Leading Religious Education Experience of Sydney Catholic Schools

Presentation on theme: "Leading Religious Education Experience of Sydney Catholic Schools"— Presentation transcript:

1 Leading Religious Education Experience of Sydney Catholic Schools
推動宗教教育 悉尼天主教學校的經驗 Dr Leonie Crotty, rsm Head of Religious Education Sydney, Australia 5 June 2007, Hong Kong

2 Leading Religious Education:
Experience of Sydney Catholic Schools 推動宗教教育 悉尼天主教學校的經驗

3 Catholics in AUSTRALIA 澳洲天主教概況
2001 Census = 26.6% Catholic 2001年：26.6%人口為天主教徒 28 Dioceses: land mass = USA 28個教區，面積 = 美國 1699 Catholic Schools 1699間天主教學校 685,000 Students 55% (p) 45% (s) 685,000名學生 (55%小學，45%中學) Catholic schools educate 20% of students 天主教學校學生：20%

4 History Australian Catholic schools 澳洲天主教學校歷史
c.1820 first lasting school 1820年：首間學校 up to 1870s: government support of Cath Schools 直至1870年代：政府支持天主教學校 1880s - Education Act 1880年代：教育法

5 History Australian Catholic schools 澳洲天主教學校歷史
1880s – 1960s Catholic schools independent of government finance 　 年代：天主教學校財政獨立 largely staffed by members of Religious Orders　主要教員為神職人員 1960s onwards increasingly lay teachers & some Govt financial support 　1960年後：更多平信徒教師，政府部分資助

6 SYDNEY Catholic Schools 悉尼天主教學校
Systemic 112 primary + 26 sec 　 = 148 普通學校 (112間小學 + 26間中學) Congregational 教會學校　　　 = 20 Total Schools 學校總數 = 168 Total students 學生總數 = 80,000 83% Catholic 教徒 17% other than Catholic 非教徒

7 Teachers Catholic Schools Sydney 悉尼天主教學校教師
1963 1972 1982 1993 2006 Religious 神職人員 1,754 67.6% 1,470 33.6% 743 11.4% 177 3.7% 45 1.0% Lay 平信徒 842 32.4% 2,903 66.4% 5,971 88.6% 4,577 96.3% 4,534 99.0% TOTAL 總數 2,596 4,373 6,534 4,754 4,579

8 Catholic School … Third Millennium (CCE, 1997) 邁向千禧的天主教學校
Teaching has an extraordinary moral depth and is one of man’s most excellent and creative activities, for the teacher does not write on inanimate material, but on the very spirits of human beings. … Moreover teachers share an equally specific participation in the mission of the Church, to the extent that it “depends chiefly on them whether the Catholic school achieves it purpose.” 教育具有非凡的道德深度，是人類最出色、最有創意的活動…教師影響學生的靈性…並參與實踐教會的使命……

9 Leading Religious Education (Sydney Catholic Schools) 推動宗教教育(悉尼天主教學校)
WHAT are we doing ? 要做甚麼？ WHY are we … ? 為何這樣做？ HOW are we … ? 要怎樣做？ WHO Is Involved… ? 有誰參與？

10 The Catholic School 天主教學校
Educational institution, a school 教育機構－學校 Evangelising in the mission of the Catholic Church 教會使命－宣揚福音 Educates for fullness of human life 教育使命－豐盛人生

11 THE VISION 願景 As partners in Catholic Education, we commit ourselves to developing authentic Catholic schools which … 我們投身天主教教育事工， 致力發展名符其實的天主 教學校……

12 Highlight the relevance of our faith to life and contemporary culture
強調信仰對生活的重要性 Are founded on the person of Jesus Christ and enlivened by the Gospel 耶穌教導和福音為基礎 Are embedded within the community of believers, and share in the evangelising mission of the Church紮根信眾，承擔宣福使命 Are committed to the development of the whole person 致力推動全人發展

13 Mission of the Catholic School天主教學校的使命
Evangelise make God known 宣揚福音 Catechise nurture faith 培育信仰 Educate religiously teach the faith 教導信仰

14 Educate Religiously 教導信仰
Classroom RE program 宗教科 Integration of Catholic values 結合信仰價值觀 Prayer and liturgical life 祈禱及禮儀 Reflection days and retreats 反思日及退修 Faith-in-action, outreach to others 實踐信仰，服侍別人

15 To more fully support … 為了提供更多支援
CEO Introduced in late 1960s CATHOLIC SCHOOL POSITION ‘Religious Education Coordinator’ ALL primary + secondary schools 教區教育事務處(CEO)於1960年代末， 於所有天主教中小學校設立新職位－－ 宗教教育統籌主任

16 Religious Education Coordinator宗教教育統籌主任 (REC)
Leads with PRINCIPAL 2 main area 協助校長，統籌： Religious Education Curriculum 宗教教育課程 Catholic Life of the School 校內信仰生活

17 Archdiocesan School Leadership Position
Religious Education Coordinator (introduced late 1960s) Archdiocesan School Leadership Position 宗教教育統籌主任(REC)： 教區學校的領導層

18 Leadership in Religious Education帶領宗教教育
theological = making God known 神學層面：宣揚福音 ecclesial = mission of the Church, activity of the church, cooperation between leaders and faithful 教會層面：配合教會使命及事工 Pedagogical = activity of excellent teaching and learning 教學層面：卓越教學方法

19 Religious Education Coordinator宗教教育統籌主任 (REC)
CEO Systemic position, essential Criteria: 教區教育事務處職位；入職條件： Committed Catholic 委身的教徒 Graduate qualifications in RE/Theology (Level 1 or 2) $ allowance 宗教教育／神學證書 Accredited to teach RE 合資格宗教科老師 5 Years exp as RE teacher 5年宗教教育經驗 interviewed by panel, chaired by Principal, appointed on behalf of Archbishop 主教委任評選小組，由校長主持

20 Systemic Support 系統支援 Named as member of School leadership team / executive 任命為學校領導層 System CEO orientation CEO簡介 System Induction program (CSLP) 入職培訓 School based Induction 校本入職培訓簡介 Continuing development (CEO + school) 持續發展

21 CSLP program – Six stages for all positions of leadership 入職培訓 分六階段進行

22 Leadership: REC & all positions 領袖：REC及其他職位
Religious: RE Curriculum + Catholic life 宗教：課程 + 信仰生活 Learning: policy, pedagogies in RE 學習：政策、宗教教育教學法 Human Resource: workplace practices 人力資源：職場實踐 Strategic: School Review and Improvement and school development 策略：檢討、改善及發展 Organisational: planning, administration 組織：計劃及管理 Personal Dimensions: personal professionalism, conflict, building morale and relationships 個人層面：專業態度、處理衝突、建立士氣及關係

23 REC Position & Performance REC的工作表現及職位安排
Personal / professional development 個人及專業發展 PPPR (annual) 年度評核 Fixed Term appointments 定期合約 Initially 2 years (Performance Review) 由2年合約開始（績效評估） Subsequent 3 year appointments 其後3年合約

24 Religious Education Coordinator 宗教教育統籌主任
Leading with PRINCIPAL in 2 areas: 協助校長，統籌： Religious Education Curriculum 宗教教育課程 “ RE taught with same rigour as all other areas of learning” GDC 75 對宗教科的要求，應與其他科目一樣。

25 Religious Education Curriculum宗教教育課程 RE Books K-2

26 Years 3, 4, 5 & 6 As you know the new RE Curriculum was launched in early February of this year and at present has units of work for Years 3 to 6. Schools have been working with the new units since Term One. The K-2 section of the curriculum is currently being worked on and will be in schools at the end of 2005. The new curriculum is based on the old Sydney curriculum COJ, but has been adapted, rewritten, and updated as a collaborative project between Sydney, Wollongong, Armidale and Lismore. The curriculum is supported by a corresponding resource book To Know, Worship and Love (Melbourne) and is colour coded to match with the curriculum document. At the outset we think it is important to say that we are in Phase 1 of the implementation of this curriculum and because of this it is highly unlikely that schools would be adequately resourced for every unit of work in the curriculum. We recognise and schools should also recognise that the acquisition of resources is a process that will take time, planning and careful budgeting. At this stage teachers have been advised that they should become familiar with the units, teach them and ascertain what resources they currently have and what they will need to get to adequately achieve the outcomes. Collaboration between teachers, librarians and RECs is crucial. The suggestion has been that teachers inform their RECs of what resources the school needs to acquire and discuss these at a whole staff level. ****How has this been going?

27 Secondary

28 Years 11-12 RE Curriculum & RE Books

29 Catholic ethical thinking Yrs 11/12 天主教道德教育
The art of ethical thinking 思考道德的方法 Authorities in Catholic ethics 天主教倫理的權威 The person as decision maker 作出選擇 Respect for the body尊重身體 The pursuit of happiness追尋快樂 Marriage and family issues 婚姻及家庭 Building a culture of life建立人生 Forming a just society社會公義 Global peace, development and justice世界和平、發展及公義

30 Catholic World –View 天主教的世界觀
Universal, world 普世：世界 Local, diocese 本地：教區 Particular, school 個別：學校

31 RE + Religious Dimension … in the Catholic school (1988) 天主教學校內的宗教教育及信仰
All staff and teachers, by employment 所有教職員： Integration of Catholic values in all teaching areas　 在所有教學範疇內融入信仰的價值觀 Catholic values and Christian witness in all activities, relationships 在所有活動和人際關係中展現信仰，作好見證 For the mission = to make God’s love known 承擔使命：宣揚上帝的名

32 Religious Education Coordinator 宗教教育統籌主任
Leading with PRINCIPAL in 2 areas: 協助校長，統籌： 2. Catholic Life and Culture 　 信仰生活及文化 Catholic schools suffuse their environment with a delight in the sacramental. Miller, p40 天主教學校的環境氣氛應充滿信仰的喜樂。

33 Catholic life and Identity 信仰生活及身份
Naming the Catholic reality and tradition: saint / charism 彰顯天主教信仰及傳統 Christian symbol … Cross 基督的標誌：十字架 Motto and badge 座右銘及徽章

34 LIVING the Catholic Faith 活出信仰
Making sacred the environment 聖化環境 Praying　祈禱 Celebrating the Sacraments 紀念聖事 Acting for justice & compassion 公義及憐憫的行動 Active in the Catholic parish / diocesan community 參與教會活動及信徒生活

35 EDUCATING - the Catholic Vision 天主教的教育願景
Christocentric & Trinitarian 以基督為中心，依靠三位一體的神： Jesus the centre of this ‘enterprise’ Promising life to the full　耶穌是教育事工的中心 uniqueness of each person – God became human　人都是獨特的 Other focus / restoring brokenness 治癒創傷 God is present “I am with you always”主的臨在 Relying on the power of the Holy Spirit 依靠聖靈的力量

36 Fundamental Catholic Vision 天主教的基本願景
Positive view of human person 對人的正面態度 Jesus affirms our humanity 耶穌肯定人的價值 Jesus reveals what it is to be human, joys and sadnesses 耶穌展現了人性，喜樂和悲傷 Most deeply Christ-like and also most fully human　追求耶穌，實現人性

37 Fundamental Catholic Vision 天主教的基本願景
Community 社群 By our very nature we are called to be relational and communal 建立關係和社群是人性本質 God is Triune: union of love 三位一體的神：建基於愛 Jesus called his disciples into communal living: “love one another as I have loved you”耶穌叫門徒共同生活：彼此相愛，如同我愛你們一樣。

38 Fundamental Catholic Vision 天主教的基本願景
Sacramentality 聖事 God’s presence in all creation 神創造萬物 Creation is a ‘sacrament’, ‘sign’ of the Creator創造是神聖的，是創造者的顯現 Creation is a sign of God’s grace, freely given gift 創造是神的恩典 We celebrate sacramentally 紀念聖事

39 Fundamental Catholic Vision 天主教的基本願景
Common Good and Justice 良知與公義 All are entitled to live a full human life 人人都有權活出豐盛人生 The wellbeing of all takes priority over the pursuit of individual wealth and self interest 所有人的福祉，比個人的財富和利益重要 Life is informed and challenged by Gospel and Church’s Social teaching 福音及教會教導能指導人生

40 Religious Education Coordinator: leading in the Catholic school REC: 帶領宗教教育
Theological – revealing God’s love 神學層面：宣揚神的愛 Ecclesial – on mission in the Catholic community, in the local diocesan Church under the leadership of the Bishop, and in collaboration with all involved 教會層面：配合教會使命，由主教領導， 與各方協作 Pedagogical – engaging excellent learning and teaching processes 教學層面：卓越教學方法

41 Religious Education Coordinator 宗教教育統籌主任(REC)
REC position in the school 在學校設立REC職位 In collaboration with REC in other schools 與其他學校的REC協作 Systemic and congregational collaboration 與教會教育體系及教區協作 All schools, communities of the local Church are in COOPERATION and COMMUNITY, with the Church community at all its levels 學校和教會各層合作

42 Current stage of Religious Leadership 推動宗教教育的現況
Principal Leading … School Review and Improvement ( ) 由校長帶領學校檢討及改善計劃 ‘How Effective is our Catholic school?’ 我們的天主教學校成效如何？ Vision and Mission 願景及使命 Religious Education 宗教教育 Catholic Life and Culture 信仰生活及文化 Parents, parishes and broader Church 家長、教區及教會

43 Current Reality 現況 宗教教育統籌主任已得到 悉尼天主教學校的肯定， 但仍需不斷努力改善
REC in Sydney Catholic schools is affirmed however Modifications are continually needed … 宗教教育統籌主任已得到 悉尼天主教學校的肯定， 但仍需不斷努力改善

44 SYDNEY CEO

45 Session 2 HK Current Reality of RE Leadership
Each group on one area only： Reality of implementing RE in formal curriculum Reality of implementing RE in informal curriculum (cross-curriculum, school ethos, ECA) Reality of religious leadership (roles and responsibilities) Two main points: What is working well? What is causing concern?

46 Session 2 HK Current Reality of RE Leadership 香港天主教學校宗教領導的現況
每組集中討論以下其中一個範疇： 在正規課程推行宗教教育的現況 在非正規課程（跨學科、校風、課外活動等）推行宗教教育的現況 宗教領導在角色與責任方面的現況 兩個重點： 有何出色之處 有何困難/困擾之處

47 Session 2 HK Current Reality of RE Leadership
Group Report： Put all the main points onto the large white sheet “Doing well” on the upper half “Causing concern” on the lower half Address ONE main point Display the large white sheet on the board

48 Session 2 HK Current Reality of RE Leadership 香港天主教學校宗教領導的現況
每組匯報情況： 將所有重點寫在大白紙上 上半部紀錄出色之處 下半部紀錄困難/困擾之處 選一項重點作口頭報告 將大白紙掛上白板

49 Tasks during Lunch You have 3 green and 3 red stickers
Choose one from the “Doing Well” section of the three areas. Identify with green stickers. Choose one from the “Causing Concern” section and identify with red stickers. Write on the blank large sheets of any additional opinions.

50 午餐期間的任務 你手上有3個綠色和3個紅色的貼紙； 如果你還有任何其他意見，請在白紙上寫出
從三個範疇的「出色之處」各選出一項你最認同的意見，分別用3個綠色貼紙標出 再從三個範疇的「困難/困擾之處」各選出一項你最認同的意見，分別用3個紅色貼紙標出 如果你還有任何其他意見，請在白紙上寫出

51 Session 3 Discerning the Direction
Read the input on the board Reflect individually on good suggestions Group discussion to make suggestions (practical and feasible) Put all the main points onto the large white sheet Address ONE suggestion Ask Sr. Leonie one question (if there is any)

52 Session 3 Discerning the Direction
參考白板上其他人的意見 毎人用10分鐘思考值得提出的建議 全組討論值得提出的建議（所有建議須力求具體和可行） 將所有重點寫在大白紙上 選一項重點作口頭報告 向修女提問（如有需要）

53 Session 4 Stating the Direction
Read all the suggestions on display Choose TWO best suggestions (Blue as first choice and yellow second)

54 Session 4 Stating the Direction
每人遍閱各大白紙上的建議 以貼紙選出你最認同的建議（藍色代表第一選擇，黃色代表第二選擇）