T E A C H I N G
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ISSUE 18 APRIL 2019
L E A R N I N G
I N S I G HT
N ATU R E PL AY
Vision for Learning PAGE 10
Fruitfulness of outdoor activity realised PAGE 14
Accessible and affordable quality education PAGE 16
Official magazine for the Catholic Archdiocese of Perth
FEATURED THIS MONTH
Teaching and Learning Tradition and experience teach us
“You see before you the Lord’s servant, let it
Affordable Access to Catholic education
happen to me as you have said.”
— Luke 1:38
Disability and Inclusiveness
FROM THE EDITOR Jamie O’Brien As a young student, one of the greatest lessons I recall
Sense of belonging eases transition to adult life
was being taught how to learn. It was a lesson I did not understand at the time, but one that I remember well. I
have since come to understand it is a very important aspect of how I have come to, and continue to understand and grow in my role as a writer, editor, photographer,
designer, as well as a son, husband and father, while also
Parishes gain in best practice pedagogy
appreciating the significant leaders around me.
for sharing faith with children
In this issue of The Record Magazine, we take a look at the issue of Teaching and Learning, and what it means for the many teachers, students and their families across the Western Australian Catholic community.
FROM THE ARCHDIOCESE
We talk to Catholic Education Western Australia, Director
From Archbishop Timothy Costelloe
of Teaching and Learning, Eileen Climo, who details for
From Bishop Don Sproxton
us the Vision for Learning currently being implemented across our Catholic Education system. We also look at
IN THIS EDITION
how Nature Play is bringing about a new understanding
Vision for Learning
of what it means to run around, explore trees, build cubby houses, thus further developing a young person’s physical, social, cognitive and emotional wellbeing. The Record Magazine is a magazine for the people and I hope you will enjoy taking the time to engage with us. Please feel free to share your thoughts via firstname.lastname@example.org, 08 9220 5900.
Aboriginal education Nature Play Flexible Learning Future Planning News: Euthanasia Colouring Page Activity Page
10 12 14 18 24 26 28 29
I S S U E 1 8 A P R I L 2 0 19 3
2 0 1 9
E A S T E R
M E S S A G E
nce again as a Christian community, a
courageously, to his death - qualities which we as his
community that is of disciples of Jesus, we have
disciples are called to keep alive in our world today - might
travelled the journey of Lent, with its call to
themselves seem merely the stuff of dreams, with no
conversion of heart, re-living once more the terrible story
connection to reality.
of the betrayal, suffering and death of Jesus, and now we
And yet, precisely because the attitudes of Jesus – simplicity,
have arrived at the moment of joy which burst forth in the
compassion, self-forgetfulness, forgiveness, humility – are so
rising of Jesus from the dead.
profoundly human, we must believe that they can be a part
This extraordinary event is at the heart of our Christian
of the real world, not just part of an imaginary world.
faith. It is a celebration of the victory of love over hatred, of
It is we who can make them so. Certainly none of us alone
creation over destruction, of hope over despair and of life
can solve the terrible problems which confront our world at
the moment. But each one of us can change ourselves – or
Because of this, Easter, the most important and central
rather open ourselves to the transforming power of the
celebration of the Christian year, carries a message which
Lord working in us and through us. As we change so will
speaks to every human heart because it expresses
those around us.
something that lies deep with us. Even for those who are
Change in our families, our friends, the Lord’s Church which
trapped in despair, the dream of having something to hope
we love and the society of which we must remain an active
for and the deep desire that things should and could be
part, will gradually begin to emerge. Things will be better
better than they are, never seems to die.
than they are at the moment.
As we consider the conflicts and suffering which confront
For Christians especially this is not an “impossible dream”.
us in so many parts of the world, and as once again we in
Because of the resurrection of Christ we believe that he is
the Catholic Community here in Australia are overwhelmed
now present to us, ready to share everything he has – his
by the horrors of the sexual abuse of young people within
simplicity and compassion, his forgiveness and humility, his
the Church, the very idea of the triumph of life and love
self-forgetfulness and of course his intimate communion
over death and hatred, might seem to be an impossible
with his Father – with us. This is the gift of life he promises
dream beyond our grasp.
us. It is the gift we celebrate at Easter.
The qualities and attitudes of mind and heart which marked
I hope that you and those you love experience something of
every moment of Jesus’ life and which led him
this special gift of hope during these Easter days.
+ Archbishop Timothy Costelloe SDB A RCH B I S H O P O F PER T H
â€˜We never stop learningâ€™
earning is a lifelong occupation. This proposition is itself a truth that we learn as we journey through the many stages of life. I like to repeat
the comment of Mark Twain when discussing lifelong learning. He said that, as an 18-year-old, he was amazed at how very little his father knew, but by the time he was 23 he was amazed to discover how much his father had learned! Twain came to appreciate the lifetime of learning and wisdom his father attained, even though Twain had failed to recognise it as an 18 year old. We begin to learn from birth and never stop. It is wonderful to observe the way a newborn baby is learning virtually from their first moments. The baby already knows the motherâ€™s voice and many other sounds that could be heard from within the womb. In the first weeks and months following the birth, the baby learns how to recognise and read facial expressions, along with learning from experiences of warmth and security, nourishment and loving care. We never stop learning. We learn firstly from our families, later at our schools and within our communities. As adults, our learning continues through the interactions we have with others and the broad range of experiences that life throws up for us. Parents are our first teachers. They are assisted by the professional educators in our schools, along with the many people we encounter as we grow to adulthood. The teachers in our schools occupy a special place in our lives and have a profound impact on us. As I was thinking about the theme of Teaching and Learning, I naturally thought of the teachers that I had at school. Each one has left me with something that has carried me through my life so far.
BISHOP ’S WORD
One in particular is Peter Mitchell. Peter began
is perfectly aligned with the religious education
teaching at the Christian Brothers’ primary
program in our Catholic schools. It provides a
school at Bedford. It is now Chisholm College,
way for children to learn how to take on the
which is a very large secondary school. But back
attitudes and values of Jesus, and so to learn
then, when I started at the school in Grade Five,
how to live in a positive way with others,
there were four classrooms on a small parcel of
themselves and God.
land, next to a dairy farm.
I was struck recently by a couple of sentences I
Peter was sent to Bedford and assigned to teach
read about the calling of the teacher in our
grade six. I met him about 40 years later, and he
Catholic Schools. It says, “The Catholic teacher,
rather deprecatingly remarked that he really had
therefore, cannot be content simply to present
no idea what he was doing, he was learning on
Christian values as a set of abstract objectives to
the job, for it was his first year of teaching in a
be admired, even if this is done positively and
classroom. I reassured him, I hope, by saying that
with imagination; they must be presented as
he was one of the outstanding teachers that had
values which generate human attitudes, and
taught me. It is true.
must be encouraged in the students. Examples
What impressed me about his teaching was his
would be these: a freedom which includes
respect for us. Later, I came to understand that
respect for others; conscientious responsibility;
he believed in the innate dignity of each person,
a sincere and constant search for truth; a calm
and still later, I learnt that this fundamental plank
and peaceful critical spirit; a spirit of solidarity
of his teaching charter had come from his
with and service toward all other persons; a
experience of the love and respect that Jesus has
sensitivity for justice; a special awareness of
for each one of us, as testified in the gospels.
being called to be positive agents of change in a
Education is said to be the process by which the
society that is undergoing continuous
human person can become more human. Peter,
then and now, proposes that through acting with
Peter has been a successful Catholic teacher and
the attitude and values of Jesus, teachers and
he has had the good fortune to be able to inspire
students can find a better and more positive way
so many others through the support of the
in responding to situations in life. Above all, we
Tasmanian Catholic Education Office. MJR has
can learn ‘to step into the shoes’ of the other
the power to enhance teaching in our schools in
person and be more understanding and less
very simple and practical ways. Teachers who
judgemental. He proposes a way from negative
participate in MJR gain new confidence when
criticism to finding a bridge to cross over to
providing clear witness of their faith through the
ways they interact with the children. In order to
Peter went on to develop a wonderful resource
teach, they themselves have to become
for schools entitled, Making Jesus Real (MJR).
apprentices to Jesus, the Teacher, so that they
When I read it, I could recognise words and
can put on the mind of Christ. As St Paul once
phrases that he was using 40 years ago and
wrote. It is by learning who Jesus is, and what
which had an enormous impact on me and my
and how he did things that we can take on his
classmates. He made being a Christian real. MJR
attitudes and values in all of our relationships.
+ Bishop Donald Sproxton AUXILIARY BISHOP OF PERTH
T E A C H I N G +
L E A R N I N G
tradition and experience teach us WO R D S Michael Britton
We often hear parents telling their children to study hard at school, do well, get a good job and work hard. These are certainly noble principles but how often do we hear parents telling their children to, above all else, look for God? Is that not the most important thing?
TEACHING + LEARNING
eaching our young people to “look for God”
things so that they are equipped with whatever may
in this day and age is no easy feat. There are
come their way.
an innumerable amount of demands,
But a willingness to learn comes from a spirit of
distractions, lots of noise and lots of peer
pressure, it’s not even an easy task in a religious school. It also may not come with the instantaneous gratification that apparently comes from watching YouTube videos or playing the Xbox.
humility that accepts someone knows more than they do, and this is not always easy to concede. At the recent WYD, Pope Francis said, “it is ok to fail; as long as we remember to get up”. It is through the Church that we can learn to do this; as if preparing for a battle
However, the Church has an extremely rich canon and
or a competition, one needs to train and that often
tapestry of saints to provide our young people with
requires failing in order to learn.
meaningful learning experiences, which can be an
As CS Lewis remarked, “experience is the most brutal
enjoyable experience as well.
of all learning experiences; but God, you do learn”.
At the recent World Youth Day in Panama, Pope Francis
These experiences also help foster the gift of wisdom
recounted the life of Saint Oscar Romero, who said he
which is often mistaken for intelligence. For example, a
didn’t look at Christianity as a set of rules and
cursory glance across any newspaper shows intelligent
prohibitions, as young people often mistakenly view
people regularly make unwise choices.
today’s Church. Instead Romero said Christianity was an experience of immense love. Something many of our youth won’t find in gaining many ‘likes’ on social media. Saints such as Romero are a spring of inspiration. And there are many. If you were to study one saint per day, it’d take you well over 27 years to get through them all. There’s enough inspirational and faith-based learning there to keep anyone busy and there’s a wide variety to
... a willingness to learn comes from a spirit of humility that accepts someone knows more than they do, and this is not always easy to concede.
suit anyone’s tastes. Some may like to learn about the likes of Saint Dominic
The Book of Wisdom in scripture speaks of wisdom as
who disobeyed his aristocratic mother and ran away in
fleeting, evasive and quite contrary to what would
the night to join a poor friary. Or of Saint Catherine of
normally be considered human intelligence or reason.
Siena who told her mother she’d prefer to live under the
But, yet again this is often seen in the lives of the many
house as it was more uncomfortable there. The more
saints whose lives and outlooks often seemed contrary
mature teens might like the political intrigues of Saint
to what one might consider rational. Yet they lived
Thomas More (who does tend to swear a little).
deeply happy lives (even in some very unhappy
Adult youths at heart could take stock in reading the
lives of Saint Mary of Egypt, Saint Olga of Kiev or Saint
Saint Catherine of Siena who preferred to live in a cell
Thomas Beckett (who all make Saint Augustine’s tawdry
under her house because it was uncomfortable, found
background look pretty tame). At the end of the day, it is
God in the uneasiness. She viewed the bitter as sweet
important to teach our young people that the saints
and the sweet as bitter. She married Christ and was
weren’t perfect, they too were sinners, they too had
even rumoured to have had an invisible ring. This hardly
troubles and most importantly. They knew all of this but
sounds rational. Yet she would later be given the title
in the light of the love of God.
Doctor of the Church for her remarkable works and
World Youth Day, along with the Australian Catholic
wisdom, one of the highest accolades that could be
Youth Festival, are a couple of ways our young people
bestowed on any person in the Church.
here in Australia can learn about the diversity of the
That’s quite an achievement for a person without any
Church while discovering a deep well of spirituality and
formal education and highlights that it is entirely
possible to receive the gift of wisdom through regular
It is important to teach our young people about these
prayer, meditation and devotion to God.
Saint Catherine of Siena preferred to live in a cell under her house because it was uncomfortable, found God in the uneasiness. Photo: Sourced ● At the recent World Youth Day in Panama, Pope Francis recounted Saint Oscar Romero who said he didn’t look at Christianity as a set of rules and prohibitions as young people often mistakenly view today’s Church. Photo: Josh Low ● At the recent World Youth Day, Pope Francis recounted Saint Oscar Romero who said he didn’t look at Christianity as a set of rules and prohibitions as young people often mistakenly view today’s Church. Photo: CNS CLOCKWISE
I S S U E 1 8 A P R I L 2 0 19 9
Catholic schools focused on Christ-centred and child-focused learning is at the heart of Catholic Education Western Australia’s Vision for Learning.
Inspiration for all to live the Gospel: Catholic Education implements Vision for Learning WO R D S Jamie O’Brien
atholic schools focused on Christ-
in developing a vision for learning that
centred and child-focused learning is
responds to the diverse needs of students
at the heart of Catholic Education Western
in our changing educational landscape.”
Australia’s Vision for Learning.
With a focus on four areas - Catholic
Speaking to The Record Editor Jamie
Identity, Education, Community and
O’Brien, CEWA Director, Teaching and
Stewardship - the Vision for Learning works
Learning, Eileen Climo, explained that the
to support teachers and educators, who
new Vision for Learning, - which is in
play an important role in bringing the vision
practicality, a pedagogical resource for
schools – works to support the
Mrs Climo also explained that in developing
transformational journey of young people.
of the Vision for Learning, CEWA worked
“Schools will always have a belief and
with national and international educational
understanding about how students should
leaders, including Global Leadership
learn, for example, with regard to literacy
Director Michael Fullan from Canada and
and numeracy,” Mrs Climo explained.
Professor of Education at the University of
“The Vision for Learning ensures we speak
Melbourne, John Hattie.
with one voice and become coherent in our
The Vision encourages all in Catholic
approach to supporting each student to
education to develop in their personal
reach their God-given potential,” she
relationship with Christ and their
professional knowledge and skills. The first
Mrs Climo explained that CEWA, as the
area of Catholic Identity, explains Mrs
second largest education provider in the
Climo, is about building Christ-centred
State, is to combine evidence-based
research with deep knowledge and
“The responsibility to provide an education
understanding of how children today are
that integrates faith, life and culture, with
learning. “Significant work has taken place
the formation of Christian conscience and
THE RECORD MAGAZINE
“ The first area of Catholic Identity... is about building Christ-centred leaders.
virtue at the forefront, is the priority for all Catholic school communities,” Mrs Climo explained. With a focus on creating Catholic schools of excellence, the next area of Education emphasises that, as a learning organisation, the role of the system is to support schools to develop children and young adults to become active learners who understand the values, knowledge and skills important for learning in the 21st century and beyond. Thirdly, the focus on Community relates to quality relationships that are at the heart of Catholic faith and education. “A deep relationship with Christ for all members of school communities is fundamental. Maintaining a strong connection with the local parish is also essential.” And finally, Stewardship means maintaining God’s creation and using resources responsibly. Mrs Climo explained that there are also five teacher practices recommended for use with the Vision for Learning, that, if employed by teachers in schools, will lead to improved outcomes for students. • Learning Design, which is the practice of creating and enabling learning experiences for each student to achieve their true potential; • Place, space and technology, which is the practice of
using all aspects of the learning environment to scaffold and accelerate learning for each student; • Engagement, which is the practice of attracting and holding the attention, curiosity, interest, optimism and passion for each student in the learning process and for their development as a whole person; • Instructional range is the practice of being agile and responsive to the needs of each student, employing a wide range of effective strategies to optimise learning; • Quality relationships is the practice of modelling Christ-like relationships between students and teachers, enabling all to grow in the image of God. Speaking overall about how the Vision for Learning has been developed, Mrs Climo said she is delighted that a vision has been realised, appropriate for students in the 21st century. “I believe that it will assist schools in focusing on what works best in classrooms in developing students holistically,” Mrs Climo said. Mrs Climo concluded by emphasising the call to action. “This Vision for Learning ensures that along with strong academic skills, children and young adults will be able to collaborate, innovate, create, appreciate and think critically within a Catholic world view in order to be a positive influence on a rapidly changing and increasingly secular world.”
I S S U E 1 8 A P R I L 2 0 1 9 11
Aboriginal boarding benefits students and communities WO R D S Eric Martin and Frances Thornton
Residential colleges and board programs at Catholic schools and colleges is one of the ways Catholic Education Western Australia (CEWA) is working to improve educational outcomes for Aboriginal students.
priority for Catholic Education Western Australia
students, in the Dioceses of Perth, Bunbury, Geraldton
(CEWA) is providing equitable access to a Catholic
and Broome. There are currently 760 Catholic students in
education for Aboriginal students. Research
boarding of which 280 (roughly 37 percent) are Aboriginal
supports CEWA’s concern that despite many
Aboriginal children and young adults achieving educational success, a significant proportion of students are still
CEWA Executive Director Dr Debra Sayce said CEWA was committed to seeing this increase by seeking increased
acquiring low education outcomes and school completion
Government funding towards Aboriginal student boarding
The focus is on addressing the need to constantly examine
“We need to advocate for our young Aboriginal students
educational experiences and outcomes for Aboriginal
who live in remote areas and communicate the significance
children, and to shine a light on the importance of having
of providing the most appropriate learning environments
Aboriginal cultures and histories throughout the curriculum
for their needs,” she said.
for the benefit of all.
“Increased Federal and State government funding would
To that end CEWA has embarked on a journey to increase
be a boon for our boarding facilities providing improved
Aboriginal student enrolments in Western Australian
cultural and social experiences to positively impact on our
Catholic schools through the multi-faceted action plan
Aboriginal boarding students.
Transforming Lives: Strategy 2025.
“We want our Aboriginal student boarders to enjoy their
The strategy is working to create inclusive and culturally
educational experience by providing a ‘home away from
competent education for Aboriginal students and part of
home’ as they learn and live within the context of a diverse
this is providing boarding programs at Catholic schools and
and mainstream educational setting.”
colleges for young Aboriginal students from remote areas.
Mazenod College Assistant Director Senior Boarding
CEWA has 12 schools and colleges across the State with
Michael Anderson said the College strived for the holistic
boarding facilities catering to Aboriginal and non-Aboriginal
development of its Aboriginal student boarders who
THE RECORD MAGAZINE
primarily come from remote Kimberley communities of
who are in a boarding program with the College, but just
Beagle Bay and Wyndham, embracing their rich cultural
as important are the social and sporting opportunities,” Mr
history and diversity as they develop academically and
“They come out of Mazenod as well rounded, productive
“We have a dedicated Aboriginal liaison officer who works
young men with broader social connections and
closely with our Aboriginal boarding students,” he said.
opportunities – that’s the great thing, when they graduate
“He takes them to cultural events throughout the year and
the boys can choose what they want to pursue, be it
provides mentoring support.”
university, sport or a career in Perth, or going back to their communities to contribute.” Another important outcome of having Aboriginal students
... to enjoy their educational experience by providing a ‘home away from home’
board at CEWA schools, is the benefit to the wider community. “It gives Aboriginal boys a voice in community and allows our day students to hear that voice, celebrate and share it,” Mr Anderson said. As a Catholic system, CEWA is called to uphold Gospel values and Social Justice Teachings to educate at the
The boys recently attended an event in Kings Park where they participated in a Welcome to Country, and the College is building a relationship with Swan Districts Football Club which involves mentoring and unique access to the club. “Academic options are opened significantly for students
margins. Through providing equitable access and participation in Catholic education, CEWA schools and colleges improve educational outcomes for Aboriginal students, while acknowledging, respecting and reflecting Aboriginal peoples’ histories and cultures, for the benefit of all.
I S S U E 1 8 A P R I L 2 0 1 9 13
Nature Play outdoors has more benefits for kids than you think! WO R D S Amanda Murthy
gentle reminder to the more youthful generation to
assess risks and problem solve in an environment that
appreciate the fruitfulness of outdoor physical
stimulates little minds, which is exactly what we do at our
activity is being realised thanks to the many nature
school,” she cited.
playgrounds popping in Catholic primary schools over the past few years.
Ms Parker explained that the school’s ultimate goal was to encourage students to connect with the earth, as this will
An excellent example of this is the purpose built
enable them to be stewards of creation as they grow into
unstructured playground at Ursula Frayne Catholic College
exemplary young men and women.
in Victoria Park, which has benefitted students in a myriad
“We want our kids to be kids, we want our students to get
of ways, according to Assistant Principal Veronica Parker.
their feet wet, to make mud pies and to sit on the ground in
“Nature play was a direct result of families in our
yarning circles,” Ms Parker said. “These simple pleasures
community recognising the need to allow their children to
are fundamental to a full and healthy childhood.”
engage in unstructured play in a beautiful natural setting,
According to Nature Play WA, encouraging young people
and the parents of our students came together to fund it
of today to be surrounded by nature, run around, explore
for their children,” she explained.
trees, build cubby houses, further developing their
Mrs Parker went on to say that there is a great scope in the
physical, social, health, cognitive, and emotional wellbeing,
WA curriculum for learning outdoors and the natural
is not just ‘good’ for a child, but necessary.
environment can support the learning program.
The not-for-profit association was established back in 2010
“These can be both structured and unstructured
with the aim of bringing children together to learn, grow,
opportunities. Nature playtime is fundamental to learning
and appreciate the beauty of nature, through various
where students can collaborate together, communicate,
events and resources.
THE RECORD MAGAZINE
Chief Executive Officer and founder of Nature Play Griffin
and South Australia, and now involves 46 WA Catholic
Longley shared what inspired him to start the program,
schools to in its Outdoor Classroom Day.
lending an insight to some of the experiences he gained
“When we first started, many questioned the need for an
along the way. “I am a father of two children (now aged 19 and 20) and I grew up very much a free-range kid - but it wasn’t until I worked as a columnist for a local newspaper that I found myself becoming increasingly aware about the extreme changes in the experiences of childhood I witnessed around me, mainly through observation or research related to my work assignments,” Mr Longley explained. “One observation was that an increasingly significant number of children, particularly in recent years, are choosing to spend their play time on what is famously
organisation like Nature Play, as they assumed that playing outdoors was something that kid’s did anyway – sadly, that wasn’t the case and eventually parents started realising that their kids were missing out.” “Our challenge, as promoters of outdoor play, is to see where we can use technology to help connect families to play and our apps are just some of the ways we do that.” Mr Longley added that he hopes that Nature Play will continue to grow and spread the message that physical activity is fundamental to wellbeing, happiness and healthy
known as `screen time’, which includes watching television,
development for children.
playing video games or browsing through social media.
“Research shows us that kids who miss out on it area at
“Free play is one of the great human inheritances and one
greater risk of non-communicable diseases, mental health
that I wasn’t willing to see squandered in the name of
disorders. But of course play is about much more than
technology,” he added.
physical activity, it is also the ground in which creativity
Since then Nature Play has expanded to Queensland, ACT
grows and friendships take root,” he concluded.
I S S U E 1 8 A P R I L 2 0 1 9 15
Ensuring affordable access to Catholic education
financial needs. “This initiative builds on the imperative laid down in the Bishops’ Mandate to make Catholic Education accessible to all families seeking a Catholic education for their children,” says CEWA Executive Director Dr Debra Sayce.
PROVIDING A QUALITY, ACCESSIBLE AND
The Perth schools selected are Majella Catholic Primary
AFFORDABLE FAITH-BASED EDUCATION,
School in Balga, St Gerard’s Primary School in Westminster
WHILE SUPPORTING FAMILIES FROM DIVERSE
The regional schools selected are St Mary`s School in
BACKGROUNDS AND FINANCIAL NEEDS, ARE KEY COMMITMENTS OF CATHOLIC EDUCATION WESTERN AUSTRALIA (CEWA).
and Our Lady of Mercy Primary School in Girrawheen. Northampton, St Joseph’s Catholic Primary School in Pinjarra and St Joseph’s School in Waroona. St Mary’s School Principal, Melissa Marquis expressed how proud and grateful she felt to be one of the schools selected for the launch of this initiative.
WO R D S AND PHOTOS Amanda Murthy
“Now fees are no longer a contributing factor for the students’ families, because for just $10 a week, the children in Northampton can receive a quality Catholic education at
n considering the financial pressures that many
St Mary’s School,” Mrs Marquis cited.
Western Australian families continue to face, the
“I’m glad we have this opportunity as this initiative returns
Catholic Education Commission of Western Australia
to the grassroots of why Catholic schools were first formed
(CECWA) has introduced a low fee initiative that is enabling
– to provide a Catholic education for all families who seek
a Catholic education for children whose may otherwise not
it for their children.
be able to access it for financial reasons.
“For us at St Mary’s, this CECWA initiative is a way of
The initiative, being offered at six primary schools in
supporting parents, and removing financial barriers that
selected urban and regional areas, aims to reduce the
may prevent their child from enrolling at or attending St
burden of fees for parents in communities with high
THE RECORD MAGAZINE
“This initiative sends a very clear message to the community that St Mary’s School is centred on the needs of the community we serve.” the Principal added. Mrs Marquis expressed that the staff at St Mary’s had always worked hard to build positive relationships with their students, by applying the Early Years Learning Framework principles to ensure the children have a sense of Being, Belonging and Becoming. “The staff also work hard to provide a high level of pastoral care for all students because in a small town, community is everything and as a school in a small community we play such a large role in the triangular relationship of familyschool-parish,” she stated.
School Board Member and parent Angela Cripps added the program required a substantial amount of planning and
I’m glad we have this opportunity as this initiative returns to the grassroots of why Catholic schools were first formed ...
discussion. “I feel it has had a tremendous and positive effect on our schooling community - from a parent’s perspective, we now feel confident our children can continue their education at St Mary’s without any financial burdens,” she said.
Dr Sayce told The Record the pilot project had seen the reduction of fees to $300 per child, from Kindergarden to Year Six, since the beginning of this year. “It’s important that parents understand that a reduction in fees will not equate to a reduction in standards and levels of education at these schools. This initiative has been prioritised by CECWA as an important means of providing equitable access to a Catholic education for any family who seeks it for their child,” she said. “Naturally, we wish to work with parents, to help each student reach their full potential.” Dr Sayce added that sibling discounts were also available
“We are aware that many students have long bus journeys
for students of all Catholic schools, and that fees are
to and from school each day, are affected by the farming
reviewed and updated by CECWA on a yearly basis based
seasons of seeding and harvest, the positive role sport
on changes to inflation.
plays in the children’s lives, and we acknowledge that
“This new program is already gaining traction with families
support is required.
in these communities, but more importantly it is providing
“So having a benefit such as the Low Fee Project in our
many children with access to the high-quality and diverse
school, definitely places us one step closer to fulfilling the
learning experiences that we offer,” she said.
school’s desire of providing our students with the same
“The ultimate goal is to ensure the high-standard of
educational opportunities as their city counterparts – we
education and facilities not only continues but improves
are so blessed,” Mrs Marquis concluded.
and is strengthened over the coming years.”
Students of St Mary’s School in Northampton are part of CEWA’s Low Fee Initiative project. ∞ St Mary’s School Principal Melissa Marquis said the Low Fee Initiative places her school one step close to fulfilling the school’s desire to provide our students with the same educational opportunities as their city counterparts. ∞ St Mary’s School Principal and teachers are confident the Low Fee Initiative will help relieve the financial burden among their students. CLOCKWISE
I S S U E 1 8 APRIL 2019 17
Re-engaging young people and inspiring learning WO R D S Olivia Bunter
“I have come that they may have life, and have it to the full”
esus’ mission that all should have life to the full is at the centre of the mission of Catholic schools across Western Australia.
One of the many ways that Catholic Education Western Australia (CEWA) is focused on fulfilling this mission is by establishing alternative learning environments where the diverse needs of students are met. Providing young people with the opportunity to reconnect with their learning after becoming disengaged from the education system has increasingly become a priority for CEWA and was the inspiration for the establishment of four Curriculum and Re-engagement (CARE) schools: Clontarf Aboriginal College in Waterford, Geraldton Flexible Learning Centre, St Clare’s School in
Lathlain and St Francis’ School in Maddington.
of vocational-related programs. Each school is committed
“The focus in our CARE schools is to engage students in
to social justice and stands in solidarity with those who
learning and create positive pathways for their futures.
suffer from disenfranchisement caused from childhood
This individualised approach means that in most settings,
trauma and other significant barriers.
we have one teacher or support person for every two to
St Clare’s and St Francis’ schools provide access to
three students,” said CEWA’s Director of Teaching and
vocational programs in engineering, hospitality, and
Learning, Eileen Climo.
agricultural studies for students in the Perth metropolitan
“There’s a realisation that mainstream education cannot
region who, for a range of reasons, have not found
meet the needs of many young people. If they’re not
mainstream schooling providing the opportunities they
fitting in that system, there needs to be an alternative,”
need. These schools enable students to work towards
graduating primarily with VET certifications, in a setting
With a dynamic range of staff - teachers, youth workers,
where they are welcomed and encouraged by educators
admin personnel and contract specialists, CARE schools
whose skills, experience and vocational calling make them
offer an engaging curriculum that enables young people
uniquely suited to the CARE school approach.
to qualify for certificate level courses and a diverse range
Similarly, the mission for Geraldton Flexible Learning
THE RECORD MAGAZINE
... explore various avenues in education that will be engaging for the youth, while having a strong focus on wellbeing and independent living.
Centre, one of 20 Edmund Rice Education
foundational WACE subjects including
Australia’s flexible learning centres, is to help
Mathematics, English, Health and Physical
those who search for it and even then, the
Education as well as Arts. Vocational
aim is to show young people that they can
programs as well, allow the youth to engage
get help, even if they don’t believe it.
within their community to achieve a
“Our ethos is around providing services to
Certificate I in Gaining Access to Training
disenfranchised young people who need an alternative and we find a way to provide that alternative,” says Geraldton Flexible Learning Centre Head of Campus, Heather Brett. She says there are a number of reasons young people can become disengaged from the education system and if they do try to get back on board, it can be a difficult system to navigate. According to the Australian Child and Adolescent Trauma, Loss and Grief Network, children who experience multiple adversities can experience difficulty in managing emotions, behaviours and forming solid relationships later in life. Jessica McLaren is the current Associate Head
and Education (GATE) and a Certificate I in Leadership. “We have a really great partnership with a group called Midwest Employment Economic Developing Aboriginal Corporation. It’s a government funded community development program and they assist by providing employment opportunities for indigenous people in the region,” she said. Mrs McLaren explained the program works with the school to explore various avenues in education that will be engaging for the youth, while having a strong focus on wellbeing and independent living. Ms Climo commented that CARE schools work on building relationships with the youth to personalise their learning experience and
of Campus at Geraldton Flexible Learning
encourage them to commit to finish school.
Centre and said she has brought her
“The goal of CARE schools is to offer
knowledge from her teaching experience into
students the support and alternative learning
her role as the VET Coordinator for the school.
pathways they need in their journey and to
She explained they offer a range of classes in
influence their lives in positive ways.”
I S S U E 1 8 A P R I L 2 0 1 9 19
Back row, left to right: Sue Williams, Diane Kounis, and Paula Duggan. Front row, left to right: Trish Jackson, Carolyn Italiano, Chrisine Williams, and Alana Williams with Kyzer the dog.
Sense of belonging eases transition to adult life
students with disability whose educational needs require the
WO R D S A N D PH OTO S Matthew Lau
with all stakeholders.
additional support and resources. Key principles of the syllabus, Ms Williams said, were to ensure transitional support to adult life which is centred on Catholic ethos and identity, to provide person-centred planning and to provide accredited programs. Most importantly however, the TAL project is about partnerships The resource, which has had input from Secondary Education Support Network at all stages of development, was launched
Catholic Education Western Australia (CEWA) has recently launched a resource to develop stronger pathways for students who are preparing to leave school.
at the Newman Siena Centre on 11 March. St Francis School in Maddington is a shining example of what a Catholic, co-educational CARE school can achieve as one of the pilot schools for CEWA’s TAL program. Principal Ian Hagen said the program was initially trialled with
he Work Readiness Toolkit for students is the first in
Year 12 students in 2017 and 2018.
a suite of resources to support the Transition to Adult
Realising the benefits that it has, the school decided to begin
Life (TAL) project.
the process for all students in Year 10, or when they enter St
Christine Williams, a consultant with CEWA’s Students with
Disability Team, said CEWA was committed to providing
“We have allocated a period each week in the timetable where
appropriate support for students who have additional needs,
the students work on their TAL,” Mr Hagen told The Record.
which at present is 2467 students across its 162 schools.
“By the time they graduate at the end of Year 12, every
Support includes individualised learning plans; access to
student will have hopefully completed the TAL program. While
specialised programs, resources and equipment; small group or
it was setup for students who were in education support
individual instruction and teacher assistant support.
centres and students with disabilities, we utilise this valuable
CEWA has also established 23 education support centres in
resource for all of our students.”
designated primary and secondary Catholic schools for
Established in 2015, St Francis School operates using a
THE RECORD MAGAZINE
Youth Worker Courtney Gratteri with students of St Francis School, Maddington.
“reimbursement” model, in an attempt to provide its students
“In terms of transitioning out of school, we just start having
with life experiences they may not have had as young children
conversations with students and actually talk them through
that process and tell them that they’re not alone.
“Because of family circumstances, a lot of students who come
“There’s a shared experience happening across the school with
into St Francis haven’t had the life experiences that other
their peers, and how we can best set them up so they can
people have. The program is providing the students with those
continue on that strong path,” Mrs Gratteri said.
experiences and equipping the young people with key life skills
“My purpose is to support young people in becoming the best
– that’s the important component.”
versions of themselves. I love being a positive female role
Mr Hagen is determined to have every one of his pupils leave
model, I love seeing strengths in young people that maybe
St Francis as functioning members of society.
have never been spoken about or identified, and just pointing
“For some of our students, they’ve had such negative
experiences throughout their lives,” he added.
“I just love seeing young people smile and laugh, walking into a
“We provide a very caring environment that nurtures the
room and seeing that is just incredible. And I love knowing that
students, helps them to grow in a safe supportive
when a young person is in need, I can support in reaching at
environment, so that by the time they leave us, they have the
least one person.”
confidence to integrate themselves into wider society.”
Establishing a safe and comfortable environment, she said, is
As an example, one of St Francis’ 17-year-old students has
vital to influence the success of TAL.
been in more than 20 different placements, including
“Knowing that I’m part of a bigger team, a bigger vision, a
residential and foster care, since the age of three.
bigger purpose – God’s plan – is the best feeling in the whole
“Providing those students with an environment that nurtures
world because I know I can do something in this world.
them and helps them to flourish is what we do,” Mr Hagen
“I really love serving people, I love just giving it my best and
surrounding myself with people who believe and know that
Courtney Gratteri, Youth Worker at St Francis School,
there’s just so much more to what we do every day,” Mrs
explained how part of the transitional process is to equip
students with important life expertise, such as resume writing,
“I think because we believe, our young people start to believe.
cover letters, obtaining a tax file number, opening a bank
Their right to life, their capacity to love, and the fact that they
account, or accessing Centrelink support.
can create a life that is purposeful.”
I S S U E 1 8 A P R I L 2 0 1 9 21
Parishes gain in best practice pedagogy for sharing faith with children
religious education program that teaches children ways to respond to God, while also incorporating their life experience and helping them understand
God’s plan for them, is nearing completion. Gathered in My Name is a comprehensive Pre-Primary to Year Six Religious Education program based around the Sacraments of Baptism, Confirmation, Eucharist and Penance. The program was officially launched by Archbishop Costelloe SDB and the Catholic Education Western Australia (CEWA) Catechist Service Team in July 2016, with the motivation of providing parishes with a contemporary
WO R D S Olivia Bunter and Jamie O’Brien
resource, so that catechists can teach religious education to children who do not attend Catholic Schools. Catechist Service Team Leader, Dr Pina Ford and Consultant, Stephen Harris, who have been developed contributing to the ongoing development of the program since its proposal, spoke to The Record about the key project of the Catechist Service team. “It’s been a journey of about seven years,” Mr Harris explained. “By the end of March, we will have released 55 books of the 70 books making up the total program and we’ve got another 14 that are due to be completed by the end of 2019.” The first release of the program began in 2017, replacing the previous program The Truth Will Set You Free and has since then, been gradually released throughout different year levels to assist catechists in pedagogical practices within parishes. Mr Harris, one of the main writers of the program, together with Dr Carmel Suart, explained that extensive effort went into the collaboration and planning processes before writing. Since publication, the team has been focusing on inservicing. Sometimes this has required travelling to other Dioceses like Bunbury and Geraldton and to parishes like Mandurah and Esperance. By the end of the year, the 70 books of the program will have been released and published, with a broad range of units for students to engage with, such as Jesus, Word, Church, Prayer, Baptism, Confirmation, Eucharist, Penance and Mary, which are repeated across all year levels, as well as social justice, Christian service, Aboriginal spirituality and creation spirituality, which are for example, taught in the post confirmation supplement. Dr Ford explained that children who attend government schools wouldn’t have an opportunity to learn about their faith if not for parish based programs. “Parents send their children to government schools for a number of reasons,” she said.
“This program gives those parents who don’t send their kids to a Catholic school an opportunity to help them learn about the Catholic faith.” Both Dr Ford and Mr Harris agree that Gathered in My Name, is an inclusive program that also gives parishioners an opportunity to volunteer within their parish. There is a strong emphasis on Scripture and prayer and on offer is a variety of activities and suggested songs for all age groups.
This program gives those parents who don’t send their kids to a Catholic school an opportunity to help them learn about the Catholic faith.
“Behind the program is the understanding that catechists are not trained teachers so they need all the help they can get,” Mr Harris said. “It is necessary to provide a comprehensive program that’s age appropriate and interesting for children but can also be used with ease by a Catechist,” Dr Ford said. “But it can also be used with ease by a catechist who’s not a trained teacher.” The program aims to teach the core aspects of the Christian story, focusing on the scriptures while preparing primary aged children to receive sacraments. Through this program, children can familiarise themselves with scripture and have a comprehensive understanding of the Catholic Faith tradition. Dr Ford said that she and her team are passionate about their work. “My team and I are involved in this work because we value it. We value our own faith and we consider it a privilege to provide training and formation for Catechists, and to produce valuable resources such as Gathered in My Name so Catechists are able to share their faith with children.” Dr Ford concluded.
I S S U E 1 8 A P R I L 2 0 1 9 23
Catholic schools for the future
Educating almost one-in-five school-aged children in a state as vast as Western Australia is an enormous but extremely rewarding journey for Catholic Education Western Australia (CEWA) teachers, educators and support staff.
WO R D S Mitzi Vance
ducating almost one-in-five school-aged children in a
In the past 15 years CEWA has responded to the demand for
state as vast as Western Australia is an enormous but
Catholic education by establishing six new primary schools,
extremely rewarding journey for Catholic Education
two secondary schools, two composite (Kindergarten to Year
Western Australia (CEWA) teachers, educators and support
12) schools and one new early learning centre. With more
than 16,000 additional students expected to seek enrolment
Supporting the development of more than 76,000 Western
at Catholic schools in WA by 2026, this looks set to continue.
Australian children and young people, and providing them
With this predicted growth in the greater Perth region,
with engaged learning environments is a significant
CEWA’s Resources Team continually monitors and plans for
contribution to the provision of education across the State.
the expansion of the system.
From humble beginnings in 1843, when the first Catholic
CEWA Executive Director Dr Debra Sayce, said the key aims
school opened in Perth, the Church has responded to the
for CEWA in planning for this growth, were ensuring parental
needs of communities, providing a Catholic education for
choice and providing inclusive, accessible and affordable
families who seek it.
education for Western Australian communities.
Today, CEWA is a system of 162 schools - 110 primary, 52
“To remain a sustainable system of schools, CEWA
colleges. Across these schools, there are 90 three-year-old
continually considers the changing needs of our communities
Kindergarten programs and three long day care services, as
and students, particularly how we can best provide equitable
well as 60 schools offering outside school hours care.
access to Catholic learning environments,” she said.
Acknowledging that the needs of some students are not met
“A fundamental factor in achieving this is certainty around
in mainstream education, CEWA has established four
State and Federal government funding, particularly how
Curriculum and Re-Engagement (CARE) schools, as well as
funding provided can actually be used.
education support centres and learning support programs at
“In Australia, an average school education costs between
many schools and colleges across Western Australia.
$12,000 - $15,000 per student per year regardless of sector.
THE RECORD MAGAZINE
Today, CEWA is a system of 162 schools 110 primary, 52 colleges...
In the case of Catholic schools, the combined Federal and
“At present around 80 percent of capital investment at
State government funding for students accounts for
Catholic schools, like new classrooms and recreational
approximately 77 percent of this, with the remainder being
facilities, is funded through building levies, fundraisers, low
funded by parent contributions.
interest loans and discretionary capital grant funding,” she
“There is a lot of public misinformation about education
funding, and it is important for parents to appreciate the
“To meet future demand, we need to consider how we
importance of government funding.
expand existing schools and build new schools in high growth
“In recent years, Australian governments have supported
areas, and importantly what capital funding support will be
families having a choice in education for their children and it
needed to do this.”
is reassuring for parents that both State and Federal
Dr Sayce said part of the CEWA’s mandate was to ensure
governments are committed to this continuing.”
accessible and affordable Catholic education and as a result
Dr Sayce said that if Government funding support stopped,
had put in place a number of measures to ensure families in
low-fee, not-for-profit schools would need to significantly
financial hardship have access to fee discounts or
increase their fees to meet operational costs.
“If this were to happen, we would be concerned about the
“We know there are many families in need in our community
increased financial hardship that parents would face. This
and our Catholic schools offer financial support through
could also result in some families moving their children to
sibling discounts, scholarships and reduced rates for families
State Government schools that may already be at capacity,
on Health Care cards,” she said.
generating additional costs to the State Government system.”
Dr Sayce said CEWA would continue to collaborate with
Dr Sayce said another area that CEWA was focusing on was
Federal and State governments to ensure that funding for
capital funding to support infrastructure upgrades and
Catholic schools kept pace with the schooling needs of WA’s
expansions in schools.
diverse population now and in the future.
I S S U E 1 8 A P R I L 2 0 1 9 25
In just a few weeks’ time, the people of Victoria will wake up in a brave new world in which state subsidised suicide and doctor-effected dying are lawfully practiced, despite every other statute in the law book upholding a completely different rule: ‘thou shalt not kill’.
E U T H A N A S I A
A big risk for WA WO R D S Rev Dr Joe Parkinson
he Fifth Commandment (Exodus 20:6) is in fact a
death to doctors, even though the government is not
principle of social order enshrined in the laws of
prepared to accept this risk itself.
almost every society in history, providing for
Even more astounding, the cost of providing assisted
citizens a degree of protection against unjust assault or
suicide and doctor-effected death will rest with the
injury as we go about our daily work.
taxpayer in Victoria, because the medications required
It is the principle standing behind laws against murder
to end a person’s life are not licensed for medical use
and manslaughter as well as physical assault, and the
and do not attract a Medicare rebate.
harshest penalties meted out in court are generally
So this is not just assisted dying; it is State-subsidised
reserved for those who deliberately break this
suicide, and this in a country in which eight people every
prohibition on killing.
day die by their own hand.
In Western Australia, we take this principle so seriously
We rightly try our hardest to reduce the rate of suicide
that, many years ago, the State Government rejected
in Australia, and we invest heavily in programs like
any further use of the death penalty for fear of causing
Beyond Blue to deal with the risks of depression, yet
‘wrongful death’, which happens when a mistake of law
Victoria chooses to invest in supporting suicide for those
or process leads to the death of an innocent person.
who want it on medical grounds.
So it is incredible that the WA State Government is
Western Australia could be the next State to follow suit.
currently planning to introduce a law to allow citizens to
Not that subsidised suicide will be restricted to the
take their own lives, or to have a doctor administer a lethal treatment, on the grounds that it is ‘my life, my choice’.
suffering or imminently dying for very long: on the very day that Victoria passed its ‘assisted dying’ legislation the laws were rejected by euthanasia advocates as being
Mistakes can and do dog implementation of even the
the most restrictive and unworkable in the world.
most carefully crafted laws, yet here we are preparing to
Recent cases of individuals heading off to Switzerland to
reintroduce the risk of wrongful death once again.
access suicide there, despite the fact that they were not
This time, the State wants to pass the risk of wrongful
imminently dying, brought comments even from
THE RECORD MAGAZINE
Victorian lawmakers that their euthanasia laws would
happened in most of the few places around the world
need to be amended and expanded very soon.
that have legalised assisted suicide.
This cuts to the heart of why laws to legalise assisted
The final insult, of course, is the claim that these laws
suicide or euthanasia should be resisted at every turn:
are necessary because in some cases pain and suffering
once they are introduced they never remain restricted for long and are never repealed. If one government today believes it can safely legislate a breach in the universal prohibition on one person killing another, even when that breach is initially restricted only to the imminently dying, it must accept that another government tomorrow can expand that breach to capture other classes of citizens – including those who are not imminently dying, who are not suffering or in pain, but who are just tired of living. There are no legal ‘safeguards’ that can prevent this expansion, because every ‘safeguard’ introduced by one government can be relaxed by another. Indeed those who are not eligible now to take their own lives rightly claim that they are being discriminated against, simply because they are healthy and not
cannot be relieved. As the WA Parliamentary Inquiry itself implicitly admits in its ‘My Life, My Choice’ report, this is untrue. Palliative care specialists – doctors with specialised training and qualifications in palliative and end or life care – gave evidence to the Inquiry, and have repeated since, that pain can be relieved as death approaches by use of ‘palliative sedation therapy’ which is very like the anaesthetised state induced before a person undergoes invasive surgery. Used under the watchful eye of specialists, this kind of sedation does not cause the patient to die prematurely but rather allows a dignified, pain-free and natural death from the underlying illness. So, do we really need the assisted suicide and doctor-
chronically ill or dying.
effected death laws in Western Australia? No, we don’t.
Because no government can live long under the shadow
Can these laws be made safely? No, they can’t.
of being thought ‘discriminatory’, there is inevitable and
Will we get these laws in any case? If good people don’t
irresistible pressure to widen the breach – as has
speak up against them, then yes, we probably will.
I S S U E 1 8 A P R I L 2 0 1 9 27
THE RECORD MAGAZINE
ACTIVIT Y PAGE
The soldiers put a scarlet one on Jesus (Mt 27:28) He established Notre Dame, Fr. Edward ___, CSC
21 Fish part for Jonah 23 She saved Joshua’s spies 24 St. Catherine’s town 26 Liturgy
Feast in the Diocese of Honolulu
29 “Son of” in Hebrew
Catholic actress Haver
33 NT epistle
10 NT book 12 ___ of reason
35 Catechism question: ___ made me?
13 Second word of a Latin hymn
37 Birds of the air don’t
14 Enemies of ancient Israel
38 Book containing
17 Peter cut this off the soldier of the high priest
40 Catholic dancer and
18 “…___ lema sabachthani?” (Mk 15:34)
do this (Mt 6:26) calendar of Masses movie star Kelly 41 Forty ___ 42 “Give us ___ day our daily bread”
“…thy will be ___…”
23 Genesis weather
Ursuline order letters
24 The Dead or the Red
One of the prophets
Alpha and ___
25 At Mass, the entrance prayers or song
Bk. of the Pentateuch
27 Biblical occupation
St. ___ de Marillac
28 The Chosen People
Bishop saint whose feast day is October 20
29 “By the sweat of your ___…” (Gen 3:19)
“___ to the World”
31 Church singers
10 3D scattered this to the wind
32 “Gloria in excelsis ___”
11 “…at the name of Jesus every knee should ___…” (Phil 2:10)
36 OT prophetic book
15 “This is the ___ that the Lord has made”
34 Long cloak-like vestment 39 “Agnus ___” ANSWERS
16 It was empty Easter morning 19 Eternal ___ 20 The Archdiocese of Dubuque is here 21 “There is a ___ in Gilead” 22 Breaks the eighth commandment
I S S U E 1 8 APRIL 2019 29
Photo supplied from CEWA
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As a young student, one of the greatest lessons I recall was being taught how to learn. It was a lesson I did not understand at the time, bu...
Published on Apr 15, 2019
As a young student, one of the greatest lessons I recall was being taught how to learn. It was a lesson I did not understand at the time, bu...