Ethos and Identity Framework copy...6. SICG Ethos and Identity Programs 6.1 Students 6.2 Staff 6.3 Parents 6.4 Plans for Programs 7. SICG Immersions and Trips 7.1 Introduction 7.2

SaintIgnatiusCollegeGeelongEthosandIdentityFramework 1

Ethos and Identity Framework

“PreachtheGospelatalltimes,andifnecessaryusewords”AttributedtoStFrancisofAssisi.

SaintIgnatiusCollegeGeelong

27PeninsulaDrive,Drysdale.3222E:[email protected] T:0352511136

www.ignatius.vic.edu.au

Version:December2019


CollegeVision&Mission

AtSaintIgnatiusCollegeourpurposeistoformyoungpeopleofcompetence,conscienceandcompassion.

CollegeMissionStatementSaintIgnatiusCollegeisaCatholiccommunitythatis learning-centred

andsupportiveintheIgnatiantradition.TheCollegeiscommittedtotheeducationofthewholepersonand

thedevelopmentofyoungadultsofcompetence,conscienceandcompassionwhowill beofserviceinthecommunity.

WestrivetorecogniseGod’spresenceinall things, tocelebratethepursuitofpersonalexcellenceand

tol ivewithhopeandrespectforall creation.

StrivingfortheMagisIgnatiusinhiswritingscallsustostriveforthe 'Magis' - 'themore'.

Themoreisakeytomakingchoicesamongcompetingvalues.Theentirel ifeofIgnatiusLoyolawasasearchfortheMagis–thatis,

themoreuniversalgood,themoreeffectivemeans, themoregenerousserviceofothers,andtheevergreatergloryofGod.

Magisenergisesusforaction.

AtSaintIgnatiusCollegewewill:• Provideopportunitiesforstudents,staff, parentsandalumnitoexperiencea

senseofbelongingtoafaith-fi l ledChristiancommunityandtocommitthemselvestobeingofservicetoothers

• Respecttheroleofparentsastheprimaryeducatorsoftheirchildren• Beenthusiastic inimpartingknowledgeofCatholicfaithandtraditions,

enablingstudentstoaccepttruthfreelyanddevelopaChristianmoralconscience

• Promotegrowthandimprovementinlearningandl ivingforthegreatergloryofGodintheIgnatianway

• Supportstudentsinstrivingfortheirpersonalbest- theMagis- inall theirendeavours.

admaioremDeigloriam

“forthegreatergloryofGod”


EthosandIdentityFramework

1. SICGEthosandIdentityVision1.1EthosandIdentityVision1.2EthosandIdentityMission1.3PurposeoftheFramework

2. SICGEthosandIdentityTeam2.1 MissionaryDiscipleship2.2 TeamMembersandtheirRoles2.3 ThePedagogyofEncounter

3. Context

3.1 Context3.2 ABriefHistoryofSaintIgnatiusCollegeGeelong3.3 TheJesuits3.4 TheEducationMinistryoftheJesuitsinAustralia

4. JesuitandIgnatianGuidingPrinciples4.1 TheWayWeDoThings 4.2 WorkingintheSpiritofIgnatius4.3 TheCharacteristicsofJesuitEducation-IgnatianPedagogy4.4 LearningToServe,ServingToLearn

5. SICGEthosandIdentityAccountability5.1 EthosandIdentityReviewforJesuit-OwnedschoolsandJesuit

Partnerschools:5lenses5.2 AnnualActionPlan:Sphere1EducationinFaith

6. SICGEthosandIdentityPrograms6.1 Students6.2 Staff6.3 Parents6.4 PlansforPrograms

7. SICGImmersionsandTrips7.1 Introduction7.2 FivevaluesofSICGImmersionPrograms7.3 SICGBoardGuidelines

8. RelatedPolicies

9. RelatedProcedures

10. RelatedDocuments/Resources

11. Review


1. VisionandMission

1.1 SICGEthosandIdentityVisionTheSaintIgnatiusCollegeGeelong(SICG)EthosandIdentityTeamisacollectiveofIgnatianeducatorscommittedtoongoingdialoguewithandservicetotheSICGcommunity.Thisteamconsistentlysupportsandencourageswholeschoolreflectiononandengagementwiththequestion:howisourschoolCatholicandIgnatian?

TheSICGEthosandIdentityTeamserves,supportsandaccompaniesallmembersoftheschoolcommunityintheIgnatiantradition,ensuringthattheschool’scurricularandextra-curricularprogramsreflectaCatholicandIgnatianapproachtoeducation.

Throughtheserviceto,guidanceofandsupportforitscommunity,theSICGEthosandIdentityTeamcontributestotheformationandshapingofthemembersoftheschoolcommunitytotransformtheirheartsandminds.

1.2SICGEthosandIdentityMissionThemissionoftheJesuits:

TheyaregroundedinloveforChristandanimatedbythespiritualvisionoftheirfounder,St.IgnatiusofLoyola,tohelpothersandseekGodinallthings.AsmembersofaworldwidesocietywithintheCatholicChurch,theJesuitsarecommittedtotheserviceoffaithandthepromotionofjustice.

TheSICGEthosandIdentityTeamoverseestheprograms,activitiesandofferingsthatstemfromtheCatholicandJesuitethosandidentityoftheCollegeandthemissionoftheSICGEthosandIdentityTeamistosupportandenacttheJesuitmissioninthefollowingways:

• by providing opportunities for service and advocacy formembers of the SICG communitywhichhelpsdevelopthemaswomenandmenforothers;

• byensuringthatGod’screationisrespectedascustodiansoftheearthandbyencouragingallmembersofthecommunitytotransformtheirheartsandmindssoastotakebettercareofourearth;

• byplanningfor,providingandreviewingauthenticallyCatholicliturgicalcelebrations.WeseekopportunitiestodevelopthecapacityofotherswithintheCollegeinregardstoliturgyandtoensure that the rich traditionof theChurchand the connection to faith is honoured in allgatherings;

• bytheRECurriculumleadinginthedesignandimplementationofteachingandlearningthatauthenticallysupportsSICGthrivingasaCatholicschoolintheIgnatiantradition;

• byfosteringacommitmenttotheenvironmentthroughvariousofferings.AseniorEnvironmentalLeaderiselectedeachyearandassistedbyanArrupeLeader.EnvironmentalScienceisstudiedaspartoftheYear10LifeSciencecourse.ItishopedtheCollegecanbuildonthiswiththefutureintroductionofVCEEnvironmentalScience.

• bybeingawareoftheresponsibilityandaccountabilityfortheCatholicidentityoftheCollegeandsupportingandassistingtheCollegePrincipalinensuringtheoverallCollegeMissionisenactedinallprograms,committeesandstrategicplanning.


WashingFeetFrSiegerKoder “weonlyseethefaceofJesus throughhumbleservicetoothers”

1.3Purposeof thisFramework

Thepurposeof thedocumentistoprovidethestudents,parentsandstaff aframeworkthatiscenteredaroundtheCatholic,JesuitandIgnatianEthosandIdentityoftheCollege.

Thisframeworkwillprovidedetailedinformationinregardstoallaspectsof theEthosandIdentityoftheCollege,includingtheGuidingPrinciples,theEthosandIdentityTeam,andtheProgramsthatoperateinthissphereatSaintIgnatiusCollegeGeelong.

ThisdocumentwillbecomeacentrallocationforallEthosandIdentityinformationandbeaccessibletostudents,parentsandstaff.Furthermore,thisdocumentwillberevisedannuallybytheSEthosandIdentityTeamtoensureitsrelevanceandcompatibilitywiththechangingneedsof theSaintIgnatiusCollegecommunity.

InthefootstepsofIgnatius

“Ourpresentstudentswill,intime,assumevariousroles…ingovernment,intheadministrationofjustice,othersinallsortsofresponsibleoccupations….….theyoungpeopleoftodaywillbecometheadultsoftomorrow,sotheirgoodformationinlifewillbenefitmanyothers…tothegreatergloryofGod.”StIgnatius

FORMATIONFORMISSIONINAFAITHCOMMUNITY


FaithformationofCatholicschoolcommunitymembersis

Christ-centred.

Itisanintentional,ongoingandreflectiveprocess

thatfocusesonthegrowthofindividualsandcommunitiesfromtheirlived

experiences,inspiritualawareness,theological

understanding,vocationalmotivationandcapabilities

formissionandserviceintheChurchandtheworld.

2. SICGEthosandIdentityTeam

2.1 MissionaryDiscipleship

Theintentionofformationformissionistoenable:

• deeperfaithrelationshipswithGod,Church,self,othersandcreation

• greaterengagementbetweenindividuals’livesmarkedby”accompaniment”intheserviceofothers

• acultureofdialogue

• strongercommitmenttotheministryofteachingandparenting

• adeepercallintomissionarydiscipleship

“AFrameworkforFormationforMissioninCatholicEducation”NationalCatholicEducationCommission2017


2.2 TeamMembers• HealingtheEarthCoordinator • IgnatianCoordinator • LiturgyCoordinator • RELearningAreaLeader • ServiceandJusticeCoordinator • DP–Staff,IdentityandOperations

2.3 ThePedagogyofEncounter

AlthoughtheprimarypedagogicalapproachattheCollegeistheIgnatianPedagogicalParadigmarecentdevelopmentofferedviaCatholicEducationOfficeMelbournewillbeusedtobothcomplimentandsupplementteachinginReligiousEducationattheCollegeincomingyears.ThePedagogyofEncounterisapedagogicalframeworkdevelopedbytheCatholicEducationOfficeMelbournetoassistindevelopingunitsinReligiousEducationthatinvitesthestudentsintodialogue,deepthinkingandengagementwiththeCatholicstory.ThemodelofferskeyquestionsinfiveareasthatengagethevoiceofthelearnerindeepdialoguewiththeCatholicTradition:●WhatdoIthinkandsense?●Whatdoothersthinkandwhy?●WhatdoestheChurchteachandwhy?●HowamIcalledintodeeperrelationshipwithothersandGod?●WhatdoIthinknowandwhy?TheprimarypurposeofimplementingthismodelinReligiousEducationplanningisbecauseit“providesasystematicandsustainedengagementwithCatholicbeliefsandteachings…engagingstudentswithCatholicbeliefsandvalueswithoutimposingthesebeliefsonthestudents…creatingspaceswherethestudentsfeelfreetosharetheirownunderstandingsandviewpoints,evenastheyengagewiththeCatholicstory”(Sharkey2015,p.29).ThesefactorsarecriticalifweasaCollegearetodevelopourcommunitythatfitsthemodelofaPost-Criticalrecontextualisationaldialogueschool,whichisabletoformourmembersasCatholicsormembersofaCatholiccommunityinamannersuitableforthemodernworld.ReligiousEducationstaffwillprogressivelyimplementthismodelfrom2020onwardstoenhancestudentengagementandenablelearnerstoentermoredeeplyintosubjectmatterandbetransformedintellectuallyandasaperson.TheRECurriculumFramework(CEM)canbeviewedathttp://www.resourcemelb.catholic.edu.au/object.cfm?o=137&showrm=0&uptam=1


The following draft material is provided for your use as we renew the Religious Education Curriculum Framework.

Pedagogy of Encounter Diagram

How am I called into a deeper relationship with others and God? Exploring a different way of knowing through experiences that open us to the sacred: praying and celebrating, using symbol and ritual and reflecting on sacred text and art. How does this experience (of prayer, celebration, reflection, theologising about the concept) call me to be more? How does this impact on my spirituality? How do I explore my inner voice? Who am I in this? How am I becoming conscious of a higher, deeper, more valued reality, beyond the senses?

What do others think and why? Seeking different views, including religious perspectives and interpretations, through dialogue and discussion. Going deeper into different worldviews to reveal alternative visions of, and for, the world. What is at the heart of this topic for each perspective? Are there hidden worldviews to uncover? What visions for life do these perspectives reveal? What connects with my experience or thinking? What challenges me? What questions do I have now?

What do I think and sense? Looking at the concept/subject/topic as it is experienced today and as a religious issue, using a provocation to raise questions.

What do I think about this? What questions does this raise for me? Why am I responding in this way? How does this impact on who I am in the world, and as part of a Catholic learning community?

What do I think now and why? Reflecting on the integration of knowledge, ways of being, spirituality and action, and the resulting transformation. What do I think now? How have I grown? What influences my thinking and why? What further questions does this raise for me? What will I do differently now?

What does the Catholic Church teach and why? Seeking the Church's perspective and interpretations through dialogue and discussion. What's at the heart of this topic for the Catholic Church? What might different members of the Church bring to this? What visions for life does this perspective reveal? Why does the Church put this view? How is this different from other religious perspectives? How might it challenge secular positions? What connects with my experience or thinking? What challenges my thinking? What are my questions now?


3.0Context

3.1Context

SaintIgnatiusCollegeGeelongisaCatholiccommunitythatis learning-centredandsupportiveintheIgnatiantradition.TheCollegeiscommittedtotheeducationofthewholepersonandthedevelopmentofyoungadultsofcompetence,conscienceandcompassionwhowillbeofserviceinthecommunity.WestrivetorecogniseGod’spresenceinallthings,tocelebratethepursuitofpersonalexcellenceandtolivewithhopeandrespectforallcreation.

TheEthosandIdentityoftheCollege,thatis,itsCatholic,JesuitandIgnatianEthosandIdentityisanintegralelementoftheCollege’sidentity.TheworkoftheCollege’sEthosandIdentityTeamincludesan involvement in the development and implementation of themission statement of the College;ensuringthereisastrongcommitmenttotheethosoftheCollegethroughouttheschoolcommunity;andprovidingsupportforthecanonicaladministrators,principalandstaffintheirworkofdevelopingthespiritualandintellectuallifeofourstudents.

AtSaintIgnatiusCollegewe:• provide opportunities for students, staff, parents and alumni to experience a sense of

belongingtoafaith-filledChristiancommunityandtocommitthemselvestobeingofservicetoothers

• respecttheroleofparentsastheprimaryeducatorsoftheirchildren• areenthusiasticinimpartingknowledgeofCatholicfaithandtraditions,enablingstudentsto

accepttruthfreelyanddevelopaChristianmoralconscience• promotegrowthandimprovementinlearningandlivingforthegreatergloryofGodinthe

Ignatianway• supportstudentsinstrivingfortheirpersonalbest-theMagis-inalltheirendeavours.

3.2ABriefHistoryofSaintIgnatiusCollegeGeelong

SaintIgnatius’CollegeGeelongisuniqueintheGeelongregion,beingtheonlyCo-educationalCatholicSecondarycollegeandisaJesuitPartnerSchool.

TheCollegeisnamedafterSaintIgnatiusofLoyola,whofoundedtheJesuitOrderover450yearsago.

SaintIgnatius’CollegeenjoysasignificantassociationwithXavierCollegeinMelbourneandbelongstothenetworkof95JesuitschoolsinAustralasiaandtheremarkableJesuiteducationnetworkofschoolsanduniversitiesworldwide.

Ouryoungwomenandmenreapthebenefitsofthetime-honouredIgnatianTraditionofEducation,whichnurturesacademicexcellenceandpromotescompetence,conscience,compassion,respectandservicetoothers.1991 CatholicRegionalCollegeGeelongformedasanamalgamationofthe girlsonlyGooldCollegeandtheboysonlyStMary’sTechnicalSchool bothlocatedininnercityGeelong.1992 CatholicRegionalCollegebecomefullycoeducational,teachingYears7-12with

thejuniorcampus(Year’s7-9)attheStMary’ssiteinYarraStreet,andtheseniorcampus(Year’s10-12)attheGooldsiteinFenwickStreet.

1997 Thethirdcampus,StThomas,opensinDrysdale,initiallycateringfor

Years7and8only.Thiscampusoperatesseparatelyfromthetwo“city”campuses.1999 TheStThomas,Drysdale,campushas189studentsandoffersYear10classesfor

thefirsttime.Thecitycampuseshadabout250studentseachatthistime.Blazersandtiesintroducedforincomingstudentsandrequiredofallstudentsfrom2000.


2000 Drysdalestudentsrequiredtotransfertothe“city”campusforYear11and12classes.

2001 ThePotatoShedisopenedasajointinitiativebetweentheCollege,theCityof

GreaterGeelongandBellarineSecondaryCollege.2002 TheDrysdalecampushasaYear12class,butonlyof10students.2003 AreviewiscarriedoutbytheCollegeadministratorsandtheMelbourneCatholic

EducationOffice,withadecisionbeingmadetoconsolidatetheCollegeattheDrysdalecampus.TheseniorcampusatFenwickStreetclosesattheendof2003.

2004 Years8,10and12continueatthejuniorYarraStreetsitepriortothesite’sclosure

attheendoftheyear.2007 ThechangefromCatholicRegionalCollegetoSaintIgnatiusCollegeGeelongoccurs

andtheCollegebecomesaJesuitPartnerschool.2017 Celebrationofthe10yearanniversaryasSaintIgnatiusCollegeGeelong.

3.3TheJesuits

TheSocietyofJesusisanapostolicbodyofmenoftheCatholicChurch,animatedbyadeeppersonalloveofJesusChrist,whoascontemplativesinactionandinpartnershipwithothers,aremenonmission,eversearchingforthe“magis."

TheJesuitsaremenwhobelongtoaCatholicreligiousordercalledtheSocietyofJesus.ThisgroupwasfoundedbySt.lgnatiusofLoyolaover450yearsago.Overthisperiod,JesuitpriestsandbrothershavelivedanamazingstoryofservingtheChurchinnewandunexpectedways.TheJesuitsarestillmenonthemove,readytochangeplace,occupation,method--whateverwilladvanceourmissionintheChurch.

TheJesuitsareexpectedtodoanythingorgoanywheretoteachJesusChristandpreachhisGoodNews.Jesuitsmaybefoundworkingaslawyers,doctors,psychologists,counsellors,writers,journalists,theologians,philosophers,researchersandscientists.TheirmissioniseverywhereandalwaysthepromotionoffaithinJesusChristandthejusticedemandedbythatfaith.Todaythemissionhasexpandedtoincludemenandwomenwhosharethisvisionofservicetofaithandtothejusticethatfaithdemands.

TogetherJesuitsandlaypartnersplacethemselvesinthepresenceofGodandaskthemselvesthequestionsthatSt.lgnatiussuggestedtohisfirstcompanionsduringtheperiodofprayerthatledtotheirpermanentcompanionship:WhathaveIdoneforChrist?WhatamIdoingforChrist?WhatwillIdoforChrist?

admaioremDeigloriam

“forthegreatergloryofGod”AMDGisthemottooftheSocietyofJesus,capturingIgnatius’desireformorenobleenterprises,betterchoicesandgreaterservice.


3.4TheEducationMinistryoftheJesuitsinAustralia

Jesuiteducationseekstoaffirmaworldseenas‘chargedwiththegrandeurofGod’.‘TofindGodinallthings’wastheaimofStIgnatiusLoyolaandhisJesuitcompanions,whofirstformedacommunityattheUniversityofParis early in the16th century. Jesuit educationhasalwaysbeenworld-affirming,encouragingastudyofallrealityandseekingtoproducewisdom.TheeducationministryincludesJesuitinvolvementintertiaryeducation,academicresearch,publicpolicy,universitycollegesanduniversitychaplaincies.TherearealsoJesuitownedandoperatedschoolsandaffiliatedIgnatianschools.Jesuitschools

StIgnatius’College,Riverview,NSWStAloysius’College,MilsonsPoint,NSWStIgnatius’College,Adelaide,SAXavierCollege,Melbourne,VicRedfernJarjumCollege,NSWStPatrick’sCollege,EastMelbourne,Vic(operatedfrom1854-1968)

JesuitCompanion/PartnerSchoolsLoyolaSeniorHighSchool,MtDruitt,NSWJohnXXIIICollege,MtClaremont,WALoyolaCollege,Watsonia,VicSaintIgnatiusCollege,Geelong,VicXavierCatholicCollege,HerveyBay,NSWXavierCatholicCollege,Ballina,NSW

TertiaryandintellectualapostolateNewmanCollege,VicJesuitCollegeofSpirituality,Vic


4.0 JesuitandIgnatianGuidingPrinciples

InservingourbrothersandsisterswefindapowerfulimageofGod’spresence.Weservethem,yes,buttheyrevealandoffermanygiftsinreturn.Infact,suchserviceisoftencalledareciprocalministry.Thatistosay,weareservedbythosetowhomweserve.Theygiftus,ofteninthemostsurprisingways.

4.1 TheWayWeDoThings{FourPillars/CoreValues}

1. Self-awareness:“Toorderone’slife”understandingyourstrengths,weaknesses,valuesandworldview

2. Ingenuity:“Thewholeworldwillbecomeourhouse”confidentlyinnovatingandadaptingtoembraceachangingworld

3. Love:“Withgreaterlovethanfear”engagingotherswithapositive,lovingattitude

4. Heroism:“Elicitinggreatdesires”energizingourselvesandothersbyheroicambitions

“HeroicLeadership”ChrisLowney

4.2 WorkingintheSpiritofIgnatius/CharacteristicsoftheJesuit“wayofproceeding”

• BeingpeoplewithadeeppersonalloveofChrist• Beingacontemplativeinaction• BeinganapostolicbodyintheChurch• Beinginsolidaritywiththosemostinneed• Beinginpartnershipwithothers• Beingcalledtolearnministry• Beingpeoplesent,alwaysavailablefornewmissions• Beingeverreadytoseekthemagis

“IgnatianSpiritualtyforToday”SandieCornish;EdMartyScroope

4.3 TheCharacteristicsofJesuitEducation–IgnatianPedagogy

1. Ignatianeducationisaboutformingindividualswho“findGodinallthings”2. CuraPersonalis:Jesuiteducationinsistsonindividualcareandconcernforeachperson3. FocusesonMoralValues:studentsandstaffmustbepeoplewithasocialconscience.4. JesusChristisourmodel5. FaiththatdoesJustice:itforms“menandwomenforandwithothers–leaders6. Ispartofthechurch’smission:itpreparesstudentsforactiveparticipationinthechurch

andthelocalcommunity7. Strivesforexcellence:ineveryaspectofeducation(theMagis)8. Stressescollaboration:reliesonthespiritofcommunityamongteachingstaff,

administrators,theJesuitcommunity,andthewiderschoolcommunity9. Discernment:focusesondiscernmenttoachieveitspurposesmosteffectively.

Reflectionandactioncentraltoeducation.DonnaWedesweiller

“WorkbookonIgnatianPedagogy”SaintIgnatius’CollegeRiverview.DonnaWedesweiller, IgnatianCoordinator,Octber2012


Ignatianpedagogy

IgnatianPedagogyFrRossJonesSJ,inWorkbookonIgnatianPedagogy,SaintIgnatius’CollegeRiverview.DonnaWedesweiller,IgnatianCoordinator,October2012

Ignatianpedagogy

ApracticalapproachtoteachingfindsitsinspirationinthelifeofStIgnatiusLoyola,especiallythedynamicofhisSpiritualExercises.Therelationshipbetweenateacher,studentandthetruthathand,livedthroughtheprocessofexperience,reflectionandactionenablesfreedomforlearningandselfunderstandingtobeexperiencedbyall.MartyScroope“IgnatianSpiritualtyforToday”p202

4.4 LearningToServe,ServingToLearn

Indevelopingawell-roundedChristianpersonofserviceintheworld,Jesuiteducationseekstobeworldaffirming-torevealaworld"chargedwiththegrandeurofGod."Itencouragesstudyofallreality,promotingthesearchforGodinallthingswhilerespectingtheinfinitevarietyofwaysinwhichGodisrevealedtoanindividual.Itsobjectiveistoproducewisdomandadeepsenseofreverence,ratherthanmarketabilityoranarroworientationtowardsaspecificcareer.

ContextTheIgnatianwayofproceedingalwaysbeginswiththepersonalexperienceofthelearner.ExperienceTheprocessoftheSpiritualExercisesengagestheretreatant’smemory,intellect,imagination,sensesandwill,withspecialattentiontofeelingsandmovementsbytheSpiritwithin.ReflectionIgnatiusbecamethemasterofdiscernment.Hisgreatesteffortwastotrytodiscoverwhatmovedhimineachsituationandthedesiretoserveothers.ForIgnatiustodiscernwastoclarifyhisinternalmotivation,thereasonsbehindhisjudgements,toprobethecausesandimplicationsofwhatheexperienced,toweighpossibleoptionsandevaluatetheminlightoftheirlikelyconsequences,todiscoverwhatbestleadstothedesiredgoalActionIgnatianeducationclimaxeswhenthestudentisledtoaction;inparticularadecisionandcommitmentforthemagis,thebetterserviceofGodandourbrothersandsisters.EvaluationIgnatianeducatorsareconcernedwithdevelopmentofthewholeperson.Periodicevaluationofthestudent’sgrowthinattitudes,priorities,andactionsconsistentwithbeingapersonforothersisessential.

MartyScroope“IgnatianSpiritualtyforToday”p212


5.0 SICGEthosandIdentityAccountability

5.1 EthosandIdentityReviewforJesuit-OwnedschoolsandJesuitPartnerschools:5Lenses

LenseOne TheMissionHowistheSchoolCatholicandJesuit?

LenseTwo TheFormationHowdoestheschoolformthevariousmembersofitscommunityintheIgnatiantradition?

LensThree ProgrammesinPracticeHow do the school’s curricular and co-curricular programs form students to be men andwomenwithandforothers?

LensFour GlobalNetworkingHowdotheschoolsengagewithotherJesuitApostolicworksinordertodevelopabroaderworldviewandraiseawarenessofthecomplexitiesandconcernsofothercommunities?

LensFive AdherencetoCurrentProvinceGoalsHowdoschoolsremainawareofandrespondtocurrentProvincegoals?

TheprocessofIgnatianReflection–atoolfordecisionmaking

TheAwarenessExamenMissionStatementFormativeAppraisalMeetingsEmployingPlanning,GoalSetting,andReviewingPolicyandBrochuresArchitectureandSymbolsStaffEducation/Awareness

MartyScroope“IgnatianSpiritualtyforToday”p185

5.2 AnnualActionPlan:Sphere1EducationinFaith

AspertheCollege’scurrentAnnualActionPlan:Sphere1EducationinFaith.

AnIgnatianApproachtotheMinistryofTeaching

ContextWhatdoIneedtoknowaboutmystudentsinorderformetoteachthemwell?ExperienceWhatisthebestwayformetoengageeachofmystudentsasawholepersonintheexperienceofthelearningprocess?ReflectionHowcanIhelpmystudentstobemorereflectivesothattheymoredeeplyunderstandthesignificanceandmeaningofwhattheyhavelearnt?ActionWhatarethesignsthatastudentisactinginamannerthatindicatestheintegrationofthestagesofexperienceandreflection?EvaluationHowcanIcreateacultureofappraisalformystudentsandmyselfthatwemaybetterdecidethewayofproceedinginthefuture?

“IgnatianSpiritualtyforToday”,Ed.MartyScroope


6.0 SICGEthosandIdentityPrograms

6.1 StudentsStudentLeadershipRolesSICGTimorLesteImmersion(annual;withDestinationDreaming)JesuitProvinceTimorLesteImmersion(annual)SICGIndigenousImmersion(annual)JesuitStudentLeadersConference(annual)JesuitMaytimeFair(XavierCollegeKew;(annual)TheCageJesuitRefugeeServices–RefugeerationChallengeWinterSleepoutRetreats:Year8;Year11;Year12HealingtheEarthprogramsintheschool

6.2 StaffIgnis1;Ignis2FirstSpiritualExercisesSICGIgnatianStaffPDday(annual)SICGIgnatianFormationStaffWorkshops(oneperTerm)JesuitProvince-IgnatianSchoolsLeadershipPilgrimage(Spain;biennial)JesuitandCompanionSchoolsAustraliaEducationConference(annual)

6.3 ParentsSpiritualExercisesProgram(inpartnershipwithStThomasParish,Drysdale)

6.4 PlansforPrograms

RetreatprogramforallyearlevelsRetreatprogramforstaffREclassroomfacetofacehoursEnvironmentalSciencesubjectsatVCE

MISSIONARYDISCIPLESHIP

TheChurchwillhavetoinitiateeveryone–priests,religiousandlaity–intothis“artofaccompaniment”whichteachesustoremoveoursandalsbeforethe

sacredgroundoftheother(cf.Ex3:5).

Thepaceofthisaccompanimentmustbesteadyandreassuring,

reflectingourclosenessandourcompassionategazewhichalsoheals,liberates,andencouragesgrowthin

Christianlife.

PopeFrancis,EvangeliiGaudiem,169

“AFrameworkforFormationforMissioninCatholicEducation”NationalCatholicEducationCommission2017


7.0 SICGImmersions,TripsandRetreats

7.1 IntroductionIntegraltoaJesuitCatholiceducationareimmersionexperienceswhichchallenge students toengage the realities of the world while reflecting on thevaluesofhumandignityandservantleadership.

Students travel to locations where they are exposed to issues of poverty andinjustice whileexperiencinguniqueculturesandenvironments.Theyengageindirect service activities, participatein experiential learning, andmakeeducationalsitevisits–whilelivingintheverycommunitiesthattheyareserving.

OverseasandInterstateTripsareofferedbySaintIgnatiusCollegewheretheydemonstratesupportfortheCollege’sbroadcurriculumthroughasubstantialeducational,spiritual,serviceorcompetitivecomponentandthereisawillingnessofstafftoconductthem.TheCollegeendorsestheeducationalvalueofoverseasandinterstatetripsforitsstudentsandstaff.Suchtripswillbeconductedinamannerthatislegallyresponsible,financiallyviable,adequatelyplannedandprovidesagoodlead-time.Ariskassessmentmustbeundertakenandariskmanagementplanmustbeprepared.

ABlessingforthoseonPilgrimageInGod’sHandsInyourjourneystoandfroGoddirectyou;InyourhappinessandpleasureGodblessyou;Incare,anxietyortroubleGodsustainyou;InperilandindangerGodprotectyou.ArchbishopTimothyOlufosoye(1918-1922)


7.2SICGImmersionProgramsaregroundedinfivevalues:

Education-examining economic, historic, and socio-political issues that affectpeople and the

environment globally.Service-recognizing the importance of meeting immediate needs of peopleand the

environment through service.Spirituality-exploring the role of faith and spirituality in service and socialaction.SocialJustice-engaginginsocialjusticeandsocialactioneffortswiththegoalofeliminating

injusticeforall.Community - building sustainable relationships with people, communities,institutionsandtheenvironment.

7.3 SICGBoardguidelines

(i) Ajointoverseastripandimmersionlauncheveningisheldbeheldforallinterestedstudents.This istoensurestudentsandparentsaremadeawareofchoicesatthesametime,tosupportdecisionmakingbyfamiliesbasedoncompleteimmersion/tripinformation.

(ii) TheBoardnormallygivesan“inprinciple”approvaltoproposedImmersions/tripstoallowtheschoolthesufficientlead-intimetoplantherelevanttrip.

(iii) Alloverseasanddomesticimmersions/trips/campsandanyovernightexcursionsaretoprovideparticipantswithdailyreflectiveactivitiesanda“ReflectionJournal”basedonIgnatianspiritualitypracticestoensureallsuchtripsareexperiencedinanIgnatiancontext.SuchpracticesaredesignedtoleadparticipantstoagreaterormoreindepthunderstandingoftheirexperiencesandhencesupportourschoolsaimofstrivingfortheMagis.

8.0 RelatedPolicies• SICGSocialJusticePolicy• SICGFundraisingPolicy• SICGExcursions,CampsStudentActivitiesPolicy• SICGOverseasandInterstateTripsPolicy• SICGStudentWellbeingPolicy

9.0 RelatedProcedures

• SICGCultureofPrayerFramework• SICGExcursionandIncursionPermissionProcess• SICGLearningandTeachingFramework• SICGDimensionsoftheHomeroomTeacher• SICGStudentWellbeingFramework• StudentImmersions-CodeofConduct• OverallPlanandGuidelines–Immersions,Trips• StaffHandbook


10.0 RelatedDocuments/Resources• EthosandIdentityReviewforJesuit-OwnedschoolsandJesuitPartnerschools• HeroicLeadership.ChrisLowney,2003LoyolaPress• IgnatianSpiritualtyforToday.Ed:MartyScroope2011,RevisedEdition,TheLoyolaInstitute.• TransformingCatholicSchools–VisionandPracticesforRenewal.KevinTreston1992,

CreationEnterprises,Samford,Qld.• FourPillars–DevelopingEthosandMissioninCatholicSchools.KevinTreston2015,

CreationEnterprises,Wilston,Qld.• WorkbookonIgnatianPedagogy-SaintIgnatius’CollegeRiverview.DonnaWedesweiller,

IgnatianCoordinator,Octber2012• AFrameworkforFormationforMissioninCatholicEducation.NationalCatholicEducation

Commission2017• FoundationStatement:ReligiousDimensionoftheCatholicSchool.CatholicEducation

Melbourne,September2017• RECurriculumFramework(CEM)

http://www.resourcemelb.catholic.edu.au/object.cfm?o=137&showrm=0&uptam=1

11.0 ReviewThisFrameworkistobereviewedeverytwoyears,atthebeginningof theappropriateyear.Theinformationcontainedhereiniscorrectasof June2019.

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