Module Three "The heart of the Catholic school" (Who & what really matters in a Catholic sch...

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Module Three "The heart of the Catholic school" (Who & what really matters in a Catholic school) Sarah Farquhar by Mind Map: Module Three     "The heart of the Catholic school"  (Who & what really matters in a Catholic school)   Sarah Farquhar

1. The Catholic community

1.1. Evangelise

1.1.1. Faith develops within communities

1.2. Grow through relationships with others and with God

1.2.1. Start teaching with the human experience

1.3. The work of three different groups

1.3.1. Family

1.3.2. School

1.3.2.1. A whole community is needed to raise a child

1.3.3. Local church

2. Teaching

2.1. Job

2.1.1. Teach to be paid

2.1.2. Working, pay bills

2.1.3. No extra time/ lack off passion

2.2. Career

2.2.1. Contribute to the ethos/values/spirit of the school

2.2.2. Integrate faith, culture and life

2.2.3. Value the Catholic vision of people

2.2.4. Understand and teach the Gospel

2.2.5. Love and motivation to teach

2.2.6. Teachers Registration Board WA

2.2.6.1. Limited Registration

2.2.6.2. Provisional Registration

2.2.6.3. Full Registration

2.2.7. Requirements

2.2.7.1. Qualifications

2.2.7.2. Standards to meet

2.2.8. What teachers should know and be able to do (National Curriculum)

2.2.8.1. Professional knowledge

2.2.8.2. Professional practice

2.2.8.3. Professional engagement

2.2.9. Teaher-student professional boundaries

2.2.9.1. Guideline

2.2.9.2. Healthy teacher/student relationships

2.2.10. v

2.3. Vocation

2.3.1. Called to evangelise

2.3.2. It is a Gift from God to teach

2.3.2.1. Enrich humanity

2.3.3. Nurture students

2.3.4. Help form the human person

2.3.5. Latin word meaning "call"

2.3.6. Each person has a God given voation

2.3.6.1. We are God's presence in the world

2.3.7. Think of the child

2.3.8. Love and passion, "only the brave teach"

2.3.9. Value and build relationships

2.3.9.1. Nurture students

2.3.9.1.1. Help them discover their life meaning

2.3.10. Educate the whole person

2.3.11. Evalgelise

2.3.11.1. Be good news to the students through teaching/relationships

3. Nurturing spiritual and religious development

3.1. Religious Education

3.1.1. Main Learning Area

3.1.1.1. Knowledge and Understanding of the Gospel

3.1.2. Sharing Catholic Faith

3.1.3. Same systematic demands as every other learning area

3.1.3.1. Same rigol

3.1.3.2. Quality teaching, planning and assessing

3.1.4. The schools priority

3.1.4.1. In order to obey their Catholic mission

3.1.5. Distinct

3.1.5.1. Curriculum

3.1.5.2. Gospel Values

3.1.5.3. Sense of community/sense of belonging

3.2. Raising religious awareness

3.2.1. Developing a sense of the sacred

3.2.2. Awareness of the power and presence of God in all of life

3.2.3. Through discussion, reflections and questions

3.2.4. personal experiences

3.2.5. Symbols, Rituals

3.2.6. The Bishops' Mandate

3.2.7. The purpose of the Catholic Church is to play an important part in the Church's mission of evangelisation

3.2.7.1. The Church exists in order to evangelise

3.3. Developing Personal Faith

3.3.1. Catechesis: is the central activity of evangelisation

3.3.2. Parents/home life: they are the biggest influence on their child

3.3.2.1. Influence faith/morals and beliefs

3.3.3. Schools, parishes, local church, staff

3.3.4. Developing the whole child

3.3.4.1. Catering for differences and recognising students' strengths

3.3.4.2. Incorporating Religious Education/development into all aspects of their life

3.3.5. Centered activity of Evangelisation

3.3.6. catechesis begins at home & their parish

3.4. Flynn's model

3.4.1. Core Beliefs and Values

3.4.1.1. What the school stands for

3.4.2. Traditions

3.4.2.1. Structures and processes for transferring the school’s Core Beliefs and Values

3.4.3. Rituals

3.4.3.1. The Core Beliefs and Values of the school are celebrated

3.4.4. Symbols

3.4.4.1. Visible expressions of Core Beliefs and Values of the school

3.5. Evangelisation

3.5.1. Witness through actions and words that reflects Christ like presence

3.5.2. Using words to proclaim the good news in the same way Jesus did

4. Spirituality

4.1. What is it?

4.1.1. Sense of connectedness to something bigger than us

4.1.2. Religious faith is a contributes

4.2. Spirituality discovers:

4.2.1. Identity

4.2.2. Purpose

4.2.3. Meaning

4.2.4. Resilience

4.2.5. The whole person

4.2.5.1. Mind

4.2.5.2. Body

4.2.5.3. Spirit

4.2.5.4. Heart

4.3. Influenced by three groups:

4.3.1. Parents

4.3.2. Staff

4.3.3. Local church

4.4. Religious Faith

4.4.1. The pathway in which we go to grow into our true self

4.5. All beings have spirit

4.5.1. The principle of conscious life

4.5.2. Spirituality - Who I Am

4.5.3. Religious Education links to the nurturing and development of spirituality

5. Why Catholic schools

5.1. Bishops

5.1.1. The Bishops' mandate outlines the reasons: (Paragraph 6)

5.1.1.1. To be plaes of 'evangalisation'

5.1.1.2. To assist parents in the development of their children

5.1.1.3. To foster a Christian mentality in society

5.1.1.4. To offer Educational Choice

5.1.1.5. To be models of genuine communities

5.2. Teachers (Flynn's research)

5.2.1. Share faith with students/younger generations

5.2.2. Start teaching with human experience

5.2.3. The sense of community

5.2.4. The standard of behaviour in the classroom which assists learning

5.2.5. The religious nature of the school

5.2.6. Professional development for teachers

5.2.7. Quality principal

5.2.8. A love for teaching

5.2.9. Faith and community of the school

5.2.10. To assist students in coming to know Jesus Christ

5.3. Parents

5.3.1. Morals and values the children develop 'Gospel Values throughout the school

5.3.2. Flynn's research (2230 parents)

5.3.2.1. The absence of drugs

5.3.2.2. The good standards of teaching

5.3.2.3. The quality and dedication of teachers

5.3.2.4. Accademic standards of the school

5.3.2.5. Students will be able to get a job

5.3.2.6. The standard of behaviour in the classroom which assists learning

5.3.2.7. The religious nature of the school

5.4. Students

5.4.1. Develop their faith and understand their world

5.4.2. Discover God and the church

5.4.3. Learn values and morals that will assist them throughout life

5.4.4. Build strong relationships with their peers, staff, the local church and God

5.4.5. Quality education

5.4.6. Great teachers and school principal

6. Who matters

6.1. Parents

6.2. Teahers

6.2.1. Principal

6.3. Catholic school community

6.3.1. Parish

6.3.2. Local church

6.3.3. Priest

6.3.4. Teachers

6.3.5. Parents

6.3.6. Students

6.3.7. Principal

6.4. The students

7. Proclamation

7.1. Reflection and Discussion

7.2. Raising religious awareness

7.3. Leadership as service

7.4. Modelling

7.5. Using aspects of Flynns Model

7.6. Growing awareness of their personal and their need for God's help

8. Additional readings

8.1. Schools are just big families by Rachel curry

8.1.1. Sense of belonging

8.1.2. Strong communities and relationships

8.1.2.1. Local church

8.1.2.2. Staff

8.1.2.3. Parents

8.1.3. Gospel values shown throughout the school

8.1.4. Help one another and truct the community like a family

8.1.5. Safe, warm and welcoming community and school environment

8.2. 5 things every Catholic teacher needs to know

8.2.1. 5 ideas that make a teacher continue teaching

8.2.1.1. He talks about vocare (teaching chose you)

8.2.1.2. missio dei (you have been chosen)

8.2.1.3. The human person, self-care

8.2.1.4. The school and the church

8.3. The best teacher I ever knew

8.3.1. Written about a man named Albert who was working towards becoming religious brothers

8.3.1.1. He suffered an illness and had to take time off away from schools

8.3.1.2. When he felt better he returned to school

8.3.1.2.1. His teaching partner describes him as:

8.4. Religious Education: Same or Different?

8.4.1. Focusing specifically on what makes it distinctive and how it is similar to other learning areas

8.4.2. The three reasons given for why it is distinctive are:

8.4.2.1. It introduces specific content not found in other learning areas

8.4.2.2. It uses different processes, stages and steps in content presentation, and it’s a form of the Ministry of the Word (act of evangelisation)

8.4.2.3. The similarities given are the uses of teaching, learning and assessment activities