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We are called by Pope Francis to 145A revolution of tenderness146


Evangelii Gaudium EG 88 as our young people synthesise faith life and culture through their learningMolumSabeAboriginalandTorresStraitIslanderEducationStrategy2017-2020Priority 1 Engagement145Start w

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Document on Subject : "We are called by Pope Francis to 145A revolution of tenderness146"— Transcript:

1 We are called by Pope Francis to ‘A
We are called by Pope Francis to ‘A revolution of tenderness’ (Evangelii Gaudium (EG) (88) as our young people synthesise faith, life and culture through their learning. M o l u m S a b e A b o r i g i n a l a n d T o r r e s S t r a i t I s l a n d e r E d u c a t i o n S t r a t e g y 2 0 1 7 - 2 0 2 0 Priority 1: Engagement ‘Start with us, stay with us’. Molum Sabe recognises engagement in learning as critical for students to realise their potential. Overall enrolments and retention of students are key indicators. For Aboriginal and Torres Strait Islander students, key components for effective engagement in learning include: a positive cultural environment in the school, quality teaching, community engagement, a focus on student health and wellbeing, a quality curriculum, effective school leadership and parent engagement 1 Targets by the end of 2020: • Overall enrolments of Aboriginal and Torres Strait Islander students in BCE schools to increase each year 2017-2020 • Overall retention of Aboriginal and Torres Strait Islander students in BCE schools to increase each year 2017-2020 Indicative Activities: • • • • • • • • • • Priority 2: Literacy ‘Each student above and beyond the line’ Targets by the end of 2020: • Indicative Activities; • • • • • • M o l u m S a b e T h e o r y o f A c t i o n External Experts Purpose Molum Sabe (The Aboriginal and Torres Strait Islander Strategy 2017-2020) is developed to bridge the gap in learning achievement and exceed learning expectations for each Aboriginal Brisbane Catholic Education’s Community of Schools believes: Every learner is created in the image and likeness of God and inspired by the Spirit, responds with passion and creativity to life. Each Aboriginal and Torres Strait Islander student can achieve success in life and learning when diversity is valued and shared wisdom contributes to decision-making that enriches and enlivens our world (adapted from Brisbane Catholic Education’s Learning and Teaching Framework). Context Aboriginal and Torres Strait Islander students fully engage and thrive as learners when their spirituality, Aboriginal and Torres Strait Islander students become active learners when t

2 rust and respect are Students become st
rust and respect are Students become strong and con�dent in their identity and capacity to achieve when high expectations are set by themselves, their families, As Pope John Paul II recognised in his historic address to the Aboriginal and Torres Strait Islander You are part of Australia and Australia is a part of you. And the Church herself in Australia will not be fully the Church that Jesus wants her to be until you (the Aboriginal and Torres Strait Islander peoples of Australia) have made your contribution to her life and until that contribution has been joyfully received by others. Connections Molum Sabe 2017 - 2020 (The Aboriginal and Torres Strait Islander Education Strategy 2017-2020) connects with the BCEO Strategic Plan 2017 - 2020 through the Excellent Learning and Teaching Strategy: It complements the Strengthen Catholic Identity Position Statement and supports the Queensland Catholic Education Commission’s Position Statement on Aboriginal and Torres Strait Islander Education (April 2017) and the National Aboriginal Theory of Action The Theory of Action is a conceptual model that clearly positions the Molum (student) at the centre. It identi�es role holders and their relationships in supporting the student’s The model calls on the Sabe (knowledge) of the extended community to enhance student engagement and learning. The model guides the continuous improvement process of learning to build capacity in the role holders to plan for further learning for each student through BCEO Learning Leaders and those who provide education services to schools provide structured support through working collaboratively with external experts from within and beyond BCE. Access to expertise ensures that the support provided Molum (Mow/lum): Aboriginal for child (Yuggera); Sabe (Sa/beh): Torres Strait Islander Creol word for knowledge / understanding / knowing. Vision Statement Each Aboriginal and Torres Strait Islander student in the BCE Community of Schools will become: a successful learner; con�dent and creative individual and an active and informed citizen who maintains a deep sense of identity and a place of belonging Brisbane Catholic Education Community of Schools: Dreaming Australia BCE Community of Schools dreams of a reconciled nclusion strategies, one of whic