Rationale
Loreto High School Beaufort is a voluntary secondary school under the trusteeship of the Loreto Sisters and run by a Board of Management. As a Catholic school the person of Jesus Christ is at the heart of our community and Gospel values permeate the entire school experience.
The distinctive philosophy of the school is derived from the insights and vision of St. Ignatius of Loyola and Mary Ward. Mary Ward’s core values of justice, freedom, sincerity, truth and joy are central to the spirituality of the school
Education in this school is person-centred and holistic. In Beaufort we endeavour to provide a caring community and a supportive environment which encourages each student to develop her full spiritual, intellectual, moral, emotional and social potential.
Context
There are varying levels of faith experience and faith commitment in our school reflecting the wider cultural context of the Church in the Ireland of today.
Aims of R.E. in the School
The general aim of Religious Education is to awaken people to faith and then to help them throughout their lives to deepen and strengthen that faith.
The fundamental principles governing the Religious Education of students in this school may be stated as follows:
Religious Education
In summary, the religious education of students in this school is an interdisciplinary affair, grounded in education theory and practice and closely but critically connected to the contemporary culture.
Subject Provision
Junior classes are following the State Syllabus for Religious Education and Leaving Certificate Religious Education is offered as an option.
Religious Education (Faith Formation) is offered for all Senior Cycle students.
We are aware that the State Syllabi in R.E. are non-confessional and are built around a framework of knowledge, understanding, skills and attitudes. The Syllabi do encourage and support the students in their reflections on their experiences of religion and their commitments to particular religious traditions but cannot and do not examine personal faith and practice. [1] Both can be fostered in the interactions in the religious education classroom and in the prayer life of the school. Every effort is made to provide students with opportunities to integrate theology with life experience and to engage in creative liturgical celebrations. (See Paragraph 6 on Liturgy and Paragraph 9 on Justice and Peace).
As a Catholic school, we are further guided in our approach to R.E. by a publication of the Irish Catholic Bishops’ Conference, ‘Guidelines for the Faith Formation and Development of Catholic Students studying the State Syllabus’.[2] In this document, nine additional aims of a faith formational approach to the Junior Certificate syllabus in particular are cited.
As a result of studying the syllabus, students will be enabled:
• To become aware of their own identity and worth as human beings who are created in the image of God and are in need of redemption from sin.
• To develop an awareness of the spiritual dimension of human life, of the mystery of God, Jesus Christ and the Holy Spirit as understood in the Trinitarian concept of Catholic teaching and revelation.
Timetable
Number of class periods in each year:
Beginning September 2007 those students opting for taking Religion as a subject for Leaving Certificate will have five extra classes per week in both fifth and sixth year as part as an option band.
Methodologies
Teachers of Religious Education have found it helpful and
effective to:
Assessment
Textbooks and Course Materials
Homework Policy and Procedure
Facilities and Resources
Subject Meetings
Subject meetings are held on a regular basis throughout the year to co-ordinate subject planning meetings, advent wreath, Mary Ward week, graduation mass, organization of the R.E. calendar. Other liturgical events are liaised with the liturgical team within the school.
Retreats
Retreats are spiritual experiences that recognize and acknowledge the human context of the students but go beyond this to the faith context 4 . They provide an atmosphere for prayer and reflection. The programme is decided in consultation with the group and is facilitated by members of the R.E. team.
Visitors
We recognise that visiting speakers/facilitators play a valuable role in supplementing, complementing and supporting our programme. Visitors/visiting groups are required to adhere to the following guidelines of good practice:
Budget
A budget is available to the R.E. Department. This budget finances resources, photocopying, art equipment and supplies, subsidies for retreats, Sacramental Chaplaincy and Pastoral Care, Emmanuel group, Lourdes trip, liturgical supplies and the updating of equipment.
Prayer and Ritual
“A Loreto/IBVM school prays, celebrates, participates in sacramental life and ministry and honours Mary the Mother of God.”
We recognise that good liturgical experience is vital to the faith formation of our students. For many of them, school is their only experience of a praying Christian Community.
A liturgical calendar is prepared for the year. There are additional liturgies for key events that may take place in any year such as deaths. These rituals are regarded as key responses in traumatic times and form a key position in the school’s critical incident policy. Good catechesis at this time makes provision for prayer, meditation, reflection, a listening ear, sensitivity, silence and above all gives witness to the love of Christ.
Liturgical Calendar
Date |
Service |
September |
Mass to open the Academic Year |
November |
Service for the Dead |
December |
Carol Service |
January |
Service for Mary Ward |
February |
Mass for Ash Wednesday |
February |
Lent: Service for Justice and Peace |
March/April |
Easter Service |
May |
Graduation Mass for Sixth Years End of Year Mass |
All liturgical seasons are highlighted with visuals prepared by the students and displayed throughout the school. Icons, Religious Images and Crucifixes are placed in prominent positions in the school. The school has an Oratory.
Ministers of the Eucharist:
Fourth-year and Fifth-year students are invited to apply for positions as Ministers of the Eucharist. Students must have a belief and understanding of the Eucharist, attend weekly Mass and be available to attend the training sessions to prepare for the role and be willing to serve as Ministers in their parishes. They are commissioned by the local Parish Priest in Rathfarnham to serve in the school community. Some agree to act as Ministers in their Parish communities.
The School Chaplain
The chaplain works in close co-operation with the Principal, R.E. Dept., Year Heads, Guidance Counsellors and Teachers.
Working with the relevant staff she helps develop faith, worship and school ethos. She responds to the needs of staff, students and parents.
The chaplain is available throughout the school day.
She meets the first years on their at their assembly in September. She meets all First Year students separately in the course of the first half-term. She sees any students who are troubled, bereaved or having difficulties. These meetings are by appointment with the agreement of the class teacher.
Together with the R.E. team she will help prepare masses for the opening of the school year, the 6th Year Graduation Mass, the end of year school Mass and other liturgical services in the school.
The Chaplain is also a member of the Critical Incident team in the school.
Conclusion
The R.E. department recognizes and values the ongoing support of management and all school staff for the central role of R.E. in the school. this support helps to awaken our students’ faith and strengthens it on their journey through life.
Bibliography
New Junior Cycle Specifications. Please click to view https://www.ncca.ie/en/junior-cycle/subjects-in-development/religious-education.
The Irish Catholic Bishops’ Association. Please click link to view: https://www.teachdontpreach.ie/wordpress/wp-content/uploads/2017/12/Guidelines-for-the-Faith-Formation-and-Development-of-Catholic-.pdf
G. Byrne, ‘Children’s Religious Education: Challenge and Gift’, G .Byrne and R. Topley (eds) Nurturing Children’s Religious Imagination – The Challenge of Primary Religious Education today, (Dublin: Veritas, 2003), pg 59 (with slight adaptions).
D. Lane, ‘Reimagining the Catholic World’, N. Prendergast and Luke Monaghan (eds), Reimagining the Catholic School, (Dublin: Veritas, 2003), pg 59.