Catholic identity is a keystone for the evangelising mission of all Catholic education communities. It is expressed in structures and processes; in curriculum and the learning environment; in the formation of staff to support, teach and lead; in strategic planning and community culture; the wellbeing of students; and the engagement of parents, parish and wider community.
Brisbane Catholic Education defines Catholic identity as the way in which the Gospel of Jesus is given living expression throughout every school and office community. A contemporary Catholic Identity is borne of the encounter between faith, life and culture. It deeply permeates structures, processes, relationships and the learning and teaching context in a way that offers all students lifelong meaning and purpose.
Holy Spirit College, Fitzgibbon ensures that the Catholic Christian tradition is clearly visible in the contemporary context, fusing the old with the new, so that meaning can be made for students, parents, staff and the wider community.
This engagement echoes the call and ministry of Pope Francis: that we understand the changing realities of our world and respond to the multi-cultural and multi-religious dimensions of the society in which we find ourselves (CCE April 7, 2014).
Holy Spirit College, Fitzgibbon prepares our students for life in a contemporary society: a life that can make meaning and shape purpose through the lens of a Catholic worldview which re-interprets Catholic faith in contemporary times. In accordance with this position, all facets of life in the school are Christ-centred, student focussed communities of learning that nurture and include:
A culture of dialogue:
A contemporary theology of mission:
A post-critical belief system:
Holy Spirit College is called to act in each of the four dimensions of the Catholic Identity Framework
Learning and Teaching
Religious Education in the contemporary Catholic school comprises two distinct but complementary dimensions – teaching people religion; and teaching people to be religious.
Teaching people religion is an educational activity focused on the teaching and learning of religion and utilising a range of learning processes and resources. Teaching people to be religious is identified with the religious life of the school and is a faith development activity focused on nurturing the religious, spiritual and faith growth of students.
The two dimensions are complementary and interrelated. In a Catholic school, teaching people religion and teaching people to be religious draw upon the Catholic Christian tradition in ways that are sensitive to local context and the ecumenical and multi-faith realities of our world. School communities seek to understand and utilise the distinctiveness of these two dimensions of religious education in the holistic education and formation of students.
The Religious Life of the School P-12 assists school communities in the Archdiocese in the development of faith of their members by providing a lens through which their religious life may be viewed and developed. Religious Life of the School P-12 assists school communities to engage in practical ways in implementing the Vision Statement for Catholic Education in the Archdiocese of Brisbane, particularly its call to Teach, Challenge and Transform. Religious Life of the School P-12 focuses on four inter-related components, each with three elements, in the religious life of a school.
The school embeds, communicates and lives its ethos and charism by:
The school builds authentic Christian community by:
The school creates and values a sense of the sacred by:
The school nurtures the Christian prayer life of its community by:
The school celebrates liturgy and sacraments by:
The school recognises and ritualises the sacredness of everyday life by:
The school fosters the call to live the gospel by:
The school nurtures the spiritual formation of each individual by:
The school witnesses to the wider community by:
The school practises justice within its own community by:
The school acts for justice by:
The school consciously reflects on its action for justice by: