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Who we are – not just what we know
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| Christian school education rests on a belief that the development of the whole child
requires that we are deliberate about the beliefs and values of their home and
school environments. |
| The spiritual development of children is not an annexe to their education; it is
an integral part of it. |
Beliefs, values and issues of faith therefore sit at the centre of the
curriculum in the Christian school.
Spiritual development provides meaning, context and purpose to the pursuit of
excellence in the academic, cultural, physical and social development of
students. |
| A Biblical, Christian view has it that meaning comes not just from knowledge
about God, but knowledge of God. Such knowledge comes from belief and
relationship. |
Our aim is for students to know what they believe and why; that their character is
formed on the basis of sound beliefs and values.
Our objective is that in their life after school, our graduates reflect the hope and purposeful service characteristic of those
who follow Jesus.
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The importance of beliefs |
| Much has been written about values in schooling; little about beliefs. Christian
schools live, and teach, that our beliefs underlie our values. |
| At a time when beliefs are not always clearly articulated in public life, or
when beliefs are regarded as relative, values lack solid ground on which to
stand. Little wonder change and uncertainty bring so much anxiety. |
| Christian schools base their approach on faith in God, belief in his Son, and a
study of his Word. |
| Some of the key beliefs which underpin our practice and values are that: |
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God made us in His image, for a purpose: to love and serve Him. |
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God has revealed His purposes and His character to us: in the wonder of the
world He created, through the written record of the Bible, and in the person of
Jesus. |
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Jesus is the central figure in Christian belief. He is the Son of God. His
life and teachings are indeed exemplars to us – he is the great teacher and a
model for teachers in Christian schools. |
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Jesus’ death and resurrection are a pivot point for history and require a
personal response. Christians believe Jesus’ death was a
sacrifice made on behalf of all, essential in order for men and women to be
restored in their relationship with God. Jesus calls us to follow Him and
promises eternal life. |
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Parents are the most important educators of their children and have an
obligation to make good decisions about how they exercise this God-given
responsibility. Christian parents have an obligation to teach and model the
knowledge of God, and must carefully consider how this will impact on their
choice of school. |
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Lived values
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| From our beliefs flow the values of Christian schools – how and what we teach,
how we relate to each other, the aspirations for our students, the objectives of the
education process. |
| Here are some examples of how our beliefs give rise to our lived values and
practices:
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We strive to live according to the moral and ethical standards
established by God and exemplified in the life of Jesus. |
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God’s values and standards, like God himself, are eternal and unchanging.
Therefore there are clear boundaries for behaviour. |
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Each one is accountable to God for their life choices.
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The highest value is to love God, and the second – equal to the first
according to Jesus – is to love our neighbour as ourselves. |
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Jesus’ model for community therefore was and remains a radical vision: a
community where self interest is placed second and the needs of others are
considered above all else. Jesus taught and modelled a life of service and love. |
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Purpose and fulfilment are found in
committing our lives to
serving God by serving others. God has given us abilities, talents and the
means of developing them. Christian schooling is one of those provisions, as is
our stable democracy and national prosperity. Our most appropriate response is
to consider what we can do to make the most of these provisions. We will find a
unique sense of purpose as individuals and as a society when we acknowledge God as
the source and turn our efforts to following the example of Jesus, using our
gifts in service. |
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Each child therefore is called to something unique and special. Their
individual development, with educational excellence, is the Christian school’s
ministry. We aim to help each student explore and prepare for the purposes God
is calling them to. |
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Parents and teachers are crucially engaged as partners in a Christian
school education. |
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Essential to Christian education is that our beliefs are lived and
modelled by the teacher – indeed the whole school community. Christian education
takes place in Christian community. Just as Jesus taught by example, so do
teachers in Christian schools. The employment of people whose lives are genuine
reflections of their Christian faith is a key core belief for Christian
education. |
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Christian education should be
available to all who seek it – we desire to be affordable and accessible. |
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Brief history
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| The phrase ‘Christian education’ may be applied to many schools. There is a long
history of Christian involvement in Australian education: indeed Australia’s
first schools were started as works of the Christian Church. Christians, as
churches and as individuals, have always been an essential part of the education
of young Australians. |
| Australia’s education system has developed a number of approaches and
traditions. Despite the regular healthy debate among the many groups with an interest in education, one of Australia’s great achievements
is a commitment to consistency and common purpose in educating our young people
across a diverse community. This diversity in schooling, and the crucial
principle of funded choice, is a national strength. |
| Within the broad definition of Christian education there also is diversity of
tradition. There are for example both independent and systemic schools
associated with denominations. |
| The tradition of schools in CSA membership stems from a movement towards
establishing affordable locally governed schools dating from the 1970s.
These schools are associated with local churches (rather than a denomination or
diocese), parent and community groups. |
| The last 3 decades has seen steady and solid growth in these affordable, local, faith- based schools and the emergence of what has become known as the Christian School
sector. One of the hallmarks of this has been the establishment of associations
in the sector, such as CSA. |
| With more than 150 member schools, employing 3,000 staff and educating more than 50,000
students, CSA is the largest association representing the Christian school
sector. |
| Today Christian schooling is recognised as one of the fastest growing education
sectors, with solid enrolment growth projected to continue. |
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