I would like to commence this newsletter with very simple and heartfelt thanks from me on behalf of the Maslin, Norris families and our College community for the support offered through so many people from both within and outside of the Scotch community. The support was both overwhelming and humbling. All that I now ask is that the families be kept in your thoughts and prayers and that they are given the necessary privacy to deal with their immediate and ongoing needs. The families know that we are here for them whenever they need support and our Senior Chaplain Revd. Lewis will continue to remain in contact as appropriate.
Each year the College Council is required to submit an annual report for tabling at the WA Synod of the Uniting Church. As a College community I feel it is useful to share part of the basis of this report. That is our response to some of the framework of the Uniting Church's National Education Charter.
This Charter offers broad principles and guidelines to members of the Uniting Church in Australia regarding education in Australian society. What we have to understand is that this charter simply provides some overarching principles for education. However, how each school addresses this charter is very much context specific such that the courses offered and the enrolment of students will be based on how well an individual school feels it can cater for the respective student and their family.
There are 8 key guidelines within the charter. While a community may be asked by the Church to respond to particular points, it is usually at the discretion of the College as to the focus of their report. We submitted our 2103/14 report with a focus on points 4, 7 and 8.
Notwithstanding this when we work on strategic plans and consider our polices and priorities the Charter is one of the documents we consider. The College's strategic plan is founded on three central pillars:
- Teaching and learning (1, 2, 4,5, 6, 7)
- Spirituality and growth (1, 3, 5, 8); and
- Community and alliances (1, 7)
In the brackets above is how the national charter guidelines can be aligned to our strategic plan. Each charter item may appear in more than one of our own pillars.
One: A Theology Of Education
This guideline values education as a critical component of people of faith. As we live out our commitment to Jesus Christ, we must continue to grow and learn in our faith, expressed as discipleship within our community. This practice assumes faith in action, where our commitment to Christ is expressed through our commitment to education, and living out what we learn as responsible citizens within the wider community and society.
Education is not a discipline or a practice promoted within the Church solely for its own life. The practice of learning is embodied within the community of faith, both through its commitment to ongoing learning about faith, but also in ongoing learning that allows for responsible participation in society. It is expressed through commitment to the education of the whole person, and nurturing motivation of personal and communal responsibilities through lifelong learning.
Two: .A Commitment To Lifelong Learning
This guideline involves valuing the education process as something integral to each person throughout all of life. Lifelong education is a journey that allows each person to participate fully in society in ways that are life giving and sharing. Lifelong education involves teaching and learning about moral and ethical standards, nurturing the development of the whole person - body, mind and spirit - within the community.
Education is not simply about school. For most people in Australia, education begins within a family and community, and continues throughout life. Learning connects us with one another and with our world; and teaches us to become responsible citizens, locally and globally. Education assumes opportunities for knowledge and learning, encourages enthusiasm for teaching and invites each person to develop their full potential within the community.
Three: A Recognition Of Our Rights And Responsibilities
This guideline reminds us that each of us is created in the image of God and is therefore a person of value. The guideline brings with it a responsibility to respect our world and its inhabitants. Such a responsibility requires us to work for the provision of a just society that promotes integrity, sustainability and liberty for the communities in which we live.
Education equips us to participate in society. It encourages the development of skills in community participation, promoting integrity and critical thinking. Education helps us to value such things as cultural and religious diversity; it enhances our understanding of citizenship, national, local and global identity. It teaches us how to live and belong safely, creatively and responsibly within our local, national and international communities.
Four: Access To Equitable And Quality Education
This guideline seeks to maximise learning opportunities through a commitment to quality teaching and learning experiences for all people, regardless of their age, gender, geography, ability or socio-economic status. Such a commitment is expressed through providing opportunities for individuals and communities to access a variety of quality learning opportunities, allowing the development of their full potential.
Education is a human right and needs to be available to all. Education can be provided in a variety of forms and contexts. It should reflect the diverse backgrounds, cultures and needs of individuals and communities. The practice of equitable and quality education requires a commitment to a variety of learning models and contexts; respects the needs of individual learners, especially those whose ability requires special education provisions; and directs resources to areas of greatest need.
Five: Valuing The Diversity Of Educational Expression
This guideline acknowledges the diversity of ways in which learning can effectively occur. Education is delivered and embodied through a range of models, contexts, styles and forms. Diversity values our traditions and our backgrounds, and influences the learning communities that we seek to be. Our commitment to education is expressed in access to a diversity of educational experiences that nurture the unique gifts of each person.
Education occurs in many ways and embraces many traditions and experiences, including those of the indigenous peoples of Australia, those with special education needs and those from rural and isolated areas of the continent. Education assumes a range of models and approaches for individuals and communities that are different. Education requires the experience of safe places, the opportunities to explore news ways of expressing faith and encourages a sense of belonging and participation within and across communities.
Six: Valuing Teaching And Research
This guideline actively acknowledges and affirms the contribution that the teaching profession and those engaged in educational research contribute to Australian society . It actively recognises the importance of places of learning, and the vital role that teachers play in facilitating learning. Our commitment to education is expressed through valu ing those involved in the discipline of teaching, and in our celebration and affirmation of this gift to our community .
Education is a responsible task that impacts the formation of our society. Those entrusted with the task of teaching and educational research directly affect the integrity of our community. Education includes the need to value and affirm the teaching profession and those who support the ministry of teaching. It entrusts the community with the responsibility to discern and encourage those who offer educational leadership and wisdom.
Seven: The Importance Of Families In Education
This guideline recognises that education is nurtured primarily and informally within the family , broadly understood. Formal education usually occurs beyond the family and includes the building of community, the integration of values, and the responsibilities of civic society. Within the context of diverse educational experience, the family usually provides a context for culture and tradition, as well as being a strong place for encouraging learning. Our commitment to education requires us to value families and family life for lifelong learning.
Education occurs throughout life both formally and informally. Our experience of family and our family's relationship with our community are important ways in which we understand who we are and realise our full potential. Integral to nurturing creative learning environments and responsible communities, a commitment to education recognises the importance of families, in their diversity of expressions, as essential to the active task of learning.
Eight: Provision Of Pastoral Care And Chaplaincy
This guideline expresses the desire of the Uniting Church to participate actively in the pastoral care of students and staff within educational institutions. In our commitment to holistic education, we recognise the importance of spiritual development as part of lifelong learning. Our commitment to education recognises that as an organisation concerned with faith and justice, we are responsible to ensure that pastoral care and chaplaincy in Government and non-Government institutions are generously provided and freely available.
Education involves a commitment to the development of body, mind and spirit of each individual. This needs to be supported in tangible ways. Pastoral care and chaplaincy is highly valued by the church as a way of nurturing and supporting the whole person. In promoting a commitment to education, the Uniting Church pledges itself to con- tributing such ministry to the task of education as part of its tradition of supporting learning communities.
Already this term has been very busy. The NAIDOC celebrations in week 2 were a fantastic example of the importance played by our indigenous students who are such an important part of our student body. Book week is coming up and this week marks the last day of Winter fixtures in JPSSA and PSA. Our boys have represented the College with pride and distinction and I look forward to watching them as we finish of this part of the school's sporting calendar.
Have a great fortnight
Dr Alec O'Connell
Headmaster
