Application & Enrolment 2022 - Belvedere College
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Application & Enrolment 2022
01
CONTENTS
APPLICATION AND ENROLMENT PACK
Headmaster’s Message 4
Rhetoric Exit Reports 8
Covid-19 & Education in Belvedere 10
Vision, Mission and Values 13
Characteristics of a Jesuit Education 15
A Long and Proud History 17
Upholding Respect and Dignity for All 20
The College Crest 27
Key Information 28
State Examinations 29
Student Achievement 30
General Information 32
Men For Others 40
Fee Information 44
Admission Policy 46
For almost five centuries, Jesuit Founded in 1540, the Society of Jesus * Please note that some of the photographs used in this publication were
education has existed as a model of emphasises the pursuit of wisdom in taken prior to the Covid-19 pandemic and the associated restrictions.
academic excellence throughout the the tradition of its founder, St. Ignatius
world. Jesuits are synonymous with of Loyola.
excellence in education and commit-
ment to caring for the whole person
– mind, body and spirit.
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01
HEADMASTER'S MESSAGE
THANK YOU FOR CONSIDERING BELVEDERE
“We want our students to be happy and safe in school, to make friends, to enjoy
learning, to be willing to explore their talents and above all to explore their
faith, beliefs and to grow in confidence and maturity. We will accompany them
on this wonderful journey and share in the joys and challenges it brings.”
Jesuit education is synonymous with excellence in all its resourcefulness, reflection and reciprocity. Students and other schools, students have the opportunity to community, students and staff in the process of learning,
endeavours. To aspire to achieve excellence is to accept learn to learn, in the company of others who are highly develop a very different perspective in embracing a leading to improved outcomes and experiences for all.
that we never achieve excellence, we strive continuously motivated, and they are encouraged to improve on multicultural society. They are encouraged to become This is particularly evident in the evolution of technology
to improve. Care for the individual, developing critical their previous personal best. Integrity, honesty, and global citizens who actively engage with human rights and in learning and teaching, both in the physical classroom
reflection, fostering independent thinking, and nurturing a commitment to have an informed opinion, which environmental issues. and online.
talent so that every member of our community finds what strengthens a resolve to work for the greater good of
is creative and life-giving is central to the educational society, are central to our aspirations for all students. In pre-Covid 19 times, our Exchange and Immersion At Belvedere, this also results in a huge range of
experiences we offer. Jesuit education emphasises Our teachers are educators who build on tradition and Programmes, students travelled across the world, and subjects and co-curricular activities, challenging artists,
the 4 C’s, competence, conscience, compassion and enthusiastically embrace the challenges and opportunities through our Faith and Service Programmes, they worked athletes, scientists, debaters, linguists, entrepreneurs,
commitment to justice, (see page 16). of an ever-changing educational landscape. with the most marginalised in our society and shared in actors, musicians and writers to become the best
learning with refugees and migrants. We are adapting they can be. We give them the skills to look for
Covid-19 has changed every aspect of our life and WHY BELVEDERE our programmes to ensure we continue an enriched opportunities to grow and develop in all the challenges
education has been profoundly changed. The College experience, despite curtailment by the pandemic they encounter. Remaining a fee-paying school has
migrated successfully to online learning during the school Leadership and the experience of being a team member, restrictions. Hopefully, a return to physically going to given us a degree of independence, which has ensured
closure period and we will continue to evolve as a learning are central to the experiences offered in our school for the frontiers are on the horizon. we engage with our Mission to be a school where
organisation, maximising the use of technology in learning. We students and staff. Past pupils, parents and friends of academic excellence is balanced with the moral,
are building on a long tradition since nine students enrolled in the College, form an integral part of this community and Exam success is important and our students state spiritual, cultural, physical and emotional development
1832 and the College has evolved through the time of Ireland’s contribute to the mission of the College. The curriculum examination results show that students of all abilities of our students.
famine, world wars, the War of Independence, the Civil War, is a holistic experience both inside and outside the achieve their academic potential. However, education is
the Spanish flu, economic depression and recessions. Ignatian classroom. The caring relationship between staff and much more than this. We aim to create an environment Our capital fundraising ensures we can provide
education nurtures independence and creativity, which students underpins everything we do. that responds directly to the diverse needs of individuals outstanding facilities. The very significant investment
prepares our students to navigate the uncharted waters of rather than imposing a ‘one size fits all’ model on students. in educational technology is evident in the classrooms
the future with confidence. We want each student to discover, by being of service to Personalised learning shifts the role of students from being and in providing all teachers with laptops. A new block
others, a passion for life and to realise that they can be simply a ‘consumer’ of education, to a ‘co-producer and of classrooms will be completed in Autumn 2021. These
Building on over 180 years of educating young men, an agent of change for the better in society. Through our collaborator’ of their learning experience. Personalised facilities, shared with the local community, enable us to
our education focuses on developing resilience, international links, as part of a global network of Jesuit learning actively engages all members of our learning provide learning tailored to each individual.
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FUTURE OF BELVEDERE
Our teachers are dedicated educationalists, leaders who
engage in professional development and work together
to ensure that every student has the opportunity to excel.
They are part of a community whose objective is not
just to adapt to change, but to be agents of that change,
shaping education in light of an agreed strategy, which
reflects the commitment and dedication of the many
constituents of that community.
This strategy ensures we will remain a learning
organisation, focused on improvement, embracing change
in the tradition of Jesuits who are contemplatives in
action. Our strategy has evolved as a result of a process of
engagement and reflection, in keeping with our Ignatian
identity. It is also informed by the belief that we can and
must improve in every aspect of our endeavour.
As a community, Belvedere College SJ is committed to
playing a key role in educating future generations of young
men who will build a better society. I hope this booklet, and
our website, assist you in understanding all that is offered
in Belvedere College SJ.
Gerry Foley, Headmaster, Belvedere College
‘Building on over 180 years of educating
young men our education focuses on
developing resilience, resourcefulness,
reflection and reciprocity.”
Gerry Foley, Headmaster, Belvedere College SJ
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02 “Belvedere Teachers and Staff have always gone above and beyond to support
their students and do the best for them. They always did their best to help and for
RHETORIC EXIT REPORTS all the support they have given me when I was down, I will always be grateful.
PER VIAS RECTAS
There is a truly special relationship between teachers and students in Belvedere.”
The voice of the students informs our planning. The College is committed to due to the school. I learned so much
from my time in Belvedere, but most
improving the education we provide. Feedback from students, parents, teachers importantly l also enjoyed it. I loved time
and past pupils, informs how we change, yet maintain our core values. with my class, with the teachers, and
doing all the different activities I was able
All students leaving the College complete an anonymous exit survey. Here are some comments to do in Belvedere.” Belvedere College SJ
PER V I A S R ECTA S
from Rhetoric students on leaving the College.
“The last year in Belvedere was hard as
the ‘normal’ was gone from the year.
From First year we have had 6th year
built up as the greatest year in the
school with the last time we would do
activities, the last time to properly bond
“The single best experience of my life. school. From early morning rehearsals in Belvedere. I got a sense of belonging with others through days out or retreats
A place that made me feel comfortable to competitions to the annual musical in the school especially in the last three and the last musical performance and
with who I was. It has taught me that evening, the best memories from my years. I felt extremely comfortable in competitions I would have done in the
being myself is enough and not always time here are all linked to music. I am Belvedere and it gave me numerous College. Covid-19 has taken that away our
to try and impress those around me. very grateful to all the teachers whose opportunities to develop my talents and last year from us as a group as there was
I contribute any success I have had to dedication to music in the College has explore my faith and relationship with barely any room for the usual activities
the belief the staff have given me to inspired me to pursue music to the God. I felt I contributed towards the and the class dinner as a goodbye to our
strive for excellence in everything I do. extent that I have. I wish everyone in the life of the school in my involvement in class. Thankfully we will get a normal “Our teachers are educators who build
The relationship between students and College well in the future.” various activities. I distinctly remember graduation with the lads all in suits but on tradition and who enthusiastically
teachers is what Belvedere is all about; Mr Rogan telling us in First Year that with the abrupt end to our fifth year, I embrace change in meeting the
their selflessness to go beyond the call “The school certainly provided what this is not a school where one leaves do not think any of us really thought of
at half three every day. It is a wasted
challenges of the future.”
of duty never ceases to amaze me.” was promised. A Jesuit education. I feel that being our last year to do the normal
that I have matured a lot as a person opportunity to not get involved and I activities in the school and that we had Gerry Foley - Headmaster Belvedere College SJ
“I have loved my time in the College. I am in an academic sense, a spiritual sense, believe that by getting involved in every one more left to do as much as we could.
incredibly grateful to all of my teachers and a moral sense. The various activities aspect of school life, one contributes Either way we tried to make the best of it
who have made my time in the school and programmes that the school immensely to the life of the school.” with things, for me, such as a night at the
incredibly memorable. This year has offers provide an equal opportunity theatre, choir videos, and the Sleepout. I
been incredibly difficult, but I appreciate for everyone to get involved. I have no “Belvedere is a place where I have also want to thank the staff of Belvedere
the huge amount of work that the doubt I will miss the school, but I also changed so much in and I am certain I will for everything I was able to be a part of
teachers have put in, to put me in the look forward to what lies ahead.” never change that much again. Belvedere and take full advantage of in the school.
best possible position. Lastly, I want to helped me to truly discover who I am and The staff put serious time into after
emphasize once more just how thankful I “I think that the phrase ‘give me the boy where my talents lie. I now know what I school activities for the students and I am
am for the music department in the and I’ll show you the man’ holds very true wish to pursue in life and all credit for this very thankful for that.”
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03
COVID-19 AND EDUCATION IN BELVEDERE
PARENT REPLY FORMS
“We wish to thank you for all that you have done to make this academic year
so successful despite all of the challenges posed by COVID-19. The transitions
between in house and online learning were made as seamless as possible by
all of the staff in Belvedere.”
“The online learning was rough for help afforded to him by the special “The students were afforded every
everyone including teachers, but education team meant we felt very well available opportunity to participate
teachers showed professionalism in their supported in our online learning.” and engage in all aspects of college
work and carried on in extraordinary life. We would also like to acknowledge
circumstances. I thank them for their “The College very obviously put a the tremendous work of the admin-
commitment to helping us as young men huge amount of thought and effort istrative, catering, cleaning, security,
to grow both mentally and socially. It into achieving the perfect tone for and support staff who have worked
has been a joy to work with them. I look this very moving tribute to The Men so hard throughout the year amid
forward to treating them as equals after of The Class of 2021. This particular such challenging times. The catering
my graduation. My time at Belvedere year group have shown almost divine has continued to be a highlight, with
lacked half a year or so, but it has still resilience and fortitude during this stories of the delicious school lunches
been my entire teenage life. It’s tough to catastrophic period of our lives.” making our mouths’ water!!!”
leave, but I’ll be sure to drop by and see
how things are going.” “My two sons returned to the College “I want to extend on behalf of myself,
after Easter and the difference in their my husband and our son a big, big
“I would like to take this opportunity to demeanour since in-person school Thank You to you and all of the staff
extend my sincere thanks for the level started is just fantastic. I’m happy and at Belvedere College for continuing
of organisation of the online teaching sad about that - delighted to see a pep to work and support the students
over the last couple of months. As I’ve in the step, no hesitation getting out of under the challenges presented by the
been assisting our son for each class, bed and out the door and coming home Covid-19 pandemic. Online learning
I’ve had the chance to witness first-hand with heads high. Sad because it’s when has been a good and enjoyable
the level of excellence of the teaching you see the difference, you appreciate experience in this house. I would also
staff. In what can only be described as how lonely home school was and like to thank you for the Newsletters
extraordinary circumstances they’ve how much of school is the spirit and which kept us all connected during
more than exceeded expectations. The community of the boys.“ the Covid-19 lockdown.”
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04
VISION, MISSION AND VALUES
AD MAJOREM DEI GLORIAM
Founded in 1832, Belvedere College SJ is a Catholic secondary school for boys in the heart
of Dublin city, Ireland. As part of a worldwide network of Jesuit schools, we are inspired by
the missionary life and service of our patron, St Francis Xavier SJ, and our College motto
Per Vias Rectas (By just paths) as our way of proceeding.
The Vision, Mission and Values which define us are as follows:
Our Vision 1. Community We recognise the urgent need to
respond to the pandemic of poverty
Extract from Rudiment Parent Extract from Rhetoric Parent Our vision is to form men for others We are a Catholic community of and climate change.
– compassionate, discerning people in welcome and inclusion. We foster this
pursuit of a just and sustainable world. through respectful and collaborative 4. The Magis - The More
COVID 19 & EDUCATION IN BELVEDERE COVID 19 & EDUCATION IN BELVEDERE relationships between staff, students,
parents, past pupils, and the wider We continuously strive for ‘The More’
Our Mission community. We understand that we - in our spiritual growth, in academia,
“I just wanted to express an overdue word of thanks “As a mere mortal, or now a front-line worker, I belong to one human family and treasure the arts, sport and social justice. We
to you all for the very great efforts you have put into cannot express how proud I felt to watch the video Our mission is to provide an education the diverse cultures within it. are challenged to live out our unique
ensuring the continuing education of your students of the Belvedere boys singing ‘You Raise Me Up’. It that promotes academic excellence, potential as human beings. We hold each
through these challenging times. Our son has been was powerful to watch, done with such precision by life-long learning, spiritual growth and 2. Jesuit Tradition other to a higher standard and seek
filling me in on what he has been doing and the range everyone online. It reinforces the decision as to why the pursuit of social justice, rooted in a to rise to every challenge - all for the
of materials that have been made available to him. we moved our son to Belvedere College. meaningful relationship with Jesus Christ. Steeped in the rich and evolving tradition Greater Glory of God (AMDG).
of Jesuit education since 1548, we
As I pass by the room he is working in, I hear phrases I am also so proud he is going into his 6th Year with the embrace the spirituality of St Ignatius of
en français, snippets of information about fisheries life-long experiences he has gained to date. Needless Loyola to find God in all things, to care
Our Values for each individual (cura personalis), and
in Donegal and maths jargon that I didn’t understand to say, he’s not in the choir as sport is his thing, but the
to live an active faith in service of others.
back in the day and still don’t! parents of the children who are must also be very proud. There are four key Values that characte-
rise our culture. 3. Justice
With firsthand knowledge of teaching over the internet I have been so impressed with the manner in which the
(I simultaneously love and detest Zoom! ), I believe College has structured the past eleven weeks. Thanks We strive to be people of integrity who
it is a tremendous credit to all Belvedere teaching staff to you and your colleagues for all your endeavours. I relate honestly and fairly with one another.
who have risen to the occasion and continue to engage am very grateful. Many thanks for what I’m sure was a We walk with and advocate for those on
so effectively.” huge organisational feat.” the margins, locally and globally.
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05
CHARACTERISTICS OF A
JESUIT EDUCATION
AD MAJOREM DEI GLORIAM
For almost five centuries, Jesuit education has existed as a model of academic
excellence throughout the world. Jesuits are synonymous with excellence in
education and commitment to caring for the whole person – mind, body and
spirit. Founded in 1540, the Society of Jesus emphasises the pursuit of wisdom in
the tradition of its founder, Saint Ignatius of Loyola.
“Jesuit education relies on a spirit of community among teachers, past and present students,
parents and Jesuits. This ‘spirit of community’ is epitomised in the quality of care experienced
by each participant.
The vision and dream of the Jesuits who began St. Francis Xavier’s College as a community
of care in 1832, and saw its transfer to Belvedere House in 1841, is today clearly visible in our
College. For all our tomorrows, I am genuinely confident that our spirit of community will
flourish and remain attractive.”
Fr Paddy Greene SJ - Rector, Belvedere College SJ
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Jesuit education aims to form leaders in service, in imitation of Christ
Jesus; men of Competence, Conscience and Compassionate Commitment.
Competence (The Head) – embraces a broad spectrum of abilities; academic proficiency
(including the ability to reason reflectively, logically and critically), technological
and vocational skills, an appreciation of the creative arts and sports, and effective
communication skills.
Conscience (The Heart) – a person of conscience discerns what is right, good and true
and has the courage to act according to those values.
Compassion and Commitment to Justice (The Hands) – a compassionate heart recognises
Christ present in the faces of those in greatest need and walks with them in solidarity and
empathy. a
THE CHARACTERISTICS OF A JESUIT EDUCATION
1. Finding God in All Things 6. In Service of the Church
Facilitating the discovery of and encounter with God is
its core value.
Jesuit schools are part of the Church’s mission to
serve and humanise the world and give glory to God. 06
2. Cura Personalis 7. The ‘Magis’ – Striving for Excellence A LONG AND PROUD HISTORY
Caring for the individual and inviting them on their Jesuit Education seeks to elicit great desires and BELVEDERE COLLEGE SJ
unique journey of personal, moral and spiritual encourages students to strive for great things for God.
development.
8. Working as a Community
3. Growth Towards Freedom and Responsibility All involved in Jesuit Education collaborate in the
Jesuit pupils are to be men and women of conscience, service of shared values. A common task, and an
able and willing to stand up and be counted in the overarching vision.
name of truth and justice. A TRADITION THAT CONTINUES TODAY
9. Adaptable and Open to Growth
4.Christ is The Model for Human Life To nurture a capacity to adapt flexibly to the demands
Jesus is at once the face of God and the model of of new circumstances and challenges; intellectual and When the Jesuits opened St Francis Xavier’s College in 1832, there were just nine students’ names in the roll-book.
compassion love. existential. Nearly two centuries later, Belvedere remains, by conscious choice, in the heart of Dublin within the Jesuit-run parish of
Gardiner Street. Students from all over the city and beyond, come together here and form lasting friendships.
5. A Faith That Does Justice
Forming men and women for a life of active social Today, as then, the care of each student lies at the heart of our mission. Form Tutors, Year Heads, Learning Support
commitment. and a Pastoral Care Team, assist our students in achieving their full potential.
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BANK OF IRELAND - MONEY SMARTS CHALLENGE
ANNUAL JOHN DALY AWARD LEINSTER SCHOOLS S SENIOR DEBATING
GAISCE AWARD WINNERS
ZAYED FUTURE ENERGY PRIZE - ABU DHABI
LEINSTER SCHOOLS S DEBATING LEINSTER SCHOOLS RUGBY TEAM IRELAND (1ST) - CELTIC GAMES
WINNERS OF THE NATIONAL YOUNG ECONOMICS AWARD - CENTRAL BANK THE GROUND ZERO 360 ART COMPETITION WINNER
18 | B E L V E D E R E C O L L E G E S J 19 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 207 • Isolated or once-off incidents of
intentional negative behaviour,
THE NEGATIVE IMPACT OF
INAPPROPRIATE BEHAVIOUR:
•
•
Aggressive behaviour
Increased likelihood of alcohol, drug
including a once-off offensive or
UPHOLDING RESPECT AND hurtful text message or other private
messaging, do not normally fall
Research shows that negative behaviour
can impact an individual’s physical, •
or substance abuse
Panic attacks
DIGNITY FOR ALL within the definition of bullying and
should be dealt with, as appropriate,
emotional or behavioural wellbeing,
especially if sustained over time. It can
• Nervous breakdown, reactive
depressive illness and even suicide.
ANTI-BULLYING POLICY BCSJ in accordance with the school’s also have a negative and demoralising
Code of Behaviour. effect on a class or staff group within
• However, in the context of this policy, the school. Severe distress can also be (N.B. Symptoms might be caused by
placing a once-off offensive or hurtful caused to the close family or friends of another health problem – that may
public message, image or statement anyone witnessing this behaviour. require medical evaluation. Seek advice
on a social network site or another at the earliest opportunity if concerned.
public forum where that message, Note: the list is non-exclusive.)
In accordance with the requirements of the Education (Welfare) Act 2000 and image or statement can be viewed
• Fellow pupils, teachers, parents or
colleagues should be alert to changes
the Code of Behaviour Guidelines issued by the NEWB (now TESS), the Board of and/or repeated by other people will
in behaviour patterns. The Board of Management recognises
be regarded as bullying behaviour.
Management of Belvedere College SJ has adopted the following anti-bullying policy • Parents especially should trust their
the very serious nature of bullying and
• Additional information on different the negative impact that it can have on
within the framework of the school’s overall Code of Behaviour. This policy fully types of bullying is set out in Section instincts, investigate and confide in a the lives of pupils and is therefore fully
complies with the requirements of the Anti-Bullying Procedures for Primary and member of staff – if the behavioural committed to the following key principles
2 of the Anti-Bullying Procedures for
changes observed cause concern. of best practice in preventing and tackling
Post-Primary Schools which were published in September 2013. Primary and Post-Primary Schools.
bullying behaviour:
Some of the physical, behavioural or
HOW DOES NEGATIVE BEHAVIOUR
This anti-bullying policy is framed in the context of a Catholic school in the Jesuit OCCUR?
emotional symptoms can include: • A positive school culture and
tradition which places Jesus Christ at the centre of its mission. Every person has a climate which-
God-given right to respect, fair treatment and justice. Some common examples of bullying among • Visible signs of increased anxiety ɥ is welcoming of difference and
student on student/student on teacher/ and stress diversity and is based on inclusivity;
teacher on student are listed below. ɥ encourages pupils to disclose
• Anxiety about going to school/ work
or increased absenteeism and discuss incidents of bullying
• Physical - Pushing, shoving, punching, behaviour in a non-threatening
kicking, poking, tripping, “messing • Reduced ability to concentrate - poor environment; and
OUR AIMS IN HAVING AN ANTI-BULLYING • It is a means to ensure that bullying THE NATURE OF BULLYING: fights” or severe assault. or deteriorating schoolwork or work
ɥ promotes respectful relationships
POLICY IN BELVEDERE COLLEGE SJ: behaviour stops;
• Verbal - Slagging and name-calling. • Lack of motivation or energy across the school community;
• It helps ensure that both the target In accordance with the Anti-Bullying Personal, persistent, demeaning/ • Effective leadership;
There may be occasions when inappro- • Loss of confidence or self-esteem
and the perpetrator are cared for; Procedures for Primary and Post-Primary hurtful or insulting remarks, gestures,
priate behaviour occurs and causes
Schools bullying is defined as follows: or sarcasm/sneering, unwelcome • Changes in an eating pattern - lack • A school-wide approach;
distress. The Policy helps the College • It outlines clearly what action can
take prompt and consistent action to comments about appearance/back- of appetite or comfort eating • A shared understanding of what
be taken and the procedures to • Bullying is an unwanted negative behav-
resolve the issue in a positive way. ground. bullying is and its impact;
handle complaints. iour, verbal, psychological or physical • Changes in a sleeping pattern -
conducted, by an individual or group • Through Technology - Phone, email, problems with sleeping: nightmares, • Implementation of education and
• The policy gives examples of the WHERE DOES THE POLICY APPLY? against another person (or persons) internet, or text messages. sweats prevention strategies (including
sort of behaviour that is unacceptable; and which is repeated over time. awareness-raising measures) that-
• At Belvedere College, or anywhere • Intimidation - Highly aggressive • ‘Personal symptoms of stress’ such
• It alerts people to the negative effects • The following types of bullying body language. Threatening or abusive as skin or respiratory conditions ɥ build empathy, respect and
students are representing the College.
of behaviour such as bullying or behaviour are included in the definition languag /gestures/expressions. The becoming worse resilience in pupils; and
• At events such as social functions,
harassment; of bullying: deliberate exclusion, tone of voice or “looks” is used.
sporting events, training seminars, • Physical symptoms – headaches, ɥ explicitly address the issues of
malicious gossip and other forms
• It ensures compliance with the anti- field trips or school trips where • Financial - ExtortionDemands for vomiting, crying, stomach & bowel cyber-bullying and identity-based
of relational bullying; cyber-bullying;
bullying procedures for primary and Belvedere is represented. money accompanied by threats. disorders bullying, for example, racism,
and identity-based bullying such as
post-primary schools (DES, Sept 2013); homophobic and transphobic
• In writing, on the phone, by e-mail, homophobic bullying, racist bullying, • On Grounds of Disability - Jokes • Unexplained injury to a person,
• It sets out the support and help text message, on the internet or any bullying based on a person’s identity bullying (this list is not exhaustive)
about a person’s condition, imitation damaged or missing property
available to anyone subjected to other form of communications tech- and bullying of those with disabilities and mocking, or removal of technical • Effective supervision and monitoring
bullying behaviour; nology in any College-related activity. or special educational needs. aids needed by the disabled person. • Changes in mood and behaviour of pupils;
20 | B E L V E D E R E C O L L E G E S J 21 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 2• Supports for staff; • Be vigilant and watch out for each The education and prevention strategies
other. that are used by our College include:
• Consistent recording, investigation
and follow up of bullying behaviour • To be able to identify bullying
(including use of the established behaviour. • A College-wide approach to the
intervention strategies); and fostering of respect for all members
of the college community; adults
• On-going evaluation of the effec- Parents: should model the type of behaviours
tiveness of the anti-bullying policy. they promote to pupils.
• To support the College in the
implementation of the policy. • The promotion of the value of diversity
RESPONSIBILITIES: to address issues of prejudice and
• To watch out for signs that their son stereotyping, and highlight the
may be being bullied. unacceptability of bullying behaviour.
School Staff:
• To speak to the Form Tutor or Year • The fostering and enhancing of the
• It is the responsibility of all school Head if their son is being bullied or self-esteem of all our pupils through
staff to have read and understood they suspect that this is happening. both curricular, co-curricular and
the school’s anti-bullying policy. extracurricular activities. Pupils are
• To instruct their son to tell if he is
• It is the responsibility of all school being bullied or if he has seen other provided with opportunities to de-
staff to have read and understood pupils being bullied. velop a positive sense of self-worth
the school’s anti-bullying policy. worth through formal and informal
• To notify the College if they think interactions.
• To acknowledge that bullying is a shared that their son is displaying bullying
responsibility within the College. behaviour and to work with the • Whole staff professional develop-
College in addressing this problem. ment on bullying to ensure that all
• Every teacher has a particular
responsibility to be vigilant against They should not defer letting the staff develops an awareness of what
bullying behaviour inside and outside College know of any issue in the bullying is, how it impacts on pupils’
the classroom. hope that the problem will go away. lives and the need to respond to
it-prevention and intervention; the
• Every prefect has a particular • To ensure that if their son is online topic of bullying is addressed at
responsibility to be vigilant against that he is using social media in a each staff meeting.
bullying behaviour in the school safe and responsible manner.
domain. • School wide awareness raising on all
• Never to directly approach another aspects of bullying, including pupils,
• To implement prevention and student, or the parent of another parent(s)/guardian(s) and the wider
intervention strategies that build student, at the College to intervene school community (e.g. talks for
and maintain a safe learning in behavioural issues. parents/pupils on Stay Safe, Internet
environment for the whole college Safety, Cyberbullying and RSE
community. schemes of work and policies).
• To empower students to deal with PREVENTION OF BULLYING/
STRATAGIES: • Supervision and monitoring of
conflict in constructive ways. classrooms, corridors, school
• To take all reports of bullying grounds, school tours, co-curricular
seriously and to report them to the
appropriate authority if warranted.
• Proactive role of the class captains,
prefects, peer mentors and student
and extra-curricular activities.
Support staff are encouraged to be
vigilant and report issues to relevant
‘As a community, Belvedere College SJ is
committed to playing a key role in
• To document any serious bullying council.
teachers. Supervision also applies to
incidents using the Serious Incident monitoring pupils’ use of communi-
• Pupil to report if they are being
Report Form. cation technology within the school.
educating future generations of young
bullied or if they see someone else
●
being bullied.
• The support system as outlined by
Students: the “Cura Personalis” document.
• To develop a sense of empathy for
• Never bully others. To show
consideration, respect and support
targeted members of the College
community and as a result take safe
• The school’s Anti-Bullying Policy
is discussed with pupils and all
men who will build a better society.'
towards others. and sensible action as a bystander.
parent(s)/guardian(s) through the
• Be sensitive to the well-being of • Never to stand by and allow bullying parents association. It is also available
everybody. to occur on the school website. Gerry Foley - Headmaster Belvedere College SJ
22 | B E L V E D E R E C O L L E G E S J 23 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 2• The implementation of regular ɥ witness or know that bullying is The Formal Process at cyber-bullying and identity-based • The school promotes habits of • Chaplaincy
whole school awareness measures, taking place. Those involved will be spoken to bullying that will be used by the school mutual respect, courtesy and an
including school assemblies, separately. The College takes very • Co-curricular programme
ɥ All teachers and prefects will are as follows: awareness of the interdependence of
boarding declamations, posters, seriously any attempt at intimidation people in groups and communities. • Student Support Team
teach pupils to recognise bullying
competitions etc. during the course of an investigation.
behaviour and encourage them to • The school promotes qualities • Student leadership Team
• Encourage a culture of reporting, use their voices to say ‘no’ to such The facts will be established straight • The College acknowledges the of social responsibility, tolerance
behaviour. right of each member of the school • SDP coordinator
with particular emphasis on the away i.e. time, date, place of the incident, and understanding among all its
responsibilities of bystanders. In and details of the incident itself. community to enjoy school in a members both in school and out of
ɥ Encourage parent(s)/guardian(s) secure environment.
that way, pupils gain confidence in to approach the school if they school. SUPERVISION/MONITORING OF PUPILS:
‘reporting’. This confidence factor Students who have reported a bullying
suspect that their child is being incident will be asked to complete a • The College acknowledges the • Staff members share a collegiate
is of vital importance. It should be bullied. uniqueness of each individual and
written report of the incident(s). responsibility, under the direction of The Board of Management confirms
made clear to all pupils that when his/her worth as a human being.
ɥ Ensure that children and parents the Headmaster, to act in preventing that appropriate supervision and
they report incidents of bullying If a “gang” of people is involved, they will
accept the IT Acceptable Use • The College recognises the need to bullying/aggressive behaviour by any monitoring policies and practices are
they are not considered to be telling be interviewed one by one, and then as
Policy of the College. work in partnership with and keep member of the school community. in place to both prevent and deal with
tales but are behaving responsibly. a group.
parents informed on procedures to bullying behaviour and to facilitate early
• Ensuring that pupils know whom to A written account of all discussions and improve relationships on a school- intervention where possible.
tell and how to tell, e.g.: COLLEGE PROCEDURES: the investigations will be made. wide basis. The school’s procedures for investigation,
follow-up and recording of bullying The Board of Management confirms
If it turns out that the accused HAS been • The College recognises the role of behaviour and the established intervention that the College will, in accordance
SOURCES OF HELP WITHIN THE COLLEGE bullying, they have broken the rules of parents in equipping the pupil with a strategies used by the school for dealing with its obligations under equality
The College’s Commitment to the Students the College which already exist. range of life skills. with cases of bullying behaviour follow legislation, take all such steps that are
Who can you confide in? Contact persons
1. All cases will be treated seriously, In this case, action will be taken. This • The College promotes positive Section 6.8 of the Anti-Bullying Procedures reasonably practicable to prevent the
have been assigned to assist as follows:
action, according to these same rules, habits of self-respect, self-discipline for Primary and Post-Primary Schools. harassment of pupils on any of the nine
2. All cases will be treated seriously,
and responsibility among all its grounds specified i.e. gender including
investigated with care, and with all Serious instances of bullying behaviour
The relevant staff for investigating and members. transgender, civil status, family status,
Students: Contact your Form Tutor, Year possible confidentiality. should, in accordance with the Children
dealing with bullying is (are) as follows: sexual orientation, religion, age, disability,
Head, Deputy Headmaster, Chaplain, • The school prohibits vulgar, First and Child Protection Procedures
3. Sensitivity and respect will be shown race and membership of the Traveller
Pastoral Care Team, School Captain or offensive, sectarian or other for Primary and Post Primary Schools, be
to both the person making the • Teachers will report bullying community.
Senior Prefects – or any staff member that aggressive behaviour or language by referred to TUSLA and/or the Gardaí as
complaint and to the subject of the behaviour to the Year Head and
you feel you can confide in. (A witness complaint. any of its members. appropriate. This policy was adopted by the Board of
can contact any of the above with the provide written documentation of Management. This policy has been made
assurance of all possible confidentiality.) 4. Every effort will be made to resolve the incident. • The school has a clear commitment available to College personnel, published
a complaint informally. If this is not to promoting equity in general and RECORDING OF BULLYING BEHAVIOUR: on the College website and provided
• The Year Head will investigate
possible, a formal process will begin. gender equity in particular in all to the Parents’ Association. A copy of
the incident and, where the issue
Parents: If your son is the target of bullying 5. If a complaint is proven to be cannot be easily resolved, report to aspects of its functioning. All recording of bullying incidents is this policy will be made available to the
or harassment, encourage him to contact genu¬ine, disciplinary action up to the relevant DP. done in an objective and factual manner Department and the patron if requested.
• The school has the capacity to
the Form Tutor immediately, or else make and in¬cluding long suspension or change in response to pupils’ needs. using the Recording Bullying Behaviour
• Incidents will be investigated outside This policy and its implementation will be
contact yourself as a matter of urgency. expulsion will be taken. Form (see appendix 1).
of the classroom situation to ensure reviewed by the Board of Management in
(Other contacts - Year Head, Deputy • The school takes particular care
the privacy of all concerned. every school year (see Appendix 2).
Headmaster, Headmaster.) Parents of “at-risk” pupils and uses its
should also contact the Form Tutor The College will go about dealing with • All interviews will be conducted with monitoring systems to facilitate SUPPORT: Written notification that the review has
regarding incidents of bullying behaviour any and every incident with seriousness, sensitivity and with due regard to early intervention where necessary been completed will be made available
that might have come to their attention care, sensitivity, and respect to all All in-school supports and opportunities to College personnel, published on the
the rights of all concerned. • The school recognises the need to will be provided for the pupils affected
through their children or through other involved. It will put in place a system to College website and provided to the
• The Headmaster will report the work in partnership with and keep by bullying to participate in activities
parents/guardians. investigate and resolve each complaint. Parents’ Association. A record of the
bullying incident to the Board of parents informed on procedures to designed to raise their self-esteem, review and its outcome will be made
• Action will then be taken by the Management at its next meeting and improve relationships on a school- develop friendships and social skills and available, if requested, to the patron and
contact person in accordance with confirm that it has been, or is being, wide basis. build resilience. These supports are
The Informal Process the Department.
this policy document and the College dealt with in accordance with the available through;
Those making the complaint will be given • The school recognises the role of
Code of Behaviour and Discipline. College’s anti-bullying policy, and Please refer to the school’s policy
privacy and treated with all possible parents in equipping the pupil with a
the Anti-Bullying Procedures for documents on Code of Behaviour
ɥ Get a parent(s)/guardian(s) or confidentiality. range of life skills.
Primary and Post Primary Schools. • Tutor system (including mobile phone policy)
friend to tell on their behalf.
The College will try to deal with complaints • The school recognises the role Child Safeguarding Statement and IT
The education and prevention strategies • Year Head Team
ɥ Ensure bystanders understand the informally at first. Failing this, the formal of other community agencies in Acceptable Use Policy, all of which are
importance of telling if they process will begin. (including strategies specifically aimed preventing and dealing with bullying. • Guidance Department available on our website).
24 | B E L V E D E R E C O L L E G E S J 25 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 207
THE COLLEGE CREST
BELVEDERE COLLEGE SJ
‘We foster honesty, integrity, The redesign of the College crest reinstates the
original form of the Loyola coat of arms while
hard work and a strong sense taking the opportunity to acknowledge the
of justice. These are values, College colours, founding date, and Jesuit ethos
that when neglected, lead to within its form.
materialism and relativism’.
The previous crest was created in 1962, replacing the one Fr
Jeffcoat SJ designed in 1907. The article in the 1962 Belvederian
Gerry Foley, Headmaster, Belvedere College SJ by Fr E. Murphy SJ, traces some of the changes to the crest
since 1907. This new crest is part of a refreshed visual identity
that expresses the history and provenance of the College while
recognising the Christian values that guide our path forward.
26 | B E L V E D E R E C O L L E G E S J 27 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 208 09
KEY INFORMATION STATE EXAMINATIONS | CAO
BELVEDERE COLLEGE SJ KEY STATISTICS FROM OUR MOST RECENT GRADUATES
Contact Information Management Structure Transport Information
93% 550 600
• Belvedere College SJ • Board of Management • Public Transport:
ESTD. 1832 • Headmaster Train / Dart / Bus / Luas 93% OF PAPERS TAKEN IN BELVEDERE ARE 21% OF BELVEDERE STUDENTS 10% OF BELVEDERE STUDENTS
Great Denmark Street, Dublin 1, • Provincial Of Jesuit Order / Trustee • City Bikes AT HIGHER LEVEl. THIS IS SIGNIFICANTLY ACHIEVED 550 POINTS OR MORE ACHIEVED 600 POINTS OR MORE
AHEAD OF THE NATIONAL AVERAGE. COMPARED TO 10% NATIONALLY. COMPARED TO 3% NATIONALLY.
Ireland, D01 TK25 • Three Deputies • School Bus (Parents)
• T: 01 8586600 • Director of Finance & Admin. • Cycle
• W: belvederecollege.ie • Director of Faith Programmes • Walk
• Tweet: @belvederesj • Assistant Principal Teachers • Drop Off Point
FOR FURTHER INFORMATION PLEASE VISIT: WWW.BELVEDERECOLLEGE.IE
THE PARENT HANDBOOK IS AVAILABLE TO DOWNLOAD AT WWW.BELVEDERECOLLEGE.IE/PARENTS/PARENTS-HANDBOOK MATHS - 69% OF OUR STUDENTS SAT CHEMISTRY - 52% OF OUR STUDENTS AGRICULTURAL SCIENCE - 30% OF OUR
HIGHER LEVEL PAPERS COMPARED ACHIEVED A H1/H2 GRADE COMPARED STUDENTS ACHIEVED A H1 GRADE
TO 36% NATIONALLY. TO 38% NATIONALLY. COMPARED TO 9% NATIONALLY.
Our recent 2020 graduates achieved a 93% of the State Exam Papers taken in ahead of the national statistics average in
superb set of results with many students Belvedere College were at higher level. This terms of numbers sitting papers at higher
gaining individual highs. The focus of the is significantly ahead of the national aver- level. We continue to maintain and go
A vibrant Parents’ Association plays a Students wear a school uniform. There are six classes per year group, College is very much geared towards age. 36% of Belvedere College students beyond, the statistical average in terms
vital role in reviewing policies and The cost is €250 approx. with an average of 28 students matching students with the course achieved 500 points or more. Seventeen of the number of students who attain H1,
procedures in the College. Available from Lynch’s of Marino. in each class. most suited to them and their career of the 165 students attending Belvedere H2 and H3 grades. We have great success
aspirations, as opposed to the highest College received 600 or more points. year on year with our graduates receiving
point course they can take. A huge scholarships to top universities in Ireland
amount of research is carried out to At individual subject level, we have had and throughout the world.
make sure this is the case. consistently strong results. This is across
languages, the arts and STEM subjects. Following the State examinations, a
A new course, Physical Education, Our students complete significantly more detailed analysis of subject performance
introduced in 2019 saw its first cohort higher-level papers and on average attain is shared with all departments within the
The Parents’ Association co-ordinate Classes run from 08.40am - 15.35pm Since its foundation in 1832, through in 2020, topped the national higher grades when compared to national College. This is used to assist the depart-
a number of talks and events for Wednesday’s classes end at 13.05pm Belvedere has been a single-sex average with 31% of students achieving a statistics. Similarly, at Junior Cert level, ments in devising their plans for teaching
parents throughout the year. to facilitate games and matches. school for boys only. H1/H2 compared to 26% nationally. Belvedere students are significantly and learning going forward.
28 | B E L V E D E R E C O L L E G E S J 29 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 210
STUDENT ACHIEVEMENT
TAKING A WIDER VIEW
Belvedere students achieve significantly higher results than their peers
in every other type of school in Ireland. The PISA - Test for Schools,
assessing 15-year-olds’ competencies in reading, mathematics and science,
provides results that are comparable to the international PISA scales when
administered under appropriate conditions. The comparability of the results
is what allows schools to see how they compare in relation to their peers in
some of the world’s leading education systems.
SCIENCE READING MATHS
PISA, IRELAND
FEEDBACK 2015 MEAN SCORE SD MEAN SCORE SD MEAN SCORE SD
NON FEE-PAYING
497.9 88.0 517.4 91.2 499.4 79.1
In addition to assessing students’ ability to apply the knowledge they have acquired, the PISA- based SCHOOLS IRELAND
Test for Schools also benchmarks how students compare with their peers within and beyond local and FEE-PAYING
national borders, an indication of how well they are prepared to become members of an increasingly 549.8 83.5 554.7 546.8 73.3
SCHOOLS IRELAND
global society.
BELVEDERE COLLEGE 559.0 74.8 551.1 29.8 558.9 66.7
The results speak for themselves and confirm that the quality of educational instruction offered in IRELAND MEAN 502 520 503
Belvedere achieves standards comparable to some of the highest-scoring students (Singapore) in the
GIRLS' SECONDARY 511.2 539.2 505.6
OECD. Belvedere students’ results in the Leaving Certificate are similarly well above national averages
and “league tables” are not reflective of academic standards. BOYS' SECONDARY 521.7 528.0 524.8
MIXED SECONDARY 510.3 527.5 514.0
To learn more about PISA, please visit
COMMUNITY / COMP. 494.7 511.6 498.6
http://www.oecd.org/PISA/pisa-for-schools/pisa-based-test-for-schools-faq.htm
VOCATIONAL 483.1 502.8 484.9
FINLAND 531 526 511
SINGAPORE 556 535 564
OECD
OECD AVERAGE 493 AVERAGE 493 OECD
AVERAGE 490 OECD
AVERAGE
IRELAND MALE 507 495.0 515 497.3 511 494.1
IRELAND FEMALE 497.2 491.4 526.9 506.2 495.4 486.2
HIGH PERFORMANCE MALE 9% 8.9% 10.7% 6.8% 12.4% 12.4%
LOW PERFORMANCE MALE 15.7% 21.8% 12.3% 24.3% 14.1% 23.0%
30 | B E L V E D E R E C O L L E G E S J 31 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 211
GENERAL INFORMATION
BELVEDERE COLLEGE SJ
It is impossible to capture all that happens in Belvedere College SJ over a small
number of pages. However, we hope we can give you a glimpse of various
aspects of the College, its students and the wider Belvedere community.
A Whole School Inspection Report makes many positive observations (below). We have
also had many excellent individual Subject Inspection Reports.
• The Board of Management is effective and shows a valuable resource for supporting students. They articulate SUBJECTS OFFERED The Transition Year Programme is a unique one-year
great commitment to the school. issues of concern for students and suggest effective ways programme that promotes the personal, social, vocational
• Senior management provides strong leadership and of addressing these concerns. JUNIOR CERTIFICATE and educational development of students and prepares
works as an effective team. Irish, English, Maths, French, History, Geography, Home them for their role as autonomous, participative and
• The College’s mission and ethos are central to all The Student Council contributes to policy development Economics, Science, Computers, PE, RE, CSPE, SPHE, responsible members of society (Transition Year
decision making. and in reviewing the provision of pastoral care. They are German, Art & Design, Spanish, Latin, Business Studies, Guidelines, Department of Education).
• The quality of whole-school planning is very good. also involved in the self-review procedures in the College Ancient Greek and Music.
• Teachers have engaged in continuing professional with a view to continuous improvement. TY provides a bridge to enable students to transition
development (CPD) and this is supported by senior SHORT COURSE OPTIONS INCLUDE from the more dependent type of learning associated
management. The Prefect system is a key element in developing student Artistic Performance, Ceramics for Wellbeing, Chinese, Coding, with Junior Cycle, to a more independent learning
• The quality of teaching and learning observed ranged leadership. They also provide support to our First and Second Digital Media Literacy, Philosophy and Urban Farm. environment associated with Senior Cycle. It encourages
from good to very good with some exemplary lessons Year students. Prefects are role models of the standards the development of a wide range of transferable critical
visited. we expect of students both in terms of their behaviour For information on each of the subjects please visit the thinking and creative problem-solving skills, with a high
• A high level of care for student welfare is evident. and engagement with all the College offers students. The following link: https://curriculumonline.ie/Junior-cycle/ degree of self-motivation and direction involved.
• A good range of academic subjects is offered. prefect group is given significant responsibilities in the day- Short-Courses/
• The College has responded well to recommendations to-day life of the College and, through the officers, meet TY in Belvedere College SJ is compulsory, with the
made in previous evaluations. with Senior Management on issues of concern within the TRANSITION YEAR (COMPULSORY) school committed to a six-year post-primary cycle. It can
• Self-evaluation is embedded in the culture of the College. student body. Prefects are nominated by their peers and be said that in an Irish post-primary education system,
staff. As well as continuing to offer the core and option subjects characterised by academic pressures, the TY programme
PEER LEADERSHIP & SUPPORT available in the Junior Certificate, the Transition Year is uniquely humane. We aim to provide a breadth of
In addition, Class Captains and Vice-Captains provide Programme offers a range of activities and opportunities challenges and opportunities to the pupils and to put
Student involvement in the pastoral care system in leadership within a Form class and liaise with the Form for work experience and community care placements. in place structures that enable them to step outside of
Belvedere College SJ aims to ensure we provide the best Tutor to ensure the happiness and development of all Students are assessed on their academic progress their comfort zones and in doing so, allow both self, and
possible support to our students. The Student Council is students within the Form. throughout the year using continuous assessment. communal, development to occur.
32 | B E L V E D E R E C O L L E G E S J 33 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 2LEAVING CERTIFICATE 1. Fostering self-knowledge and self-awareness: • Inspirational success stories from past pupils to This can include academic, social and emotional needs,
inspire and motivate current students physical needs, sensory, or language and communications
Irish, English, Maths, French, R.E., Spanish, German, History, • Careers Portal Reach+ Career and College Preparation • Tips and advice from past pupils who succeeded difficulties, or for students whose education has been
Geography, Biology, Chemistry, Physics, Agricultural Science, Programme which includes the following key elements: in attaining places in top universities (e.g. Oxford, significantly interrupted. This involves liaison with the student
Home Economics, Business, Accounting, Economics, Self-Assessment, Career Planning, Study Skills, World Cambridge, Notre Dame, Harvard etc.) themselves, their Form Tutor and other members of
Applied Maths, Classical Studies, Ancient Greek, Latin, of Work & World of Education staff. Parents play an integral part in this support system.
Computer Science, Music, Art & Design and P.E. • Interests assessments are completed 6. Forging meaningful links with third-level institutions This support will be based on the Continuum of Support
• Aptitude assessments worldwide in the following ways: framework set out by the Department.
EXCHANGES AND INTERNATIONAL LINKS • CAT4, PASS and regular student tracking takes place
• Values, drivers, motivators • Developing links in the form of scholarship We use Pupil Support Plans to document, plan and review
There are exchange programmes in Chinese, French, • Opportunities for student reflection are provided opportunities, student support networks, taster support that is put in place for students who fall within
Spanish and German. There are also student exchanges courses, third-level tutoring etc.) the “Support for Some” (Level Two) or “Support for a
with Kolkata and Boston. Students travel to Greece and 2. Providing opportunities for exploration and discovery • Guest speakers regularly visit the College (Irish third- Few” (Level Three), Continuum of Support framework.
Italy as part of the study of Classics. Students can also avail level institutions and top foreign universities e.g. These documents form the basis of support provided
of a Culinary Tour to enhance their experiences in this • Lunchtime talks from professionals, universities and Cambridge, Princeton, Notre Dame, Harvard, etc.) for specific students, along with additional information
area. The Penn State Scholarship enables students to study past pupils • Campus tours to universities arranged available to teachers through Compass (the College’s online
Science at Penn University for a month at the end of TY. • Belvedere College SJ Annual Careers Evening – all • A greater number of our students are travelling administration system) and the Private & Confidential Register
Students also participate in pilgrimages to Lourdes and the major Colleges and Universities are represented at an abroad to study each year. (USA, Cambridge, Oxford, of Students with Additional Educational Needs for Staff, which
Camino de Santiago de Compostela. Links with past pupils Information Evening in the College Bahrain, Utrecht etc.) is made available at the beginning of the academic year and
worldwide, and with many universities, contribute to the • Work experience programme in Transition Year reviewed in the January of the following year.
Educational and Careers Programmes in the College. • Internship programmes (Mini-Med, Penn State etc.) 7. Fostering confidence and empowering students to make
their own informed choices using: The Core AEN team take on specific responsibility for a
In the coming academic year, some of these programmes may 3. Supporting and encouraging effective study techniques year group. This means that the First Year AEN Contact
be suspended or changed due to the Covid-19 restrictions and patterns for students teacher will be the first point of contact concerning
• Mock interview evening
a student with AEN in First Year. This leads to greater
GUIDANCE COUNSELLING • Personalised Study programmes for students (in • Interview skills / CV preparation
consistency and support for our students, their parents
conjunction with Form Tutors) • One-on-one guidance and advice
and guardians, mainstream staff and management.
Our school Guidance Counsellors seek to empower the • Group and Class tutorials on effective study techniques Several teachers are also available to provide literacy and
students to make decisions, solve problems, change and behaviours ADDITIONAL EDUCATION NEEDS SUPPORT
numeracy support as part of the AEN department staff
behaviours and resolve issues in their lives. Guidance • Annual Study Skills Week - expert advice on studying and we have a number of Special Needs Assistants, who
Counselling is a holistic process that values each and successful behaviours We will be reviewing the support for students with
work with specific students during the school year.
individual student and focuses on three interrelated • Annual Study Skills seminars additional educational needs in the next academic year, in
strands - Personal & Social, Education and Career light of the possibly ongoing Covid pandemic restrictions
It is essential that you inform the College if your son has
Guidance. Guidance Counselling in Belvedere College is 4. Guiding and advising students on effective research and additional information from the Department of
a diagnosed need or had any previous support in Primary
viewed as a process – not an event – which begins on the Education & Skills.
School in order for us to identify and support students
student’s entry in First Year and continues right through • Careersportal.ie and Qualifax.ie online Career moving into the College. The transition from Primary to
the six years spent in the school. Research tools A revised model for allocating Additional Educational
Post-Primary education can be difficult for some students
• Attendance at the Annual Higher Options exhibition Needs support (AEN) was introduced by the DES in
and we want to be able to support those students who
The Guidance Counsellors work to provide a range • Seminars and lectures are presented by professionals September 2017. The school is allocated a specific number
have additional needs at the beginning of their journey
of learning experiences provided in a developmental from the Past Pupils’ Union and Parents’ Association of additional teaching support hours per week to cater for
with the College.
sequence, designed to assist students to make choices all students with an identified special educational need.
about their lives and to make successful transitions based 5. Helping students avail of a wealth of existing expertise These hours are used to provide support based on the
If you have any concerns, please contact Val Hamilton, AEN
on their choices. within the Belvedere Community principles that the students with the greatest need, will
Coordinator, at vhamilton@belvederecollege.ie
have access to the greatest level of support.
The key elements of the Guidance Programme range • Belvedere College SJ Past Pupils’ Union - Career Talks
from the following areas over their six years for the • Active and committed Parents’ Association Links with Within the AEN Department, students are provided with
students of Belvedere College SJ: industry and professional world. support based upon their individualised identified needs.
34 | B E L V E D E R E C O L L E G E S J 35 | A P P L I C AT I O N & E N R O L M E N T PA C K 2 0 2 1 / 2 0 2 2You can also read
