Preservation, production and Safety Section A - one out of two structured questions Section B - One of out two essay questions Section C - One compulsory essay question Assessed in June of 7th year - 15% ADVANCED GCE IN APPLIED ICT The aims of these specifications in Applied ICT are to encourage candidates to: • develop a broad range of ICT skills and knowledge of the uses of ICT; • develop knowledge and understanding of the components, functions and applications of information systems within a range of organisations; • develop an understanding of the main principles of solving problems using ICT and develop the skills necessary to apply this understanding. In addition, the aims of the Advanced GCE specification in Applied ICT are to encourage candidates to: • apply their knowledge and understanding of ICT and use skills (e.g. planning, research, evaluation, problem solving) in vocational contexts; • develop an understanding of the impact of information systems on organisations’ personnel, policies and practices; • develop project management skills and an understanding of the need to work with others. There are 6 units to be completed – 3 units at AS Level and 3 units at A2 Level. Unit 1: Using ICT to Communicate This unit provides the basis for all the other units. It is assessed through your portfolio work. You will produce: • a report comparing two types of business document from each of three organisations; • six original communications for different purposes that demonstrate a range of writing and presentation styles and that would be communicated by different methods; one needs to be a presentation on different methods of communicating information and the technologies that support them. Unit 2: How Organisations Use ICT You will study how organisations (including at least one large organisation) collect, disseminate and use information, how they manage the flow of information between sections or departments and the way they use ICT to access and exchange information. The unit will be assessed through an external examination. Unit 3: ICT Solutions for Individuals and Society This unit is assessed through a portfolio work. You will produce a presentation of the results of an investigation, including the use of a spreadsheet to analyse numeric data, along with a report on the sources and methods used to find information, to include: • the selection and efficient use of research engines to find information required; • an explanation of the impact of the availability of electronic information on individuals and society; • information accessed from large websites; • the use of databases to find required information; • the use of spreadsheet software to analyse numeric data and present results; • different types of data combined to present the results of the investigation; • an evaluation of the methods used to find information and present the results. Unit 9: Working to a Brief This unit is assessed through an external assessment that is set at the beginning of each academic year. You will produce: • a preparatory report into current working practice; • a project plan in response to the set brief; • a diary or log of work completed; • support materials for use with the project; • a summative report on the project including user feedback. Unit 12: Publishing This unit will be assessed through your portfolio work only. The mark on that assessment will be your mark for the unit. You will produce: notes taken during an initial, and any subsequent, meeting with a client, negotiating and amending a brief for the production of a final camera ready copy (CRC) document; evidence of the drafting and production of a CRC of your final document to meet the brief and, in doing so, you will show that you can create and capture images, as well as import material from other packages, utilise object libraries such as clip art, and select and further develop images to meet the style and content of the final copy, as negotiated with the client; a CRC document, of at least ten pages, that combines different types of information presented to the client for approval, together with a letter which correctly describes the final production stage and external factors which may affect completion of the final published document; an evaluation of both the layout and content of your final copy and your performance. Unit 14: Developing and Creating Websites This unit will be assessed through your portfolio work only. You will produce: • an evaluation of commercial websites that have been downloaded; • design notes for the website of at least three pages, together with detailed plans for publishing your website; • annotated print outs of your own web pages in WYSIWYG (What You See Is What You Get) format identifying the features and techniques used in the web page; • annotated printouts of your own web pages in HTML format identifying edits to script commands to change page layout; documentation of website testing; • documentation of website testing; • an evaluation of both your website and the tools used to produce it, and your own performance. IRISH The A Level Irish programme takes account of and builds upon the knowledge and understanding, concepts and skills gained through the study of Irish at GCSE. The AS and A2 examinations assess the four skill areas of listening, speaking, reading and writing while placing very significant emphasis on the use of the target language as the means of assessment. The core skill being assessed at all times is the pupil's ability to communicate in Irish. The programme of studies is divided in two. The Advanced Subsidiary GCE (AS) examination will be taken by the students in Year 13 and the Advanced GCE (A2) examination will be taken in Year 14. AS Irish provides 50% of the total marks available for Advanced Level Irish. AS Level The overall duration of the examination is approximately 3½ hours. Three papers are taken: Obtaining and Exchanging Information 35% of AS. Information Handling 35% of AS. Introduction to Literature/Society 30% of AS. The content of the examination papers will take account of the following topics: Home and School; Leisure and Sport; Travel and Tourism; Family Life; Young People and their problems; the Elderly; Environment; Conservation; Choice of Career; Homelessness; Europe; Information Technology. A2 Level The overall duration of the examination is approximately 5 hours. Three papers are taken: Exchanging Ideas and Opinions 17.5% Extended Information Handling 17.5% Literature/Society 15% The content of the examination papers will take account of the following topics: The Media; Health and Safety; Gender Issues; Rural and Urban Concerns; Transport; Industry and Professions; Prejudice and Racism; Unemployment; Violence and Conflict; Democracy and Human Rights; Third World. Assessment is as follows: AS 1. Assessment Unit AS/1 consists of an oral examination. This involves (a) two role plays, (b) a presentation on a topic and (c) general conversation. 2. Assessment Unit AS/2 is a three-part examination which assesses information handling in (a) listening, (b) reading and (c) translation into English. 3. Assessment Unit AS/3 is a written examination in which the candidate writes an essay in Irish (in response to a specific question) on either an aspect of Irish society or an Irish literary text or completes a responsive writing task A2 1. Assessment Unit A2/1 is an oral examination consisting of (a) a discussion of a visual stimulus, (b) a presentation on a topic studied and (c) general conversation. 2. Assessment Unit A2/2 is a three-part examination which assesses information handling in (a) listening, (b) reading and (c) translation into Irish. 3. Assessment Unit A2/3 is a written examination in which the candidate is required to answer one open-ended essay question in Irish on either Irish society or one Irish literary texts, and complete one piece of responsive writing. Students wishing to take Irish at AS/A2 should have a sound linguistic basis as evidenced by GCSE performance and an enthusiasm for developing their Irish language skills. MATHEMATICS Mathematics at AS and A level is a course worth studying in its own right. It is challenging and interesting. It builds on work you have met at GCSE, but also involves new ideas that some of the greatest minds of the millennium have produced. It will enhance your understanding of other subjects such as Science, Economics or Geography and is a sought after qualification for the workplace and for courses in Higher Education. Mathematics is an entirely self-sufficient discipline and students with a mainly Arts combination can look forward to being just as successful as those who are studying Science-based subjects. The courses focus on two main processes:- problem solving and modelling. A Level Students are expected to have a good grade (A*, A or B) in GCSE Mathematics and a pass grade in Additional Mathematics. A Level students take six modules, four Pure Mathematics modules (C1, C2, C3 and C4) and two further modules Mechanics (M1) and Statistics (S1). AS Level Students are expected to have a very good grade (A* or A) in GCSE Mathematics. AS Level students take three modules, two Pure Mathematics modules (C1 and C2) and one Mechanics module (M1). Pure Mathematics (C1, C2, C3 and C4) When studying Pure Mathematics you will extend your knowledge of such topics as algebra, trigonometry and calculus. The AS and A level courses provide a more rigorous treatment of the fundamental concepts and introduce a wider selection of applications than have been encountered earlier. If you enjoyed the challenge of problem solving at GCSE using such techniques, then you should find the prospect of this course very appealing. Mechanics (M1) In the Mechanics modules you will learn how to describe mathematically the motion of objects and how they respond to forces acting upon them. You will learn the technique of mathematical modelling; that is of using the basic principles of mechanics to obtain solutions to real-life problems. Many of the ideas you will meet in the course form an almost essential introduction to such important fields of study as cybernetics, robotics, biomechanics and sports science, as well as the more traditional areas of engineering and physics. Statistics (S1) In Statistics you will learn how to analyse and summarise data in order to arrive at conclusions about it. You will extend the range of probability problems using new mathematical techniques. Many of the ideas you will meet in this course have applications in a wide area of other fields - from assessing what your car insurance is going to cost to how likely the earth is to be hit by a comet in the next few years. Examination These are held in January and June and each module is examined by a 1( hour paper. Students must complete two modules at the final sitting. There is no coursework requirement. MUSIC Essential (a) Instrumental competence at Grade V standard on one instrument. (b) An interest in, and flair for, composition. (c) Competence in aural perception. (d) Good essay-writing technique and analytical skills. (e) General interest in the History of Music and motivation for reading around set topics. (f) Grade V standard in Theory of Music. Desirable (a) Grade A in GCSE Music. (b) Competence on a second instrument (including voice). (c) Ability to play the piano would be an advantage, although not essential. Teaching and Learning module Assessment Unit Nature of Assessment Assessment weighting (%) Examination Session Availability AS AL Module 1 Making and Responding to Music with Understanding (1) AS 1 1 piece of free composition and 1 Performance-related task (externally assessed) Total 40% 20% 60% 20% 10% 30% Summer only *OR AS 2 Solo or Ensemble performance and 1 chosen composing task (externally assessed) Total 40% 20% 60% 20% 10% 30% Summer only AND AS 3 Test of aural perception lasting approx. ¾ hour and Written examination on 2 areas of study lasting 1¼ hours (externally assessed) Total 20% 20% 40% 10% 10% 20% Summer and winter * Note: Candidates have a choice of undertaking assessment through AS 1 or AS2. All candidates must complete AS 3. Teaching and Learning module Assessment Unit Nature of Assessment Assessment weighting (%) Examination Session Availability AS AL Module 2 Making and Responding to Music with Understanding (2) A2 1 1 composition assignment and 1 performance-related task (externally assessed) - - 20% 10% 30% Summer only *OR A2 2 Solo performance Viva-Voce and 1 Composition-related task (externally assessed) Total - - - 16% 4% 10% 30% Summer only AND A2 3 Test of Aural Perception lasting approx ¾ hour and Written examination on 1 set work and 1 area of study, lasting 1½ hours (external assessment) Total - - 10% 10% 20% Summer and winter * NOTE: Candidates have a choice of undertaking assessment through A2 1 or A2 2. All candidates must complete A2 3. Summary of Assessment Units AS 1 - 3 Assessment Units and % weighting Compulsory core elements AS 1 (AS 40% AL 20%) AS 2 (AS 40% AL 20%) AS 3 (AS 40% AL 20%) Optional Elements Each option: AS 20% AL 10% AS 1 AS 60% AL 30% One piece of free composition lasting 2½ - 3 mins (AO 1b) Candidates should select one of the following options for AS1 Option A: solo performance lasting 3-5 mins (AO1a) Option B: ensemble performance lasting 3-5 mins (AO1a) Option C: Multi-track recording of a performance with four parts, lasting 2-3 mins (AO1a) OR AS 2 AS 60% AL 30% solo or ensemble performance lasting 5-8 mins (AO1a) Candidates should select one of the following options for AS2 Options A: one piece of free composition lasting 1½ - 2 mins (AO1b) Options B: Folio of compositional techniques lasting 3-4 mins (AO1b) Options C: sequenced realisation of an extract(s) from a score(s) in 4 parts, lasting 2-3mins, (AO1a). AND AS3 AS 40% AL 20% test of aural perception lasting ¾ hr (the concerto and general listening) (AO2) written examination lasting 1¼ hrs (the concerto and chosen topic) (AO2) Summary of Assessment Units A2 1 – 3 Assessment Units and % weighting Compulsory core elements A2 1 (AL 20%) A2 2 (AL 20%) A2 3 (AL 20%) Optional Elements (Each option: AL 10%) A2 1 (AL 30%) (This unit contributes 5% to the synoptic assessment requirement) one composition assignment lasting 3-4 mins (15%) (AO1b) AND An analytical commentary on the composition, relating it to a broader musical perspective (5%) (AO1b) Candidates should select one of the following options for A2 1 Option A: solo performance lasting 5-8 mins (AO1a) Option B: ensemble performance lasting 5-8 mins (AO1a) Option C: 2 contrasted mixes, lasting 5-8 mins, of the recording of a performance in four parts, (AO1a) OR A2 2 (AL 30%) (This unit contributes 5% to the synoptic assessment requirement) solo performance lasting 10-12 mins (15%) (AO1a) and Viva-voce (5%) (AO1a) Candidates should select one of the following options for A2 2 Option A: 1 piece of free composition using tonal harmony, lasting 2-3 mins Options B: pastiche in the style of a chosen composer lasting 2-3mins (AO1b) Option C: sequenced realisation of an extract from a set work, lasting 2-3 mins (AO1A) AND A2 3 AL 20% (This unit contributes 10% to the synoptic assessment requirement) test of aural perception lasting ¾ hr (application of knowledge and aural perception skills to unfamiliar music)(AO2) written examination lasting 1½ hrs (set work and area of study) (AO2) PHYSICS The A Level Physics course is divided into six modules as follows: MODULE 1: Foundation physics, mechanics and electricity. MODULE 2: Waves and nuclear physics. MODULE 3: Experimental physics. MODULE 4: Further physics, mechanics, energy, electricity and quantum phenomena. MODULE 5: Electric, gravitational and magnetic fields. Synoptic material will also be tested on this paper. MODULE 6: Further experimental physics. Modules 1, 2 and 3 exams will be taken during the lower sixth year and may be repeated again in necessary to obtain a better mark. These comprise an AS award. Modules 4, 5 and 6 will be taken in the upper sixth year. All six modules will comprise a full A Level (A2) course. A Level pupils will study many topics first encountered at GCSE but in greater depth and with greater mathematical content. Pupils are therefore encouraged to take A Level Mathematics as one of their choices or to have studied Additional Mathematics at GCSE. A grade B at Double Award Science is the minimum requirement for entry to A Level physics. The study of physics at A level opens the door to many careers - Engineering, medicine, architecture, computing and others. While being highly desirable for some of these it is essential for others eg; engineering. The financial world also recognises the value of a physics qualification as the mental disciplines required for this subject are similar to those needed to navigate around the world of corporate finance. At Our Lady's we realise that the labels of elitist and difficult which are often applied to A level Physics may be rather discouraging to some, but all pupils who decide to take this subject can be assured of our continuous support and backup throughout their course. The study of physics has both a theoretical and practical side and we ensure that all pupils are given the opportunity to achieve their maximum potential in both. POLITICS Why Study Politics? Politics is a literary and discursive subject. It is lively, interesting and topical, and involves a detailed knowledge of current affairs and keeping up to date with contemporary political developments worldwide. Students of A Level Politics are well informed about how important decisions which affect their lives are made and about what is going on in the world around them. Every student who chooses to study Government and Politics is invited to become a member of The Politics Society. The Society meets regularly at lunch time and its aim is to promote interest in Politics and current affairs, and indeed active citizenship throughout the school. Guest speakers from the world of politics and public life are frequently invited to address the society on topical issues relevant to the students’ A level study. If you are good at arguing, writing essays, weighing up evidence, debating, analysing documents and enjoy watching the news, then Politics would make an excellent A Level choice. Studying Politics will help you to improve your aptitude in these areas. It complements other subjects such as History, English, Geography, and Sociology and is particularly useful for those considering careers in law, journalism, teaching, research, the media, the civil service or local and central government. Entry Requirements Students are expected to have at least a grade C in English GCSE. It is also an advantage, although not essential, to have studied History to GCSE level. Course Content and Examination Arrangements Here in Our Lady's, we follow the Northern Ireland CCEA Specification for Politics. The course is divided into six modules. At the end of Lower Sixth students sit external examinations for their three AS modules. These are as follows: 1. The Government and Politics of Northern Ireland - Exam 1 hour. All questions based on source material. 2. The Inter-relationships of the United Kingdom Government, Parliament and Judiciary - Exam 1 hour, comprising both short answer and longer discursive questions. 3. Political Behaviour (e.g. electoral systems; the factors which influence how people vote) - Exam 1 hour, comprising one two-part essay question. Students proceeding to A2 Level will sit examinations in a further three modules in Upper Sixth: 1. The Government and Politics of the USA - Exam 1 hour. One two-part essay question. Students are entered for this module in January of upper Sixth. 2. The Government and Politics of the UK and USA - Comparative Study - Exam 1 hour, 30 mins. Structured Questions based on source material. 3. Political Power - Exam 1 hour. One essay question. There is no coursework component. RELIGIOUS STUDIES Examination Board: CCEA Aims Undertaking AS/A Level Religious Studies will encourage students to: Develop an interest in and enthusiasm for a rigorous study of religion. Treat the subject as an academic discipline by developing knowledge and understanding appropriate to a specialist study of religion. Use an enquiring, critical and empathetic approach to the study of religion. What kind of student is this course suitable for? This course is suitable for you if you: have attained a grade B or higher in GCSE Religious Studies. are a highly motivated and dedicated student. are willing to learn and achieve your full potential. are prepared to undertake independent research/extra reading. have an interest in religion. wish to follow a philosophical or ethical approach to religion. What will a student learn on this course? AS Religious Studies is the first part of the full Advanced GCE course. In their L6 year students study CCEA’s Advanced Subsidiary (AS) in Religious Studies. The Advanced GCE award will be based on the aggregation of marks from the AS (50%) and the A2 (50%) (studied in U6). Content is organised into two strands: 1. focus for teaching and learning 2. focus for assessment. Students will be assessed by means of assessment units, three for the AS and three for the A2 full Advanced GCE. To achieve the Advanced Subsidiary GCE in Religious Studies students will undertake the following modules: - Focus Modules /Assessment Units Nature of Assessment AS Assessment Weighting Contribution to A Level Textual Studies AS1 Introduction to the Gospel of Luke 1 hr 20 mins externally assessed written paper 30% of AS 15 % Religious Ethics AS6 Religious Ethics Foundations and Principles 1 hr 20 mins externally assessed written paper 30% of AS 15% Religion and Human Experience AS9 Compulsory 1500 word internal assessment (Coursework) 40% of AS 20% The Advanced GCE Religious Studies course has been designed so that students are able to follow an area of study through from AS to A2. Therefore, in order to ensure that students have a coherent programme of study, it is expected that they will study units in their A2 that correspond to the units studied in their AS programme. To achieve the Advanced GCE in Religious Studies students will undertake the following modules: Focus A2 Modules /Assessment Units Nature of Assessment Assessment Weighting of Advanced GCE Textual Studies A21 The Theology of the Gospel of Luke 1 hr 20 mins externally assessed written paper 15% Philosophy of Religion and Religious Ethics A26 A Study of Ethics and Contemporary Issues 1 hr 20 mins externally assessed written paper 15% Religious Connections A29 (Compulsory) Exploring Connections 1 hr Synoptic Assessment Unit 20% Assessment objectives Students should be able to: Weighting % AO1 Select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate to the course of study. In addition, Advanced GCE students should demonstrate knowledge and understanding of the connections between different elements of their course of study. AS 70 A2 60 AO2 Sustain a critical line of argument and justify a point of view. In addition Advanced GCE students should relate elements of their course of study to their broader context and to specified aspects of human experience. AS 30 A2 40 How can students develop their full range of skills by doing this course? The key skills students can develop during this course are: Communication Information technology Working with others Improving own learning and performance Problem solving Analytical thinking Social/moral thinking Also the ability to: Recall, select and deploy specified knowledge; Identify, investigate and analyse questions and issues arising from the course of study; Use appropriate language and terminology in context; Interpret and evaluate religious concepts, issues, ideas, the relevance of arguments and the views of scholars; Communicate, using reasoned arguments substantiated by evidence; Make connections between the areas of study and other aspects of human experience. Development of these skills will help students with learning as well as helping them to move in to higher education or employment. Relevance to career development Religious Studies combines well with almost all other humanities AS/Advanced GCE subjects such as History, Geography and English. In addition, if taken with sciences like Mathematics, Physics, Chemistry and Biology, Religious Studies will give the student a broad-based curriculum. Successful completion of AS/A Level Religious Studies will give the student access to a range of career and higher education opportunities. The course will provide the candidate with the opportunity to develop a range of transferable skills. These include the skills of collecting, synthesising and interpreting information from a range of sources; the findings of this research will need to be effectively communicated. Individuals will also be required to identify and develop the links between the different parts of the subject that they have studied. These skills are in great demand and are recognised by employers and universities and colleges as being of great value. For those who hope to have a career within the educational system, it should be noted that Religious Education is one of the most important subjects on the curriculum. It is also significant that AS/A level Religious Studies affords students the opportunity to deepen their knowledge and understanding of their own beliefs. Because AS/Advanced GCE Religious Studies develops the transferable skills and the key skills that employers are looking for, they can help the student take advantage of a wide range of employment opportunities, whilst also promoting opportunities for progression to further study. As a subject, it is respected by employers and is an important subject tin preparing pupils for higher education institutions / universities. Students studying RE at A2 level have tended to follow careers in the following fields: Teaching, Law, Medicine, Accounting, Business Management, Journalism/Media, Nursing, Counselling, Humanities, Social Sciences. SOCIOLOGY What is Sociology? Quite simply, Sociology entails the scientific study of human society. It is a subject which looks at how people lead their lives and how they communicate with one another. It investigates social areas such as Education, The Family, Power and Politics, Crime and Deviance, Poverty, The Media, Work and Leisure and Methodology. Why study Sociology? Sociology is interesting! Why? Because it is relevant to our everyday lives. We can identify already with some of the areas under investigations such as The Family, Education and Religion. Politics, Crime and Deviance and Poverty are areas we constantly encounter in the media. Methodology introduces us to the use of research methods - something which is of paramount importance at third level education. How beneficial is Sociology? Sociology is an academic discipline. You can obtain either an A/S level or a full A level. The subject is particularly beneficial for those students who are thinking in terms of a career in Social Work. It is also relevant to Teaching, Journalism, Law and Management. Sociology also has academic links with subjects such as Politics, Religion, English and History. What do I need to be successful? You will need to be interested in the subject. Sociology, because it is relatively new to the curriculum, is not easy. You might, perhaps, also think that Sociology is common sense dressed up to sound academic but IT IS NOT! You will also need an adequate command of English and be interested in discovering new ways of expression. You must be prepared to read and keep up to date with current issues. Lastly, you should not come to Sociology with a closed mind. There are no right or wrong answers. Other people's viewpoints are explored. There is, therefore, an emphasis on being discursive. The Modules - AS (To be taken in Lower Sixth) UNIT 1 Answer one question from Families and Households, Health or Mass Media. Pupils will sit a 1¼ hour data-response exam. UNIT 2 Answer one question form Education, Wealth, Poverty Welfare or Work and Leisure. Pupils will sit a 1¼ hour data response exam. UNIT 3 Sociological Methods. Pupils will sit a 1 hour data response exam. If they wish, pupils may submit a piece of coursework as an alternative to Sociological Methods. The Modules A2 (To be taken in Upper Sixth if pupils wish to complete a full A Level) UNIT 4 Answer one question from Power and Politics, Religion or World Sociology. Pupils will sit a 1½ hour exam consisting of a short data response question and one essay from a choice of two. UNIT 5 Theory and Methods - Pupils will sit a 1½ hour exam consisting of one data response question and one essay form a choice of two. Alternatively, pupils can submit a piece of coursework. UNIT 6 Answer one question form Crime and Deviance or Stratification and differentiation. Pupils will sit a 1½ hour exam consisting of a short data response question and one essay. MODULES OFFERED AT OUR LADY'S AS Unit 1 - Families and Households Candidates will examine: * different conceptions of the relationships of the family to the social structure, with particular reference to the economy and to state policies; * changes in family and household structure and their relationship to industrialisation and urbanisation; * changing patterns of marriage, cohabitation, separation, divorce and child bearing and the diversity of contemporary family and household structure; * the nature and extent of changes within the family, with reference to gender roles, domestic labour and power relationships, and to changes in the status of children and childhood. AS Unit 2 - Education Candidates will examine: * different explanations of the role of the education system, * different explanations of the different educational achievement of social groups by social class, gender and ethnicity; * relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil subcultures, the hidden curriculum and the organisation of teaching and learning; * the significance of state policies for an understanding of the role, impact and experience of education. AS Unit 3 - Sociological Methods Candidates will examine: * the different quantitative and qualitative methods and sources of data, including questionnaires, interviews, observation techniques and experiments, and documents and official statistics. * the distinctions between primary and secondary data, and between quantitative and qualitative data; * the relationship between positivism, interpretivism and sociological methods, * the theoretical, practical and ethical considerations influencing the choice of method(s) and the conduct of research; * the nature of social facts and the strengths and limitations of different sources of data and methods of research. A2 Unit 4 - Power and Religion Candidates will examine: * different theories of religion; * the role of religion as a conservative force and as an initiator of change; * cults, sects, denominations and churches and their relationship to religious activity; * explanations of the relationship between religious beliefs, religious organisations and social groups; * different definitions and explanations of the nature and extent of secularisation. A2 Unit 5 - Theory and Methods (or alternatively coursework) Candidates will examine the following areas which are also studied at AS level: * the different quantitative and qualitative methods and sources of data, including questionnaires interviews, observation techniques and experiments and documents and official statistics; * the distinctions between primary and secondary data and between quantitative and qualitative data; * the relationship between positivism interpretivism and sociological methods; * the theoretical, practical and ethical considerations influencing the choice of topic, choice of method(s) and the conduct of research. Candidates will: (1) adopt a more critical evaluative and interpretative approach to the range of methodological issues than at AS level (2) study the nature of sociological thought and methods of sociological enquiry in greater range and depth, and demonstrate more highly developed critical appraisal, evaluative and reflective skills than at AS level. In addition candidates should examine: * consensus, conflict, structural and social action theories; * the concepts of modernity and post-modernity in relation to sociological theory * the nature of 'science' and the extent to which Sociology may be regarded as scientific; * the relationship between theory and methods; * debates about subjectivity, objectivity and value freedom; * the relationship between sociology and social policy. A2 Unit 6 - Crime and Deviance Candidates will examine: * different explanations of crime, deviance, social order and social control; * the relationship between deviance, power and social control * different explanations of the social distribution of crime and deviance by age, social class, ethnicity, gender and locality; * the social construction of, and societal reactions to, crime and deviance, including the role of the mass media; * the sociological issues arising from the study of suicide. This is a SYNOPTIC module. It tests your understanding of the links between the different parts of the subject as well as studying crime and deviance. For example, not only will you need to demonstrate a grasp of the topic but you will also need to show that you understand the connections between crime and deviance and theory and methods. You will also need to show your understanding of the links between crime and deviance and other syllabus topics you have studied at AS and A2. Because this unit tests your understanding of the links between topics, it can only be taken at the end of your course. SPANISH At AS/A Level Spanish the programme takes account of and builds upon the knowledge and understanding, concepts and skills, gained through the study of Spanish at GCSE. The AS/A Level examinations assess the four skill areas of listening, speaking, reading and writing, while placing very significant emphasis on the use of the target language as the means of assessment. The core skill being assessed at all times is the pupil's ability to communicate in Spanish. The AS (Advanced Subsidiary) qualification may be obtained after one year of study and may be used in one of two ways: as a final qualification, allowing candidates to broaden their studies; as the first half (50%) of an Advanced Level qualification, which must be completed before an Advanced Level award can be made. The level of demand of the AS examination is that expected of candidates half-way through a full A Level course of study. The A (Advanced) Level examination is in two parts: AS Level (as above) - 50% of the total award. a second examination, called A2 - 50% of the total award. The AS/A Level courses are modular. The AS comprises three modules, and the A2 comprises a further 3 modules. The AS examination consists of three units - a total duration of 3½ hours approx. as below. The A2 examination also consists of three units - a total duration of 5 hours approx. as below. The table also shows the percentage weighting of each unit. Teaching and learning module Assessment Unit and associated techniques of assessment Timing and Nature of Assessment Assessment Weighing (%) Examination Session Availability AS Module 1: Obtaining and exchanging information (compulsory) AS/1 * Speaking 2 Role-plays Presentation (prepared) Conversation 15 mins external assessment plus 20 mins preparation time 35% of AS 17.5% of advanced GCE May/June January Module 2: Information handling (compulsory) AS/2 * Listening Objective type questions Q/A in English * Reading Word Selection Paraphrase Completion activity * Translation into English 1 hour 45 mins external assessment 35% or AS 17.5% of Advanced GCE May/June January Module 3: Introduction to Literature/ Society/ Responsive writing (compulsory) AS/3 * Writing One structured response in Spanish to a set literary text or a society theme or a topic from the contexts for Learning Areas 1 hour 15 mins external assessment 30% of AS 15% of advanced GCE May/June January A2 Module 4: Exchanging ideas and opinions (compulsory) A2/1 * Speaking Discussion Presentation (prepared) Conversation 15 mins external assessment plus 20 mins preparation time 17.5% of Advanced GCE May/June Module 5: Extended Information Handling (compulsory) A2/2 * Listening : Q/A in Spanish Guided summary * Reading: Q/A in Spanish * Translation into Spanish 2 hours 30 mins external assessment 17.5% of advanced GCE May/June Module 6: Literature / Society / Responsive Writing A2/3 * Writing ** Two open-ended response in Spanish to set literary text and/or society theme and/or Topics form the Contexts for Learning Areas 2 hours external assessment 15% of Advanced GCE May/June The Specifications set out a series of topics to be studied. The content of the examination papers will take account of these topics, as below Context for Learning As Topics A2 Topics Personal and Social Relationships Family life: home routine, family structure, relationships Young people’s issues: friendship, health & fitness, diet, drugs, alcohol, smoking Leisure: Pastimes, fashion, music, entertainment, participation & preferences in sport, travel & holidays Family life: the elderly, pressures on modern family life, social attitudes Young people’s issues: lifestyles, relationships, rights & responsibilities, religion Leisure: TV, radio, press, internet etc and associated influences & trends, cultural pursuits Social and Political Issues Environment: locality, facilities, housing Citizenship: rights and responsibilities, delinquency, vandalism Politics: relevance to young people, current affairs Environment: Pollution, waste, conservation, climate, energy sources, tourism Citizenship: racism & Prejudice, immigration, multicultural society, European identity, cultural and linguistic diversity Politics: Democracy & human rights, conflict, poverty Education and work School routine: daily routine, school activities, extra curricular activities Careers & Employment: Career choice, hopes & aspiration, work experience Continuing Education: Subject choice, examinations, study pressures School routine: education systems local & in target language countries/communities Careers & Employment: employment opportunities at home and abroad, preparation for working life, equality Continuing Education: Preparation for 3rd level education, student life In both AS and A2 studies students will have 1 hour per week of Spanish conversation class, in small groups, with a native Spanish Language Assistant. They will also have access to Spanish newspapers and to cassettes of authentic Spanish listening material. In the Lower Sixth year students are offered the opportunity to spend two weeks in Spain on a School Exchange. Career Opportunities Translating, interpreting, teaching, tourism, journalism, bilingual secretarial work. The importance of Spanish as a European language and as one of the major languages of the world is now recognised. Universities and Colleges are offering courses such as Spanish with Law, and, of course, Spanish can be combined with Business Studies, European Studies, Media Studies and others. There are other areas of work where Spanish can be used with further specialist training: Computing, Television, Commerce, Industry, the Civil Service, the Travel Industry (tour operators, airlines and related services), the Hotel and Catering sector etc. Requirements Students taking AS/A Level Spanish should be interested in Spain (and/or Latin America) and in Spanish. They must be prepared to work independently, reading in Spanish, listening to cassettes or Spanish radio, getting information from the Internet and, in general, trying to perfect their skills. SYSTEMS AND CONTROL TECHNOLOGY Our Lady’s Grammar School enters students for OCR Advanced / Advanced Subsidiary GCE in Systems and Control Technology. Advanced GCE Design and Technology aims to provide an opportunity for students to develop their own creativity, capability and entrepreneurial skills, to apply knowledge and understanding to a range of technological activities and to develop critical thinking and collaborative skills. The course is designed to be either a complementary subject to Mathematics, Physics, Art and Design at AS or a contrasting subject with English, History, Geography and Modern Languages. Students considering a future in Engineering, Design, or Applied Science will find the course particularly useful. Content at this level builds on work already carried out at GCSE level and students will specialise in the Electronics / Microprocessor Systems options. Course Overview. AS / A Lower Sixth. All students follow a common core based primarily on Electronic Systems and Product Design through the study of the topics: Design, Energy, The environment, The human interface, Aesthetics, Industrial production technologies and Scale of Production, Fashion, Product life, Commercial Issues. –(30% AS), (15% A). Students carry out two elements of coursework : A Systems Case Study, (30% AS), (15% A.) . Students carry out independent research into an everyday system e.g. Access to a sports facility for people with disabilities. A Product Study Analysis, (40% AS), (20% A.) Students research an everyday technological product to investigate its properties and the manufacturing techniques employed in its manufacture and suggest improvements to the product. Students are assessed in a written paper based on a theme with primarily Design and Market influences – The content follows closely Electronics and Systems work carried out at GCSE level. Advanced Level Upper Sixth. Students carry out further work on Systems and Control Technology and complete one major piece of coursework, (30 % of total award), based on Systems and Control Technology content. Entry. Students should have achieved a Grade B at GCSE Technology and Design. In special circumstances students high grades without GCSE Technology but with in Mathematics and Science may be considered for entry into the AS course. Specification Overview The AS represents the first half of an Advanced GCE course and contributes 50% of the specification content, the foundation for the A2 year units. The A2 represents the second half of the Advanced GCE course and contributes the other 50% of the specification content, which builds on the AS units to achieve the full Advanced GCE standard. Students must follow AS course before progressing to A2. AS 50% of the specification content A2 50% of the specification content Unit 2521 Unit 2518 Unit 2519 Unit 2522 Unit 2523 Unit 2525 Systems and Control Technology System Case Study Product study Analysis and Development Designing ( 1st element of major coursework piece) Making & Evaluating Synoptic Assessment Systems & Control Technology External assessment Internally assessed coursework Externally assessed coursework Internally assessed coursework Internally assessed coursework External assessment synoptic 2 hour examination Coursework Project Coursework Project Coursework Project Coursework Project 3 hour examination 30% AS 15% A2 30% AS 15% A2 40% AS 20 % A2 15% A2 15% A2 20% A2 Unit content The specification content is delivered through and divided equally between the three AS and the three A2 units. Unit delivery The three AS units can be delivered in any order throughout the AS. The three A2 units can be delivered throughout Upper Sixth. Students must take Unit 2525 in the final sitting. THEATRE STUDIES These specifications are for the AQA syllabus. Introduction The main aim of this course is to encourage in students a critical and sensitive response to the complexities of theatre. The specification combines the activities of exploring plays, creating theatre, the performing of plays, the analysis of theatre and the critical evaluation of all of these elements. Students successfully completing the course will have a thorough understanding of drama and theatre, highly toned analytical and creative skills and an ability to communicate effectively with others Summary of the specification content Unit 1: Practical – Devised Drama Performance by a group of a devised piece of drama inspired by the AS subject content. Each student will keep a ‘portfolio that enables her to reflect upon and analyse the process. Internally assessed and externally moderated. 40% of the total AS marks 20% of the total A Level marks Unit 2: Written – Approaches to text 1½ hours Study of two set plays: Yerma by Federico Garcia Lorca and Antigone by Sophocles. Externally set and assessed. 30% of the total AS marks 15% of the total A Level marks Unit 3: Written – Theatre in practice 1½ hours Section A: Study of one theatre practitioner prescribed for As – Gordon Craig Section B: Response to live theatre seen during the course. 30%of the total AS marks 15% of the total A Level marks. Unit 4: Practical – Play in Production Performance by a group of part of a play text. Internally assessed and externally moderated. 20% of the total A Level marks. Unit 5: Written – Text into Performance: 1½ Study of two further set plays: Hedda Gabler by Henrik Ibsen and the Resistible Rise of Arturo Ui by Bertolt Brecht. Externally set and assessed. 15% of the total A Level marks. Unit 6: Written – Theory into Practice 2½ hours Section A: Study of one theatre practitioner prescribed for A2 (Bertolt Brecht) applied to productions seen or candidates own practical productions. Section B: Interpretation of an extract or extracts from an unseen play for potential performance. Externally set and assessed. 15% of the total A level marks. What do I need to know or be able to do before taking this course? It is useful to have taken Drama GCSE level but not essential. It is important that you are interested in gaining a greater understanding of how theatre and plays work and that you are keen to be involved with performances. What will I learn on this course? The course demands practical, creative and communication skills in almost equal measure. You will extend your ability to create drama and theatre, either in a performing or production role. You will also be required to write about drama and to develop your powers of analysis to become an informed critic. The course will involve taking part in drama productions, as well as studying plays and playwrights. What kind of student is this course suitable for? You need to be curious about issues and ideas and have a creative instinct for communicating your views through drama. You maybe keen on acting, writing or on the visual and technical side of theatre and wish to develop your skills in some or all of these areas. Equally you will be interested in going to the theatre to see plays performed by different theatre companies. What could I go on to do at the end of my course? The AS and Advanced GCE can lead to a further study in Drama, Theatre Studies and Performing Arts. It can be used as part of your course to broaden your studies and may lead on to a career in the Performing Arts industries. Drama and Theatre Studies AS and Advanced GCE complements a range of subjects and is useful in building confidence and improving presentation skills in a range of careers.||../downloads/A_Level_Choices_Booklet.doc",
    "J3 SUBJECT CHOICES|TABLE OF CONTENTS (J3 GCSE CHOICES) PAGE NO. CONTENTS 2 & 3 Key Questions to Consider 4 & 5 English 6 Mathematics 7 & 8 Religious Studies 9 & 10 Science 11 Modern Languages 12 Business Studies 13 Geography 14 & 15 History 16 Home Economics 17 Additional Mathematics 18 & 19 Art & Design 20 Music 21 Technology & Design 22 & 23 Physical Education J3 SUBJECT CHOICES This booklet is designed to help you choose your GCSE subjects. It contains information about each subject and what is expected of you. You may find the following Questions and Answers useful. Question: What subjects are available? Answer: Additional Mathematics, Art & Design, Biology, Business Studies, Chemistry, Double Award Science, English Language and Literature, French, Geography, History, Home Economics, Irish, Mathematics, Music, PE, Physics, Religious Studies, Spanish, Technology & Design. Question: Am I obliged to study particular subjects? Answer: Yes. Some subjects are compulsory and others you select from particular groupings. Mrs. O'Brien and Mrs. Clarke will help you here. Basically you must study:- English Language and Literature 2 subjects Mathematics 1 subject Religious Education 1 subject Science minimum 1 subject A language minimum 1 subject This gives you a minimum of six subjects. You may choose up to 4 more. General Physical Education is compulsory for all students. Question: How do I decide on my subjects? Answer: Apart from your compulsory subjects consider:- (a) Which are my best subjects? (b) What is involved in each subject? - is it time consuming and am I prepared to put in the extra time? (c) What subjects am I proposing to study at A Level? (d) Do I need a subject for a particular career and am I good at this subject? Question: How many subjects should I take for GCSE? Answer: If you have been getting top grades in most of your subjects you should aim for the maximum number of subjects. However if you have been experiencing difficulty you should consider what is realistic for you. Question: Where can I get advice? Answer: You should discuss your options with your careers teacher (review the work you covered in your careers class) or Mrs. O'Brien. Your subject teacher will give you an assessment of your suitability for the subject. Your teacher may arrange for you to have a chat with a student who is currently studying the subject. Question: Is there anything else I should consider? Answer: Yes. Do not be influenced by the choices made by your friends. You must investigate all aspects of the subjects and make informed decisions. Whatever your choices you will be expected to work very hard, to attend all classes, to do your homework and to produce all work including coursework on time. Question: When must I decide? Answer: Following your Parent Teacher Meeting you will have a few days to reflect. A decision must be made by Monday 19th February 2007. Take all the advice you can get but ultimately the decision is yours. Good luck! ENGLISH ENGLISH LITERATURE Both these subjects are compulsory at GCSE. English Literature is not offered as a separate option in Our Lady's. Both go under the name of English on the timetable, but each is a subject in its own right and will be awarded a separate grade. Course Content A. Coursework ENGLISH (40%) 1. Talking and Listening 20% 2. Reading 10% Poetry (1 pre 1900 and 1 different culture) Shakespeare into another medium 3. Writing 10% Work showing ability to argue, persuade and instruct Personal or creative wiring ENGLISH LITERATURE (30%) 1. Poetry before 1900 2. Poetry after 1900 3. Prose before 1900 In all a total of 7 pieces of coursework must be submitted for both subjects, but some can double up to be used for English and English Literature. B Terminal Examination ENGLISH Paper I (30%) Comprehension Skills prose non-literary materials Paper II (30%) Writing functional/practical response to non-literary materials ENGLISH LITERATURE Three texts will be studied for the examination:- 1. Shakespeare 2. Novel 3. Modern Drama The examination will be Open Book, whereby students will be required to bring their own annotated copies of the text to the examination. Essential for Success Reading Students are encouraged to become fluent, independent and critical readers on a wide variety of texts, to question and reflect on what they read and enjoy reading for pleasure. They use texts to explore language and meaning, to acquire information and extend their personal and social awareness. Writing Students are encouraged to become confident, articulate writers, expressing ideas and feelings, writing for a variety of audiences. Speaking & Listening Students are encouraged to recognise the power of talk as a means of exploring language and ideas, persuading and gaining confidence. An important aim of oral work is that students should learn to be good listeners, able to appreciate the views of others, as well as articulate their own. MATHEMATICS A good working knowledge of mathematical principles and processes is considered to be essential for all school leavers, whether they intend to go directly into the world of work or to continue their education elsewhere. Most employers and Higher Education authorities specify at least a C grade in GCSE Mathematics as a requirement for applicants. Course Content The GCSE course, which is studied by all students in years 11 and 12, comprises five main areas: (1) Number and measure (2) Algebra (3) Shape and space (4) Data handling (5) Mathematical processes Examination The GCSE examination may be attempted at one of two levels: Higher level - students follow the full GCSE syllabus Intermediate Level - students follow a reduced syllabus For each level, there are two written examination papers and a coursework element. Possible Grades Higher Paper 5 (non-calculator) 40% Paper 6 40% A* - C Coursework 20% Intermediate Paper 3 (non-calculator) 40% Paper 4 40% B - E Coursework 20% Choice of Level As pupils approach the end of Key Stage 3 their teachers will review their progress and will recommend the level at which each pupil should prepare for GCSE. Essential for Success The best preparation for studying Mathematics at GCSE level is to have acquired a good basic knowledge of the subject at Key Stage 3. Pupils can also enhance their prospects of success by regular attendance at lessons and by equipping themselves with the necessary materials and mathematical instruments. RELIGIOUS STUDIES Board: AQA Introduction GCSE RE provides candidates the opportunity to gain a GCSE qualification following an indepth study of Christianity alone. It facilitates the study of the beliefs, sources of authority, practices and organisation of the major Christian denominations. Coursework also features as an element. Aims A course based on this specification should encourage candidates to: (a) acquire knowledge and develop understanding of the beliefs, values and traditions of one or more religions. (b) consider the influence of the beliefs, values and traditions associated with one or more religions. (c) consider religions and other responses to moral issues. (d) identify, investigate and respond to fundamental questions of life raised by religion and human experience, including questions about the meaning and purpose of life. (e) develop skills relevant to the study of religion. Course Content Section 1C The Christian Life and The Gospel This section of the syllabus provides an opportunity for the study of aspects of Christian belief and practice with specific reference to the Person and Ministry of Jesus, as presented in Mark's Gospel. Candidates should have knowledge and understanding of the origins of the gospel, of the specified themes, and of the ways in which modern beliefs and practices have been drawn from the Gospel account. The candidates will be expected to have studied all the following themes found in Mark's Gospel, such as Authority, the Person of Jesus, the Kingdom of God, Faith and Prayer, Discipleship, the Sabbath and Baptism. Section 2B Effects of the Roman Catholic Tradition Upon Aspects of Christian Lifestyle and Behaviour. This section of the syllabus will examine the effect of the Roman Catholic tradition upon aspects of Christian lifestyle and behaviour. Candidates will need to be aware of the distinctive effect of the Roman Catholic tradition with particular emphasis on the Sacraments, abortion, euthanasia, war and peace, prejudice and discrimination, crime and punishment. Scheme of Assessment Comprises two written papers Paper 1C The Christian Life and St Mark's Gospel (40%) Paper 2B Effects of the Roman Catholic Tradition upon Aspects of Christian Lifestyle and Behaviour (40%) Coursework Two coursework assignments - one based on the content of each paper taken. (20%) Assessment Objectives Candidates must demonstrate their ability to: A01 recall, select, organise and deploy knowledge of the specification content; A02 describe, analyse and explain the relevance and application of a religion or religions. A03 evaluate different responses to religious and moral issues, using relevant evidence and argument. These assessment objectives are expressed separately but they are not wholly discrete. A01 pervades the other assessment objectives. Quality of Written Communication Candidates will be assessed on the quality of written communication in all assessment objectives. Awarding Grade Candidate's results will be reported on a Grade Scale from A* - U. Suitability for Course Candidates must be: (1) Committed to their studies. (2) Interested and motivated. (3) Produce coursework and assessment when specified. (4) Enthusiastic. (5) Participate in class. (6) Produce two pieces of homework per week. SCIENCE All students must study science in years 11 and 12. Students in Our Lady's must choose either (i) Double Award Science OR (ii) one, two or three separate sciences: Biology; Chemistry; Physics. (i) Double Award Science is the equivalent of two GCSEs; it is a combined science course so candidates are awarded a double grade ie AA or BB which reflects the average score achieved in the 3 sciences. Entry for the examination can be at two levels (Foundation or Higher) and will depend upon student progress over the two year course. CCEA Double Award Science (non-modular): Higher Tier Grades A*A* - DD Foundation Tier Grades CC - GG The following is the course content for Double Award Science: Living Things and the Processes of Life Biology The Living World - Environment and Genetics Using Materials and Understanding Reactions Chemistry Patterns, Problems and Processes Forces and Energy Light, Sound and Waves Electricity and Magnetism Physics Earth in Space Students take three written papers at the end of their two year course. In addition, they must submit coursework in Biology, Chemistry and Physics which contributes to 25% of their final mark. Double Award Science allows students to have a wide experience of science at GCSE level, whilst affording them the opportunity to take any or all of the sciences at A Level. Essential for Success A keen interest in science, good ability across all aspects of Junior Science, good mathematical ability and genuine hard work. Although new topics are introduced in years 11 and 12, many topics which have already been taught in Key Stage 3 are further developed. (ii) Individual Science Subject(s). Students may choose one, two or three sciences: Biology Living Organisms and Life Processes Environment Variation Microbiology Chemistry Atomic Structure and the Periodic Table of Elements Properties of Inorganic Compounds Rate of Reaction and Quantitative Chemistry Organic Chemistry Physics Waves - Sound and Light Electricity, Magnetism and Electromagnetism Forces, Energy and Radioactivity Earth in Space Entry for these examinations can be at two levels (Higher or Foundation) and will depend upon student progress over the two year course. CCEA Individual Science Subject (non-modular) Higher Tier Grades A* - D Foundation Grades C - G Essential for Success A keen interest in science, good ability across those elements of Junior Science relevant to the subject(s) chosen, good mathematical ability and genuine hard work. Although new topics are introduced in years 11 and 12, many topics which have already been taught in Key Stage 3 are further developed. MODERN LANGUAGES Course Content The skills which are examined are: Understanding and Responding in Listening. Understanding and Responding in Reading. Communicating in Speaking. Communicating in Writing. These four skill areas each receive 25% of the mark. The topics which are studied are as follows: Home and school life. Food and drink. Shopping, eating out. Self, family and friends, health. Holidays and leisure, celebrations and special occasions. House and home, town and countryside. Getting around, weather. Services to the public, occupations and places of work. Future plans and careers, travel and tourism. Life in countries where French is spoken Caring for the environment. Students will be examined in the above topics in depth and will be expected to show ability in: Listening: understanding announcements, requests and conversations. Reading: understanding public notices, notes, signs and menus, timetables and brochures. Speaking: responding to unprepared questions fluently, accurately and with good pronunciation and making short presentations on topics of study. Writing: composing accounts of trips, writing letters etc. The classes will be conducted as far as possible in the target language i.e. in French, Irish, Spanish. The GCSE course builds on the language and skills acquired in your first three years so it is very important that you ask your third year teacher if you have a realistic chance of passing GCSE in the language you are considering. Pupils in Irish will be encouraged to attend an Irish course in the Gaeltacht at the end of year 11. Essential for Success To make a success of your Key Stage 4 studies in Modern Languages you must be prepared to work consistently from the start of year 11. You should be prepared to do a little extra work apart from your homework e.g. find some extra time to revise your language notebook. Your attendance at classes must be good and homework must be done promptly. If you follow this advice from the outset the study of a Modern Language at Key Stage 4 will be an enjoyable experience. BUSINESS STUDIES Course Content GCSE Business Studies provides a straightforward and realistic introduction to the world of business. It involves studying the features common to businesses all over the world and in particular to Northern Ireland and the United Kingdom. The two year course is divided into the following main areas: Business Organisation, aims and types of business Marketing, market research, advertising Human resources, job adverts, recruitment Finance, cash flow, balance sheets Production, methods of production, technology External influences, government, laws, EU Examinations There are two levels: either: Higher Tier Grade A* - D or: Foundation Tier Grade C - G Entry will depend on student progress over the two years. At each of these levels there are two examination papers: Paper 1 Case Study 30% Paper 2 50 % In addition ONE piece of coursework must be completed, worth 20%. This is usually based on a local study involving some individual research and investigation. This is carried out over several weeks, both in class and at home. It includes I.T., -spreadsheets and databases which are completed in school. What is expected of the student The student must be: Hard working and ensure that all work is completed with effort and on time. Interested in keeping up-to-date with local and national business matters by reading the newspapers and watching the news. Willing to complete their own research and work on their own initiative. Competent in English and Mathematics. Keeping up-to-date with current and national economic and business issues is very important so students are encouraged to have an interest in watching the news and reading newspapers. GCSE Business Studies is a useful spring-board to careers in all walks of life. GEOGRAPHY Geography is an optional subject at GCSE chosen from the area of study ENVIRONMENT AND SOCIETY. It has a distinctive contribution to make to the development of an understanding of the world and its peoples. It encourages an appreciation of the relationships between the physical and human processes operating in different environments. It provides opportunities for students to develop an understanding of and respect for the cultures and ways of life of other peoples. Syllabus Content All pupils follow the Northern Ireland GCSE Geography specification. Theme A Atmosphere and Human Impact Theme B Physical Processes and Challenges (Earthquakes, rivers, limestone) Theme C Ecosystems and Sustainability Theme D Population and Resources Theme E Economic Change and Development Theme F Settlements and Change Examination Two tiers of entry make up the examination: Foundation Tier Grades C - G Higher Tier Grades A* - D Each tier will consist of two papers. Each paper will be 1( hours in duration. The themes addressed in Paper 1 will be: A, B and C 40% The themes addressed in Paper 2 will be: D, E and F 40% Coursework The coursework is teacher directed and takes the form of an investigative study. The investigation is undertaken as a group exercise but each individual candidate produces a separate report. It should be possible to complete the report in less than 2500 words. Coursework is worth 20% of the overall mark. Essential for Success A student who wishes to be successful in Geography needs to be: - committed, - interested in the physical and human environment, - prepared to watch useful programmes/news on television and to read relevant sections in newspapers, - prepared to ask questions and to engage in class discussion, - able to work independently. HISTORY GCSE HISTORY We offer the Northern Ireland Examination Board Syllabus. The examination will consist of two written papers and coursework as set out below: Paper 1 Study in Depth: 2 hours 50% This paper is in two sections. Section A (25%) Germany c1918-c1941 In section A candidates are required to answer two out of three questions, each related to one of the three key issues identified within the chosen unit of study. Section B (25%) Changing Relationships: Britain, Northern Ireland and Ireland, 1965 – 1985. In section B candidates are required to answer two out of three questions, each related to one of the three key issues identified within the chosen unit of study. Paper 2 Outline Study: 1 hour 15 minutes 30% This paper assesses candidates’ outline knowledge of significant events, developments and personalities associated with the Cold War and its resolution c1945-c1991. The paper is set out in two sections. Section A (15%) Four sources relating to the Cold War are provided. One four-part question with an incline of difficulty. Section B (15%) Extended writing. Candidate will be required to answer one question out of three. The important points to be included in the answer will be listed in the question. Coursework (20%) One assignment of approximately 2000 words. Our chosen assignment is “The Kennedy Assassination”. There are two tiers of entry for the examination, giving access to different grades: Higher Tier: Grade A* - D(E) Foundation Tier: Grade C – G Entry to the level will be determined by progress made over the two-year course. Why study History at GCSE? The GCSE course provides a framework against which we can examine and learn about current issues, both in Europe and here at home. Using 20th century events, issues and personalities, students are taught: to examine evidence with an open and critical mind, to make objective judgements, To recognise that events can be perceived in many different ways. Each student will develop the ability to: Think logically and clearly Write logically and precisely Question evidence Make a balanced judgement. These skills are essential no matter what career a student follows ~ they are the skills most employers want whatever the job they offer. In fact the skills developed through the study of History generally prepare the student for the adult world. I will learn how to present information clearly and concisely and in an organised way. I will learn how to undertake a project (coursework) and see it through to its presentation. I will learn how to read documents, understand them and take out the most relevant bits for a purpose. I can use and build up my ICT skills eg as part of my I will learn about forms of government and institutions, about what coursework I can surf the Internet for relevant information and I can What skills and knowledge will GCSE History give me? causes wars and the mistakes made in the past. I should then present my assignment using ICT understand current affairs better and be able to discuss issues in an informed and confident manner. I will learn to see why problems happen - the consequences of them and how they are solved. I will learn how to work with all sorts of information including graphs and statistics and interpret them. I will learn how to explain things, develop points and communicate clearly and effectively in writing. HOME ECONOMICS Course Content Home Economics is the study of the inter-relationships between diet, health, family, resources and home in both practical and theoretical contexts. This course is an extension of the knowledge and skills which have been developed at Key Stage 3. Examination Entry can be at either two levels. Entry will depend on student progress over the two year course. Higher Tier Grades A* - D Foundation Tier Grades C - G At each of these two levels there is one examination paper: Paper 50% Coursework 50% Coursework commences for year 12 in the Autumn term (duration 6 - 8 weeks). As part of the coursework all pupils will be expected to prepare a meal taking into account the context set by the task. Part of the coursework assignment will involve a rationale for the choice of menu and an evaluation of the practical process. Essential for Success The examination requires students to demonstrate their ability to examine issues, predict and hypothesise, interpret and evaluate evidence. The course involves selecting relevant information, analysing viewpoints, decision making and evaluating outcomes. Skills The course should provide opportunities for candidates to develop skills associated with: communication, creativity, decision making, investigation, management, measurement, personal and social interaction, problem-solving, psycho-motor activity, as well as reasoning and critical thinking. ADDITIONAL MATHEMATICS A pass grade in GCSE Additional Mathematics is normally a requirement for those who wish to study Mathematics at A Level. A student with a very strong (A/A*) grade in GCSE Mathematics may be eligible to study AS Mathematics. Course Content The course covers three main branches of Mathematics:- (1) Pure mathematics (2) Mechanics (3) Statistics Examination This subject is examined by two written papers only (i.e. there is no coursework component). Paper 1 Pure Mathematics 50% Paper 2 Mechanics & Statistics 50% Each 2( hour paper consists of 8 short compulsory questions in Section A, followed by a choice of 4 longer questions in Section B. Essential for Success While most students find their Additional Mathematics course to be both interesting and enjoyable, there is no doubt that it is one of the most challenging subjects which is offered at GCSE level. For this reason, we strongly recommend that students take heed of their Mathematics teacher's advice regarding their suitability for the course. As a general rule-of-thumb, achievement of level 7 in Key Stage 3 Mathematics should be considered a minimum standard of attainment for those wishing to opt for Additional Mathematics. ART & DESIGN As we move rapidly into the age of information technology the value of visual literacy has never been more significant. Computer technology will, in the years to come change the face of Art & Design education with the introduction into the syllabus of interactive multimedia design. Art & Design seeks to promote a broad range of interdependent and inter-related activities which enables the student to make sense of the physical world around them in a creative and imaginative way. The syllabus followed has been designed to meet the requirements of the Northern Ireland GCSE Regulations and subject criteria for Art & Design. The course consists of 3 units of coursework: one fine art unit, one design unit, and one externally set assignment (fine art or design), to be completed over a 2 year period. Course Content (areas of study which pupils can choose to follow) Fine Art Design Sculpture / Painting Fashion design Ceramics Product design Print making Graphic design Photography Textile design Multimedia and digital art Examination Coursework units 60% Externally set Assignment 40% Essential for Success Students who have gained a Grade A or B at Key Stage 3. They should have a creative, imaginative and enquiring mind, an ability to research and analyse and an interest in computers. Practical skills will be developed over the duration of the course. Past Pupils in recent years have gone on to study:- Architecture, Business and Fine Art with Design, Communication, Advertising and Marketing, Community Youth Work, Computer Science, Computing and Design, Costume Design, Design and Communication, Design for Textiles (Fashion, Interior, Art), Design for Visual Communication, Design Multimedia, Education Studies and Fine Art with Design, Fashion and Textile Design, Fashion Design & Marketing, Fine and Applied Arts, Fine Art, Fine Art & Design, Fine Art with Design and Psychology, Information and Communication Technologies, Interactive Multimedia, Interior Design, Marketing, Media & Communications, Nursing, Occupational Therapy Primary (5-11 years with arts subject options), Product Design and Digital Modeling, Public Relations and Media, Textiles and Fashion Design Management, Textiles and Fashion Design Management, Town Planning Occupations relating to Art & Design MUSIC The course focuses on and examines three areas of study: 1. Music for Celebration 2. Musical Arrangements 3. Musical Traditions in Ireland. A. Composing and appraising 40% The candidate submits a 5 minute folio of 2 original compositions, on tape or manuscript, with commentaries. B. Performing and appraising 35% The candidate performs a 5 minute solo recital plus a 5 minute ensemble performance with other students. The candidate must be able to discuss the music and its performance. C. Listening and appraising 25% Assessment is by a written paper through aural perception with accompanying CD. The paper is based on music related to the three areas of study. It is desirable that all GCSE music students would have achieved success in both Grade 5 Music Theory and Practical by the end of their S2 year. Essential for Success The successful GCSE music student possesses an enthusiasm for and dedication to the subject. She is interested in discovering and listening to a wide variety of musical styles. She likes to be creative and enjoys practising and developing her instrumental skills to a high level. She has a sound theoretical background and is involved in extra-curricular musical activities i.e. choir and/or orchestra. TECHNOLOGY AND DESIGN The course followed in the school is CCEA Technology and Design. One of the main aims of the course is to prepare young people to be effective members and decision makers in a modern technological society. This is achieved through developing students skills and knowledge and understanding in a wide range of areas such as Designing, Communicating, Manufacturing and Energy and Control.. Work is carried out through a practical medium, covering topics such as Designing including Computer Aided Design, Electronic Circuit Design using Computer Modelling techniques, and Electronic and Computer Control. This school specialises in the areas of Electronics and Computer Control. The structure of the assessment reflects the highly practical nature of the course. Student's coursework accounts for 60% of the overall award. This allows students to have achieved a grade C at GCSE before attempting the end of course written paper. Assessment Coursework Students complete three pieces of coursework during both year 11 and year 12. These are: Focused Task 1: Present a computer generated drawing. 5% Focused Task 2: Carry out an evaluation of a technological product. 5% Main Coursework Task: Students design and manufacture a high quality technological product. 50% Total 60% Written Examination One examination paper (2 hours 30 mins) consisting of: Section 1 - Common Core content: short structured questions based on the main common core content of the course. Section 2 - Specialist Options. Students answer two questions on Electronics and Computer Control 40% The course will particularly suit students who have a keen interest in practical work and who can work both independently and as part of a group. Students interested in designing, manufacturing and computer and electronic applications or a future career in these areas will find the course particularly useful. This GCSE offers a solid foundation for AS and A2 Level Technology and Design offered in the school. PHYSICAL EDUCATION We offer the Northern Ireland Examination Board Syllabus. Course content The two-year course provides students with the opportunity to become informed and competent participants in physical activity through the knowledge and understanding of the principles pertaining to effective performance and the intrinsic value of physical activity within society. It is divided into three components, all of which are compulsory. Component 1 Terminal Examination – 30% weighting of the total marks Assesses the candidates knowledge, understanding of the factors affecting the participation and performance in Physical activity; the relationship between health, fitness and practical activity; and risk assessment in physical activity. 1 written paper of 1 hour and 30 minutes Question paper externally set and marked by CCEA. Component 2 Individual Performance in the Physical Activities – 50% weighting of total marks It examines the ability of candidates to perform effectively under applied conditions in their selected areas. The categories are: Athletic Activities Dance Activities Games Activities Gymnastic Activities Outdoor Adventure Activities Water Activities Assessed internally and moderated externally by CCEA Component 3 Analysis and Improvement of Performance in the Physical Activities – 20% weighting of total marks Examines the ability of candidates to analyse performance to determine its strengths and weaknesses, and to improve its quality and effectiveness Assessed internally and moderated externally by CCEA Grades : A* - G A student wishing to study GCSE PE must play at least two sports – one of which must be in school. She needs to be: - committed interested able to work independently involved in sporting activities outside school have represented her school or club in a sporting activity Prior to selection pupils will do a fitness task, results of which will indicate a suitability for GCSE PE. Minimum average score compulsory.||../downloads/GCSE_Choices_Booklet.doc",
    "Our Lady's Policy-Internet & E-Mail Policy.doc|Our Lady’s Grammar School Policy for the Acceptable Use of the Internet and Electronic Mail What is the Internet? The Internet is an electronic information highway connecting many thousands of computers all over the world and millions of individual subscribers. This global network of networks is not governed by any entity. This means that there are no limits or checks on the kind of information that is maintained by, and accessible to, Internet users. The educational value of appropriate use of information and resources located on the Internet is substantial. Rationale for Pupil Use of the Internet Our Lady’s Grammar School encourages the students to use the rich information sources available on the Internet, and the development of appropriate skills to analyse and evaluate such resources. On-line resources: offer a broader range of up-to-date resources to pupils; provide an independent research facility; facilitate a variety of learning styles and abilities; encourage students to take responsibility for their own learning. Internet and e-mail literacy are fundamental requirements for all pupils as preparation for the Information Age - an era where ICT is a dominant factor in work and home life. Networked Access to Internet In recognition of these benefits, Our Lady’s Grammar School has invested in providing networked Internet Access to pupils free of charge at more than 200 computer stations on a school network, and is determined to provide training for staff and pupils to make best use of these facilities. Pupils will be provided with appropriate training and guidance on how to use the Internet and e-mail during Key Stage 3 ICT classes. Appropriate cross-curricular use of the Internet is encouraged and staff at Our Lady’s Grammar School will continue to undergo training in the use of the Internet within the curriculum. How will Pupils Gain Access the Internet at Our Lady’s Grammar School? In ICT lessons Through subject use across the curriculum In after-school ICT activities During normal school hours and lunch-times for specified research purposes with the permission of a teacher Are there any dangers in using the Internet? Since the Internet is composed of information from a vast array of sources world-wide, it includes some material that is not of educational value in the context of the school. This material includes information that may be inaccurate, abusive, profane, sexually oriented, racist or illegal. In order to guard young people from any inherent dangers, it is the duty of staff within Our Lady’s Grammar School and the parent or guardian of each pupil to educate about responsibility when using the Internet. CyberBullying The use of the internet to anonymously harass and intimidate young people away from the watchful eyes of adults is becoming a major concern. It is recommended that parents and teachers become aware of what children are doing online and inform them about the places they go online and the activities that they are involved in. Parents and teachers must encourage children to develop their own moral code so they will choose to behave ethically online: Talk them about responsible Internet use. Teach them to never post or say anything on the Internet that they wouldn't want the whole world - including you - to read. Take action if a child is being bullied online. Our Lady’s Grammar School will endeavour to: Integrate curriculum-based anti-bullying programs into classrooms. Educate teachers, students and parents about the seriousness of cyber bullying. The following policy sets out procedures for acceptable use of the Internet and electronic mail in Our Lady’s Grammar School. OUR LADY’S GRAMMAR SCHOOL POLICY FOR THE ACCEPTABLE USE OF THE INTERNET AND ELECTRONIC MAIL a) Pupils are responsible for good behaviour on the Internet just as they are in the classroom or on a school corridor. General school rules apply. In addition, a number of rules relating to use of the Internet also apply. b) Our Lady’s Grammar School has implemented a filtered Internet service via ClassRoom2000 (C2K) and a filtered e-mail service through Microsoft Outlook. Pupils are not permitted to use any other e-mail service in school without permission from the ICT department. c) The content of all incoming & outgoing e-mails is monitored by C2K software and if a message is judged to include inappropriate content, it is put into ‘quarantine’ by C2K and can only be ‘unblocked’ by the Principal who checks blocked e-mails every morning. d) Staff and students at Our Lady’s Grammar School should know and understand that no Internet user is permitted to: retrieve, send, copy or display offensive messages or pictures; use obscene or racist language; harass, insult or attack others; damage computers, computer systems or computer networks; violate copyright laws; use another user's password; trespass in another user's folders, work or files; intentionally waste resources (such as on-line time and consumables); use the network for unapproved commercial purposes. e) Access to the Internet requires parental permission and a signed declaration by pupils agreeing to the school rules for use of the Internet and electronic mail. f) Our Lady’s Grammar School will ensure that all pupils understand how they are to use the Internet appropriately and why the rules exist. Pupils will be directed to the pupil version of this policy on first using the Internet. g) The Internet is provided for pupils to conduct research and communicate with others. While the use of information and communication technologies is a required aspect of the statutory Northern Ireland Curriculum, access to the Internet remains a privilege and not a right. It is given to pupils who act in a considerate and responsible manner, and will be withdrawn if they fail to maintain acceptable standards of use. h) During school hours, teachers will guide pupils towards appropriate materials. Outside school hours, families bear responsibility for such guidance, as they must also exercise with information sources such as television, telephones, movies, radio, and other potentially offensive media. i) When using the Internet at Our Lady’s Grammar School, all users must comply with all copyright, libel, fraud, discrimination and obscenity laws. Examples of Acceptable and Unacceptable Use On-line activities which are encouraged include, for example: the use of email and computer conferencing for communication between colleagues, between pupil(s) and teacher(s), between pupil(s) and pupil(s), between schools and industry; the use of e-mail to enable students to send school-related work home, or vice-versa; use of the Internet to investigate and research school subjects, cross-curricular themes and topics related to social and personal development; use of the Internet to investigate careers and Further and Higher education; the development of pupils' competence in ICT skills and their general research skills. On-line activities which are not permitted include, for example: searching, viewing and/or retrieving materials that are not related to the aims of the curriculum or future careers: copying, saving and/or redistributing copyright protected material, without approval; subscribing to any services or ordering any goods or services, unless specifically approved by the school; playing computer games or using other interactive 'chat' sites, unless specifically assigned by the teacher; using the network in such a way that use by others is disrupted (for example: downloading large files during peak usage times; sending mass email messages); publishing, sharing or distributing any personal information about a user (such as: home address; email address; phone number, etc.); using e-mail to send messages which are not school-related; any activity that violates a school rule. Sanctions Violation of the above rules will result in a temporary or permanent ban on Internet and e-mail facilities; Parents/guardians will be informed; b) Additional disciplinary action may be added in line with existing school rules on inappropriate language or behaviour; Where applicable, police or local authorities may be involved. Location and Supervision a) Internet access for pupils at Our Lady’s Grammar School is located in the highly used ICT classrooms, the library and in other classrooms around the school - such machines are in full view of people circulating in the area. b) While using the Internet and e-mail at school, pupils should, where possible, be supervised directly by a member of staff or indirectly by a technician or librarian. Independent electronic research requires specific teacher permission and research must be conducted in designated curricular areas only. In all cases, pupils should be reminded of their responsibility to use these resources in line with the school policy on acceptable use. c) Users will be made aware that the ICT department has the ability to review files and communications to ensure that users are using the system responsibly. All uses of the Internet are logged and all sites visited by individual users are recorded. While normal privacy is respected and protected by password controls, as with the Internet itself, users must not expect files stored on school servers to be absolutely private. Staff Use of the Internet and Electronic Mail a. Internet and e-mail training for staff will also focus on how electronic information-handling skills are now considered fundamental to the preparation of citizens and future employees in the Information Age. Staff will be encouraged to investigate the possibilities provided by access to this electronic information and communication resource, and blend its use, as appropriate, within the curriculum. Staff will be encouraged to identify appropriate and effective use of such skills, and provide guidance and instruction to pupils in the acceptable use of the Internet. c. All school staff (both teachers and support staff) are expected to communicate in a professional manner consistent with the rules of behaviour governing employees in the education sector. Information for Parents Parents are informed in writing of the school policy on acceptable use of the Internet, and asked to give permission for their child/ren to use the Internet. Students are also required to sign an undertaking agreeing to their proper use of the Internet and e-mail. Details of the letter sent to parents and additional guidance information is included in the appendix to this policy. In addition to the above, parents are given the following guidance by Our Lady’s Grammar School: A home computer with Internet access should be situated in a location where parents can monitor access to the Internet 2. Parents should agree, with their children, suitable days/times for accessing the Internet. Internet usage can add significantly to your phone bill. Off-peak calls (after 6pm daily and at weekends) are cheaper, but the cost of Internet access still needs to be carefully considered. 3. Parents should discuss with their children the school rules for using the Internet and implement these at home. Parents and children should decide together when, how long, and what comprises appropriate use. 4. Parents should get to know the sites their children visit, and talk to them about what they are learning. Parents should consider using appropriate Internet filtering software for blocking access to unsavoury materials. Further information is available from Parents' Information Network (address below). It is not recommended that any child under 16 should be given unmonitored access to newsgroups or chat facilities. Parents should ensure that they give their agreement before their children give out personal identifying information in any electronic communication on the Internet, such as a picture, an address, a phone number, the school name, or financial information such as credit card or bank details. In this way they can protect their children (and themselves) from unwanted or unacceptable overtures from strangers, from unplanned expenditure and from fraud. Parents should encourage their children not to respond to any unwelcome, unpleasant or abusive messages, and to tell them if they receive any such messages or images. Further free advice for parents is available from the following sources: NCH Action for Children: Central Office, NCH Action for Children, 85 Highbury Park, LondonN5 1UD (http:\/\/www.nchafc.org.uk/intemeVindex.html) Tel: 0171 2262033 For information on the C2K email filtering policy (www.c2kni.org.uk/onlinesafety) For information on Cyberbullying (http:\/\/www.bullying.co.uk/children/internet_safety.htm) This policy acknowledges and complies with DENI circular 1999/25 on the subject of Acceptable Use of the Internet for Schools and the Acceptable Use Policy developed by National Association of Co-ordinators and Teachers of IT. Dear Parent, Policy on Acceptable Use of the Internet Internet Permission Form As part of the Our Lady’s Grammar School's ICT strategy, we offer pupils supervised access to a filtered Internet service via ClassRoom2000 (C2K) and a filtered e-mail service through Microsoft Outlook. Before being allowed to use the Internet, all pupils must obtain parental permission and both they and you must sign and return the enclosed form as evidence of your approval and their acceptance of the school rules on this matter. Access to the Internet will enable pupils to explore thousands of libraries, databases and bulletin boards while exchanging messages with other Internet users throughout the world. Families should be warned, however, that some material accessible via the Internet may contain items that are illegal, defamatory, inaccurate or potentially offensive to some people. Whilst our aim for Internet use is to further educational goals and objectives, pupils may find ways to access other materials as well. We believe that the benefits to pupils from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages. We have put in place a filtered Internet service to minimise the dangers of pupils gaining access to unsuitable materials. In addition, a clear set of rules and procedures for pupil use of the Internet has been implemented. But ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the school supports and respects each family's right to decide whether or not to apply for access. During school, teachers will guide pupils will toward appropriate materials. Clear rules and procedures are in place for proper use of the Internet. Outside school, families bear the same responsibility for such guidance as they exercise with information sources such as television, telephones, movies, radio and other potentially offensive media. Appropriate home use of the Internet by children can be educationally beneficial, and can make a useful contribution to home and schoolwork. It should, however, be supervised, and parents should be aware that they are responsible for their children's use of Internet resources at home. In addition to the enclosed guidance documents free advice for parents is available from the following sources: NCH Action for Children: Central Office, NCH Action for Children, 85 Highbury Park, London N5 lUD (http:\/\/www.nchafc.org.uk/intemetlindex.html) Tel: 01712262033 We would be grateful if you could read the enclosed guidance documents and then complete the permission form on the School Internet Policy brochure. Yours faithfully Policy on Acceptable Use of the Internet Please complete and return this form to the Principal: Name of Pupil: Form Class Pupil As a school user of the Internet, I agree to comply with the school rules on its use. I will use the network in a responsible way and observe all the restrictions explained to me by the school. Pupil Signature Parent As the parent or legal guardian of the pupil signing above, I grant permission for my daughter to use electronic mail and the Internet. I understand that pupils will be held accountable for their own actions. I also understand that some materials on the Internet may be objectionable and I accept responsibility for setting standards for my daughter to follow when selecting, sharing and exploring computer information and media. Parent Signature Date:||../downloads/Internet_E-Mail_Policy.doc",
    "Down High School |Our Lady’s Grammar School Policy for the Acceptable Use of the Internet and Electronic Mail What is the Internet? The Internet is an electronic information highway connecting many thousands of computers all over the world and millions of individual subscribers. This global network of networks is not governed by any entity. This means that there are no limits or checks on the kind of information that is maintained by, and accessible to, Internet users. The educational value of appropriate use of information and resources located on the Internet is substantial. Rationale for Pupil Use of the Internet Our Lady’s Grammar School encourages the students to use the rich information sources available on the Internet, and the development of appropriate skills to analyse and evaluate such resources. On-line resources: offer a broader range of up-to-date resources to pupils; provide an independent research facility; facilitate a variety of learning styles and abilities; encourage students to take responsibility for their own learning. Internet and e-mail literacy are fundamental requirements for all pupils as preparation for the Information Age - an era where ICT is a dominant factor in work and home life. Networked Access to Internet In recognition of these benefits, Our Lady’s Grammar School has invested in providing networked Internet Access to pupils free of charge at more than 200 computer stations on a school network, and is determined to provide training for staff and pupils to make best use of these facilities. Pupils will be provided with appropriate training and guidance on how to use the Internet and e-mail during Key Stage 3 ICT classes. Appropriate cross-curricular use of the Internet is encouraged and staff at Our Lady’s Grammar School will continue to undergo training in the use of the Internet within the curriculum. How will Pupils Gain Access the Internet at Our Lady’s Grammar School? In ICT lessons Through subject use across the curriculum In after-school ICT activities During normal school hours and lunch-times for specified research purposes with the permission of a teacher Are there any dangers in using the Internet? Since the Internet is composed of information from a vast array of sources world-wide, it includes some material that is not of educational value in the context of the school. This material includes information that may be inaccurate, abusive, profane, sexually oriented, racist or illegal. In order to guard young people from any inherent dangers, it is the duty of staff within Our Lady’s Grammar School and the parent or guardian of each pupil to educate about responsibility when using the Internet. CyberBullying The use of the internet to anonymously harass and intimidate young people away from the watchful eyes of adults is becoming a major concern. It is recommended that parents and teachers become aware of what children are doing online and inform them about the places they go online and the activities that they are involved in. Parents and teachers must encourage children to develop their own moral code so they will choose to behave ethically online: Talk them about responsible Internet use. Teach them to never post or say anything on the Internet that they wouldn't want the whole world - including you - to read. Take action if a child is being bullied online. Our Lady’s Grammar School will endeavour to: Integrate curriculum-based anti-bullying programs into classrooms. Educate teachers, students and parents about the seriousness of cyber bullying. The following policy sets out procedures for acceptable use of the Internet and electronic mail in Our Lady’s Grammar School. OUR LADY’S GRAMMAR SCHOOL POLICY FOR THE ACCEPTABLE USE OF THE INTERNET AND ELECTRONIC MAIL a) Pupils are responsible for good behaviour on the Internet just as they are in the classroom or on a school corridor. General school rules apply. In addition, a number of rules relating to use of the Internet also apply. b) Our Lady’s Grammar School has implemented a filtered Internet service via ClassRoom2000 (C2K) and a filtered e-mail service through Microsoft Outlook. Pupils are not permitted to use any other e-mail service in school without permission from the ICT department. c) The content of all incoming & outgoing e-mails is monitored by C2K software and if a message is judged to include inappropriate content, it is put into ‘quarantine’ by C2K and can only be ‘unblocked’ by the Principal who checks blocked e-mails every morning. d) Staff and students at Our Lady’s Grammar School should know and understand that no Internet user is permitted to: retrieve, send, copy or display offensive messages or pictures; use obscene or racist language; harass, insult or attack others; damage computers, computer systems or computer networks; violate copyright laws; use another user's password; trespass in another user's folders, work or files; intentionally waste resources (such as on-line time and consumables); use the network for unapproved commercial purposes. e) Access to the Internet requires parental permission and a signed declaration by pupils agreeing to the school rules for use of the Internet and electronic mail. f) Our Lady’s Grammar School will ensure that all pupils understand how they are to use the Internet appropriately and why the rules exist. Pupils will be directed to the pupil version of this policy on first using the Internet. g) The Internet is provided for pupils to conduct research and communicate with others. While the use of information and communication technologies is a required aspect of the statutory Northern Ireland Curriculum, access to the Internet remains a privilege and not a right. It is given to pupils who act in a considerate and responsible manner, and will be withdrawn if they fail to maintain acceptable standards of use. h) During school hours, teachers will guide pupils towards appropriate materials. Outside school hours, families bear responsibility for such guidance, as they must also exercise with information sources such as television, telephones, movies, radio, and other potentially offensive media. i) When using the Internet at Our Lady’s Grammar School, all users must comply with all copyright, libel, fraud, discrimination and obscenity laws. Examples of Acceptable and Unacceptable Use On-line activities which are encouraged include, for example: the use of email and computer conferencing for communication between colleagues, between pupil(s) and teacher(s), between pupil(s) and pupil(s), between schools and industry; the use of e-mail to enable students to send school-related work home, or vice-versa; use of the Internet to investigate and research school subjects, cross-curricular themes and topics related to social and personal development; use of the Internet to investigate careers and Further and Higher education; the development of pupils' competence in ICT skills and their general research skills. On-line activities which are not permitted include, for example: searching, viewing and/or retrieving materials that are not related to the aims of the curriculum or future careers: copying, saving and/or redistributing copyright protected material, without approval; subscribing to any services or ordering any goods or services, unless specifically approved by the school; playing computer games or using other interactive 'chat' sites, unless specifically assigned by the teacher; using the network in such a way that use by others is disrupted (for example: downloading large files during peak usage times; sending mass email messages); publishing, sharing or distributing any personal information about a user (such as: home address; email address; phone number, etc.); using e-mail to send messages which are not school-related; any activity that violates a school rule. Sanctions Violation of the above rules will result in a temporary or permanent ban on Internet and e-mail facilities; Parents/guardians will be informed; b) Additional disciplinary action may be added in line with existing school rules on inappropriate language or behaviour; Where applicable, police or local authorities may be involved. Location and Supervision a) Internet access for pupils at Our Lady’s Grammar School is located in the highly used ICT classrooms, the library and in other classrooms around the school - such machines are in full view of people circulating in the area. b) While using the Internet and e-mail at school, pupils should, where possible, be supervised directly by a member of staff or indirectly by a technician or librarian. Independent electronic research requires specific teacher permission and research must be conducted in designated curricular areas only. In all cases, pupils should be reminded of their responsibility to use these resources in line with the school policy on acceptable use. c) Users will be made aware that the ICT department has the ability to review files and communications to ensure that users are using the system responsibly. All uses of the Internet are logged and all sites visited by individual users are recorded. While normal privacy is respected and protected by password controls, as with the Internet itself, users must not expect files stored on school servers to be absolutely private. Staff Use of the Internet and Electronic Mail a. Internet and e-mail training for staff will also focus on how electronic information-handling skills are now considered fundamental to the preparation of citizens and future employees in the Information Age. Staff will be encouraged to investigate the possibilities provided by access to this electronic information and communication resource, and blend its use, as appropriate, within the curriculum. Staff will be encouraged to identify appropriate and effective use of such skills, and provide guidance and instruction to pupils in the acceptable use of the Internet. c. All school staff (both teachers and support staff) are expected to communicate in a professional manner consistent with the rules of behaviour governing employees in the education sector. Information for Parents Parents are informed in writing of the school policy on acceptable use of the Internet, and asked to give permission for their child/ren to use the Internet. Students are also required to sign an undertaking agreeing to their proper use of the Internet and e-mail. Details of the letter sent to parents and additional guidance information is included in the appendix to this policy. In addition to the above, parents are given the following guidance by Our Lady’s Grammar School: A home computer with Internet access should be situated in a location where parents can monitor access to the Internet 2. Parents should agree, with their children, suitable days/times for accessing the Internet. Internet usage can add significantly to your phone bill. Off-peak calls (after 6pm daily and at weekends) are cheaper, but the cost of Internet access still needs to be carefully considered. 3. Parents should discuss with their children the school rules for using the Internet and implement these at home. Parents and children should decide together when, how long, and what comprises appropriate use. 4. Parents should get to know the sites their children visit, and talk to them about what they are learning. Parents should consider using appropriate Internet filtering software for blocking access to unsavoury materials. Further information is available from Parents' Information Network (address below). It is not recommended that any child under 16 should be given unmonitored access to newsgroups or chat facilities. Parents should ensure that they give their agreement before their children give out personal identifying information in any electronic communication on the Internet, such as a picture, an address, a phone number, the school name, or financial information such as credit card or bank details. In this way they can protect their children (and themselves) from unwanted or unacceptable overtures from strangers, from unplanned expenditure and from fraud. Parents should encourage their children not to respond to any unwelcome, unpleasant or abusive messages, and to tell them if they receive any such messages or images. Further free advice for parents is available from the following sources: NCH Action for Children: Central Office, NCH Action for Children, 85 Highbury Park, LondonN5 1UD (http:\/\/www.nchafc.org.uk/intemeVindex.html) Tel: 0171 2262033 For information on the C2K email filtering policy (www.c2kni.org.uk/onlinesafety) For information on Cyberbullying (http:\/\/www.bullying.co.uk/children/internet_safety.htm) This policy acknowledges and complies with DENI circular 1999/25 on the subject of Acceptable Use of the Internet for Schools and the Acceptable Use Policy developed by National Association of Co-ordinators and Teachers of IT. Dear Parent, Policy on Acceptable Use of the Internet Internet Permission Form As part of the Our Lady’s Grammar School's ICT strategy, we offer pupils supervised access to a filtered Internet service via ClassRoom2000 (C2K) and a filtered e-mail service through Microsoft Outlook. Before being allowed to use the Internet, all pupils must obtain parental permission and both they and you must sign and return the enclosed form as evidence of your approval and their acceptance of the school rules on this matter. Access to the Internet will enable pupils to explore thousands of libraries, databases and bulletin boards while exchanging messages with other Internet users throughout the world. Families should be warned, however, that some material accessible via the Internet may contain items that are illegal, defamatory, inaccurate or potentially offensive to some people. Whilst our aim for Internet use is to further educational goals and objectives, pupils may find ways to access other materials as well. We believe that the benefits to pupils from access to the Internet, in the form of information resources and opportunities for collaboration, exceed any disadvantages. We have put in place a filtered Internet service to minimise the dangers of pupils gaining access to unsuitable materials. In addition, a clear set of rules and procedures for pupil use of the Internet has been implemented. But ultimately, parents and guardians of minors are responsible for setting and conveying the standards that their children should follow when using media and information sources. To that end, the school supports and respects each family's right to decide whether or not to apply for access. During school, teachers will guide pupils will toward appropriate materials. Clear rules and procedures are in place for proper use of the Internet. Outside school, families bear the same responsibility for such guidance as they exercise with information sources such as television, telephones, movies, radio and other potentially offensive media. Appropriate home use of the Internet by children can be educationally beneficial, and can make a useful contribution to home and schoolwork. It should, however, be supervised, and parents should be aware that they are responsible for their children's use of Internet resources at home. In addition to the enclosed guidance documents free advice for parents is available from the following sources: NCH Action for Children: Central Office, NCH Action for Children, 85 Highbury Park, London N5 lUD (http:\/\/www.nchafc.org.uk/intemetlindex.html) Tel: 01712262033 We would be grateful if you could read the enclosed guidance documents and then complete the permission form on the School Internet Policy brochure. Yours faithfully Policy on Acceptable Use of the Internet Please complete and return this form to the Principal: Name of Pupil: Form Class Pupil As a school user of the Internet, I agree to comply with the school rules on its use. I will use the network in a responsible way and observe all the restrictions explained to me by the school. Pupil Signature Parent As the parent or legal guardian of the pupil signing above, I grant permission for my daughter to use electronic mail and the Internet. I understand that pupils will be held accountable for their own actions. I also understand that some materials on the Internet may be objectionable and I accept responsibility for setting standards for my daughter to follow when selecting, sharing and exploring computer information and media. Parent Signature Date:||../downloads/Internet_E-Mail_Policy.rtf",
    "Music_Info.doc|MUSIC IN THE COMMUNITY The Music Department in Our Lady’s encourages community performances through concerts, Masses, performing in Nursing Homes and other venues in the city of Newry and beyond. Many of our young musicians play valuable roles in their own communities such as performing with Musical Societies, playing in other orchestras, bands, groups and ensembles and singing or playing in their churches. Music Department Key Stage 3 Key Stage 4 (G.C.S.E.) AS & A2 Level Music MUSICAL EXPERIENCES IN CLASS INCLUDE ?? LISTENING & APPRAISING?? ?COMPOSING & APPRAISING? ?PERFORMING & APPRAISING? ???????? INSTRUMENTAL TUITION IS OFFERED ON MANY INSTRUMENTS INCLUDING VIOLIN, VIOLA, CELLO, DOUBLE BASS, FLUTE, OBOE, CLARINET, BASSOON, FRENCH HORN, TRUMPET, TROMBONE, PIANO, HARP, RECORDER, PERCUSSION, VOICE EXTRA-CURRICULAR MUSIC OUR MUSIC DEPARTMENT OFFERS A WIDE RANGE OF EXTRA-CURRICULAR ACTIVITIES. WE ARE PROUD OF OUR MANY ENSEMBLES WHICH INCLUDE: Junior Orchestra Senior Orchestra Camerata (Chamber Orchestra) Junior Choir Senior Choir Cantare (Liturgical Choir) 3 String Quartets Flute Ensemble Percussion Ensemble 2 Brass Ensembles Recorder Consort Harp Ensemble Traditional Group Jazz Ensemble Various Piano Duet Ensembles Several Violin Duos ????????????????||../downloads/Music_Info.doc",
    "Music Department Information|MUSIC IN THE COMMUNITY The Music Department in Our Lady’s encourages community performances through concerts, Masses, performing in Nursing Homes and other venues in the city of Newry and beyond. Many of our young musicians play valuable roles in their own communities such as performing with Musical Societies, playing in other orchestras, bands, groups and ensembles and singing or playing in their churches. Music Department Key Stage 3 Key Stage 4 (G.C.S.E.) AS & A2 Level Music MUSICAL EXPERIENCES IN CLASS INCLUDE ?? LISTENING & APPRAISING?? ?COMPOSING & APPRAISING? ?PERFORMING & APPRAISING? ???????? INSTRUMENTAL TUITION IS OFFERED ON MANY INSTRUMENTS INCLUDING VIOLIN, VIOLA, CELLO, DOUBLE BASS, FLUTE, OBOE, CLARINET, BASSOON, FRENCH HORN, TRUMPET, TROMBONE, PIANO, HARP, RECORDER, PERCUSSION, VOICE EXTRA-CURRICULAR MUSIC OUR MUSIC DEPARTMENT OFFERS A WIDE RANGE OF EXTRA-CURRICULAR ACTIVITIES. WE ARE PROUD OF OUR MANY ENSEMBLES WHICH INCLUDE: Junior Orchestra Senior Orchestra Camerata (Chamber Orchestra) Junior Choir Senior Choir Cantare (Liturgical Choir) 3 String Quartets Flute Ensemble Percussion Ensemble 2 Brass Ensembles Recorder Consort Harp Ensemble Traditional Group Jazz Ensemble Various Piano Duet Ensembles Several Violin Duos ????????????????||../downloads/Music_Info.rtf",
    "Our Lady's Child Protection Policy|Our Lady's Grammar School Child Protection Policy A Policy Statement We in Our Lady's have a primary responsibility for the care, welfare and safety of the students in our charge and we will carry this out through our Pastoral Care Policy, the aims of which are: To provide a caring, safe and supportive school environment, both for students and staff. To promote the personal, educational, social and spiritual development of each pupil. To empower each pupil and so prepare her for the opportunities, responsibilities and experiences of life. Within this, the school acknowledges the dignity and self worth of each individual and the right of each to enjoy life without fear, threat, violation or neglect. Where this has been infringed, or appears to be infringed, the School will follow all statutory obligations and respond to both suspected and disclosed cases of abuse. The School recognises the need to co-operate with and keep parents / guardians informed about our Child Protection Policy at least every two years. The following principles form the basis for effective child protection activity and underpin the guidance which shapes what we do: The student's welfare is paramount and over - rides all other considerations. Every attempt will be made to strike a balance between protecting the students and respecting the rights and needs of parents. Where there is conflict, the young person's interests must come first. Children have a right to be heard, to be listened to and to be taken seriously. Where a student has a disability, specialist assistance should be sought to achieve this. Parents / carers have a right to respect and should be consulted and involved in matters which affect their children. Actions taken to protect students should not in themselves be abusive by causing the young person unnecessary distress or further harm. Intervention must recognise the young person's needs in the context of the family. WHAT IS CHILD ABUSE? We use the following definitions: Neglect - the persistent or significant neglect of a child, or the failure to protect a child from exposure to any danger, including cold or starvation, or persistent failure to carry out important aspects of care, resulting in the significant impairment of the child's health or development, including non - organic failure to thrive. Physical -physical injury to a child whether deliberately inflicted or knowingly not prevented. Sexual - the sexual exploitation of a child or young person for an adult's or another young person's own sexual gratification; the involvement of children or young people in sexual activities of any kind [ including exposure to pornography] which they do not understand, to which they cannot give informed consent or that violate normal family values. Emotional - persistent or significant ill - treatment or rejection, resulting in severe effects on the emotional, physical and / or behavioural development of a child. What is Bullying? Bullying is a way of being cruel to another person and may be conducted by one or a group against an individual or others. It can involve name calling, rumour mongering, making fun of someone in a nasty way, stealing or breaking someone's possessions, pushing, hitting, assaulting or threatening them, frightening someone into doing things they do not want to and isolating them. More insidious forms can find expression in the malicious and unacceptable use of written and pictorial messages sent via the Internet and / or mobile phones. If a student is found to be contributing to an internet website in a manner which impacts negatively on any member of our school community we will consider sanctions as laid down in our behaviour policy. Likewise, any similar abuse of a mobile phone may result in the same sanctions being applied. Any complaint made by a victim or by a parent that their child is, or may be, being bullied will be fully investigated and appropriate action will be taken to protect the victim. This includes support from friends and Cairde. A parent making a complaint will have a personal reply from the school within one week. The response to the matter, and sanctions imposed, will depend upon the seriousness of the case and behaviour will be monitored until staff members are satisfied that the problem has stopped. PREVENTION Our Lady's offers a supportive environment to pupils who are being abused, have been abused and may in the future be abused. We recognise that all young people are vulnerable and offer protection on a number of levels. Immediate protection by creating a listening environment, which makes it easier for pupils to share their concerns. Long - term protection, enhancing self - esteem and encouraging pro-active social skills, breaking the cycle of violence. This includes the continued implementation of an effective PSHE programme, running from year eight to year fourteen, aimed at developing a set of inter related concepts, skills attitudes and values which will promote the all round development of the pupils. facilitate the discussion and understanding of personal and health issues pertinent to young people. Protection afforded through the use of appropriate vetting procedures, including: the recruitment of staff volunteers and sport coaches ensuring the welfare of our students on both work experience and any residential experience. Protection ensured through the appropriate training for all staff, including ancillary and volunteers, on: identifying signs and symptoms of abuse knowing what the relevant procedures are knowing how to talk to children about whom they are concerned in an appropriate manner being aware of the roles played by the Designated Teacher, Principal and the Chairperson of the Board of Governors. INTERVENTION PROCEDURES FOR TALKING TO CHILDREN WHERE THERE ARE CONCERNS ABOUT POSSIBLE ABUSE Where teachers see signs which cause them concern they should, as a first step, seek, using tact and diplomacy, some clarification from the child. Where a classroom assistant or another member of the ancillary staff sees such signs they should report them to the Form Teacher / Designated Teacher. Further clarification may have to be carried out and in the process the Form Teacher / Designated Teacher, avoiding suggestibility, should listen, reassure, respond and record time, dates, place, people and injury, if appropriate. There should be no promise of confidentiality given. The student should be made aware of what has next to be done and to whom the teacher has to speak. As far as possible the Form Teacher / Designated Teacher should see the matter through herself / himself and keep in contact with the young person. MANAGING A DISCLOSURE In the event of an allegation of child abuse the member of staff will: Listen to the young person, accept what is being said and avoid questions. Investigation is for Social Services. Record the statements contemporaneously. Explain what they have to do next and to whom they have to talk. Confidentiality cannot be promised. Refer information to the designated teacher. PROCEDURES FOR REPORTING The Designated Teacher for Child Protection is Mrs Teresa McAllister. In her absence, Ms Geraldine Pettigrew, the Principal, will assume responsibility for child protection. If a child makes a disclosure to a teacher or to another member of staff, which gives concern about abuse, or a member of staff has concerns, then the member of staff must act promptly. He / she should not investigate - this is a matter for Social Services, but the concerns should be reported immediately to Mrs McAllister and full contemporaneous notes kept. This matter will be reported to the Principal who, in consultation with the Designated Teacher, will decide, whether in the interests of the child, the matter needs to be reported to Social Services. If there are concerns that the child is, or may be, at risk, the school will make a referral and unless the parent is the suspected abuser, the parent will be informed immediately. The Principal may seek clarification and consult with the Designated Officer, SELB or Senior Social Worker before a referral is made. No decision to refer a case to Social Services will be made without the fullest consideration and on appropriate advice. The safety of the young person is our first priority. When they are concerns about possible abuse then the Principal will inform Social Services The Designated Officer for Child Protection, SELB This will be done in an envelope marked - Confidential - Child Abuse PROCEDURES TO BE ADOPTED WHEN A COMPLAINT IS MADE AGAINST A MEMBER OF STAFF If a complaint is made against a member of staff, the Principal, or Designated Teacher if she is not available, must be informed immediately. The above procedures will apply unless the complaint is against the Designated Teacher. Where the matter is referred to Social Services, the member of staff will be removed from duties involving direct contact with pupils, and may be suspended as a precautionary measure pending investigation by Social Services. The Chairperson of the Board of Governors will be informed. If the complaint is made against the Principal, the Designated Teacher must be informed immediately and she in turn will inform the Chairperson of the Board of Governors. Appropriate action will be taken. In the case of allegations against the Designated Teacher all complaints must be made to the Principal. CONFIDENTIALITY AND RECORD KEEPING For reasons of confidentiality, only the following people need to know. Principal Designated member of staff. All records and confidential notes are kept in separate files in a locked drawer. These are kept separate from any other files stored on the student. When an allegation is made against a member of staff and is pursued, either as a formal referral or under the school's disciplinary procedures, a summary is entered on a Record of Abuse Complaints. The entry, which contains details of the complaint, will be made available to the Board of Governors annually. CODE OF CONDUCT OUTLINING APPROPRIATE BEHAVIOUR TOWARDS PUPILS PRIVATE MEETINGS It is important that all such meetings should take place in a setting with visual access or with an open door. Where such conditions cannot apply, staff must inform another member of staff that the interview is taking place. Where possible, another adult or pupil should be present or nearby. PHYSICAL CONTACT WITH PUPILS As a general principle, staff are advised not to make unnecessary contact with pupils. In particular circumstances, reassuring a distressed child for example, some physical comfort may be appropriate. Physical punishment is illegal, as is any physical response to misbehaviour, unless by way of restraint. First aid should, as far as possible, be administered in the presence of another adult or other children. Any physical contact open to misinterpretation should be avoided. Following an incident where a member of staff feels that his / her actions have been, or may be misconstrued, a written report will be submitted to the Principal. Staff should be particularly careful when supervising students in either residential or counselling / pastoral settings. CHOICE AND USE OF TEACHING MATERIALS Teachers should avoid materials, which may be misinterpreted. When using materials of a sensitive nature a teacher should be aware that criticism might follow their application and should therefore consult with parents and Governors in particular instances. If in doubt about the appropriateness of material the teacher should consult with the Principal before usage. RELATIONSHIPS AND ATTITUDES Staff should ensure that their relationships with pupils are appropriate to the age, maturity and sex of the pupils and should not give rise to comment or speculation. Attitudes, demeanour and language all require care and consideration when dealing with adolescent students. MONITORING AND EVALUATION Our Lady's Grammar School will update this Child Protection Policy in the light of any further guidance and legislation as necessary and will review it at regular intervals. Participation and consultation with children and parents will be undertaken. The implementation of both policy and procedures will be monitored and on going evaluation will ensure the effectiveness of this Child Protection Policy. Updated School Year 2006-2007 Parental Comment / Response welcome; please contact Designated Teacher Mrs McAllister or School Principal Ms Geraldine Pettigrew||../downloads/Policy%20Child%20Protection.doc",
    "Our Lady's Policy-Evacuation.doc|EVACUATION PROCEDURE When you here the fire bell go off please follow the procedures below: 6th Form 1 Turn Right and go through the reception exit or Turn Left and through Canal St Stairwell exit 6th Form 2 Turn Right and go through the reception exit or Turn Left and through Canal St Stairwell exit 6th Form 3 Turn Right and go through the reception exit or Turn Left and through Canal St Stairwell exit 6th Form 4 Turn right and go through Red Door at Senior Cloakrooms or Turn left and exit through Canal St Stairwell 6th Form 5 Turn right and go through exit at 6th form study or Turn left and exit through red door at Senior Cloakrooms 6th Form Social Room Exit through doors in the Social room or Go out to corridor and turn right and go through exit at 6th Form Study Careers Room Turn left and go through exit at 6th Form Study or Turn right and go through red door at Senior Cloakroom 6th Form Study Turn Right and go through Emergency Exit or Turn Left and go through red door at cloakrooms Cloakrooms Go out red door Sports Hall There are three exits to use from Sports Hall. When you exit turn Left and go up Chequer Hill Cloakrooms beside Sports Hall Exit at Cloisters and up Chequer Hill Assembly Hall There are emergency exits in the hall to the car park Music Department Turn left and exit at the Back of the Stage. If in the Tutorial room 2 & 3 turn right and exit at the Back of the stage or Turn right to main corridor and exit through the exits in the Assembly Hall Four Arches Restaurant Go through the Music Department and Exit at the back of the stage or Turn right and go through the exits in the Assembly Hall RE 1 Turn right and exit through Music at the Back of the Stage or Through to the Assembly Hall exits RE 2 Turn right and exit through Music at the Back of the Stage or Through to the Assembly Hall exits RE 3 Turn right and proceed down the Chequer Hill Stairs or Turn left and exit through Music at the Back of the stage General 2 Turn left and exit at the Canal Street Stairwell or Turn right and exit at the Chequer Hill Stairwell General 1 Turn left and exit at the Canal Street Stairwell or Turn right and exit at the Chequer Hill Stairwell Languages 1 Turn right and exit at Canal Street Stairwell or Go straight and exit at Library Stairwell Languages 2 Turn right and exit at Canal Street Stairwell or Go straight and exit at Library Stairwell Languages 3 Turn right and exit at Canal Street Stairwell or Go straight and exit at Library Stairwell History 1 Turn left and exit at Library Stairs or Go straight and exit at Canal St Stairwell History 2 Turn left and exit at Library Stairs or Go straight and exit at Canal St Stairwell Library Exit at stairs opposite or Turn left and exit at Canal St Stairwell AV Room Turn right and exit down Library Stairs or Turn left and exit at Lab 1 Computer Suite 1 Exit through red door at Lab 1 or Turn right and exit down the library stairs Lab 1 Turn left and out through red door or Turn right and exit down the library stairs Lab 2 Turn right and out through red door or Turn left and exit down the library stairs Lab 3 Turn left and exit through the Art exits or Through the technology exit Computer Suite 2 Turn left and exit through the Art exits or Through the technology exit Art 1 Use own exits or Exit through technology Art 2 Use own exits or Exit through technology Pottery Studio Use own exits or Exit through technology Technology Use own exits Maths 1 Turn right and exit through Chequer Hill stairwell or Turn Left and exit at Canal St Stairwell Maths 2 Go straight and exit at Chequer Hill Stairwell or Turn Left and exit at Canal St Stairwell Maths 3 Go straight and exit at Chequer Hill Stairwell or Turn Left and exit at Canal St Stairwell General 3 Turn left and exit down Canal St Stairwell or Turn right and exit at Chequer Hill Stairwell General 4 Turn left and exit down Canal St Stairwell or Turn right and exit at Chequer Hill Stairwell English 1 Turn right and exit down Canal St Stairwell or Go straight and exit down Library Stairwell English 2 Turn right and exit down Canal St Stairwell or Go straight and exit down Library Stairwell English 3 Turn right and exit down Canal St Stairwell or Go straight and exit down Library Stairwell Geography 1 Turn left and exit down the Library Stairwell or Go straight and exit down Canal St stairwell Geography 2 Turn left and exit down the Library Stairwell or Go straight and exit down Canal St stairwell Lecture Theatre Turn right and exit down the Library Stairwell or Turn left and exit down Canal St stairwell Home Ec 1 Turn right and exit down the Library Stairwell or Turn left and exit out the Chequer Hill Stairwell Home Ec 2 Turn right and exit down the Library Stairwell or Turn left and exit out the Chequer Hill Stairwell Home Ec 3 Turn left and exit down the Library Stairwell or Turn left and exit out the Chequer Hill Stairwell Lab 4 Turn right and exit down library stairwell or Turn left and exit down Chequer Hill Stairwell Lab 5 Turn Left and exit down Chequer Hill stairwell or Turn right and exit down Library Stairwell Lab 6 Turn Left and exit down Chequer Hill stairwell or Turn right and exit down Library Stairwell Lab 7 Turn Left and exit down Chequer Hill stairwell or Turn right and exit down Library Stairwell Staff Room Turn left and exit at link corridor Reception area Go out the Front door EXAMPLE TAKEN ON BLUE TUESDAY AT 10.00 am. RED EXIT BLUE EXIT Reception 50 Reception Canal St Stairwell 255 Canal St Stairwell 225 6th Form Study Exit 25 6th Form Study Exit Red Door At Cloakrooms 15 Red Door At Cloakrooms 40 Library Stairwell 153 Library Stairwell 295 Animal House Red Door 60 Animal House Red Door 3 Art Exits 70 Art Exits Technology Exit 30 Technology Exit 70 Chequer Hill Stairwell 125 Chequer Hill Stairwell 120 Music Exit 45 Music Exit 30 Assembly Hall Exits Assembly Hall Exits 45 Sports Hall Exits 30 Sports Hall Exits 30 Cloisters Exit Cloisters Exit Link Corridor Exit Link Corridor Exit ROUTES TO THE ASSEMBLY POINT CANAL STREET STAIRWELL Proceed to the front gates and up Chequer Hill into the top Car park of the school. FRONT OFFICE RECEPTION Proceed to the front gates and up Chequer Hill into the top Car park of the school. CLOISTERS EXIT Proceed to the front gates and up Chequer Hill into the top Car park of the school. SPORTS HALL EXITS Proceed to the front gates and up Chequer Hill into the top Car park of the school. RED DOOR AT SENIOR CLOAKROOMS Turn left and walk around the front of the school and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school 6th FORM STUDY EXIT Proceed down the grass verge onto the footpath and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school LIBRARY STAIRWELL Turn left and walk around the front of the school and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school RED DOOR AT LAB 1 Turn left and walk down the grassy slope along the Model Fence to the front of the school and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school CHEQUER HILL STAIRWELL Proceed down the stairs and up the steps to the top Car Park ART EXITS Proceed across the grass verge and up the steps to the top Car Park TECHNOLOGY EXIT Proceed out the door and up the steps to the top Car Park MUSIC EXIT Proceed out the exit and down the steps across to the top Car Park ASSEMBLY HALL Proceed out the exits and up to the top Car Park FOUR ARCHES Proceed down the back stairs and turn left towards the front gates. Go up Chequer Hill to the top Car Park When all the pupils have reached the top Car Park they should then line up as follows: Bosco||../downloads/Policy%20Evacuation.doc",
    "EVACUATION PROCEDURE|EVACUATION PROCEDURE When you here the fire bell go off please follow the procedures below: 6th Form 1 Turn Right and go through the reception exit or Turn Left and through Canal St Stairwell exit 6th Form 2 Turn Right and go through the reception exit or Turn Left and through Canal St Stairwell exit 6th Form 3 Turn Right and go through the reception exit or Turn Left and through Canal St Stairwell exit 6th Form 4 Turn right and go through Red Door at Senior Cloakrooms or Turn left and exit through Canal St Stairwell 6th Form 5 Turn right and go through exit at 6th form study or Turn left and exit through red door at Senior Cloakrooms 6th Form Social Room Exit through doors in the Social room or Go out to corridor and turn right and go through exit at 6th Form Study Careers Room Turn left and go through exit at 6th Form Study or Turn right and go through red door at Senior Cloakroom 6th Form Study Turn Right and go through Emergency Exit or Turn Left and go through red door at cloakrooms Cloakrooms Go out red door Sports Hall There are three exits to use from Sports Hall. When you exit turn Left and go up Chequer Hill Cloakrooms beside Sports Hall Exit at Cloisters and up Chequer Hill Assembly Hall There are emergency exits in the hall to the car park Music Department Turn left and exit at the Back of the Stage. If in the Tutorial room 2 & 3 turn right and exit at the Back of the stage or Turn right to main corridor and exit through the exits in the Assembly Hall Four Arches Restaurant Go through the Music Department and Exit at the back of the stage or Turn right and go through the exits in the Assembly Hall RE 1 Turn right and exit through Music at the Back of the Stage or Through to the Assembly Hall exits RE 2 Turn right and exit through Music at the Back of the Stage or Through to the Assembly Hall exits RE 3 Turn right and proceed down the Chequer Hill Stairs or Turn left and exit through Music at the Back of the stage General 2 Turn left and exit at the Canal Street Stairwell or Turn right and exit at the Chequer Hill Stairwell General 1 Turn left and exit at the Canal Street Stairwell or Turn right and exit at the Chequer Hill Stairwell Languages 1 Turn right and exit at Canal Street Stairwell or Go straight and exit at Library Stairwell Languages 2 Turn right and exit at Canal Street Stairwell or Go straight and exit at Library Stairwell Languages 3 Turn right and exit at Canal Street Stairwell or Go straight and exit at Library Stairwell History 1 Turn left and exit at Library Stairs or Go straight and exit at Canal St Stairwell History 2 Turn left and exit at Library Stairs or Go straight and exit at Canal St Stairwell Library Exit at stairs opposite or Turn left and exit at Canal St Stairwell AV Room Turn right and exit down Library Stairs or Turn left and exit at Lab 1 Computer Suite 1 Exit through red door at Lab 1 or Turn right and exit down the library stairs Lab 1 Turn left and out through red door or Turn right and exit down the library stairs Lab 2 Turn right and out through red door or Turn left and exit down the library stairs Lab 3 Turn left and exit through the Art exits or Through the technology exit Computer Suite 2 Turn left and exit through the Art exits or Through the technology exit Art 1 Use own exits or Exit through technology Art 2 Use own exits or Exit through technology Pottery Studio Use own exits or Exit through technology Technology Use own exits Maths 1 Turn right and exit through Chequer Hill stairwell or Turn Left and exit at Canal St Stairwell Maths 2 Go straight and exit at Chequer Hill Stairwell or Turn Left and exit at Canal St Stairwell Maths 3 Go straight and exit at Chequer Hill Stairwell or Turn Left and exit at Canal St Stairwell General 3 Turn left and exit down Canal St Stairwell or Turn right and exit at Chequer Hill Stairwell General 4 Turn left and exit down Canal St Stairwell or Turn right and exit at Chequer Hill Stairwell English 1 Turn right and exit down Canal St Stairwell or Go straight and exit down Library Stairwell English 2 Turn right and exit down Canal St Stairwell or Go straight and exit down Library Stairwell English 3 Turn right and exit down Canal St Stairwell or Go straight and exit down Library Stairwell Geography 1 Turn left and exit down the Library Stairwell or Go straight and exit down Canal St stairwell Geography 2 Turn left and exit down the Library Stairwell or Go straight and exit down Canal St stairwell Lecture Theatre Turn right and exit down the Library Stairwell or Turn left and exit down Canal St stairwell Home Ec 1 Turn right and exit down the Library Stairwell or Turn left and exit out the Chequer Hill Stairwell Home Ec 2 Turn right and exit down the Library Stairwell or Turn left and exit out the Chequer Hill Stairwell Home Ec 3 Turn left and exit down the Library Stairwell or Turn left and exit out the Chequer Hill Stairwell Lab 4 Turn right and exit down library stairwell or Turn left and exit down Chequer Hill Stairwell Lab 5 Turn Left and exit down Chequer Hill stairwell or Turn right and exit down Library Stairwell Lab 6 Turn Left and exit down Chequer Hill stairwell or Turn right and exit down Library Stairwell Lab 7 Turn Left and exit down Chequer Hill stairwell or Turn right and exit down Library Stairwell Staff Room Turn left and exit at link corridor Reception area Go out the Front door EXAMPLE TAKEN ON BLUE TUESDAY AT 10.00 am. RED EXIT BLUE EXIT Reception 50 Reception Canal St Stairwell 255 Canal St Stairwell 225 6th Form Study Exit 25 6th Form Study Exit Red Door At Cloakrooms 15 Red Door At Cloakrooms 40 Library Stairwell 153 Library Stairwell 295 Animal House Red Door 60 Animal House Red Door 3 Art Exits 70 Art Exits Technology Exit 30 Technology Exit 70 Chequer Hill Stairwell 125 Chequer Hill Stairwell 120 Music Exit 45 Music Exit 30 Assembly Hall Exits Assembly Hall Exits 45 Sports Hall Exits 30 Sports Hall Exits 30 Cloisters Exit Cloisters Exit Link Corridor Exit Link Corridor Exit ROUTES TO THE ASSEMBLY POINT CANAL STREET STAIRWELL Proceed to the front gates and up Chequer Hill into the top Car park of the school. FRONT OFFICE RECEPTION Proceed to the front gates and up Chequer Hill into the top Car park of the school. CLOISTERS EXIT Proceed to the front gates and up Chequer Hill into the top Car park of the school. SPORTS HALL EXITS Proceed to the front gates and up Chequer Hill into the top Car park of the school. RED DOOR AT SENIOR CLOAKROOMS Turn left and walk around the front of the school and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school 6th FORM STUDY EXIT Proceed down the grass verge onto the footpath and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school LIBRARY STAIRWELL Turn left and walk around the front of the school and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school RED DOOR AT LAB 1 Turn left and walk down the grassy slope along the Model Fence to the front of the school and proceed to the front gates and turn left up Chequer Hill to the top Car Park of the school CHEQUER HILL STAIRWELL Proceed down the stairs and up the steps to the top Car Park ART EXITS Proceed across the grass verge and up the steps to the top Car Park TECHNOLOGY EXIT Proceed out the door and up the steps to the top Car Park MUSIC EXIT Proceed out the exit and down the steps across to the top Car Park ASSEMBLY HALL Proceed out the exits and up to the top Car Park FOUR ARCHES Proceed down the back stairs and turn left towards the front gates. Go up Chequer Hill to the top Car Park When all the pupils have reached the top Car Park they should then line up as follows: Bosco||../downloads/Policy%20Evacuation.rtf",
    "Our Lady's Policy-Health and Safety.doc|OUR LADY’S GRAMMAR SCHOOL NEWRY HEALTH AND SAFETY POLICY AND PROCEDURES STATEMENT OF INTENT The Board of Governors and the Principal consider that the health, safety and welfare of all staff, pupils and visitors to the school is of paramount importance. They undertake to comply with the provisions of the Health and Safety at Work (Northern Ireland) Order 1978 and all other Acts, Regulations and Codes of Practice. It is the policy of the Board of Governors and the Principal that the school be conducted in such a manner as to ensure, so far as is reasonable practicable, that no member of staff, pupil or visitor is put at risk. No employee of the school will be required to work in conditions which present an unacceptable level of risk or which put him/her in imminent serious danger to his/her health and safety. The Board of Governors and the Principal will provide such information, instruction and supervision as is reasonably practicable. The Principal has appointed a Health and Safety Co-ordinator Mrs Denise Close (Bursar), who will endeavour to communicate to staff relevant information on safety in the school and encourage the implementation of approved safety procedure. Employees of the school will be consulted and involved in the formulation of health and safety measures. The policy will be reviewed at regular intervals. So far as is reasonably practicable, resources to implement the policy will be made available. MANAGEMENT RESPONSIBILITY The ultimate responsibility for overall implementation of the policy rests with the Principal and the Senior Management Team. Implementation of the policy is the responsibility of all teachers and employees of the school. RESPONSIBILITY OF HEADS OF DEPARTMENTS All Heads of Departments will be responsible for: (a) ensuring that the school’s safety rules and procedures are observed by all members of that department; (b) regularly inspecting the departmental equipment and the workplace; (c) promoting discussion with members of the department with a view to updating and reviewing systems and methods of work to improve safety standards; (d) providing adequate information, instruction and training for teachers and support staff in his/her department and ensuring that safety standards are maintained; (e) carrying out risk assessments at regular intervals; (f) ensuring that all members of his/her department are familiar with the evacuation procedure. Each Head of Department is responsible also for carrying out the duties listed under Employees’ Responsibilities. RESPONSIBILITY OF TEACHERS Each teacher is responsible for: (a) ensuring that his/her class is not left unsupervised; (b) the implementation of the health and safety policy in his/her working area and with his/her classes; (c) providing and maintaining a safe place of work, safe equipment and safe working practices; (d) taking care of his/her own safety and the safety of others by carrying out the safety procedures laid down; (e) familiarising himself/herself with the fire drill procedure and ensuring that each of his/her classes knows how to vacate the building; (f) ensuring that every pupil in his/her class vacates the building immediately and in complete silence; (g) ensuring that the fire exit in any classroom used by him/her is kept clear; (h) ensuring, as far as possible, that the basic rules of hygiene are observed in the classroom; (i) ensuring that litter is not thrown in the classroom (respect for others) or school grounds (as it attracts rodents) and checking that no litter is deposited behind radiators; (j) reporting to the Health and Safety Co-ordinator anything that he/she considers dangerous to the health or safety of either staff or pupils; (k) ensuring that protective clothing and equipment adequate for the working conditions are being used correctly and when necessary; (l) investigating and reporting on the circumstances of each and every accident or incident, whether or not the occurrence has involved injury to persons. Every teacher is also responsible for carrying out the duties listed under Employees’ Responsibilities. RESPONSIBILITIES OF EVERY EMPLOYEE “It shall be the duty of every employee while at work, as regards any duty or requirement imposed on his employer or any other person by or under any of the relevant statutory provisions, to co-operate with him so far as is necessary to enable that duty or requirement to be performed or complied with.” (Section 7B: Health and Safety at Work Act). All employees have the duty to take care of their own health and safety and that of all others on the school premises and to co-operate with the safety provisions laid down by the School Authorities. Failure to do so may be an offence under the Order and may also lead to internal disciplinary action, which may include dismissal. Taking care of health and safety involves: working safely and abiding by safety rules and procedures; reporting all accidents or incidents in writing to the Health and Safety Officer whether or not they have led to persons being injured or damage to property and co-operating in the investigation of all such occurrences; maintaining a high regard for one’s own actions at work in order to prevent accidents or injuries to others; ensuring that after working with a Visual Display Unit for a period of two or more hours, one takes a ten minute break away from the screen. Co-operation includes abiding by safety rules and procedures and ensuring good housekeeping such as the following: floors, steps, stairs, passages and fire exits to be kept in good condition and clear of obstruction at all times; using appropriate safety devices on machinery and equipment; wires to telephones, electrical equipment etc. not to be placed where people can trip or put their chairs on them; safe handling of filing cabinets; safe storage so that there is no danger of falling objects or injuries caused by reaching items stored in inappropriate places; safe storage of hazardous materials; careful use of electrical equipment and regular checks; no overloading of power points; wearing protective clothing or equipment when necessary; buying safe equipment – be aware of safety implications when ordering materials. All employees are encouraged to discuss freely any practicable suggestions that they may have for the improvement of safety in their area of work and to notify such views and ideas, preferably in writing, to the Principal/Head of Department/Health & Safety Co-ordinator. Any employee who has a grievance concerning a health and safety issue should raise it with the Principal who will determine the appropriate action within 10 days (or more urgently if necessary). HEALTH AND SAFETY COMMITTEE A Health and Safety Committee has been established composed of the following: Mr O’Donnell (Vice-Principal), Mrs Denise Close Health and Safety Co-ordinator, and representatives from a range of departments. The main function of the Health and Safety Committee is to assist management in improving health and safety provision within the school premises and in keeping the effectiveness of safety measures under review. SCHOOL APPROACH TO HAZARDS: GENERAL While there are different solutions to various hazards, the school approaches each issue by a common method in the order set out below: Identify the hazard and assess the degree of risk which it contains; Where the risk is at an unacceptable level, investigate whether the hazard can be totally removed e.g. by replacing it with a safe alternative procedure; If total elimination is not possible, investigate means of minimising the problem; If the hazard itself cannot be sufficiently reduced, investigate the provision of protective equipment or clothing for employees to be personally protected. Written records will be maintained of all assessments made and remedial action taken. Risk assessments will be carried out at regular intervals by the Heads of Departments who will give a copy of the assessment undertaken to the Health and Safety Co-ordinator. Each Department will draw up a Health and Safety Procedures Policy pertinent to the needs of its own department which will be reviewed once a year. Fire Drills will be carried out once per term. The Fire Alarm bell will be tested and fire fighting equipment checked by competent people at frequent intervals. Reviews will take place at appropriate intervals. ACCIDENT REPORTING All accidents that happen in the execution of duties must be reported to the Principal/Head of Department. Details must be recorded on an official Accident Report Form, obtainable from the General Office. Accidents must be recorded for the following reasons: (a) it is a legal requirement – and failure to report accidents may result in prosecution of the people concerned. (b) knowledge of the circumstances of an accident may be used to prevent further accidents; (c) information obtained about an accident may be required at a later date to assess in the settlement of an industrial injury claim. Where accidents result in serious injuries or in the absence of an employee from work for more than three days, the school is obliged to report it to the Health and Safety Executive, under the provisions of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (Northern Ireland) 1986. Any accident involving injury must be reported in writing to the Principal who will maintain records. The entry and report may be made by any employee other than the injured person. It is important to ensure that all witnesses of the event agree with the account of how, where and when it happened and that it is entered in the Accident Book. Near misses and hazards should also be recorded in the Accident Book. ACCIDENT PREVENTION How YOU can help to prevent accidents Always maintain good standards of housekeeping – clean floors, disposal of rubbish, regular checks behind radiators. Never stack materials in an unsafe manner. Never allow goods to obstruct doors, passages, fire doors etc. Maintain clear access to fire extinguishers, fire alarms and evacuation procedures. Obey safety instructions on all items, particularly items of equipment. Report to the Principal/Health and Safety Officer anything which you believe to be unsafe. FIRST AID First Aid boxes are located within each department. The Head of Department liaises with Mrs Elizabeth Kennedy to ensure that the contents are adequately maintained. None of the First Aid kits contains pain-killers as the school is not permitted by law to issue drugs of any kind. FIRE AND OTHER EMERGENCIES GENERAL Be aware of the risk of fire at all times. Do not touch faulty electrical equipment and do not misuse heaters. Empty waste containers regularly. Do not stack goods where they could come into contact with light fittings or other electrical equipment. Report all incidents or circumstances which could result in fire. Enforce the ‘No Smoking’ ban rigorously. Ensure that Fire Exits are unobstructed at all times. Ensure that Fire Doors are kept closed. Do not, under any circumstances, remove the Fire Evacuation Procedure. Fire alarm points, fire hoses and extinguishers should not be obscured for any reason. Make sure you know the nearest Fire Exit to your place of work. Be aware of the location of the nearest fire-fighting equipment but do not tackle a fire unless it is safe to do so. You are responsible for knowing the evacuation procedure and for leaving the school building IMMEDIATELY. Make sure you know the fire warning signal and the assembly point. MONITORING SAFETY The safety of the school will be constantly monitored by a number of means including: regular inspections of all areas by the Health and Safety Co-ordinator; spotchecks of specific areas by the Principal; investigation of all known accidents; maintenance of overall statistics on accidents and health problems at work. The Principal, Senior Management Team, Bursar and the Board of Governors are responsible for seeing that all reasonable steps are taken to remedy health and safety problems and defects discovered by this monitoring. The Principal will ensure that all Heads of Departments are aware of their health and safety responsibilities. The Heads of Departments are responsible for ensuring that all members of their departments are aware of the School Health and Safety Procedures and the department’s health and safety code. In the interests of safety for all, every employee is asked to comply with these safety procedures and to take an active part in raising safety awareness. SCHOOL TRIPS The Principal must be notified in advance of Educational Visits. (Prior permission must have been sought from the Principal. See Appendix 1) Transport and adequate teacher supervision must be arranged appropriate to the activity to be undertaken. Teachers are responsible for the safety and conduct of all students at all times while under their care. Prior parental consent must be obtained for all trips. A list of pupils, teachers and the itinerary must be left in the school office. PROCEDURE FOR RECORDING A PUPIL’S MEDICAL NEEDS Sick Pupil When a pupil is sick the following procedure applies: The current teacher of the pupil signs the pupil’s dairy and sends her down to Mrs Kennedy, the school nurse. The pupil brings her dairy to Mrs Kennedy, and this is signed and dated by Mrs Kennedy. The pupil’s year head is contacted to give permission to the pupil to contact her parents / guardian. The parents are then contacted to come and collect their daughters. The Year Head then signs the note for the pupil to leave the school and go home sick. The middle changing room beside Mrs Kennedy’s Office is used as a waiting / collection area for sick pupils. Pupils with Special Medical Requirements When a pupil has a special medical condition, the following procedure applies: If the child has special medical needs, Mrs Kennedy is informed by the parent of the child. The medical condition is then recorded on SIMS on the pupil’s record. Mrs Kennedy also records these pupils in a Medical Journal All medicines to be kept on the premises for the students need to be labelled and kept in a cabinet in Mrs Kennedy’s Office. 5. All incidents in the school are recorded by Mrs Kennedy in the Medical Journal. APPENDIX 1 SCHOOL TRIPS APPENDIX 2 FIRST AID PERSONNEL||../downloads/Policy%20Health%20and%20Safety.doc",
    "OUR LADY’S GRAMMAR SCHOOL NEWRY|OUR LADY’S GRAMMAR SCHOOL NEWRY HEALTH AND SAFETY POLICY AND PROCEDURES STATEMENT OF INTENT The Board of Governors and the Principal consider that the health, safety and welfare of all staff, pupils and visitors to the school is of paramount importance. They undertake to comply with the provisions of the Health and Safety at Work (Northern Ireland) Order 1978 and all other Acts, Regulations and Codes of Practice. It is the policy of the Board of Governors and the Principal that the school be conducted in such a manner as to ensure, so far as is reasonable practicable, that no member of staff, pupil or visitor is put at risk. No employee of the school will be required to work in conditions which present an unacceptable level of risk or which put him/her in imminent serious danger to his/her health and safety. The Board of Governors and the Principal will provide such information, instruction and supervision as is reasonably practicable. The Principal has appointed a Health and Safety Co-ordinator Mrs Denise Close (Bursar), who will endeavour to communicate to staff relevant information on safety in the school and encourage the implementation of approved safety procedure. Employees of the school will be consulted and involved in the formulation of health and safety measures. The policy will be reviewed at regular intervals. So far as is reasonably practicable, resources to implement the policy will be made available. MANAGEMENT RESPONSIBILITY The ultimate responsibility for overall implementation of the policy rests with the Principal and the Senior Management Team. Implementation of the policy is the responsibility of all teachers and employees of the school. RESPONSIBILITY OF HEADS OF DEPARTMENTS All Heads of Departments will be responsible for: (a) ensuring that the school’s safety rules and procedures are observed by all members of that department; (b) regularly inspecting the departmental equipment and the workplace; (c) promoting discussion with members of the department with a view to updating and reviewing systems and methods of work to improve safety standards; (d) providing adequate information, instruction and training for teachers and support staff in his/her department and ensuring that safety standards are maintained; (e) carrying out risk assessments at regular intervals; (f) ensuring that all members of his/her department are familiar with the evacuation procedure. Each Head of Department is responsible also for carrying out the duties listed under Employees’ Responsibilities. RESPONSIBILITY OF TEACHERS Each teacher is responsible for: (a) ensuring that his/her class is not left unsupervised; (b) the implementation of the health and safety policy in his/her working area and with his/her classes; (c) providing and maintaining a safe place of work, safe equipment and safe working practices; (d) taking care of his/her own safety and the safety of others by carrying out the safety procedures laid down; (e) familiarising himself/herself with the fire drill procedure and ensuring that each of his/her classes knows how to vacate the building; (f) ensuring that every pupil in his/her class vacates the building immediately and in complete silence; (g) ensuring that the fire exit in any classroom used by him/her is kept clear; (h) ensuring, as far as possible, that the basic rules of hygiene are observed in the classroom; (i) ensuring that litter is not thrown in the classroom (respect for others) or school grounds (as it attracts rodents) and checking that no litter is deposited behind radiators; (j) reporting to the Health and Safety Co-ordinator anything that he/she considers dangerous to the health or safety of either staff or pupils; (k) ensuring that protective clothing and equipment adequate for the working conditions are being used correctly and when necessary; (l) investigating and reporting on the circumstances of each and every accident or incident, whether or not the occurrence has involved injury to persons. Every teacher is also responsible for carrying out the duties listed under Employees’ Responsibilities. RESPONSIBILITIES OF EVERY EMPLOYEE “It shall be the duty of every employee while at work, as regards any duty or requirement imposed on his employer or any other person by or under any of the relevant statutory provisions, to co-operate with him so far as is necessary to enable that duty or requirement to be performed or complied with.” (Section 7B: Health and Safety at Work Act). All employees have the duty to take care of their own health and safety and that of all others on the school premises and to co-operate with the safety provisions laid down by the School Authorities. Failure to do so may be an offence under the Order and may also lead to internal disciplinary action, which may include dismissal. Taking care of health and safety involves: working safely and abiding by safety rules and procedures; reporting all accidents or incidents in writing to the Health and Safety Officer whether or not they have led to persons being injured or damage to property and co-operating in the investigation of all such occurrences; maintaining a high regard for one’s own actions at work in order to prevent accidents or injuries to others; ensuring that after working with a Visual Display Unit for a period of two or more hours, one takes a ten minute break away from the screen. Co-operation includes abiding by safety rules and procedures and ensuring good housekeeping such as the following: floors, steps, stairs, passages and fire exits to be kept in good condition and clear of obstruction at all times; using appropriate safety devices on machinery and equipment; wires to telephones, electrical equipment etc. not to be placed where people can trip or put their chairs on them; safe handling of filing cabinets; safe storage so that there is no danger of falling objects or injuries caused by reaching items stored in inappropriate places; safe storage of hazardous materials; careful use of electrical equipment and regular checks; no overloading of power points; wearing protective clothing or equipment when necessary; buying safe equipment – be aware of safety implications when ordering materials. All employees are encouraged to discuss freely any practicable suggestions that they may have for the improvement of safety in their area of work and to notify such views and ideas, preferably in writing, to the Principal/Head of Department/Health & Safety Co-ordinator. Any employee who has a grievance concerning a health and safety issue should raise it with the Principal who will determine the appropriate action within 10 days (or more urgently if necessary). HEALTH AND SAFETY COMMITTEE A Health and Safety Committee has been established composed of the following: Mr O’Donnell (Vice-Principal), Mrs Denise Close Health and Safety Co-ordinator, and representatives from a range of departments. The main function of the Health and Safety Committee is to assist management in improving health and safety provision within the school premises and in keeping the effectiveness of safety measures under review. SCHOOL APPROACH TO HAZARDS: GENERAL While there are different solutions to various hazards, the school approaches each issue by a common method in the order set out below: Identify the hazard and assess the degree of risk which it contains; Where the risk is at an unacceptable level, investigate whether the hazard can be totally removed e.g. by replacing it with a safe alternative procedure; If total elimination is not possible, investigate means of minimising the problem; If the hazard itself cannot be sufficiently reduced, investigate the provision of protective equipment or clothing for employees to be personally protected. Written records will be maintained of all assessments made and remedial action taken. Risk assessments will be carried out at regular intervals by the Heads of Departments who will give a copy of the assessment undertaken to the Health and Safety Co-ordinator. Each Department will draw up a Health and Safety Procedures Policy pertinent to the needs of its own department which will be reviewed once a year. Fire Drills will be carried out once per term. The Fire Alarm bell will be tested and fire fighting equipment checked by competent people at frequent intervals. Reviews will take place at appropriate intervals. ACCIDENT REPORTING All accidents that happen in the execution of duties must be reported to the Principal/Head of Department. Details must be recorded on an official Accident Report Form, obtainable from the General Office. Accidents must be recorded for the following reasons: (a) it is a legal requirement – and failure to report accidents may result in prosecution of the people concerned. (b) knowledge of the circumstances of an accident may be used to prevent further accidents; (c) information obtained about an accident may be required at a later date to assess in the settlement of an industrial injury claim. Where accidents result in serious injuries or in the absence of an employee from work for more than three days, the school is obliged to report it to the Health and Safety Executive, under the provisions of the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (Northern Ireland) 1986. Any accident involving injury must be reported in writing to the Principal who will maintain records. The entry and report may be made by any employee other than the injured person. It is important to ensure that all witnesses of the event agree with the account of how, where and when it happened and that it is entered in the Accident Book. Near misses and hazards should also be recorded in the Accident Book. ACCIDENT PREVENTION How YOU can help to prevent accidents Always maintain good standards of housekeeping – clean floors, disposal of rubbish, regular checks behind radiators. Never stack materials in an unsafe manner. Never allow goods to obstruct doors, passages, fire doors etc. Maintain clear access to fire extinguishers, fire alarms and evacuation procedures. Obey safety instructions on all items, particularly items of equipment. Report to the Principal/Health and Safety Officer anything which you believe to be unsafe. FIRST AID First Aid boxes are located within each department. The Head of Department liaises with Mrs Elizabeth Kennedy to ensure that the contents are adequately maintained. None of the First Aid kits contains pain-killers as the school is not permitted by law to issue drugs of any kind. FIRE AND OTHER EMERGENCIES GENERAL Be aware of the risk of fire at all times. Do not touch faulty electrical equipment and do not misuse heaters. Empty waste containers regularly. Do not stack goods where they could come into contact with light fittings or other electrical equipment. Report all incidents or circumstances which could result in fire. Enforce the ‘No Smoking’ ban rigorously. Ensure that Fire Exits are unobstructed at all times. Ensure that Fire Doors are kept closed. Do not, under any circumstances, remove the Fire Evacuation Procedure. Fire alarm points, fire hoses and extinguishers should not be obscured for any reason. Make sure you know the nearest Fire Exit to your place of work. Be aware of the location of the nearest fire-fighting equipment but do not tackle a fire unless it is safe to do so. You are responsible for knowing the evacuation procedure and for leaving the school building IMMEDIATELY. Make sure you know the fire warning signal and the assembly point. MONITORING SAFETY The safety of the school will be constantly monitored by a number of means including: regular inspections of all areas by the Health and Safety Co-ordinator; spotchecks of specific areas by the Principal; investigation of all known accidents; maintenance of overall statistics on accidents and health problems at work. The Principal, Senior Management Team, Bursar and the Board of Governors are responsible for seeing that all reasonable steps are taken to remedy health and safety problems and defects discovered by this monitoring. The Principal will ensure that all Heads of Departments are aware of their health and safety responsibilities. The Heads of Departments are responsible for ensuring that all members of their departments are aware of the School Health and Safety Procedures and the department’s health and safety code. In the interests of safety for all, every employee is asked to comply with these safety procedures and to take an active part in raising safety awareness. SCHOOL TRIPS The Principal must be notified in advance of Educational Visits. (Prior permission must have been sought from the Principal. See Appendix 1) Transport and adequate teacher supervision must be arranged appropriate to the activity to be undertaken. Teachers are responsible for the safety and conduct of all students at all times while under their care. Prior parental consent must be obtained for all trips. A list of pupils, teachers and the itinerary must be left in the school office. PROCEDURE FOR RECORDING A PUPIL’S MEDICAL NEEDS Sick Pupil When a pupil is sick the following procedure applies: The current teacher of the pupil signs the pupil’s dairy and sends her down to Mrs Kennedy, the school nurse. The pupil brings her dairy to Mrs Kennedy, and this is signed and dated by Mrs Kennedy. The pupil’s year head is contacted to give permission to the pupil to contact her parents / guardian. The parents are then contacted to come and collect their daughters. The Year Head then signs the note for the pupil to leave the school and go home sick. The middle changing room beside Mrs Kennedy’s Office is used as a waiting / collection area for sick pupils. Pupils with Special Medical Requirements When a pupil has a special medical condition, the following procedure applies: If the child has special medical needs, Mrs Kennedy is informed by the parent of the child. The medical condition is then recorded on SIMS on the pupil’s record. Mrs Kennedy also records these pupils in a Medical Journal All medicines to be kept on the premises for the students need to be labelled and kept in a cabinet in Mrs Kennedy’s Office. 5. All incidents in the school are recorded by Mrs Kennedy in the Medical Journal. APPENDIX 1 SCHOOL TRIPS APPENDIX 2 FIRST AID PERSONNEL||../downloads/Policy%20Health%20and%20Safety.rtf",
    "Our Lady's Policy-Misuse of Drugs.doc|Rationale The term drugs, as defined in this policy, includes tobacco, alcohol, over - the - counter and prescribed medication, volatile substances and controlled drugs. Our Lady's Grammar School does not condone the misuse of drugs and recognises that, in general, there has been a serious increase in the abuse of drugs both nationally and internationally. In Northern Ireland drug misuse appears to be affecting an ever - younger population and the ' recreational 'use of drugs must be regarded as a dangerous precursor to the acceptance of illegal and harmful drug misuse as part of everyday life. We believe that Our Lady's has a vital preventative role to play in combating and undermining the misuse of drugs by young people. Our Drugs Education programme, including the use of the SELB Drugs Education team, is pivotal in fore warning and fore arming our students. Our Lady's is a caring community committed to the physical, mental, social, emotional, moral and spiritual health, safety and academic well being of all our pupils and staff. By increasing their knowledge and developing appropriate values, attitudes and skills, we want to empower our students to make informed and responsible decisions about drugs. We believe that a collaborative response involving the whole community and, including dialogue and co-operation with parents and relevant outside agencies, is all-essential. ' There is a public perception that drug misuse is mainly an issue for disadvantaged inner city areas….. Drug misuse is just as much an issue in rural areas and affluent communities: it extends across socio - economic, geographical and cultural boundaries. Educationally successfully young people are just as likely to put themselves at risk as low attainers.' [ DENI 1996 /16] Our Lady's alone cannot solve the drugs problem but an eclectic approach using the expertise available, is central to the education of students in Our Lady's . All staff [teaching and non - teaching], should familiarise themselves with the information in this policy and further copies may be had from the Designated Teacher for Drugs, Anne Mc Clean Aims and Objectives To have clear and agreed understanding among the total school population about the implications and possible consequences of drug use / misuse. To provide all staff [both teaching and non-teaching] with adequate training to enable them to deal effectively and confidently with incidents of suspected drug misuse, and to ensure that procedures are sensitively and consistently applied in all situations. To empower teaching staff, through appropriate training and support, to develop, deliver and monitor an effective drug education programme. To provide a drug education programme which develops pupils' self - esteem and promotes positive attitudes in their relationships with others gives pupils opportunities to develop the values, skills, knowledge and understanding necessary to make informed and responsible decisions about the use / misuse of drugs, including tobacco, alcohol and volatile substances, within the context of a healthy life style enables pupils develop the skills necessary to assert self and resist negative pressures and influences To provide appropriate support and assistance for those pupils affected by drug - related issues. To inform parents of the content of this policy and the procedures to be implemented in the management of incidents of suspected drug misuse To establish and sustain an environment in which the school is free from the misuse of all drugs. Roles and Responsibilities Pupils Be aware of and adhere to school rules in relation to drug use / misuse, including tobacco, alcohol, over the counter and prescribed medication, volatile substances and controlled drugs. All Staff [teaching and non - teaching] Be alert to the possibility of drug use / misuse Be familiar with the school's procedures in handling suspected drug - related incidents. It is not the responsibility of an individual staff member to investigate the circumstances surrounding an incident. However he / she, in the interests of health and safety, should deal with any emergency procedures, if necessary. Any information, substance or paraphernalia received should be forwarded to the designated teacher for drugs, who may then have to take immediate action. Teachers delivering the Drug Education programme In addition to the above: Deliver the school's drug education programme. Try to create an atmosphere in the classroom in which pupils can freely contribute to discussion safe in the knowledge that comments, ideas and feelings of the group are valued. Do not promise confidentiality. Make students aware of the school's drug policy. Support the pupils in their class if appropriate. Liaise with the designated teacher for drugs regarding any aspect of the programme / policy if necessary. The Designated Teacher for Drugs - Mrs Anne Mc Clean Ensure that all staff and parents are aware of and have access to a copy of the policy. Co - ordinate the planning of curricular provision in compliance with statutory requirements including evaluation and update. Undertake periodic update and review of policy, again in compliance with statutory requirements. Liaise with the pastoral team, particularly those monitoring and delivering the drug education programme. Co -ordinate training and induction of all staff in the procedures for dealing with incidents of suspected drug misuse. Be responsible for co -ordinating the school's procedures for dealing with incidents of suspected drug misuse. Establish the circumstances surrounding the incident. Complete a suspected incident report form and forward to the principal Ensure the active involvement of parents in all aspects of drug education. Act as a point of contact for outside agencies working with the school. The Principal Ensure that members of the Board of Governors have been consulted on, and ratified, the policy. In the case of incidents of suspected drug misuse: Ensure the welfare and well being of the pupil [s] involved in the incident and the rest of the school community. Ensure that the following people are informed [ where relevant] Parents / guardians PSNI - preferably Community and Schools Involvement Officer [CSIO] Board of Governors Designated Officer SELB Members of staff Other pupils and parents informed on a need to know basis Agree, in consultation with the Board of Governors, appropriate pastoral and disciplinary responses in relation to the incident, including counselling and other support services. Retain written records of the incident while ensuring copies of the reports are submitted to the Board of Governors and SELB, as appropriate. Review procedures and amend. The Board of Governors Examine and approve the completed policy and education programme prior to their implementation in the school. Ensure the policy is published in the school prospectus and that it is reviewed at regular intervals. Be fully aware of and adequately trained to deal with suspected incidents of drug misuse, including tobacco and alcohol, and know the appropriate disciplinary response. Agree in consultation with the principal appropriate pastoral and disciplinary responses in relation to suspected drug related incidents. It is recommended that there should be a designated Governor to work with the principal and designated teacher for drugs in relation to drug related issues. The name of the Designated Governor is -------------------------------- Parents / Guardians Support your daughter[s] if she / they have become involved with drugs. Support the school in the development and implementation of the policy, including the school's procedures for handling incidents of suspected drug misuse and the drug education programme. The Caretaker / Supervisory and Cleaning Staff Be vigilant and conduct regular checks of school premise, both inside and outside, for drug - related paraphernalia. Inform the designated teacher for drugs, Mrs Mc Clean, should any be found. Ensure the safe storage, handling and disposal of potentially harmful substances such as solvents and cleaning fluids. Training and Information All staff [teaching and non-teaching] and Governors will be provided with training to support the full implementation of this policy, including the delivery of the drug education programme. Information awareness sessions will be offered to parents / guardians. In School Use of Over the Counter and Prescribed Drugs It is recommended that the following procedures be adhered to. Parents are to personally bring their daughter's / daughters' medication to ----------------------------------------- with written instructions on dosage and frequency of use. All parecetamol consumed in school, including self medication, necessitates written consent from the parent / guardian. We aim, through this, to protect all students. The Drug Education Programme The drug education programme in Our Lady's is just one part of a whole school response to drug use / misuse. The programme provides opportunities for pupils to: acquire knowledge and understanding in relation to drug use / misuse; identify values and attitudes in relation to drug use / misuse; develop skills to enable them to consider the effects of drugs on themselves and others; and make informed and responsible choices within the context of a healthy lifestyle. We are indebted to the following outside agencies for their help in delivering the programme The Drugs Education Team, SELB Don't Blow It Alcoholics Anonymous Newry& Mourne Drug & Alcohol Partnership Upon agreeing to deliver a presentation the facilitating outside agency will be given a copy of the Misuse of Drugs Policy. Procedures for Dealing with Suspected Drug - Related Incidents We in Our Lady's accept the principle of ' in loco parentis' and will take all steps that would reasonably be expected of any parent to safeguard the well being and safety of children in their charge. Implementation of Misuse of Drugs Policy At all times the school policy with regard to drugs, including tobacco, alcohol, over - the - counter and prescribed medication, volatile substances and controlled drugs, will be implemented. Legal Responsibilities of Staff and the Involvement of the PSNI It is not the responsibility or remit of any individual staff member to investigate an incident but he / she should deal with any emergency procedures if necessary and report the incident, giving information and any substance or paraphernalia, to the designated teacher. The designated teacher will forward an incident report form to the principal who in turn will inform the PSNI. If an Incident Occurs: Ensure the safety of the individual pupil [s] involved, of other pupils, yourself and other staff Get help immediately from another adult. Assess the situation to see if this is a life - threatening situation or not. In an emergency If necessary call an ambulance. Put the person under the influence of the drug [s] in the recovery position. Ensure airways are cleared. Remove any other bystanders from the immediate vicinity. In all cases Carefully gather up any drugs / paraphernalia / evidence lying around and keep safely. Ascertain which substances / drugs have been taken and how much. Secure all drugs and paraphernalia and give to the designated teacher / principal. If necessary, in the interim, lock them away in a designated drug cabinet. Consistency of Response All incidents of suspected drug use / misuse must be dealt with consistently following directives and procedures outlined in the school policy. Ensure all incidents are properly investigated and recorded Never accuse a pupil [s] of drug dealing / possession. Always conduct search procedures according to school policy. Never search personal belongings without permission. Do not turn out students' school bags or other holdalls. Ask the student to do it herself. In the event of a refusal contact the parents and seek permission. Do not under take a body search. It is permissible to search school property such as lockers, cupboards or desks. At all times have another adult witness present and keep a written report. Ensure that all drugs are safely and securely stored and, where appropriate, destroyed. Again this must be witnessed by another adult and recorded. Gather details and data from all eye - witnesses at the scene and record. All statements and phone calls should be recorded, signed and dated. Record all information contemporaneously on an official incident form, sign and date. If you are giving information to whoever is compiling the form, ensure all details are accurate and co - sign. Fill in the SELB incident form and return to the Advisor for Pastoral Care Pastoral / Disciplinary Responses These responses balance the need for compassion and the facilitation of behavioural change by the offending student [s] against the need to signal a clear message to the school community about illegal actions, behaviour and accountability. We will, at all times, endeavour to meet student needs in the context of the seriousness of the situation. Possible Pastoral Responses Counselling - any of the following services could be used Don't Blow It Breakthru' Northlands Centre Alcoholics Anonymous Smokebusters Newry & Mourne Drug & Alcohol Partnership FASA [Forum for Action on Substance Abuse] Contact Youth Just Ask Families and staff may also access these agencies. Disciplinary Responses Responses will be in keeping with the Behaviour Management / Discipline Policy. Repeated acts will incur very serious penalties. Dissemination of Information Appropriate individuals and agencies We will ensure that the following people are, when appropriate, informed. Principal and designated drug teacher Parents / guardians PSNI [CSIO or Uniform Branch] SELB Pastoral Care Advisor Chairperson initially and subsequently the Board of Governors The Education Welfare Officer Other pupils, parents and staff are only to be told on a need - to - know basis Parents / guardians, staff and pupils Our Lady's, will at all times, give careful consideration as to how any information relating to an incident of suspected / confirmed drug use / misuse is communicated to staff, pupils and parents / guardians. The parents / guardians of the pupil[s]directly involved in suspected / confirmed drug use / misuse will be informed of the incident as soon as possible. We recognise that the future of a child or an adult can be adversely affected by such an incident and believe that information should, therefore, be released only on a need- to - know basis. The Media If the school receives an enquiry from the media the caller will only be referred to the principal or, in her absence, a designated nominee. When responding to the media the privacy of the pupil [s], her family and / or any staff member will be respected at all times Communication of Misuse of Drugs Policy The school will follow all statutory procedures and include a copy of our Misuse of Drugs Policy in the school prospectus. Furthermore, we will forward to parents, at regular intervals, a Misuse of Drugs flyer which, in an abridged format, will contain all salient points. Monitoring and Evaluation of the Misuse of Drugs Policy Our Lady's Grammar School will ensure that procedures are put in place to monitor and evaluate the effectiveness of all aspects of this policy. As part of a monitoring process information will be regularly collected from pupils, staff and parents and, at appropriate intervals, evaluated against the aims and objectives of the policy. This may lead to a review of policy, including changes to the drug education programme.||../downloads/Policy%20Misuse%20of%20Drugs.doc",
    "Rationale|Rationale The term drugs, as defined in this policy, includes tobacco, alcohol, over - the - counter and prescribed medication, volatile substances and controlled drugs. Our Lady's Grammar School does not condone the misuse of drugs and recognises that, in general, there has been a serious increase in the abuse of drugs both nationally and internationally. In Northern Ireland drug misuse appears to be affecting an ever - younger population and the ' recreational 'use of drugs must be regarded as a dangerous precursor to the acceptance of illegal and harmful drug misuse as part of everyday life. We believe that Our Lady's has a vital preventative role to play in combating and undermining the misuse of drugs by young people. Our Drugs Education programme, including the use of the SELB Drugs Education team, is pivotal in fore warning and fore arming our students. Our Lady's is a caring community committed to the physical, mental, social, emotional, moral and spiritual health, safety and academic well being of all our pupils and staff. By increasing their knowledge and developing appropriate values, attitudes and skills, we want to empower our students to make informed and responsible decisions about drugs. We believe that a collaborative response involving the whole community and, including dialogue and co-operation with parents and relevant outside agencies, is all-essential. ' There is a public perception that drug misuse is mainly an issue for disadvantaged inner city areas….. Drug misuse is just as much an issue in rural areas and affluent communities: it extends across socio - economic, geographical and cultural boundaries. Educationally successfully young people are just as likely to put themselves at risk as low attainers.' [ DENI 1996 /16] Our Lady's alone cannot solve the drugs problem but an eclectic approach using the expertise available, is central to the education of students in Our Lady's . All staff [teaching and non - teaching], should familiarise themselves with the information in this policy and further copies may be had from the Designated Teacher for Drugs, Anne Mc Clean Aims and Objectives To have clear and agreed understanding among the total school population about the implications and possible consequences of drug use / misuse. To provide all staff [both teaching and non-teaching] with adequate training to enable them to deal effectively and confidently with incidents of suspected drug misuse, and to ensure that procedures are sensitively and consistently applied in all situations. To empower teaching staff, through appropriate training and support, to develop, deliver and monitor an effective drug education programme. To provide a drug education programme which develops pupils' self - esteem and promotes positive attitudes in their relationships with others gives pupils opportunities to develop the values, skills, knowledge and understanding necessary to make informed and responsible decisions about the use / misuse of drugs, including tobacco, alcohol and volatile substances, within the context of a healthy life style enables pupils develop the skills necessary to assert self and resist negative pressures and influences To provide appropriate support and assistance for those pupils affected by drug - related issues. To inform parents of the content of this policy and the procedures to be implemented in the management of incidents of suspected drug misuse To establish and sustain an environment in which the school is free from the misuse of all drugs. Roles and Responsibilities Pupils Be aware of and adhere to school rules in relation to drug use / misuse, including tobacco, alcohol, over the counter and prescribed medication, volatile substances and controlled drugs. All Staff [teaching and non - teaching] Be alert to the possibility of drug use / misuse Be familiar with the school's procedures in handling suspected drug - related incidents. It is not the responsibility of an individual staff member to investigate the circumstances surrounding an incident. However he / she, in the interests of health and safety, should deal with any emergency procedures, if necessary. Any information, substance or paraphernalia received should be forwarded to the designated teacher for drugs, who may then have to take immediate action. Teachers delivering the Drug Education programme In addition to the above: Deliver the school's drug education programme. Try to create an atmosphere in the classroom in which pupils can freely contribute to discussion safe in the knowledge that comments, ideas and feelings of the group are valued. Do not promise confidentiality. Make students aware of the school's drug policy. Support the pupils in their class if appropriate. Liaise with the designated teacher for drugs regarding any aspect of the programme / policy if necessary. The Designated Teacher for Drugs - Mrs Anne Mc Clean Ensure that all staff and parents are aware of and have access to a copy of the policy. Co - ordinate the planning of curricular provision in compliance with statutory requirements including evaluation and update. Undertake periodic update and review of policy, again in compliance with statutory requirements. Liaise with the pastoral team, particularly those monitoring and delivering the drug education programme. Co -ordinate training and induction of all staff in the procedures for dealing with incidents of suspected drug misuse. Be responsible for co -ordinating the school's procedures for dealing with incidents of suspected drug misuse. Establish the circumstances surrounding the incident. Complete a suspected incident report form and forward to the principal Ensure the active involvement of parents in all aspects of drug education. Act as a point of contact for outside agencies working with the school. The Principal Ensure that members of the Board of Governors have been consulted on, and ratified, the policy. In the case of incidents of suspected drug misuse: Ensure the welfare and well being of the pupil [s] involved in the incident and the rest of the school community. Ensure that the following people are informed [ where relevant] Parents / guardians PSNI - preferably Community and Schools Involvement Officer [CSIO] Board of Governors Designated Officer SELB Members of staff Other pupils and parents informed on a need to know basis Agree, in consultation with the Board of Governors, appropriate pastoral and disciplinary responses in relation to the incident, including counselling and other support services. Retain written records of the incident while ensuring copies of the reports are submitted to the Board of Governors and SELB, as appropriate. Review procedures and amend. The Board of Governors Examine and approve the completed policy and education programme prior to their implementation in the school. Ensure the policy is published in the school prospectus and that it is reviewed at regular intervals. Be fully aware of and adequately trained to deal with suspected incidents of drug misuse, including tobacco and alcohol, and know the appropriate disciplinary response. Agree in consultation with the principal appropriate pastoral and disciplinary responses in relation to suspected drug related incidents. It is recommended that there should be a designated Governor to work with the principal and designated teacher for drugs in relation to drug related issues. The name of the Designated Governor is -------------------------------- Parents / Guardians Support your daughter[s] if she / they have become involved with drugs. Support the school in the development and implementation of the policy, including the school's procedures for handling incidents of suspected drug misuse and the drug education programme. The Caretaker / Supervisory and Cleaning Staff Be vigilant and conduct regular checks of school premise, both inside and outside, for drug - related paraphernalia. Inform the designated teacher for drugs, Mrs Mc Clean, should any be found. Ensure the safe storage, handling and disposal of potentially harmful substances such as solvents and cleaning fluids. Training and Information All staff [teaching and non-teaching] and Governors will be provided with training to support the full implementation of this policy, including the delivery of the drug education programme. Information awareness sessions will be offered to parents / guardians. In School Use of Over the Counter and Prescribed Drugs It is recommended that the following procedures be adhered to. Parents are to personally bring their daughter's / daughters' medication to ----------------------------------------- with written instructions on dosage and frequency of use. All parecetamol consumed in school, including self medication, necessitates written consent from the parent / guardian. We aim, through this, to protect all students. The Drug Education Programme The drug education programme in Our Lady's is just one part of a whole school response to drug use / misuse. The programme provides opportunities for pupils to: acquire knowledge and understanding in relation to drug use / misuse; identify values and attitudes in relation to drug use / misuse; develop skills to enable them to consider the effects of drugs on themselves and others; and make informed and responsible choices within the context of a healthy lifestyle. We are indebted to the following outside agencies for their help in delivering the programme The Drugs Education Team, SELB Don't Blow It Alcoholics Anonymous Newry& Mourne Drug & Alcohol Partnership Upon agreeing to deliver a presentation the facilitating outside agency will be given a copy of the Misuse of Drugs Policy. Procedures for Dealing with Suspected Drug - Related Incidents We in Our Lady's accept the principle of ' in loco parentis' and will take all steps that would reasonably be expected of any parent to safeguard the well being and safety of children in their charge. Implementation of Misuse of Drugs Policy At all times the school policy with regard to drugs, including tobacco, alcohol, over - the - counter and prescribed medication, volatile substances and controlled drugs, will be implemented. Legal Responsibilities of Staff and the Involvement of the PSNI It is not the responsibility or remit of any individual staff member to investigate an incident but he / she should deal with any emergency procedures if necessary and report the incident, giving information and any substance or paraphernalia, to the designated teacher. The designated teacher will forward an incident report form to the principal who in turn will inform the PSNI. If an Incident Occurs: Ensure the safety of the individual pupil [s] involved, of other pupils, yourself and other staff Get help immediately from another adult. Assess the situation to see if this is a life - threatening situation or not. In an emergency If necessary call an ambulance. Put the person under the influence of the drug [s] in the recovery position. Ensure airways are cleared. Remove any other bystanders from the immediate vicinity. In all cases Carefully gather up any drugs / paraphernalia / evidence lying around and keep safely. Ascertain which substances / drugs have been taken and how much. Secure all drugs and paraphernalia and give to the designated teacher / principal. If necessary, in the interim, lock them away in a designated drug cabinet. Consistency of Response All incidents of suspected drug use / misuse must be dealt with consistently following directives and procedures outlined in the school policy. Ensure all incidents are properly investigated and recorded Never accuse a pupil [s] of drug dealing / possession. Always conduct search procedures according to school policy. Never search personal belongings without permission. Do not turn out students' school bags or other holdalls. Ask the student to do it herself. In the event of a refusal contact the parents and seek permission. Do not under take a body search. It is permissible to search school property such as lockers, cupboards or desks. At all times have another adult witness present and keep a written report. Ensure that all drugs are safely and securely stored and, where appropriate, destroyed. Again this must be witnessed by another adult and recorded. Gather details and data from all eye - witnesses at the scene and record. All statements and phone calls should be recorded, signed and dated. Record all information contemporaneously on an official incident form, sign and date. If you are giving information to whoever is compiling the form, ensure all details are accurate and co - sign. Fill in the SELB incident form and return to the Advisor for Pastoral Care Pastoral / Disciplinary Responses These responses balance the need for compassion and the facilitation of behavioural change by the offending student [s] against the need to signal a clear message to the school community about illegal actions, behaviour and accountability. We will, at all times, endeavour to meet student needs in the context of the seriousness of the situation. Possible Pastoral Responses Counselling - any of the following services could be used Don't Blow It Breakthru' Northlands Centre Alcoholics Anonymous Smokebusters Newry & Mourne Drug & Alcohol Partnership FASA [Forum for Action on Substance Abuse] Contact Youth Just Ask Families and staff may also access these agencies. Disciplinary Responses Responses will be in keeping with the Behaviour Management / Discipline Policy. Repeated acts will incur very serious penalties. Dissemination of Information Appropriate individuals and agencies We will ensure that the following people are, when appropriate, informed. Principal and designated drug teacher Parents / guardians PSNI [CSIO or Uniform Branch] SELB Pastoral Care Advisor Chairperson initially and subsequently the Board of Governors The Education Welfare Officer Other pupils, parents and staff are only to be told on a need - to - know basis Parents / guardians, staff and pupils Our Lady's, will at all times, give careful consideration as to how any information relating to an incident of suspected / confirmed drug use / misuse is communicated to staff, pupils and parents / guardians. The parents / guardians of the pupil[s]directly involved in suspected / confirmed drug use / misuse will be informed of the incident as soon as possible. We recognise that the future of a child or an adult can be adversely affected by such an incident and believe that information should, therefore, be released only on a need- to - know basis. The Media If the school receives an enquiry from the media the caller will only be referred to the principal or, in her absence, a designated nominee. When responding to the media the privacy of the pupil [s], her family and / or any staff member will be respected at all times Communication of Misuse of Drugs Policy The school will follow all statutory procedures and include a copy of our Misuse of Drugs Policy in the school prospectus. Furthermore, we will forward to parents, at regular intervals, a Misuse of Drugs flyer which, in an abridged format, will contain all salient points. Monitoring and Evaluation of the Misuse of Drugs Policy Our Lady's Grammar School will ensure that procedures are put in place to monitor and evaluate the effectiveness of all aspects of this policy. As part of a monitoring process information will be regularly collected from pupils, staff and parents and, at appropriate intervals, evaluated against the aims and objectives of the policy. This may lead to a review of policy, including changes to the drug education programme.||../downloads/Policy%20Misuse%20of%20Drugs.rtf",
    "Our Lady's Policy-Bullying.doc|A School Policy on Bullying. A Policy Statement '' The school acknowledges the dignity and self worth of each individual and the right of each member of the school community to enjoy school in a secure environment. Where this has been violated the school will intervene and respond to the needs, fears or anxieties of individuals in a sensitive way. Further the school recognises the need to co-operate with and keep parents informed on the procedures to improve relationships within the school community''. What is Bullying? Bullying is a way of being cruel to another person and may be conducted by one or a group against an individual or others. It can involve name calling, rumour mongering, making fun of someone in a nasty way, stealing or breaking someone's things, pushing, hitting or assaulting them, frightening someone into doing things they don't want to and isolating them. More insidious forms can find expression in malicious and unacceptable use of pictorial and written messages sent via the Internet and / or mobile phones. A bully can be a friend. Any person, whether student, teacher, staff including ancillary or parent can be the recipient or perpetrator of bullying. Preventative Procedures. Awareness raising of the nature, extent and severity of bullying as an unacceptable behaviour is achieved through: The curriculum --- PSHE, English [Drama] and R.E. An advice leaflet for parents. An information leaflet for ancillary staff. A student advice leaflet. Our Lady's Anti Bullying Code. Supervision and monitoring procedures, including the following: Senior and ancillary staff supervise the main areas at the following times -- before class in the morning, break and lunch time, at the end of the school day and at the bus stop within the school grounds. Form and class teachers observe friendship patterns and behaviour. Cairde friendship group liaise with their respective classes. Organised and supervised lunch time activities. 3. The acquisition of skills and capabilities to handle or combat bullying. The PSHE classes will promote and help develop such expertise. Intervention. Reporting and investigating It should be made clear to the pupils that reporting is not telling tales but behaving responsibly. All reports of bullying should be noted, investigated and dealt with by a teaching member of staff. Teachers must record all statements contemporaneously. Serious cases should be referred to the Principal/ Vice Principal and the Designated Teacher for Child Protection must also be informed. Parents may be informed. Managing a bullying incident. The teacher should interview victim and bully separately and, if deemed necessary, spectators. He / she must take time to write a full account of the incident. These contemporaneous reports must be kept until the student/s is /are 21 years of age. The report may be made available to the Year Head. Adopt the Anotal Pikas ''no blame'' approach'' based upon the belief that to counter bullying the bully must understand the unhappiness of the victim and engage in a constructive solution which could culminate in a good behaviour contract. The situation should be monitored and reviewed at intervals. If the issue is serious or repeated then parents should be informed. There should be no attempt to withhold information from parents. Should the ''no blame approach'' fail then sanctions directed at the behaviour and not the pupil will be imposed. These will be in accordance with our Behaviour Management Policy. Support for the recipient. The following options are available: a. Counselling. b. A handout entitled ''Teaching Protective Strategies and support. c. Assertiveness and self esteem training.