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 School Plan

 

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We are a Dial​ogue school. This is the best model for strengthening Catholic Identity. 3.1, 3.2, 3.3
 
Speak out of a position of maximal Christian identity
Shows maximum openness and solidarity
Exhibits openness to others and listens to others
Different students
Different beliefs
All equally welcome
Cooperate with local parish
Catholic school in the midst of diversity
 
We celebrate and accept diversity while holding onto identity
St Francis Xavier, Goodna
School Action Plan
 
 St Francis Xavier Goodna logo.jpg
 
 
Data
Working towards
(from ECSIP data)
Goal School action Actioned by Date
There is resounding support for Catholic identity. Faith is highly visible and widespread in the school but the community would like to see more. They would like to further strengthen Catholic identity. Increasing religious education and the faith formation of students. Increasing communal prayer celebrations and whole school prayer opportunities.
1.5 ​​Continuing the promotion of prayer at school, communal faith celebration, enhancing religious formation and education as well as Bible-reading.
Develop a prayer policy stating the expected prayers to be learnt – outside of the curriculum, and school/parish mass and whole school prayer celebrations. Ensure the Religious Education Curriculum is being taught for 2.5hrs a week. Natalie Tugliach (APRE)
 
Natalie Tugliach (APRE) & Michaela Lewis (APA) through timetabling.
​September 2013
 
Each Semester
​Students support Christian Values Education.
  • is an easy strategy of correlating the Gospels into today’s cultural context
  • has a tendency of reducing the Christian message to its moral components – Christian elements of the Gospel are left out
  • can have a secu​larising effect
​Acknowledging that students appreciate the values they learn, but fail to see how they are necessarily connected to Christian faith. Eventually, they hold onto the values and simply leave the Christian ‘packaging’ behind.
 
Moving students from literal to post critical (symbolic hermeneutical) understanding.
 
2.2 Christianity cannot be reduced to a set of morals or rules.
 
2.3 Developing ways to demonstrate that a Catholic school is not just about doing good things, but also concerned with why it does good things.
​1.1 The present challenge will be to find a way to convert younger students’ Literal Belief into a stronger and more robust Post-critical Belief rather than into External Critique or Relativism.
 
1.2 Post-critical Belief can be nurtured by reframing and Recontextualising the Christian narratives, and especially by encouraging students to explore the connections between these narratives and their own contexts.
 
Increase student and community awareness of why we participate in eg Caritas.
Develop units of work from the new Religious Education Curriculum with a focus on the Three Worlds of the Text.
  • Staff meetings for PD
  • Year level meetings and RE team member working with SIT or APRE.
  • Implement unit of work and evaluate and moderate.
Mini Vinnies and staff to promote awareness in classes as well as at whole  gatherings.
​ APRE with support from EORE and cluster.
 
 
 
 
APRE and SIT
 
 
APRE and Michaela Lewis (CST)
Mini Vinnies, staff, SIT
​ Ongoing from the end of 2013.
 
 
 
 
Throughout 2014.
 
 
Term 3 and 4, 2014.
​Teaching students new ways to pray, especially those that reinforce symbolic reasoning skills – will be challenging but highly worthwhile. ​Teaching students how to pray and why we pray.
 
Identifying the relationship between prayer life and Catholic identity.
1.6  Teach students to pray in ways that encourage symbolic and hermeneutical processes.
 
Supporting students to find deeper modes and methods of prayer.
Prayer Scope and Sequence from the RE curriculum, with school prayers added.
  • Whole school meditation through initiation of Mercy Matters.
Engage students in a discussion on the role religion and prayer has in our school community.
​SIT and classroom teachers.
 
Leadership team.
Living/working document – core prayers stay the same, others are added depending on ‘big picture events’ and liturgical calendar.
Recontextualisation – (combining the old with the new) is a complex, multi-correlational way of relating faith to culture that brings tradition into a constructive dialogue with the current context, questions the students, challenges them, engages them, demands they take sides, and makes them speak up to justify the religious position.
Developing staff, student and parent understanding.
Supporting staff to develop their understanding of literal and symbolic understanding.
Moving from ‘first naiveté’ (Literal Belief) to ‘second naiveté’ (Post-critical Belief) rather than External Critique or Relativism.
1.3 Do not tell the children religious things you do not believe yourself.
Do not teach something that needs to be untaught.
 
1.4 To equip students with strong symbolic-hermeneutical thinking skills.
 
2.1 Be explicit. Brings the tradition into a dynamic, creative dialogue
​Staff professional development:
  • around the use of language from the report.
  • Literal v Post Critical
  • Use data in planning for and teaching of Religion.
  • Increase bible use, both hard copy and electronic. From Children’s bibles to a student bible.
​Leadership team for 2015.
 
 
 
 
 
APRE
 
 
 
 
 
 
Ongoing from 2014.