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PREFACE

This Handbook represents an attempt to gather together as much information as possible about the day-to-day operation of Marist College Canberra. It is to be hoped that new teachers will find it useful as they start their staff days with us,and those who have been on the staff for some time will not mind having their memories jogged about policy and procedural matters.

Marist is a big and complex organisation as it goes about its task of offering a broad education to all of its students. Besides, the College is engaged in the most noble of all professions, that of enriching the minds of young people in the most impressionable time of their lives.

Therefore, it is most important that the College staff values the necessity of teamwork to enable the College to be efficient and effective. This Handbook is one of the many ways to create a spirit of teamwork; the information contained herein will greatly facilitate a co-operation among staff, who will be able to learn the ways and procedures of the College on a daily basis.

May this Handbook be a means of helping staff in their important work at Marist.

Brother Roger Burke F.M.S.

Headmaster

29.1.1990

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1. INTRODUCITON

1.1 The Marist Brothers

The Marist Brothers, who conduct Marist College, are a lay religious Institute, founded in the south of France in 1817 by a young French priest, Marcellin Champagnat, about six months after his ordination to the priesthood. His faith and eagerness to do God's will led him to realise that his mission ·in life was to "make Jesus Christ known and loved". He often said: "Every time I see a child, I long to teach him his catechism, to make him realise how much Jesus Christ has loved him".

Soon after the Institute's foundation, there was a network oflittle schools conducted by the Brothers who lived in each village with the people. By the time of Marcellin Champagnat's death in 1840, there were no fewer than 278 Brothers. And just as the founder had predicted, the Society continued to prosper and to develop, so sure were his ideas and so solid his planning.

The first Marist Brothers arrived in Australia in 1872, and on 8 April of that same year opened a Primary School at Saint Patrick's, Church Hill, in the Rocks area of Sydney. In 1875, the first Secondary School was opened on the same site. Since then, schools have been opened in every State except Tasmania, and in 1948 two Provinces were created with headquarters in Sydney and Melbourne. The Brothers came to Canberra in 1968.

1.2 An Overview Of The History Of The College

The origins of Marist College Canberra are found in the first school established by the Marist Brothers in Australia, Saint Patrick's in Harrington Street, near The Rocks area of Sydney. At the request of Archbishop Polding, the first Archbishop of Sydney, four young Brothers had arrived in the colony of New South Wales in 1872: a Frenchman, two Irishmen and a Scot. Within six weeks they had opened a school and, in 1875, a separate "high school" on the same site.

An increase in numbers necessitated a move to larger premises. The high school transferred to buildings in the grounds of Saint Mary's Cathedral on the Feast of the Assumption, 15 August, 1887. Under the guidance of gifted schoolmasters such as Brother Wilbred, the school quickly established a reputation for high scholastic standards, particularly evident in examination results and the number of students going onto the University and later filling prominent roles in the professions, government, academia and the services.

In 1910 the school moved again, to new and larger buildings in Liverpool Street, Darlinghurst. 'The High School", as it became known among the Brothers, flourished. It was led by a succession of notable and very capable Headmasters who helped inspire a fine tradition of academic, cultural and sporting excellence. Most

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particularly, the School developed a very special spirit which survives among its Old Boys to the present day.

Demographic and educational changes forced the difficult decision to close the High School at Darlinghurst at the end of 1968 and to transfer its badge, colours and motto to Canberra.

In the previous year, the Marist Brothers had responded to an invitation of the Archbishop of Canberra to start a school in Woden Valley. On the30January, 1968, the first 97 pupils were accepted by Brother Crispin. For the first term, classes were conducted in the old Forestry School at Yarralumla before the boys and fou r Brothers transferred into partially completed buildings in Melrose Drive, Pearce. on 28 May, 1968.

The College grew rapidly, along with the suburbs surrounding it. The Junior School buildings were opened in April 1969, the Brothers' Monastery in May. The Senior School was erected in two stages in 1971 and 1973. A chapel was built in 1975 in which a prominent place was given to a stained glass window, brought from the old "High School", which carried a representation of the College badge.

Brother Crispin had been succeeded as Headmaster by Brother Mark May who oversaw the introduction of the first secondary classes in 1971. Brother Othmar, the former Provincial Superior who had originally accepted Archbishop Cahill 's invitation for the Brothers to come to Canberra, became Headmaster in 1974 but his term was cut short due to ill health. In the year of the first senior class, 1975, his place was taken by his young Deputy, Brother Joseph McMahon, who was to guide the College through its next eight years, doing much to inspire and further the traditions laid at Darlinghurst. At the end of his term he left the College established as one of Canberra's leading educational institutions.

Brother Joseph was followed by Brother Terence Heinrich whose term as Head­master saw a consolidation of the curriculum, an expansiuon of enrolments and the further development of the campus. The Maintenance Block was opened in 1984. the Expressive Arts Building in 1986 and the Parents Building in 1988. But Brother Terence's headmastership will be best remembered for the establishment of a House structure as the basic pastoral and adrrtinistrative system in the College. In 1986, the six original Houses were established: Crispin, Mark and Othrnar Houses. named after the first Headmasters; Patric}<: and Darlinghurst Houses, named after the College's origins; and Conway House, named in honour of Father Ailbe Conway, long-serving College chaplain and local pastor. In 1988, two new Houses were founded. McMahon House was named after Brother Joseph McMahon. Haydon House received its name from the first parfsh priest of Canberra, Monsig­nor Patrick Haydon, an old boy of the Marist Brothers, who holds an importan t

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place in the history of Canberra and is remembered as a great Churchman, scholar and worker.

In 1989 Brother Roger Burke took up his appointment as the sixth Headmaster of Marist Canberra.

1.3 Catholic Education

The task of the Catholic school is seen in the following quotations from the latest document on Catholic Education. ''The Religious Dimension of Education in a Catholic School" 1988.

"On October 28, 1965, the Second Vatican Council promulgated the Declaration on Christian Education, Gravissimum Educationis. The document describes the distinguishing characteristics of a Catholic school in this way: ''The Catholic school pursues cultural goals and the natural development of youth to the same degree as any other school. What makes the Catholic school distinctive is its attempt to generate a community climate in the school that is permeated by the Gospel spirit of freedom and love. It tries to guide the adolescents in such a way that personality development goes hand in hand with the development of the "new creature" that each one has become through baptism. It tries to relate all of human culture to the good news of salvation so that t he light of faith will illumine everything that the students will gradually come to learn about the world, about life, and about the human person.

The Council, therefore, declared thaL what makes the Catholic school distinctive is its religious dimension, and that this is to be found in:

a. the educational climate,

b. the personal development 1..H ea~h student,

c. the relationship establ1~1lcu bt:tween culture and the Gospd,

d . the illumination of all knowleJge wi th the light of faith."

(n 1)

Permentated with love and freetlorn

"From the first moment that a student sets foot in a Catholic School he or she ought to have the impression of entering a new environment, one illumined by the light of faith, and having its own unique characteristics." (n 25)

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The prime responsibility of teachers

"Prime respo nsibility for creating this unique Christian school climate rests with the teachers, as individuals and as a community. The religious dimension of the school climate is expressed through the celebration of Christian Values in Word and Sacrament, in individual behaviour, in friendly and harmonious interpersonal relationships and in ready availability. Through this daily witness, the students will come to appreciate the uniqueness of the environment to which their ·youth has been entrusted. If it is not present, then there is little left which can make the school Catholic". (n 26)

"Challenges" to the faith

"A Catholic secondary school will give special attention to the "challenges" that human culture poses for faith. Students will be helped to attain that synthesis of faith and culture which is necessary for faith to be mature. But a mature faith is also able to recognise and reject cultural counter-values which threaten human dignity and are therefore contrary to the Gospel. No one should think that all of the problems of religion and of faith wi!l be completely solved by academic studies; nevertheless, we are convinced that a school is a privileged place for finding adequate ways to deal with these problems. The declaration Gravissimum educationis, echoing Gaudium et spes, indicates that one of the characteristics of a Catholic school is that it interpret and give order to human culture in the light of faith." (n52)

The role of the Catholic school with in the mission of the Church

"The Catholic school finds its true justification in the mission of the Church; it is based on an educational philosophy in which faith, culture and life are brought into harmony. Through it, the locai Church evangelises, educates, and contributes to the formation of a healthy and morally sound life-style among its members." (n34)

This broad philosophical ~ranee revcais a concern for an education that combines sound knmvledge and skills with an overall personal development rooted in Chris­tian values. Such an education involves a high level of inter-personal transaction between teacher and pupil.

Pope John Paul 11 has ~peit out key implications of this for teachers who work in Catholic schools:

"The Church looks upon you as co-workers with an important measure of shared responsibility ........ To you it is given to create the future and give it direction by offering to your students a set of values with which to assess their newly discovered

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knowledge ........ (The changing times) demand that educators be open to new cultural influences and interpret them for young pupils in the light of Christian faith. You are called to bring professional competence and a high standard of excellence to your teaching ...... But your responsibilities make demands on you that go far beyond the need for professional skills and competence ..... Through you, as through a clear window on a sunny day, students must come to see and know the richness and the joy of a life lived in accordance with Christ's teaching, in response to his challenging demands. To teach means not only to impart what we know, but-also to reveal who we are by living what we believe. It is this latter lesson which tends to last the longest."

(Address to Catholic Educators, September 12, 1984.)

This philosophy of Catholic Education, expressed in a growing number of docu­ments and policy statements over the last decade, guides the Catholic School in its functioning. Whilst it is accountable to the community at large for the provision of quality education to young citizens, it is also accountable to the Church community for providing this within the context of Christian Gospel values as espoused by the Catholic tradition. The Catholic School is more than an educative institution: it is a key part of the Church, as essential element in the Church's mission. So too the teacher in the Catholic School is more than an employee : he/she ministers in the name of the Church and of the gospel in one way or another.

Every teacher in the Catholic School has an indispensable role to play. It is expected of all teachers employed in a Catholic School that they:

i) be qualified as required by State Authorities

ii) be committed to regular on-going professional development

iii) accept the Catholic educational philosophy of the school

iv) develop and maintain an adequate understanding of those aspects of Catholic teaching that touch upon their subject areas

v) by their teaching and personal example, strive to inculcate in students an appreciation and acceptance of Christian teaching and values

vi) avoid, whether by word, action or known life-style, any influence upon students that is contrary to the teaching and values of the Church community in whose name they act.

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1.4 MISSION STATEMENT

Introduction

This College, in partnership with the families of its students, aims to build on the initial formative influence of the family, in the lifelong process of Christian educa­tion.

In 1817, belief in the importance of Christian education inspired Marcellin Cham­pagnat, the founder of the Marist Brothers. Today that same belief urges us to affirm the Catholic school as a nurturing environment where the Good News of Jesus Christ should be proclaimed and where faith, life and the call to justice can be recognised, reconciled and lived.

Aware of the challenges of the future and believing in the eternal destiny of each of its members, the Marist College community wishes to draw on the insights of the past and the resources of the present to help its students to acquire knowledge and wisdom and to grow in faith and integrity.

As education is an endeavour which must constantly renew itself, the students, parents, Brothers and staff of Marist College, together with past students and parish priests, employers and tertiary educators, have reflected on the needs of all who form this community.

From these reflections has emerged this statements of values and aims upon which the educational enterprise at Marist is based.

The Christian Message and its expression in the Marist tradition.

Because we, as a community, value the christian message and its expression in the Marist tradition we aim to

witness to Christ the centre and source of our faith develop a sense of Church, expressing Christ in community encourage a love for Mary, the Mother of Christ provide for faith experiences through Eucharistic worship, prayer and the sacraments foster religious values and their expression in daily life develop sensitivity to issues of social justice nurture the Christian vocation to share the faith.

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The Family Spirit

Because we value the family spirit we aim to

place a high priority on a caring environment , affirm satisfying relationships amongst our members foster close cooperation between parents, students and .teachers. encourage awareness of and respect for others in the school promote an understanding of and tolerance for all people.

The Individual

Because we value the individual we aim to

develop each young man spiritually, intellectually, physically, socially and emo­tionally. place strong emphasis on a sense of self-worth nurture self-discipline while providing clear and fair standards of behaviour cultivate mutual trust, and the responsible use of freedom provide training for living, and develop skills for relating to others.

The search for truth and growth in knowledge

Because we value the search for truth and growth in knowledge we aim to

provide sound and systematic knowledge of Catholic faith and practice strive for excellence offer a comprehensive and relevant range of learning experiences develop enthusiasm for discovery, risk-taking and enterprise foster effective communication skills cultivate a positive attitude to learning and self-directed study skills develop skills in independent thinking encourage creativity.

The contribution of each of our staff members

Because we value the contribution of each of our staff members we aim to see that our staff

manifest attitudes which reflect the school's Catholic purpose develop high professional standards show competence, consistency, fairness, dedication and flexibility in their responsibilities are a caring presence for each other and for the students support and complement parents in their responsibilities as educators of their children

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are appreciated for their contribution are enabled to integrate the demands of a personal and professional life.

Openness to change and openness to the future

Because we value openness to change and openness to future we aim to

be sensitive to opportunities for innovating and diversifying develop knowledge and skills for coping with technological change encourage an awareness of our stewardship of the environment recognise that education is a lifelong process.

The cooperation required for the realisation of these aims is a responsibility for all members of the community- teachers, parents and students. Each has a part to play. The cooperation of all, given in the spirit of the Gospel, is by its very nature a witness, not only to Christ as the cornerstone of the community but also as the light which shines far beyond it.

(The Catholic School 60-61)

1.5 COLLEGE MOTIO

The motto of the College is "Servo fidem", two Latin words meaning "I keep the faith".

This motto clearly sums up the aim for which the College was founded and exists today: to ask God for the gift of faith, whereby we are led to accept Jesus as Lord and to grow into deeper faith-filled relationships with God and others, as well as accepting the teachings of His Church.

COLLEGE BADGE

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4.10 Pastoral Guidance Counsellor

4.10.1 Arrangements for the Counsellor

1. A student wishing to see the Counsellor does so by self referral. As a rule, the appointment will be made for the next day, and an appointment slip will be given to the student.

2. The Counsellor will give a copy of the student's .appointment details to the student's Housemaster, before the interview. In the ~ase of emergency the student will be seen immediately or ASAP and details forwarded to Housemaster.

3. The Housemaster, after consultation with the Counsellor and where appropriate, will inform parents regarding their son visiting the Counsellor.

4. Each week, a list of students seen by the Counsellor will be given to the Headmaster and the Deputy.

5. As well as the above, Housemasters will also make referrals to the Counsellor, and indeed will be encouraged to do so.

Hopefully this will become the norm in future years. Housemasters should inform tutors of students visiting the Counsellor and should seek from Tutors the names of students who might benefit from such visits.

6. The Counsellor will give students an appointment card which must be signed by the Teacher of the lesson the student will miss.

7. The Headmaster and/or Deputy to be informed of home visits.

8. "On call" arrangements to be discussed with the Headmaster at a later date.

4 .10.2 Physical and Sexual Abuse of Children

The ACT does not have Mandatory Reporting concerning this matter. However, teachers are moraily obliged to report any suspicions to the Youth Advocate on 478722 (24 hours). The counsellor is obliged to report all direct or indirect disclosures of abuse to the Youth Advocates Office.

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4.10.3 PASTORAL GUIDANCE

You have an appointment to see me during Period ____ Day ____ _

Date

4.10.4 PASTORAL GUIDANCE

TO: ______ FROM: ___ _ DATE:

An interview has been arranged for ---------- ---- on

Day _____ _ period _ ____ _

4.10.5 PASTORAL GUIDANCE URGENT - PLEASE RETURN TO MY PIGEON HOLE TODAY.

TO: FROM: DATE: ------- - --------

An interview has been arranged for on ----------- - - ---

Day Period -------If you consider the above appointment time to be inappropriate for this student in your subject area another time can be arranged.

\Vould you please arrange another time. ( ............ )

The above time has been noted and confirmed. ( ............ )

4.10.6 HOUSE

--------------~

YEAR

PASTORAL GUIDANCE

Please excuse for being late/absent from class.

It was necessary to interview him during this period.

DATE ____ _ DAY PERIOD ------ --- ---