School Policies
ENROLMENT POLICY
St Teresa’s College, Noosaville is a Catholic school in which Christian values and attitudes are lived, promoted and held in high regard. Equal opportunity is provided for both male and female .Enrolment of a child at St Teresa’s Catholic College requires of parents:
• an acceptance of the importance of religious practice
• a commitment to participation in the educational processes of a Catholic school
• a commitment to the Religious Education programme of the school
• a commitment to support school based activities
• support for school regulations and procedures.
• payment of school fees and other fees unless other arrangements have been made with the Principal.
Parents wishing to enrol children at the school will be interviewed by the Principal, Deputy Principal or Assistant to the Principal before enrolment is completed. All decisions of acceptance of applicants for enrolment shall be at the discretion of the Principal in consultation with the Parish Priest when required.
ADMISSION OF STUDENTS
Acceptance of an application form will not guarantee an enrolment interview or an offer of enrolment.It should be noted that students enrolled at St Thomas More Primary School are not automatically accepted into St Teresa’s College. Separate application must be made in accordance with College procedures.
In processing an application, the Principal may consider factors such as a student's spiritual, educational and behavioural history, as well as a student's potential contribution to the school. Recognising that available resources place limits on enrolments.
In making an application to enrol a child, parents are showing that they are prepared to commit themselves to working in co-operation with school personnel for the benefit of their child.
CHILDREN WITH SPECIAL NEEDS:
Enrolment of students with special needs will proceed according to guidelines set down by Brisbane Catholic Education. If special needs become apparent after enrolment, the process may be started at any time.
It is the responsibility of parents to disclose all relevant information regarding a child's special needs at the time of making application for enrolment.
RELATIONSHIPS POLICY
“I live now. No. It is not I that live. It is Christ who lives in me.” Galatians
The school and classrooms is organised to support the development of relationships.
“Organisations should be of a size that promotes a sense of community and belonging among their members. Where necessary, sub-units should be created to ensure that individuals are provided with the opportunity to form cohesive groups and to participate in a base unit that will be meaningful and within which productive relationships can be generated.” (“In The Middle. Schooling for Young Adolescents”, 1993)
Relationships is promoted at St Teresa's College through:
a) a team approach for both students, teachers and families
b) an emphasis on learning co-operatively and collaboratively
c) the gradual increase in the number of teachers with whom a student relates especially during the Middle Years through to Year 12 (to reflect the developmental continuum of curriculum described in 5.2)
d) pastoral care processes and groupings of students
e) community liaison and partnerships of care with community members who can assist with student development
Community of Learners
The challenge of the classroom is to “build wholeness and unity in a way that also preserves uniqueness and human differences.” (Dalton J., I Teach, 1992)The classrooms and learning facilities at St Teresa's College will be communities of active learners. Features include:
Spiritual Dimensions
• a commitment to spiritual development of all
• explicit and communicated beliefs and values founded in the Catholic Christian tradition and respectful of other faith traditions
Teaching and Learning
• a balance of independent and interdependent learning
• catering for different learning styles and intelligences
• recognising different teaching styles
• celebrations of learning and achievement
• inclusive language
• respect for others and their opinions, and their language, of origins, their ethnicity culture and traditions
• empowerment of learners
• encouraging lifelong learning and appropriate career education and counselling
• behavioural management strategies ,
• negotiated curriculum /encouragement of open ended thinking
• balanced curriculum offerings including appropriate vocational education and training
• knowledge, comprehension, application, analysis, synthesis, evaluation are reflected
Partnerships
• involving members of the wider community and the world of work
• consistent implementation of policy and procedures
• genuine partnerships with carers/parents/families
• participation and collaboration
• respect for the pastoral care of all school partners
Structures
• risk-taking in a supportive environment
• flexibility of classroom equipment, furniture, inclusions
• a learning that is active not passive
• learning technologies utilized to expand students’ horizons
Goal Setting and Reflection
Reflection is essential and integral to the learning process. The community of learners will:
a) base new learning on prior knowledge/experience
b) be provided with opportunities to think, reason and share
c) make connections in their learning
d) be provided with frameworks for goal-setting
e) establish and monitor their own goals
f) learn how to reflect
g) have reflection modelled
h) evaluate individually and collectively
i) be provided with the environment and space to reflect.
ENVIRONMENTAL POLICY
In a 1997 UNESCO statement entitled “Educating for a Sustainable Future; a transdisciplinary vision for concerted action” it states:
“It is widely agreed that education is the most effective means that society possesses for confronting the challenges of the future. Indeed, education will shape the world of tomorrow”
It is clear that not only for the foreseeable future but for now that sustainable management of the environment is one of the greatest challenges facing our society. Schools need to be at the forefront of educating its young people to not only understand the crisis facing all of us but also to be proactive in their endeavours to be part of this change. Environmental education encompasses four dimensions. Firstly, it must raise awareness. Secondly, it needs new perspectives, values, knowledge and skills. This will thirdly, lead to changed behaviour and fourthly, require pro-active involvement in environmental issues. Pro-activity is defined in terms of a community integrating environmental learning within its culture. It will therefore require a paradigm shift within our educational structures to ensure that environmental issues become part of the mission of the school. Teachers, parents and students must foster and reinforce an attitude that challenges us to care for our earth and reinforce values compatible with environmental issues. It seeks to integrate a level of harmony between people and nature. Our Christian story is grounded on this philosophy. As Christians we believe in the interdependence of all life on this planet and that our actions and decisions affect not only us, but each member of our community. It is imperative that we understand and celebrate the sacredness of God’s creation. It is also implicit in our indigenous history and local culture. St Teresa’s Catholic College, which is situated within a shire that places high priority on environmental issues and the protection of its National Environment, has a unique opportunity to develop a culture that integrates these issues within the life of its community. “In this perspective, Christians and all other believers have a specific role to play in proclaiming moral values and in educating people in ecological awareness, which is none other than responsibility towards self, towards others, towards creation.” (Pope John Paul II)
Pope John Paul II also indicates that, "the world needs a new way of looking at things, and a new culture that is based on the central role of the human person in creation, and which is founded on the triple relationship: with God, with ourselves, and with creation." He calls for education of young people on the need to preserve the environment, recognition of the central role of the human person, humility and solidarity, and an attitude of stewardship. St. Teresa of Avila (1515-1582) in her writings states the following: “If we learn to love Earth, we will find labyrinths, gardens, fountains, and precious jewels! A whole new world will open itself to us. We will discover what it means to be truly alive.
Contact Information
Postal address The Principal PO Box 1592 Noosaville DC Queensland 4566 Electronic mail snoosaville@bne.catholic.edu.au Telephone : 07 5474 0022 FAX : 07 5474 0266General Information: snoosaville@bne.catholic.edu.au
Top