CED4260 Module 2 The distinctiveness of Catholic schools Sarah Farquhar

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CED4260 Module 2 The distinctiveness of Catholic schools Sarah Farquhar by Mind Map: CED4260  Module 2  The distinctiveness of Catholic schools Sarah Farquhar

1. The Bishops' Mandate

1.1. They value the work of Catholic Schools

1.1.1. Connecting Catholic Schools to the life of the Church

1.2. Signs of God and purpose in our world today

1.3. Compromises four parts:

1.3.1. Signs of God’s Self-Revelation

1.3.2. Signs of the Times in the Christian Witness of the Catholic School

1.3.3. Signs of the Times in the Catholic School Curriculum

1.3.4. Signs of the Times in the Catholic School Community

2. Mandate and mandate letter

2.1. Shares the vision for Catholic schools in dioceses with:

2.1.1. All who serve the Church within the Catholic school system.

2.2. Based on Catholic teaching about Catholic schools

2.3. Reasons for mandating Catholic schools

2.3.1. To provide opportunities for young people to reflect deeply:

2.3.1.1. The meaning of their lives

2.3.1.1.1. Particularly in the light of the life, death and resurrection of Jesus Christ

2.3.2. To contribute to the development of our young through education

2.3.2.1. Particularly to their formation in Christian conscience and virtue

2.3.3. Assist parents who wish to develop their children as Christian men and women

2.4. Connects Catholic schools to the life of the church and belief in Christ

3. Evangelisation

3.1. Using words to proclaim the Good news, like Jesus did

3.2. Jesus gave his Church community the mission of proclaiming his Gospel, or Good News of Salvation

3.2.1. Baptising all who believed.

3.2.2. The Church’s basic task is to call all to enter into ever-deepening relationship with God

3.2.2.1. By repenting and believing in Jesus Christ and the Good News he proclaimed

3.3. All who are trying to evangelise today are examples God's presence

3.4. God moves anyone to contribute directly or indirectly to the spread of the Gospel in the lives of individuals

3.5. Evangelisation Planning

3.5.1. A basic need for any Church community or group if it is to respond effectively to the faith needs of those it has been commissioned to evangelise

3.5.1.1. Planning is critical

4. The founding story

4.1. Chapter 1: Beginnings (1843-1867)

4.1.1. Teachers

4.1.1.1. Most started from home

4.1.1.2. Priests and sister of Mercy were teachers

4.1.2. Students

4.1.2.1. Wealthy, poor, orphan, infants

4.1.2.2. 30 Boys attended school

4.1.2.3. Sisters established first school for girls (primary level)

4.1.2.3.1. 1 girl attended on first day

4.1.2.3.2. By September, 100 enrollments mostly from protestant families

4.1.2.4. day school for young ladies (Mercedes College)

4.1.2.4.1. Opened to girls of all faith

4.1.3. Funds

4.1.3.1. Wages paid by bishops and parents

4.1.3.2. 27 Missionary's

4.1.3.3. Fundraising, school Fate

4.2. Chapter 2: Expansion

4.2.1. Teachers

4.2.1.1. Majority of lay teachers were recruited to teach

4.2.1.1.1. Some sisters remained teachers

4.2.2. Sudents

4.2.2.1. Now compulsory for all students to attend school

4.2.2.1.1. From the ages of 6 to 13

4.2.3. Funds

4.2.3.1. Schools were funded depending on the number of pupils

4.2.3.1.1. This funding occurred at two levels;

4.2.3.1.2. By 1872, government financial aid had been withdrawn in NSW and VIC

4.3. Chapter 3: Struggle

4.3.1. Teachers

4.3.1.1. The religious order took over teaching (brothers and sisters)

4.3.1.1.1. A large number of people were only sixteen/seventeen years old

4.3.1.1.2. Two-hundred plus, with a small percent were trained

4.3.2. Students

4.3.2.1. Parents were to send their children to Catholic schools 'under pain of moral sin'

4.3.2.1.1. Students still attended (no state aid)

4.3.3. Funds

4.3.3.1. In 1895, government financial aid for non-government schools ended

4.3.3.1.1. Parents, parishes and other Catholics were required to provide funds

4.4. Chapter 4: New directions

4.4.1. Teachers

4.4.1.1. All teachers were required by law to hold a qualification to be a teacher

4.4.2. Students

4.4.2.1. Most Catholic schools allow any students, whether they are religious or not, to attend

4.4.2.1.1. Some have specific requirements that must be met

4.4.3. Funds

4.4.3.1. In 1972, government financial aid was recommended for non-government schools

4.4.3.1.1. Amounts were to be determined by level of 'need'

4.4.3.1.2. By 1979, Catholic schools were receiving 50% of funds from the Commonwealth Government

4.4.3.1.3. Today, Catholic schools receive 50% of funds from the Commonwealth Government

5. Why Catholic schools?

5.1. Helps students become aware of the relationship between faith and human culture

5.2. School values/morals

5.3. Human quest for universal truths

5.3.1. Human stories behind great minds

5.4. Sense of belonging

5.5. Strong relationships between staff and the community

5.6. Accepting of all students

5.7. A safe environment where students feel confident to take risks when learning

5.8. Build a sense of wonder and delight about our world

5.9. Attentiveness

5.10. Christian Culture of the school

5.11. Faith formation

5.12. Catholic schools offer a genuine educational choice in our pluralist society

5.13. To evangelise

6. Catholic schools: their curriculum

6.1. A part of the school structure

6.2. Central to the school's life

6.3. Flynn 1985

6.3.1. The total life of the school and comprises

6.3.2. Experiences and opportunities for learning

6.3.3. For the full Christian development of students

6.4. ACARA

6.4.1. What will be taught

6.4.2. What the students need to learn, and the expected quality of that teaching

6.5. Catholic School's adhere to the National Curriculum (ACARA), (SCASA)

6.6. There are 9 learning areas at a Catholic school

6.6.1. The first is Religious Education

6.6.1.1. Contributes directly to 'evangelisation'

6.6.1.2. Aims to share Catholic faith by providing knowledge and understanding

6.6.2. The curriculum will be distinctive by integrating gospel values into the other 8 learning areas

6.6.2.1. Gospel Values

6.6.2.1.1. Values in which Jesus lived by

6.6.2.1.2. These values are seen in Catholic schools

6.6.2.1.3. Christians live by these values

6.6.3. The other 8 leaning areas contribute to the development of full human/Christian

7. Bishops' Mandate

8. Religious Eduation

8.1. About knowledge and understanding

8.2. It is a part of the curriculum at Catholic schools

8.3. RE makes Catholic schools distinctive, but not alone:

8.3.1. Curriculum

8.3.2. Attitudes/Values/Beliefs

8.4. Gospel values are taught and built throughout this learning area

8.4.1. Teachers are trying to integrate these values in all learning areas. It has been difficult.

8.5. The Bishops' Mandate

8.5.1. Catholic Mission

8.6. For a school to be Catholic it must first be a good school

9. A CHRISTIAN JOURNEY TOWARDS FULL HUMAN DEVELOPMENT

10. The Catholic school differs in a fundamental way from those of other education traditions. What makes it distinctive? its vision of the ‘fully integrated’ human being:

11. Extended reading:

11.1. Catholic Identity and the Catholic School

11.1.1. The real thing to fear is forgetting why a Catholic school exists

11.1.1.1. Two big reasons why Catholic schools exist. These reasons are:

11.1.1.1.1. 1. Evangelising

11.1.1.1.2. 2. Forming a full human image of Christ

11.2. Catholic education is a complete education says Archbishop

11.2.1. In order for a Catholic school to be considered a 'good Catholic school' it first must be considered as a 'good' school

11.2.1.1. Provide quality teaching and innovation with high expectations of students

11.2.1.1.1. Gospel Values can be modeled and used by students throughout all areas of the school

11.3. Catholic Religious education in Australia how and why its changed

11.3.1. The crisis in the 1960s for Catholic education

11.3.1.1. It discussed what was taught and valued and how teachers adapted to the changing circumstances

11.3.1.1.1. Parents stressed pastoral care and discipline - some people believe it should go back to the "old" ways.

11.3.1.1.2. Highlighting the fact that the school needed to be a place of:

11.4. The Church and Education

11.4.1. Explores the historical involvement of the Catholic Church in education

11.4.1.1. Reasons for this involvement, differences between Catholic schools

11.4.1.2. The idea of Catholic schools needing to be ‘good’ schools

12. ‘The most distinctive feature of effective Catholic schools is their outstanding culture… There is some dynamic at work in the culture of these schools…’ (Flynn, 1993, p. 7).