Centrality of the Catholic Ethos

1 Centrality of the Catholic Ethos Develop a Vision and Mission Statement that clearly articulates the centrality of the Catholic Ethos in all facets of the development and life of the school or college. Sacred Heart College Mission Statement In the tradition of the Sisters of St Joseph, Sacred Heart College exists to provide, in a Catholic education environment, a lived experience of the gospel value of all-embracing love symbolised by the Sacred Heart of Jesus. Animated by this life-giving ideal we: Celebrate as a Eucharistic community. Encourage each other to give courageous witness to gospel values. Reach out to all, but especially the needy, the broken, the deprived, the lonely, the rejected. Affirm and promote the giftedness of every student. Challenge each other to excel in academic, sporting, cultural and service endeavours. Strive to develop responsible self discipline. Foster loyal and supportive relationships amongst parents, students and teachers. Respect the differing beliefs of others. As a united community we strive to: Act justly, love tenderly and walk humbly with our God. (Micah 6:8) Lift Up Your Hearts

1 Centrality of the Catholic Ethos Incorporate concepts from Archdiocesan statements on the Catholic Ethos, the TCEC s Vision and Mission Statement, and the charisms of the relevant Founding Order within the unique culture, context and tradition of the school or college. The College Strategic Plan makes explicit under its guiding principles how the above documents influence the long and short term planning and animate the life of the College. The core purposes of Sacred Heart College are to nurture an authentic Catholic faith life in our students within the distinctive Josephite tradition, to pass on the teaching, spirituality and values of the Catholic Church, to care for, educate and serve our students and to nurture the distinctive and special charism of the Sisters of St. Joseph and the vision of our founders, Father Julian Tenison Woods and Blessed Mary MacKillop. 1 Catholic education is one facet of the Church s missionary work and as such is characterised by the centrality of Jesus Christ and by a respect and concern for the individuality and integrity of every person. The mission of Catholic education is offered to all members of the Church as they journey through life from early childhood to adolescence and adulthood and into old age. The Catholic School is one of the most significant means whereby this mission is fulfilled. The mission of the Catholic Church is: To proclaim the good news of salvation to all, generate new creatures in Christ through Baptism and train them to live knowingly as children of God. The Catholic School #7 The Catholic school aims to inform all aspects of human knowledge in the curriculum with the light of the Gospel, and to create within the school an atmosphere in which the student s faith will gradually mature. 1 Sacred Heart College Strategic Plan p. 3

The Catholic school s mission is fundamentally a synthesis of culture and faith and a synthesis of faith and life. The Catholic School #33 The cornerstone of Catholic education is Jesus Christ, and the Catholic school is made distinctive by the determination to live out the life of Jesus Christ and the Church in all that it does. The Catholic school is part of the diocesan Church, working with and in respect to the authority of the Bishop. 2 As a Catholic School we will strive to provide a quality education for our students so each will be: a person of faith in relationship with God through Christ and his Church a fully integrated human being, able and willing to give witness to Christ by living according to Gospel values a person who is inspired by a deep passion for life long learning and the promotion of peace and justice a person who embraces the future with faith in Christ, hope, confidence and the ability to take his or her place in society. 3 (TCEC Vision and Mission Statement, 2006) 2 TCEC Handbook for Principals - Sacred Heart College Strategic Plan p. 6 3 TCEC Vision and Mission Statement, 2006 - Sacred Heart College Strategic Plan p. 6

1 Centrality of the Catholic Ethos Involve all key stakeholders, especially the staff and the parish community, in an ongoing exploration of the vision, mission and values of the school or college. The publication of the College Strategic plan in 2010 was the result of consultation with key stakeholders including the Parish community, staff, parents, students and wider College community. It provided an opportunity to re-state the core values and purposes of Sacred Heart College and to review and consult on our ongoing mission. That process of consultation commenced with the renewal of the Mission Statement and the supporting key documents that express our values as a living member of the Catholic Church in Tasmania. The Mission Statement encapsulates the founding charism of the Sisters of St. Joseph, uniquely expressed through the life and history of Sacred Heart College. The publication and proclamation of the Strategic Plan provides one opportunity, through its regular and frequent cycles of renewal, for an ongoing exploration of the vision, mission and values of the College. 4 The commencement of each two-year planning cycle will be marked by revisioning and a renewal of the key documents which guide the College s life as a Catholic school. The most central of the documents is the Mission Statement. That re-visioning will invite participation and responses from all key stakeholders staff, parents, students and parish community. 4 The Strategic Plan is renewed bi-annually

1 Centrality of the Catholic Ethos Develop strategies that ensure the staff are fully immersed in and committed to the Vision and Mission of the school or college. Subsequently provide opportunities for the formation and the induction of new students, parents and staff. Appointment From interview, appointment and induction, new staff members are invited to consider the meaning of working in a Catholic school. Selection and appointment policies and procedures support the employment of staff members committed to the Catholic ethos of the College and with a firm understanding of, immersion and acceptance of the particular Josephite ethos of Sacred Heart College. Induction of new staff members Induction processes, documentation and information support the education and formation of staff members new to the College in the history, Mission and Charism of the Sisters of St. Joseph and the unique story of Sacred Heart College in Tasmania. Mission and History An immersion experience in the Mission and History centre provides a unique opportunity for staff in Catholic schools to understand the story of the Josephite history, spirituality and legacy in Tasmania. The Mission and History centre is now an integral part of the Sacred Heart College story. Colloquium The College has long supported the further personal and faith development of staff by encouraging, granting leave and funding their participation in the Josephite Colloquiums at the Mary MacKillop place in North Sydney. The opportunity now exists for our staff to experience the Tasmanian Colloquium at the Mission and History centre at Sacred Heart. The Tasmanian Jospehite Colloquium will be offered annually at Sacred Heart.

2 Links to the Parish Community Emphasise that the school or college is an integral part of the evangelising mission of the parish or parishes and broader Catholic community We are blessed at Sacred Heart with the presence of Scared Heart church within the College grounds, a vivid and permanent reminder of the living link between parish and school. Through regular contact with the home parish of New Town, through contact with the parishes of our students, we emphasise that the College is an integral part of the evangelising mission of the parish and broader Catholic community. Likewise through our public statements, our experience of the sacraments, our worship and our works, that link is renewed and strengthened. Ensure the school or college celebrates regularly as a Eucharistic and prayerful community. We celebrate together regularly as a Eucharist community and through other liturgical expressions of prayer. We celebrate the days and seasons of special significance to us as a Church and for us as members of this Josephite community. We pray together as staff, as students and as parents at every appropriate opportunity, at the beginning of each year, term and day and at its end and we pray together at special times for our community of joy and sorrow. As appropriate, develop links between the school or college into its local parish or parishes, and with the Archdiocesan Youth Ministry. We have and will continue to foster, close links with our local communities and with the Archdiocesan Youth Ministry. In 2009 we began what we hope will become a long tradition of hosting and organising Justice Action Day, an opportunity to work closely with the Archdiocesan Youth Ministry and forge links with the Outreach groups in our sister Catholic schools.

2 Links to the Parish Community Explore strategies that give students a vibrant and effective role within the parish community (e.g. linking ICT with parish communications, representation on parish committees) We currently have networks established using ICT with Youth organisations and will continue to explore the possibilities presented by ICT for furthering the voice of youth in their parishes and through school networks. 2010 marks the birth of student leader initiative to form an association of Josephite schools in Tasmania and plan events to celebrate that heritage in this canonisation year, establish a tradition of student leader outreach beyond the school and form lasting connections with sister schools and through parishes. Develop models of family involvement and partnership that positively link the school or college with its parish community. Celebration of sacramental milestones through the Newsletter and website Parishes page on the website Contact details for priests and parishes in school information Information transmitted to family about sacramental programs Support through the curriculum for sacramental preparation As appropriate, align the school or college to the parish-based Archdiocesan Sacramental Policy. Publication of the Archdiocesan Sacramental Policy Information evenings for parents around sacramental milestones Re-iteration of the philosophy of parish based, family centered, school supported approach to the sacraments Encouragement for parents to consider supporting their children towards sacramentality Breaking down the barriers to sacramentality, welcoming families to the parish

3 Curriculum Give a central place to the implementation, teaching and assessment of the Archdiocesan Good News for Living, the Curriculum Framework for the Religious Education of students in the Archdiocese of Hobart. The College s Strategic Plan is explicit in form and substance in asserting the central place of the Religious Education curriculum framework Good News for Living in the College s curriculum. Religious Education is the core discipline within the College. It reflects our Founders Blessed Mary MacKillop, Father Julian Tenison Woods and the ethos and charism of the Sisters of Saint Joseph. The Religious Education curriculum aims to give a solid background of Catholic identity and practise and a living spirituality that supports young people on their present journey. Students are encouraged to witness to Gospel Values and to live these actively in response to Never seeing a need without doing something about it (Mary MacKillop). Just action and outreach enabling students to be the body of Christ in thought, attitude and action is encouraged within class work and community living. Celebration of Liturgy and the Mass enables students to actively share and participate in their faith and an opportunity to make links with the local Sacred Heart Parish community. Regularly evaluate and infuse the curriculum with Catholic values across all Key Learning Areas. Audit of key learning areas Examination and evaluation of key learning areas for connection points Extension of trans-disciplinary approach incorporating Catholic values Review of draft National curriculum Examination of connection points for sacramental education in crosscurricular approach

3 Curriculum Develop a comprehensive Personal Development program that incorporates Catholic social and moral teachings. The approach to personal development education traditionally spans a number of key learning areas Religious Education, Health and Physical Education and Science and, to a lesser extent, SOSE and other social sciences. In the draft of the National Curriculum, only one of those key learning areas is as yet mandatory (Science). Given the different emphases of these key learning areas, there is a possibility that personal development education can occur in a values free context given that the prime foci of Health and Physical Education and Science are the biological and functional operations of the human body. Given that personal development, sexuality and relationships education is indivisibly associated with moral action this approach can be problematic. For Catholic schools, the sanctity of the person, the sacred nature of sexuality, the moral imperatives of Christian relationships and the innate spiritualty of the human condition requires an integrated and holistic approach to education in personal development. Proposed initiatives: Audit of key learning areas for personal development themes Examination and evaluation of key learning areas for personal development connection points Extension of trans-disciplinary approach to personal development education incorporating Catholic moral teaching Investigation of co-ordinated approach to personal development education with extended scope and sequence across K-10

3 Curriculum Provide a comprehensive curriculum that emphasises educational excellence for every student. The Sacred Heart College Educational Vision for both Lenah Valley and New Town Campus is derived very much from The Melbourne Declaration on Educational Goals for Young Australians (December 2008). The school employs an invigorating curriculum offering the building blocks for students to become successful learners, confident and creative in their exploration of their learning and who show active and informed citizenship behaviours. Our curriculum aims to develop the full potential and integrity of each individual student whilst authentically acknowledging special needs and educational differences. In support of this, we have an excellent learning support network that is wholly inclusive of individual learning needs at both ends of the learning spectrum. We provide many opportunities and role models for students to demonstrate leadership in applying Christian values to contemporary issues in education, care of environment and social issues. Our curriculum is forward thinking, acknowledging a rapidly changing world and educational contexts for student learning. In being up-to-the- minute, this educational vision uses whole school collaborative teaching and learning practices that provide for whole person development throughout the academic, physical and spiritual dimensions. Current Teaching and Learning practices use the Good News for Living Curriculum Framework for Religious Education and the Tasmanian Curriculum Documents in all other curriculum areas. The school is ready to support and implement the draft Australian National Curriculum as it becomes available during 2010.

4 Enrolment Policy Set a long-term target to progressively increase the proportion of baptised Catholic students at all entry levels (especially Kindergarten and Year 7) in accordance with TCEC policy, and specifically: The governing bodies of each school should structure their individual enrolment policy to respect the overall Archdiocesan goal of working towards a target of 75% of Catholic proportion (Enrolment for Catholic Schools Policy, 2008, p.4) The enrolment policy of the College will express the aspiration to reach this benchmark. Special consideration will be given to reception ratios (Year 7 and Kindergarten. This priority must be carefully balanced with the College s well established commitment to humanitarian entrant migrants and our Mission statement imperative to reach out to all, but especially the needy, the broken, the deprived, the lonely, the rejected. The current ratio of Catholic to non-catholic students at Sacred Heart College as of March, 2010 is: Develop strategies to explicitly target and encourage Catholic families in the parish or parishes to consider enrolment in the school or college. Possible initiatives: Letters to Catholic families on the occasion of baptism Letters to Catholic families on the anniversary of baptism Close co-operation with parishes to provide information to families at time of sacramental preparation (Baptism, Reconciliation, Confirmation, Eucharist) Advertising through parishes and other Catholic networks Advertising through mainstream media Meetings with parish priests, Diocesan Youth Ministry and Parish Pastoral Councils to propose strategies

4 Enrolment Policy As appropriate, give consideration to the formation of an Enrolment Committee, with representation from the parish community. For Sacred Heart College, it is appropriate to seek to build communication networks with our various parishes and ensure that College information is readily available and up to date in all parishes. Develop processes to ensure parents, prior to enrolment, are fully aware of the Catholic Ethos of the school or college and the expectations that flow from a commitment to the ideals of a Catholic school or college. Review and re-publish the prospectus with a focus on the commitment to the ideals of the Catholic school Incorporation of discussion of expectations of enrollees into enrolment interview process Focus on the unique ethos of Sacred Heart College in enrolment process Clear exposition of identity and ideals on website

5 Leadership Formulate a model for the leadership team that nurtures links with the broader ministry priorities of the parish community (e.g. Ministry Coordinator; Youth Ministry Coordinator). Initiatives: Modification of role descriptions to include connection to Ministry Roles Expansion of Leadership Team to include Ministry Co-ordinator and/or Youth Ministry Co-ordinator Formal meetings during Term 1 with Diocesan Youth Co-ordinator Division of former Religious Education Co-ordintor Role into Curriculum and Ministry functions Review of combined Primary and Secondary leadership structure Explore the potential for the appointment of personnel who will explicitly nurture the spirituality and Ethos of the school or college (e.g. School Chaplain, Pastoral Associate, Coordinators of Mission.) Initiatives under consideration: Budget analysis of possible appointment of School Chaplain, Pastoral Associate, Co-ordinator of Mission Review of potential funding sources for any appointment (e.g. School Chaplaincy program) Investigate potential for use of the Mission and History centre at Sacred Heart

5 Leadership Support the School Board to develop a deep understanding of the Catholic Ethos. Board formation program commenced in 2009 and continuing in 2010 Explore models of student leadership that empower students to contribute to the Catholic mission of the school or college. Initiatives currently in place: Student leadership formation Justice Action Conference St. Vincent de Paul Conferences JJAMM activities Association of Josephite Schools (AJASS) Student committees Outreach, Arts, Academic, Events Peer Support program Student Representative Council Initiatives under consideration: World Challenge (Outreach expedition in 3 rd World Country) Vertical Pastoral Care Ensure that all candidates being considered for appointment to leadership positions meet Accreditation standards for Leadership in a Catholic School. Selection criteria for leadership to include full or provisional accreditation.

6 Staff Selection Policy Develop a Staff Recruitment Policy that gives preference to the selection of professionally competent personnel who have a deep and personal commitment to the Catholic faith, especially in the context of teaching Religious Education. Completed: See Staff Recruitment Policy (Appendix 1) Emphasise the attainment of appropriate levels of Accreditation in the appointment of all staff, especially teachers of Religious Education and those holding Leadership positions. Completed: See Staff Recruitment Policy (Appendix 1) Ensure that all staff who teach Religious Education meet Accreditation criteria. Completed: See Staff Recruitment Policy (Appendix 1) As appropriate, invite the Parish Priest (or his delegate) to be directly involved in the selection of Senior Leadership personnel. Current practice: A member of the Leadership Team of the Sisters of St. Joseph is on the panel for selection and appointment of senior leadership personnel

6 Staff Selection Policy Where feasible, involve the Parish Priest in the endorsement of all permanent staff appointments carrying responsibility for teaching Religious Education. Proposed practice: Appointment of ongoing staff members with responsibility for teaching Religious Education to be approved by a member of the Leadership Team of the Sisters of St. Joseph. Explore staffing models that provide flexibility for the hours of duty of key personnel linked to parish, youth and social justice programs. Completed: See Staff Recruitment Policy (Appendix 1)

7 Spiritual Formation Develop a statement that clearly outlines the expectations of all staff employed at the school or college, especially in terms of support for the Catholic vision and mission of the school or college. Completed: See Appendix 2: Sacred Heart College - Catholic Ethos Formulate an ongoing spiritual formation plan for both staff and students. Completed: See Appendix 3: Strategic Plan Element 1 Faith Formation Develop a comprehensive program of spiritual formation for students that links into the broader parish and Archdiocesan community. Completed: See Appendix 3: Strategic Plan Element 1 Faith Formation Articulate a process of induction and on-going formation to support the spiritual formation of staff. Underway: Induction and mentoring procedures are in place for all new staff. The induction procedures include a session on Introduction to Mission and History, a detailed explanation of the Mission Statement of the College and information on the Josephite Charism of the College. The College strongly support staff in spiritual formation through both formal and informal pathways. All staff are encouraged and supported to gain accreditation necessary and relevant for their positions through the Tasmanian Pastoral Institute Investigate strategies that will support the induction of new families and school or college students (especially at Year 7 level) into the

7 Spiritual Formation Ethos and charisms of the school or college. Underway: Induction into the Ethos and Charism of Sacred Heart College is a part of the Orientation and information process for families and students. Induction begins at enrolment interview for all families new to the College at Year 7. The orientation session for new families also includes information on Introduction to Mission and History, as well as an explanation of the Mission Statement of the College and information on the Josephite Charism of the College. Explore opportunities for Parish Priests to become involved in nurturing spirituality of staff. Completed: See Appendix 3: Strategic Plan Element 1.5 Faith Formation Articulate that all staff are expected to undertake ongoing Professional Development and Accreditation. Completed: All staff members are made aware each year both in general information and in individual staff interviews of the requirements of ongoing professional development and of attaining the relevant accreditation strand appropriate to their position. All staff members complete a professional learning plan in consultation with their Team Leader in preparation for the coming academic year. Staff members are supported by the College in fulfilling their professional development plans

8 Disadvantaged and Marginalised All in the school or college community should recognise it as a place where all people, including those who live in poverty or who are marginalised, disenfranchised or suffering from health conditions, have their rights and dignity upheld. Sacred Heart College has a proud history of outreach and service to the poor and disadvantaged. The duty of the College and its staff is enshrined in the Mission Statement where we are called to Reach out to all, but especially the needy, the broken, the deprived, the lonely, the rejected. Develop strategies to extend access for those families, especially of the Catholic faith, who otherwise would not seek enrolment. Underway: In our public statements in newsletters and website, through advertising in local newspaper and parish bulletins, through parish networks and the Parents and Friends Association, we emphasise our Mission to provide education to Catholic children and the special call of that Mission to reach out to all regardless of capacity to pay fees. Ensure that no family is excluded from enrolment on the basis of financial hardship. In Place: Every effort is made to retain children whose families face financial hardship and to encourage those families to retain their children in Catholic education beyond Sacred Heart College. This includes fee remissions up to and including 100% as well as assistance with books, uniforms and other school costs, again up to 100% of those costs. Exit information is sought from families withdrawing children from the College to ensure that financial hardship is not a factor.

8 Disadvantaged and Marginalised Design school or college programs to empower all members, especially the marginalised, to participate with dignity and confidence. All College programs in the mainstream or core curriculum are structured and financed to ensure that every student has full access to that program. This includes day to day activities and includes incidental excursions as well as the provision of necessary resources - at the College s expense if necessary - to those families who may find difficulty or are unable to provide them. For non-core or optional activities, special consideration is given to ensure that all students are encouraged and assisted to participate where possible. Develop explicit strategies to both attract and involve Indigenous and Humanitarian Entrant families from the broader parish communities. The College employs a number of strategies to attract and involve Indigenous and Humanitarian Entrant families from the broader parish communities. The College currently has the highest enrolment of Humanitarian Entrant students of any Catholic school or College in the south of the State. In 2011, the College will con duct an audit of Indigenous perspectives across the curriculum as part of the introduction of the national curriculum. The College, with the assistance of the TCEO has established an Intensive English Language Centre to provide intensive language instruction to Humanitarian Entrant students in the Catholic system of schools in Hobart. The College has established partnerships with the Migrant Resource Centre, UTAS School of Education, Colony 47 and the TCEO to build our capacity to provide services to our Humanitarian Entrant families.

8 Disadvantaged and Marginalised In the allocation of resources, give preference to the provision of services for students with special needs. The College has established a reputation for excellence in the provision of programs for students with special needs. The establishment of the Tenison House program, which provides for students with moderate to very high additional learning needs is evidence of the College s strong and ongoing commitment to learning support for students with additional needs. The College allocates significant financial resources to supporting the Tenison program.

9 Features of the School or College The curriculum, timetable, rituals, symbols and recognition practices should be designed in a way that emphasises faith and Religious Education across the entire curriculum. Religious education, both in the formal and informal curriculum, has priority in our teaching mission. The College expresses the primacy of education in faith in the rituals and rhythms of the calendar, celebrating our faith through daily prayer, through the recognition of special feast days, through the observance of holy days, through teaching and celebrating the seasons of the Church and through special expressions of our founding and sustaining Josephite charism. Wherever possible, ensure access for members of the school community to a place of prayer and worship. Access to our Parish Church is available to members of the College community, limited only by Parish commitments. A Chapel is also now available for occasional use, in the Josephite Mission and History Centre. Explore ways that enable facilities to be utilised by the parish and wider community (especially for youth and parish ministry) The College facilities are frequently employed by both the Parish and wider community. We actively promote the use of the College facilities for use by youth and Parish ministry. Ensure that the school or college environment is a visible witness of the mission of the school or college Sacred College is fortunate to have an environment which is a uniquely visible witness to the mission of the College, enclosing the Parish church within its environs, and from 2010, the housing the Josephite Mission and History Centre in the former Josephite convent.

9 Features of the School or College Ensure that the school or college environment is a visible witness of the mission of the school or college (cont.) In 2010 we undertook a program of review of opportunities to provide visible expressions of our Mission throughout the student areas. In 2011, we will commence the program, allied with the proposed introduction of vertical pastoral care in the secondary school, to invigorate the House system and recognise student achievement - especially outreach and spirituality activities - across the College as a means of furthering our Mission. This will be achieved principally through the provision of noticeboards, electronic billboards to proclaim exemplary student achievement and Mission activities. Where feasible have suitable facilities for disabled members of the community and, in particular, have the capacity to cater for students with special learning needs. The College plans proactively in its provision for disabled members of the community and students with additional learning needs and provides, where feasible, access to all areas of the College. Planning is currently underway to provide unassisted access to all areas of the College through the provision of an elevator for the secondary school s upper storey. Case management meetings are conducted for all students with additional learning needs to assess the need and provide for each individual student.

10 Social Justice Social justice and faith in action should be central to the school or college program. Social justice is a key element in the College s teaching both in the formal and informal curriculum and the College Mission Statement explicitly exhorts us As a united community to: Act justly, love tenderly and walk humbly with our God. (Micah 6:8) Ensure that the practices and teachings of the school or college reflect solidarity with those who are powerless and marginalised. Solidarity with the powerless and marginalised is strongly emphasised in the formal curriculum and through the various public faces of the College. It is also emphasised by through giving a high profile to the work of students to raise awareness and provided material assistance to those less fortunate. This is done both incidentally to respond to local and international humanitarian crises and through the work of student in outreach including the work of students in the St. Vincent de Paul conferences. The College organises and hosts the Justice Action Day Conference each year, inviting students from every secondary school in the Hobart region to a high profile forum on Justice issues with a focus on building young peoples capacity actively respond to justice issues. Model the Gospel values of forgiveness and reconciliation in the manner in which conflict is resolved, especially in terms of its pastoral care and student management models. The College policy is to employ restorative practice to resolve conflict, reduce harm arising from conflict and restore relationships. The College Anti-Harassment policy draws its rationale directly from the Gospel values of love, compassion and forgiveness. Those policies together with the Pastoral Care and Behaviour Management policies are directed to enacting the College Mission statement in acting justly and loving tenderly all those who are touched by those policies.

10 Social Justice Model the Gospel values of forgiveness and reconciliation in the manner in which conflict is resolved, especially in terms of its pastoral care and student management models (cont.) Pastoral care is a major focus in the College and both primary and secondary leadership teams. The secondary school has a student support team which meets fortnightly and includes Year Level Co-ordinators, Psychologist, Head of Learning Support as well as Principal and College Deputy Principal. The College also has a case management system for students with significant pastoral needs. Develop a comprehensive program that provides opportunities for students to be involved in a variety of social justice activities, particularly those that are linked to parish and Archdiocesan initiatives (notably Caritas and the Archbishop s Samaritan Fund). The College provides a wide range of opportunities for students to be involved in social justice activities. These include ongoing social justice initiatives connected with student leadership functions, the activities of the St. Vincent de Paul Conferences, various whole school initiatives which are undertaken in response to times of special need and the annual Justice Action Network and Justice Action Day conferences. These activities include special initiatives related to our Josephite charism such as JJAMM week as well as awareness raising and fundraising in support of the Josephite Missions. Proposed initiatives: House fundraising activities for Caritas and/or Archbishop s Samaritan Fund introduced as one of the strategies proposed to invigorate the College House system.

11 Stewardship The policies and practices of the school or college should show a commitment to sharing God s gifts justly and wisely, especially in accord with respect for the environment. In both primary and secondary curriculum and through the appointment of student leaders with specific responsibility for the environment, the College asserts the importance of commitment to caring for God s creation and wise stewardship of our environment. This emphasis is expressed at a number of levels, in the classroom, playgrounds and wider College environment, to our local, national and international environments. Incorporate a respect for the environment through the practices and teachings of the school or college. Emphasis is given in various curriculum areas, specifically Science SOSE and Religious Education to teaching about the environment. The College participates in a number of school based and community based environmental activities including National Tree Day and Clean-up Australia Day. The College has a recycling program for paper and other re-usables. Develop a school or college environment that, wherever feasible, reflects environmental best practice. Energy conservation is both an administrative and College management priority and an important aspect of our teaching. The College has a pending application under the Solar Schools program for solar arrays to be installed at both New Town and Lenah Valley campuses which will both add to the richness of the Science curriculum and be a practical way of reducing energy. The College is also investigating strategies for water conservation storm water capture and reuse. Opportunities for energy conservation, resource planning and other environmental initiatives are currently under consideration as part of the College s major building program associated with the BER, Trade Training and Capital Projects constructions.

11 Stewardship Formulate strategies to directly involve students in caring for and respecting the environment (e.g. Landcare programs) Student leadership activities are currently directed specifically to the stewardship of the environment in both primary and secondary schools through the appointment of student leaders with responsibility for the environment and these students work with teachers to formulate strategies that directly involve students in caring for their environment. Proposed Initiatives: House activities directed to caring for the environment Competitions aimed at engaging students in environmental issues Awareness raising through participation in community events Acknowledge and value the role of Indigenous people and their traditional relationship with the land. Acknowledgment of traditional ownership and stewardship of our environment and of indigenous heritage and culture is part of every major College gathering. Visual reminders of the importance of our Indigenous heritage and history are part of the College s landscape and welcome to visitors. Teaching about the role of Indigenous people and their traditional relationship with the land is an important aspect of the College curriculum.