1. Each group to reflect upon a specific aspect of the Charter for Salesian Schools, indicating areas of achievement and areas for development

2. Group leaders to rotate so that groups are able to reflect upon another aspect of the Charter and add any comments as required

3. Second rotation

• Group responses are hung around the room

• Staff are asked to move around the room reviewing the comments and suggestions

• All staff are issued with a supply of “dots” and asked to indicate their support for specific observations and suggestions.

12:00Lunch

1:00Adventure Activities

2:30Afternoon Tea

3:00Eucharist

Conclusion

Salesian Review and Reflection Process

College Staff Development Day

Feedback from Small and Whole Group Process

Monday, 8 March 2004

There are four sections

• A Home that Welcomes

• A Parish that Evangelizes

• A School that Prepares for Life

• A Playground where Friends Meet and Enjoy Themselves

Each section has is composed of two parts:

• Commendations

• Recommendations

The numbers after each comment indicates the number of “dots” that this comment attracted.

• Pastoral class activities – Family Vertical Streaming/Vertical Pastoral Classes (21)

• Contact Point (7)

• Lap

• Seasons

• Peer mentoring

• Year co-ordinators

• Teachers

• School counselor

• Students

• Camps and retreats encourage openness and cooperation (6)

• Year Co-ordinators’ role (4)

• Special Needs Programs (4)

• Staff presence (4)

• Self esteem – (4)

• Year 9 Roadies

• Environmental Committee

• Social Justice

• Library – safe haven, retreat, sanctuary (3)

• Opportunities for student leadership (3)

• Strong ties (3)

• Local Parish eg Youth Matters

• Parents

• Ex-students

• Past and present staff

• SSISSA Sport (2)

• Foxy (2)

• The lovely office staff – (2)

• sick bay

• know the names of the students

• Recognising achievers in ALL areas of the curriculum and all levels (2)

• Music at assemblies (2)

• Shelley/Simone – Pastoral Care (1)

• Fair and consistent discipline (1)

• Physical environment (1)

• Integration of Special Needs (1)

• Greetings/Personal Recognition/Belonging (1)

• Motivation and passion in a variety of areas by staff – broad spectrum (1)

• Fundraising

• Rethink SSR – to allow more consistent interaction during roll call (29)

• Maintain structures already in place for whole school experiences, eg, Year 9 Camp, Cataract, retreat days, Market Days. Ensure days are not compromised or “watered down” in quality (18)

• More active play – more facilities around the school, eg, basketball, volleyball courts, weights room. More organised lunchtime activity, field duty for both halves of lunch (12)

• Promotion of tolerance of differences in others (6)

• Structured program for pastoral lessons including (5)

  • aims of lessons,

  • logical sequence and development of lessons,

  • lessons geared towards developing relationships within the pastoral class

• Build on Bullying program (2)

• More time available for pastoral groups, emphasising consistent interaction with students. Re-emphasising pastoral activities and their importance (1)

• Year group BBQs for each year group (-)

• Parent participation at carnivals, eg, in relays, novelties (-)

• More safety for all students in playground – more awareness of cultural differences, physical disabilities – more familiarity with disabled students and their conditions (-)

Salesian Review and Reflection Process

College

Principals’ Report

Contents3

Salesian Schools Charter4

Salesian Review and Reflection Process5

St John Bosco College Implementation Process6

Introduction7

A Home that Welcomes8

A Parish that Evangelises11

A School that Prepares for Life13

A Playground Where Friends Meet and Enjoy Themselves15

Conclusion17

Charter for Salesian Schools in Australia

Preamble:

In keeping with the spirit of Saint John Bosco, whereby “education is largely a matter of the heart” that leads young people to “know that they are loved,” the Salesian school community of today is challenged to be:

• A home that welcomes

• A parish that evangelises

• A school that prepares for life

• A playground where friends meet and enjoy themselves

A Home That Welcomes By:

• Being committed to the care and support of all young people, especially the poor and marginalised

• Cultivating relationships based on genuine affection, openness and acceptance of others

• Fostering a spirit of joy and hope, based on the ‘Good News’ of Jesus Christ

• Encouraging an attitude of optimism and a conviction that life is fundamentally worthwhile

A Parish That Evangelises By:

• Having a strong and vibrant programme of religious education, liturgical celebration and sacramental encounter

• Addressing the spiritual yearnings of young people and adults

• Giving priority to the faith development and formation of staff

• Providing students with significant experiences of faith in action and apostolic involvement

A School That Prepares For Life By:

• Encouraging a passion for life-long learning and a quest for excellence

• Developing a sense of meaning and purpose, which expresses itself in a spirit of service and self-giving

• Proclaiming the challenge of community building, commitment to others and responsible decision-making

• Cultivating resilience, resourcefulness and adaptability as important skills for life

A Playground Where Friends Meet And Enjoy Themselves By:

• Being present to each other in an active, engaging and constructive manner, in fidelity to the Salesian Preventive System

• Building positive and inclusive relationships between each other

• Having a rich experience of interaction and sharing, especially between students and staff

• Creating occasions for celebration and festivity

Faithful to the tradition of Saint John Bosco, the Salesian school community is constantly challenged to re-interpret and re-enliven his educational vision in every generation and circumstance, according to the requirements of the contemporary situation and the needs of young people, to whom he once said: “I have only one wish: that you be happy in this world and the next.”

Formulated at the Salesian Leaders Conference

Melbourne, Australia

March 2003

Salesian Schools Review and Reflection Process

Faithful to the tradition of St John Bosco, the Salesian school community is constantly challenged to re-interpret and re-enliven his educational vision in every generation and circumstance, according to the requirements of the contemporary situation and the needs of young people, to whom he once said: “I have only one wish: that you be happy in this world and the next”.

Charter for Salesian Schools in Australia – March 2003

Purpose

Mindful of the challenge to re-interpret and re-enliven the educational vision of St John Bosco so as to reflect the needs of young people and the requirements of the local context, the purpose of The Salesian Schools Review and Reflection Process is to:

6. provide an opportunity for each school community to reflect upon the manner in which the Salesian charism is given living expression in the life of the school;

7. encourage each school community to constantly review and deepen its fidelity to the Salesian charism;

8. allow each school community to name and celebrate those aspects of school life that are positive expressions of the way in which the Salesian ethos is alive and active in the school community;

9. provide external affirmation of those positive aspects of school life which contribute to the Salesian nature of the school;

10. recommend ways in which the Salesian ethos can be strengthened and developed in the school community.

Occurrence and Timing

The Salesian Schools Review and Reflection Process will be trialled during 2004 (at a time designated by the Principal of each school) and reviewed at the 2004 Annual General Meeting of the Salesian Principals Association.

Process

The Salesian Schools Review and Reflection Process involves three stages:

4. School Community Review and Reflection

• The school community engages in a process of reflection so as to be able to review and deepen the manner in which the Salesian charism is given living expression in the school community;

• The Principal prepares a report and supporting documentation for presentation to the Validation Team;

5. Validation Visit

• A “Validation Team”, comprising two Salesian principals and an educator unfamiliar with Salesian education, visits the school to review the documentation, discuss the Salesian life of the school with the Principal, and interview appropriate staff.

6. Validation Report

• The Validation Team prepares a report to be presented to the Salesian Principals Association and the Salesian Provincial;

• The report will comment on the Salesian dimension of the life of the school, affirming aspects that should be celebrated and making recommendations for ways in which the Salesian ethos can be strengthened and developed in the school community.

Criteria

The criteria for The Salesian Schools Review and Reflection Process are outlined in the “Charter for Salesian Schools in Australia” (March 2003).

Salesian Principals Association of Australia

November 2003

College
Implementation Process

Preliminary

• Distribution and explanation of Salesian Schools Charter [March / April 2003]

• Staff briefing and input [28 January 2004]

  • Salesian Schools Charter

  • Salesian Review and Reflection Process

• Preparatory material for reading and reflection [Throughout Term 1]

Staff Retreat Day

• Prayer

• Input by Fr M

• Response by two members of staff

• Group reflection on ways the Charter values are lived at St John Bosco College

  • Identification of ways in which the Salesian Spirit is given effective expression and how it can be enhanced

• Lunch

• Adventure Activities

• Eucharist

Documentation

• Staff Reflections – as a result of the Staff Retreat Day

• Principal’s Report – a reflection on how the Principal sees that the Salesian Spirit is given effective expression and how it can be enhanced

• Staff Handbook

• Religious Education

• Pastoral Care

• Curriculum

School Visitation [17 – 18 March 2004]

• Fr John and Fr Frank visit St John Bosco College

  • Documentation Review

  • Interviews

• Members of College Executive

• Curriculum Committee

• Pastoral and Administration Team

• Teachers

• Student Representative Council

• Parent Forum

• Tour and Observations

• College grounds and facilities

• Staffroom

• Classrooms

• Playground

Report

• The Salesian visitors prepare a report to be presented to the Principal and distributed to staff

Introduction

The most significant development at this school in recent times has been the decision to extend educational programmes and services to include Years 11 – 12. This decision, initially implemented in 1998, has had an extraordinary impact upon the development of the school. This decision as affected every facet of school life: religious life, staffing, curriculum, daily operations, facilities, resourcing, and student numbers. This decision initiated a time of dynamic change, growth and development that has been overwhelmingly positive. Some indicators of this development include:

• Student numbers doubling in the last eight years (from 394 in 1997 to 817 in 2004)

• A corresponding increase in the number of staff (from approximately 28 FTE teachers in 1996 to approximately 55 FTE teachers in 2004)

• Approximately half the current (teaching and support) staff have been employed in the past five years

• A multimillion dollar development programme that included the construction of new facilities, the refurbishment of existing facilities, the implementation of an ICT masterplan, landscaping and grounds improvements, security system, communications systems, resourcing provision

• A reconfiguration of the administrative structures and operations of the school to cater for the increased student and staff populations

• A dynamic re-development of curriculum and teaching and learning practice, to cater for senior courses – this coincided with the introduction of new syllabuses in New South Wales and so impacted upon the learning culture and practice across Years 7 – 12.

• An expansion of key services (including pastoral care, welfare and special education) to meet the demands of an increased student population.

While this is not an exhaustive list of the implications and consequences of the initial decision to expand the educational services and programmes of the school, it provides some indication of the nature, scope and extent of the impact of that decision upon the life of the school.

The change of name from St John Bosco High School to St John Bosco College is indicative, indeed symbolic, of the many changes that have occurred in recent years.

In the midst of all the changes that have occurred over the past six to eight years some things have remained – especially the Salesian identity of the College, the commitment of staff to their students, the quality of the pastoral care, the positive relationships between staff and students, and the interaction between the College and the local community (especially the local Engadine Parish).

St John Bosco College has always been, and remains, a Salesian school not only in name but also in fact. The spirit of Don Bosco lives on in the daily life of the school. Amongst the key indicators of this are:

• An aesthetically attractive environment with exceptional facilities and resources.

• Students who are respectful, friendly and open, who value the opportunities offered to them and who respond constructively to the challenges proposed to them.

• A staff committed to the formation and development of the students as “good Christians and honest citizens”.

• Positive, friendly, respectful and mutually supportive relationships between staff and students.

• A vibrant Religious Education Programme that includes opportunities for intellectual formation, prayer and liturgy, sacramental encounter, retreats and service activities.

• A dynamic curriculum that utilises contemporary teaching and learning strategies.

A Home that Welcomes

Affirmations

I believe that the College’s motto “Gaudium et Spes – Joy and Hope” is evident in the genuine sense of community, vitality, respect, understanding, tolerance, appreciation, and mutual care and support and that permeates the life of the College.

The joy and hope, the grief and anguish of the people of our time, especially of those who are poor or afflicted in any way, are the joy and hope, the grief and anguish of the followers of Christ as well. Nothing that is genuinely human fails to find an echo in their hearts. For theirs is a community composed of men and women who, united in Christ and guided by the Holy Spirit, press onwards towards the kingdom of the Father and are bearers of a message of salvation intended for all people. That is why Christians cherish a feeling of deep solidarity with the human race and its history.

Second Vatican Council,

Pastoral Constitution on the Church in the Modern World,

Paragraph ^#1

This is a community that has shared great joy and enormous grief together in recent times. We have rejoiced in the redevelopment of our school, we have celebrated the participation and achievements of our students, we have grieved at the death of our College Captain, we have been subject to scandal and betrayal from amongst our own, and we have accompanied one of our own staff members in his final days. One of the key characteristics of St John Bosco College is the solidarity that has been so evident in the midst of enormous change, joy and sadness. This is evidenced by the overwhelmingly positive, friendly and natural manner of the relationships amongst staff, amongst students, between staff and students, and between school and home.

Other indicators of St John Bosco College as a “home that welcomes” include:

• The attractive and aesthetically pleasing physical environment of the College that presents a welcoming image that is matched by the human environment that is characterised by respect, friendliness and openness.

• The friendly nature of the students and the openness of staff to engage and interact with each other, students and visitors.

• The friendly and natural manner of the interaction between students (juniors  seniors and boys  girls), as reflected in the playground, in pastoral classes and in classrooms.

• The House System with vertical streaming of pastoral classes that promotes a sense of belonging, family and interaction.

• The active and engaging presence of staff in the playground – particularly as modelled by Executive members and Year Co-ordinators.

• The ability to identify “students at risk” because staff are “present” to their students in a variety of ways in a variety of contexts.

• A relatively young staff who are dynamic, enthusiastic and capable.

• Accessibility of staff during recess and lunch times, and the ready willingness of staff to respond to student requests.

• The orderliness of the College and its daily operations – this is a result of a well organised team responsible for the daily organisation of the College.

• The generally respectful and thoughtful nature of students’ behaviour – this is the result of systems and processes for student management being carefully developed, thoroughly implemented, consistently applied and fairly administered.

• The willingness, indeed eagerness, of students to participate in a wide range of activities – academic, cultural, sporting, service, etc.

• The extensive range and scope of activities that offer opportunities for positive and constructive interaction amongst students and between staff and students.

• The opportunities for parents to be involved in the life of the College – volunteer programmes, parent-teacher interviews, Parent Forum, canteen assistance, etc.

• Year Level Co-ordinators and Executive members who communicate regularly with parents in an effort to maintain positive home-school relations.

• The range and quality of the Pastoral Care programmes available:

  • Pastoral Education Programme

  • Anti-Bullying Policy

  • Counselling Programme

  • Learning Assistance Programme (LAP)

  • Seasons Programme

  • Student Leadership Programme

  • Transition Programme

• The key roles within the leadership structure of the College that promote the care and welfare of students including: Principal, Assistant Principal, Pastoral Care Co-ordinator, Year Co-ordinators, School Counsellor

• The many positive comments from members of the public relating to our students, their respectfulness and their friendliness, and the helpfulness of the staff (eg: from Swimming Pool, Sutherland Entertainment Centre, The Tops Conference Centre, Cataract Scout Camp, etc.).

• Visitors who regularly comment upon the pleasant and attractive nature of the school and the positive behaviour of students

• The ready willingness of staff to participate in camps and retreats, in extra-curriculum activities (including Ski Trip, Central Australia Trip, overseas Tours, Surf Weekends, sporting activities, mock-trial, debating, etc) and in out-of-class tutoring (eg: weekly junior maths tutoring, holiday study sessions for senior students).

• Staff briefings: which are not only a tool for communicating information, guidance and directives, but also provides opportunities to offer recognition, congratulations, thanks, appreciation and prayerful support.

• Financial assistance given to needy families by way of fees relief and the systems that have been implemented to ensure fairness and consistency in this process.

• Transition programme – providing assistance for students planning to leave school before completing their HSC to find appropriate employment or training.

• College’s policy to accept the enrolment of students with special needs (including physical needs, learning needs, social needs, etc.).

• Learning Support Programme – that offers care, educational opportunities and social support for students with special education and special needs students.

• “Merit” and “Caution” Systems – providing recognition for effort, achievement and participation as well as encouraging students to be accountable for their behaviour by means ensuring that there are consequences for inappropriate actions.

• Diary system that facilitates communication between home and school.

• New teacher orientation day

• Developing teacher mentoring programme

For The College to maintain and deepen the manner in which it is a “home that welcomes” the following challenges will need to be faced and addressed:

• Ensuring that the motivation for the continuance and development of the sense of community is firmly “based on the Good News of Jesus Christ”.

• Giving greater “Salesian substance” to the positive realities of community, solidarity and mutuality that already exist.

• Deepening and broadening the staff’s understanding of the meaning and purpose of Pastoral Care – it is not an end in itself, rather it is the means (the way of the Good Shepherd) that leads to an end (the development of students as “good Christians and honest citizens”).

• Deepening the staff’s knowledge, understanding and appreciation of various Salesian perspectives of Pastoral Care.

• Maintaining and developing the Pastoral Care programmes to address the existing and emerging needs of staff and students – a prime example of this addressing the many emerging mental health issues faced by young people and their families.

• Continue to monitor and develop the implementation of the College’s Anti-bullying Policy

• Expand the range of opportunities for student leadership

• Further developing and documenting pastoral education programmes to improve scope and sequence and to provide a more structured range of practical teaching and learning strategies that can be utilised by teachers and Year Co-ordinators.

• Addressing the needs of students who plan to leave school before completing their HSC.

• Completing the facilities masterplan, and maintaining the current infrastructure

• Developing and strengthening the active and engaging “presence” of staff to students.

• Exploring strategies for better identifying “students at risk” – eg: through a more effective “presence” to, with and for students.

• Further developing the House System to promote a sense of belonging and community, as well as providing opportunities to foster positive interactions amongst students and between staff and students.

• Ensuring that the “substance” of camps, retreats and other similar programmes are not diluted by the desire to simply “relate” – rather utilising the “substance” as a means of promoting, fostering and deepening relationships.

• Continuing to foster a range of activities and programmes that encourage the involvement of parents, past pupils and members of local community in the life of the College.

• Monitoring and adapting the systems and process for providing fees relief to needy families.

• Developing the “Bosco Connections” concept to maintain contact between the College and its past pupils and to promote their continued involvement in the life of the College.

A Parish that Evangelises

Affirmations

The spiritual dimension of reality and the Church’s commitment to proclaiming and living the Good News of Jesus Christ are given ample expression in the daily life of St John Bosco College in natural, non-confronting yet challenging manner through an extensive and diverse range of ways including:

• The personal witness and faith commitment of many staff and students

• Active involvement of the College community in assisting those in need through participation in Project Compassion, “Market Day” fundraising, St Vincent de Paul Christmas Hampers, Salesian missions, etc.

• Staff Retreat / Spirituality Days – we have experimented with some different types of days in an effort to engage staff to share responsibility for the religious dimension of life

• The quality of whole school liturgies, which are characterised by excellent music and high levels of student participation.

• High quality classroom Religious Education Programmes that are

  • consistent with the “Faithful to God – Faithful to People” Religious Education syllabus as required by the Archdiocese Catholic Education Office

  • well documented, incorporating contemporary teaching and learning strategies, including ICT

  • increasingly well resourced, especially with the advent of the new RE Texts and the RE On-line resources facility

  • taught by competent teachers

• A Prayer and Liturgy Programme that includes

  • a diverse range of prayer experiences and formats in a variety of groupings and contexts

  • opportunities for sacramental encounter

  • prayer as an integral component of each classroom RE module

  • participation in the Parish morning (9:20am) masses

• Sacramental Preparation Programme

  • is a new initiative (in collaboration with the Parish) that seeks to prepare those students who have “missed out” on making their first reconciliation, first Eucharist and Confirmation to receive these sacraments.

  • The next stage of the development of this programme is to extend it to include preparation for baptism and “Reception into full communion with the Catholic Church”.

  • Six students are currently preparing for confirmation and one student for baptism.

• Camps and Retreats Programme

  • A comprehensive programme of camps at Years 7 – 9, each with a significant liturgical experience as an integral component of the camp.

  • A sequential and developmental programme of retreats at Years 11 – 12.

    • These are thoroughly enjoyed and deeply appreciated by staff and students.

• Faith in Action Programme

  • Social Justice Group – becoming more established and increasingly active.

  • Year 11 – 12 Community Involvement Programme

  • Various fundraising initiatives (usually with an educational focus)

  • Salesian Mission fundraising (Market Day)

• Sense of the Sacred initiative of the Sydney CEO

  • Catholic values explicitly and systematically integrated into all curriculum areas – implemented in all faculties to some degree.

• Excellent student results in the HSC Studies of Religion course.

Challenges

In order to develop as “a parish that evangelises” St John Bosco College will need to address a variety of challenges including the following:

• Maintaining an authentically Salesian expression of the religious and Catholic ethos of the College in a context that is increasingly polarised between secularism and religious fundamentalism (including Catholic fundamentalism).

• Evangelising staff – many have a “remnant” or “residual” understanding and appreciation of Christianity and/or Catholicism, but few have engaged in significant faith development since they completed their own schooling and many are no longer active in their own faith community. Some people refer to this as the phenomenon of the “unchurched staff”.

• Promoting the awareness amongst staff that all are called upon to share responsibility for the religious dimension of the life of the school

• Developing and deepening the faith knowledge and religious experience of staff – creating further opportunities for staff for faith develop including intellectual formation, prayer, liturgical experiences, faith sharing, and the exploration of spirituality.

• Maintaining the quality and diversity of religious experience available to students in all the key areas of the overall religious education programme

  • Classroom programmes

  • Prayer and Liturgy

  • Camps and Retreats

  • Sacramental Preparation

  • Faith in Action opportunities

• Ensuring the ongoing quality of the classroom religious education programme

• Maintaining the diverse range of opportunities for prayer and liturgical experience

• Encouraging further student involvement in liturgy through involvement in planning and preparation, participation in singing, proclamation of responses, etc.

• Expand opportunities for sacramental encounter to include Sacrament of Reconciliation

• Maintaining the “substance” of the camps and retreats.

• Developing the opportunities for students to undertake preparation for the reception of the sacraments.

• Maintaining the opportunities for students to be involved in faith in action activities.

• Maximising the opportunities offered by the renewed interest of young people in spirituality.

• Developing a greater awareness of the newly emerging youth spirituality, harnessing the energy that this creates, and linking it with the religious experience of the Catholic tradition

• Naming and celebrating the explicitly Salesian expression of youth spirituality in a contemporary language accessible to students and staff

• Develop the “Bosco Connections” concept to utilise the volunteer spirit of young people to promote the involvement of past pupils in the life of the College and the wider Salesian family.

• Creation of a dedicated “sacred space” (small chapel or prayer room) within the College.

A School that Prepares for Life

Affirmations

Some of the features of the life of the College that practical expression to the manner in which it is “a school that prepares for life” in clued:

• The example of staff who educate as much by who they are and how they live their lives as they do by what they do and teach.

• A teaching staff who demonstrate a commitment to their own ongoing learning and professional development.

• The calibre of the teaching staff and their commitment to educational excellence.

• A comprehensive curriculum with an appropriate range of choice to address the needs of students

• The quality of the College’s current educational programmes and services, and the dynamic approach to the incorporation of contemporary teaching and learning strategies that has been adapted by teachers.

• The excellence of the College’s academic results at the School Certificate and HSC.

• A physical environment and access to facilities and resources that foster productive learning – ICT is a particular (but not exclusive) example of this.

• The range and variety of learning experiences and opportunities offered to students.

• The high expectations upon students to set and achieve their personal goals, and the generous assistance of staff to enable students to accomplish this.

• The inclusion of Content Endorsed Courses and VET courses in the senior programme to cater for students who seek alternative educational pathways.

• The Transition Programme that provides support and assistance for students seeking to leave school before completing their HSC

• Opportunities for work placements as part of the Transition and VET programmes.

• The Year 10 Careers Programme that assists students to reflect upon their career options, set personal goals, choose senior courses, etc..

• The innovative Learning Support Programme to cater for the educational needs of gifted and talented students, special education students and students with special needs.

• Classroom pastoral programmes that explore contemporary youth and social issues and encourage responsible decision making.

• Opportunities for students to choice subjects that appeal to their needs and talents.

• The range of opportunities for students to demonstrate their knowledge, skill and talent, including assemblies, Performing Arts Night, Expo Night, etc..

• The variety of opportunities to celebrate student involvement, participation, effort and achievement, including merit system, assemblies, awards nights, graduation ceremonies, Dux Assembly, etc..

• The range and diversity of sporting and other extra curricula opportunities available to students

• Opportunities for student involvement in community building and community service activities

• Increasing awareness of environmental issues and their incorporation into the daily life of the College and into the curriculum – promoted by the Environment Group and participation in the Environmental Sustainability Programme

• The encouragement of tolerance and acceptance by means of enrolling and caring for the educational needs of students with a diversity of special personal, physical, social and learning requirements

Challenges

In order to continue being “a school that prepares for life” St John Bosco College will need to address a variety of challenges including the following:

• Maintaining the overall quality of the educational experiences and outcomes amidst the many competing demands for time and the ever expanding range of opportunities available to students

• Maintaining the balance between the personal development and academic achievement aspects of education

• Managing a diverse and “crowded” curriculum in an appropriate manner

• Managing the range of learning experiences and extra-curricula opportunities available to students so as to enhance rather than compromise that the quality of the overall education offered to students

• Maintaining and further developing the quality of the teaching and learning strategies utilised by teachers

• Increasing the effective use of technologies to enhance learning outcomes

• Addressing those areas where academic outcomes are below par

• Monitoring and constantly improving subject selection processes to ensure that students have the best opportunities to achieve realistic yet challenging personal goals

• Further developing the post-school transition for Year 12 students, including enhancing the quality of tertiary course selection guidance given to students, the assistance given

• Further strengthening the effectiveness of the Learning Support Programme

  • Special Education and Special Needs

  • Gifted and Talented

• Further integrating teaching and learning strategies to assist teachers to address, in the classroom context, the diverse range of student needs

A Playground Where Friends Meet and Enjoy Themselves

Affirmations

The College is a positive, supportive and interactive community, where students (generally) enjoy coming to school and teachers enjoy working. This is also a very active community where this is always activities in which students can be involved. This is evident in a variety of ways including:

• The physical environment of the playground promotes positive interaction

  • dedicated areas for each year group – reduces bullying by older students

  • aesthetically attractive areas

  • seating arrangements that promote positive interaction

  • adequate provision for shade and shelter in most areas

  • attractive gardens

• A happy and relaxed playground where friends do meet, relax, interact and enjoy each other’s company

• Active “presence” of staff in the yard – as modelled by Executive members and Year Co-ordinators

• Presence of Youth Matters personnel in the playground at lunchtimes

• The availability of the Library and the Learning Centre as places of refuge for students who are struggling to cope with social relationships

• Numerous opportunities for participation in a wide variety of sports – at a social/ recreational level, at a competitive/representative level and at an elite level

• Educational opportunities that offer a rich experience of interaction and sharing

  • Year 7 Orientation Camp

  • Year 8 Camp Cataract

  • Year 9 Canberra and Snow Excursion

  • Year 10 – 12 Retreats

• Opportunities for celebration and festivity at the whole school level, including

  • Market Day

  • Green-for-Green Day

  • 80’s Day

  • Health Week

  • Swimming and Athletics Carnivals

  • Opening Mass

    • with presentation of Year 12’s and inauguration of College Leaders

  • Dux Assembly

    • celebrating the academic achievements of School Certificate and HSC students from the previous year

  • Year 12 Graduation Assembly

  • Regular Whole School Assemblies

  • Expo Night

  • Performing Arts Night

• Opportunities for celebration and festivity at various year levels, including

  • Year 12 Graduation Mass

  • Year 12 Graduation Dinner

  • Year 10 Graduation Mass

  • Year 10 Dinner Dance

  • Year Group Picnics

  • Regular Year Level Assemblies

  • Diverse and extensive range of excursions as part of the regular teaching and learning programme

  • Rich variety of pastoral activities

Challenges

In order to develop as “a playground where friends meet and enjoy themselves” St John Bosco College will need to address a variety of challenges including the following:

• Maintaining the vitality of the range of opportunities for celebration and festivity in the whole school, year group and pastoral class contexts.

• Giving greater Salesian “substance” to key insights and concepts including playground, group experience, celebration and festivity

• Maintaining an appropriate balance between educational activities and other activities and opportunities available to students

• Ensuring the educational, social and formative validity of the vast array of excursions and sporting opportunities that are available for students.

• Giving greater substance, vitality and consistency to the interactions that occur at the pastoral class level.

• Developing infrastructure to promote more options for more active playground interactions – there are currently few opportunities for active recreation during recess and lunch.

Conclusion

The process of encouraging staff to utilise the Charter for Salesian Schools in Australia to reflect upon the manner in which the Salesian spirit is incarnated into the daily experience of St John Bosco College has been a most productive one. It has promoted a renewed interest in, awareness of and appreciation for the Salesian tradition of the College.

One of the most satisfying revelations of the process has been the way in which staff engaged in the process and identified with key aspects of the Salesian spirit. We have a large number of staff who have been at the College for only a short period of time: many of them “sense” or “feel” that spirit and are beginning to live the experience.

The process has confirmed my conviction that most of the teachers and support staff genuinely value the Salesian identity of St John Bosco College. The process has revealed that there is ample evidence that the Salesian spirit is alive and healthy in the College, that students feel safe, happy and able to learn, that staff appreciate the context in which they work, and that they are will to contribute generously to the overall life of the College..

Key indicators that the spirit of Don Bosco lives on in the daily life of the College include the points made in the introduction of this report:

• An aesthetically attractive environment with exceptional facilities and resources.

• Students who are respectful, friendly and open, who value the opportunities offered to them and who respond constructively to the challenges proposed to them.

• A staff committed to the formation and development of the students as “good Christians and honest citizens”.

• Positive, friendly, respectful and mutually supportive relationships between staff and students.

• A vibrant Religious Education Programme that includes opportunities for intellectual formation, prayer and liturgy, sacramental encounter, retreats and service activities.

• A dynamic curriculum that utilises contemporary teaching and learning strategies.

There are, however, also many challenges. Some of these are clearly identified in the various sections of this report. There are other challenges that are more general and do not easily fit the categories of this report. Most of these pertain to the depth of the knowledge, experience, understanding and appreciation of the Salesian tradition and the religious context upon which it relies.

As already identified there are many staff with limited religious knowledge and experience – the “unchurched staff” phenomenon. To this there are a variety of other factors that mean that the religious context is increasingly complex:

• there is a renewed interest in spirituality, especially amongst young people – however, this is a spirituality that does not easily identify with the tradition forms of religious expression, especially institutional religion;

• there are an increasing number of families and students with no specific religious affiliation;

• there is an increasing polarisation between secularism and religious fundamentalism (including Catholic fundamentalism).

The increasing complexity and diversity of the spiritual and religious context has challenging implications for the manner in which the Salesian tradition of the College is given contemporary living expression. These, however, are challenges not obstacles. I am confident that we will be able to explore ways of addressing these significant issues as we move into the future with “joy and hope”.

One important way of doing this is to be able to articulate both the Christian story and the Salesian story in a way that resonates with the contemporary situation. We must tell these interwoven stories with sincerity, boldness and veracity. Yet we cannot succumb to a Catholic or Salesian fundamentalist telling of the story; one that ignores the social and historical context or that seeks absolute certainty in a world that is fragile, vulnerable and full of ambiguity.

We need to find ways of offering greater depth of knowledge and experience of the Salesian spirit to our staff. Many have a superficial understanding of the Salesian tradition, the Salesian spirit and the Preventive System. Most have no knowledge, understanding or appreciation of the richness of Salesian Youth Spirituality. There is a treasure here that remains buried and hidden – we need to explore ways of allowing our staff to begin mining for this great treasure.

Fr ’s input for staff contributed to this process of informing and forming staff by providing a deep and accessible account of the historical development of the oratory and the social, religious and political context in which it developed. He demonstrated that the four metaphors of the Salesian Schools Charter provide a legitimate means of assessing the validity and vitality of the Salesian spirit in a Salesian school. He also argued that terms such as “poor and abandoned” or “at risk” need to be carefully interpreted – Don Bosco’s own understanding and use of these terms evolved over time taking into consideration the context in which he found himself working.

One of the very real challenges that faces St John Bosco College is to explore the “poor and abandoned” or “at risk” terminology to determine how we can more creatively respond to the needs of the students in our care. We live in a relatively affluent area, yet our families are drawn from across the economic spectrum and there are many struggling families. However, financial considerations are not the only factors to consider. Mental health is a significant concern in this area of Sydney and one that we have attempted to address – yet we realise that there is still much to be done in this area. Yet a further group of “at risk” students are those who plan to leave before completing their HSC, especially if these students go into unskilled positions of employment. Unless they obtain apprenticeships or other employment that involves on-the-job-training they are likely to face considerable problems into the future because they have no training or skills to fall back upon.

St John Bosco College is an exciting place in which to work – it offers a sense of “joy and hope” to its community. I look forward to the future of the College and I have every confidence that it will be able to build upon its strengths and to creatively address the challenges that it faces.

College