Professional Documents
Culture Documents
Edfd Assessment Task 1 Compliation Family Shool Partnerships
Edfd Assessment Task 1 Compliation Family Shool Partnerships
Edfd Assessment Task 1 Compliation Family Shool Partnerships
Darvell
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Amy
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modelling and practising of values that underpin the school communitys mission
(Liddy & Welbourne, 1999). A religious education program should engage the whole
being of students, their heads, hearts and lifestyles (Liddy & Welbourne, 1999, p. 2)
in order to inform, form and transform their identity and agency in the world (Liddy
& Welbourne, 1999, p. 2). All members of the school community should grow in the
knowledge, spirit and life of the Catholic Church by adopting a whole school
approach to faith development.
At schools where education in religion and faith are the starting point, there are
opportunities for students of all ages to become aware of and involved in social
justice issues. According to Reid (2011) religious education teachers provide their
students with the tools to understand the world beyond the classroom. Students
develop their faith by supporting the common good and living a life as active citizens
inspired by Jesus (CEO Melbourne, n.d.). Schools may provide support for, and
undertake charity projects that influence the local and universal community, such as
St Vincent De Paul and Caritas (Congregation for Catholic Education, 1988).
It is important to remember that while the school is significant in developing students
religious education, it is the parents who hold the primary responsibility for education
in faith (Congregation for Catholic Education, 1988; Congregation for Catholic
Education, 2007). Schools stand beside families and support them in their role
through adult education, promotion of parent associations and by collaboratively
working together as a part of the parish community (Congregation for Catholic
Education, 1988; Congregation for Catholic Education, 2007). Unlike formal
religious instruction undertaken at school, faith development or catechesis, is formed
by the family and parish in addition to the school community (Holohan, 1999).
Catholic schools focus heavily on compassion, forgiveness, responsibility and
understanding in everything they do. The faith of the school community is a lived
experience taught every day in every class, be it literacy, numeracy, wellbeing or
religious education (Elder, 2016, p.2), as well as outside the classroom through
interactions with peers and other members of the community. Faith development
should be central to the school community and occur in partnership with many of the
communitys stakeholders; school, parents, teachers, peers, parish and the wider
community.
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Amy
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Wednesday 9am
Amy
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A teacher has the opportunity to make a lasting impact on students lives; this is a
huge privilege that should not be taken lightly.
I believe that teaching and learning is centered on the formation of strong
relationships, that are underpinned by care and concern for not only the childs
learning but for their overall wellbeing. As a result, I am committed to providing a
rich, integrated curriculum, that takes into account the intellectual, social, moral and
physical development of children, ensuring holistic learning that addresses all
dimensions and capabilities within the curriculum. I believe that this is best achieved
in a Catholic School community that aspires to foster the development of the child as
a whole in the image of God. Faith development should be central to the school
community and occur in partnership with the broader parish community.
Connection to community within a school environment enhances students social,
emotional, and intellectual development. Teachers and school communities stand
alongside families, supporting them by collaboratively working together. They all
share an interest in the success of each child as a whole person, which is best achieved
through mutual action and support, as teachers alone are unable to provide children
with the resources they require to be capable citizens in todays world.
As a teacher, I aim to encourage and instill in students a desire to be life long learners
who are active citizens in their local and global communities. I will provide
opportunities for my students to become aware of and be involved in social justice
issues. Students will be challenged to support the common good and live a life as
active citizens inspired by Jesus, navigating the ever-changing world in which we
live.
Students learn best when they are collaboratively engaged in experiences and tasks
that are connected to the world outside the classroom. Students in my classroom will
collaborate as a community of learners, sharing, reflecting on, and being exposed to
various perspectives in order to make sense of their world. They will be engaged in
authentic real-world problems, explore open-ended questions and participate in
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Amy
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References
Broadbent, R., & Cacciattolo, M. (2013). The role of school community partnerships
in building successful transition pathways for young people: one schools
approach. The Australian Educational Researcher, 40(1), 109-123. Retrieved
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Catholic Education Office, Melbourne (CEO Melbourne). (n.d.). Coming to know,
worship and love: A religious education curriculum framework for Catholic.
Retrieved from
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kwl_level1_4_bookmarks.pdf
Congregation for Catholic Education. (1988). The Religious Dimension of Education
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n_ccatheduc_doc_19880407_catholic-school_en.html
Congregation for Catholic Education. (2007). Educating together in Catholic schools:
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n_ccatheduc_doc_20070908_educare-insieme_en.html
Elder, S. (2016). Catholic Education Today. Retrieved from
https://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1
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&ved=0ahUKEwiEmv7rYXMAhVDy2MKHWxJAGUQFggcMAA&url=http%3A%2F%2Fwww.cem.
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[MCEETYA]. (2008). The Melbourne Declaration on Educational Goals for
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_Educational_Goals_for_Young_Australians.pdf
Reid, D. (2011). Making space for religious education in the national curriculum.
Religious Education Journal of Australia 27(2), 10-15. Retrieved from
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Rice, M.L., & Wilson, E.K. (1999). How Technology Aids Constructivism in the
Social Studies Classroom. The Social Studies, 90(1), 28-33. Retrieved from
http://www-tandfonlinecom.ezproxy1.acu.edu.au/doi/abs/10.1080/00377999909602388
Sanders, M.G. (2001). The Role of "Community" in Comprehensive School, Family,
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