Sacred Heart College, Napier. CATHOLIC SPECIAL CHARACTER REVIEW REPORT Ahuatanga Katorika Kaupapa Arotake Me Te Rongo

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1 Sacred Heart College, Napier CATHOLIC SPECIAL CHARACTER REVIEW REPORT Ahuatanga Katorika Kaupapa Arotake Me Te Rongo Review September 2013

2 REVIEW OF CATHOLIC SPECIAL CHARACTER Sacred Heart College, Napier School Details Principal: Mr Steve Bryan Board of Trustees Chairperson: Mrs Amanda Aarons Board of Trustees Proprietor s Appointees: Mrs Paola Minehan Mr Michael Darmody Mrs Alison Clarke Mrs Anne White Director of Religious Studies: Mrs Jenny Oliver Staffing Entitlement for 2013: 23 Required Tagged Positions: 9 (plus Principal and Director of Religious Studies) Current Tagged Positions Vacant: 0 Decile Rating: 5 School Roll: 294 Date of onsite review: 5-7 August 2013 Date of this report: September 2013 Recommendations from the March 2010 Review Statutory Compliances Work to rectify the procedural issues related to the enrolment of preference students. The College continues to have procedural issues related to the enrolment of preference students. Continue to encourage staff to attend the Understanding Sexuality course for teachers. Teachers are encouraged to attend this course; and since 2010 seven staff have completed it. Key Recommendations Board members expressed a need for professional development for new BOT members so that there is a clear understanding of the governance and management roles. The PNCEO personnel are available and there is also a BOT conference later in the year. The Principal provides a Special Character induction meeting for new Trustees. Trustees have again expressed a need for professional development. Continue to encourage all teachers to develop their understanding of Religious Education and special character by attending professional development. This will count towards their appropriate level of certification. The Principal and staff have organised and attended a range of professional development days and conferences, but this remains an on-going area for development. 2

3 Both staff and students expressed a desire for spiritual enrichment and formation through retreats. Consider a venue off site that creates a prayerful space to enrich body, mind and spirit for staff. Students and staff have had the opportunity for retreat days. COMPLIANCE Te Whakaaetanga me nga Whakaritenga Areas of Success TAGGED POSITIONS: The College meets the statutory requirement of tagged teachers. The role of the tagged teachers in the life of the school is an example of good practice. There are clear expectations on their involvement, they meet once a term and are actively involved in the Catholic Character of the College. They have developed a quiet reflection room for staff which also houses prayer and reflection resources. Areas of responsibility include: Weekly prayer group and a prayer line Staff pastoral care Supporting non-catholic teachers Sisters of Our Lady of the Mission advisor Staff prayer roster and table Assisting with Masses and liturgies School history and past pupils Staffroom hospitality RELIGIOUS EDUCATION: Students are taught Religious Education from the New Zealand Catholic Bishops Conference (NZCBC) prescribed Religious Education (RE) Programme for Catholic Secondary Schools in Aotearoa New Zealand. CONSULTATION WITH PROPRIETOR: The Board of Trustees (BoT) annually and collaboratively complete and submit the Compliance Report to the PNCEO. The Board s Proprietor s Appointees complete and submit the annual Report to the Proprietor. BOARD POLICY AND PRACTICE: In 2013 there are several new Trustees on the Board. They have completed a Catholic Character induction meeting facilitated by the Principal; it included information and discussion on: The College s history and charism The meaning and importance of Catholic Character The School Wide Goals The Proprietor s Appointees view their role as the Proprietor s representative and their responsibilities to include: Ensuring the Board follows the directives of the Proprietor and the Bishop and Monitoring and nourishing the Catholic Character of the College. 3

4 They partake fully in all decision making and are represented on the Personnel, Finance and Human Resources Committees. The College s Charter, Strategic Plan including School Wide Goals, and Annual Plan are embedded with statements on Catholic Character and goals dedicated to developing Catholic Character within the College. To protect and enhance the Catholic Character of the College all policies contain a uniform statement on Catholic Character and where applicable explicit directives. For example the Curriculum Policy emphasises: that education will be holistic with an emphasis on Catholic values that the Catholic Character of the College will be reflected in the delivery of the curriculum provision for teaching of RE and allocation of time for religious observances as a priority within the college that teachers of Religious Education will be expected to attain the appropriate level of Certification As a condition of employment, staff must sign the Expectations for Staff Employed in a Catholic School from the Handbook for Boards of Trustees, Principals and Staff of New Zealand Catholic Integrated Schools (the Handbook). GENERAL CONSULTING: Both the Maori and Pacifica communities are consulted each year through a hui and fono respectively. In 2013 the hui attracted 65 people this year s fono is yet to occur. The formats are similar with a shared meal and an opportunity to discuss issues and ways of addressing them. HEALTH CURRICULUM: The Health Curriculum is soundly delivered and the Department s documentation explicitly states that Catholic Character is at the foundation of teaching and learning and not an addon. An example of this is in the Sports, Drugs, Sexuality Education and Ethics in Sports programmes which investigate values and beliefs and look at how behavior links to values and develops skills to ensure behavior reflects value positions. A focus for 2013 has been on developing skills and attitudes that enhance interactions and relationships. Elements of spiritual and emotional well-being from the College s staff retreat have been incorporated into lessons and units of work, for example: being meditative and taking time to reflect in order to look after physical, emotional and spiritual well-being. To ensure that Sexuality Education is being taught from a Catholic perspective, all Health Department staff have or are completing the Understanding Sexuality course. Parents and caregivers are consulted every two years on the Sexuality Programme. Letters to parents and caregivers outline: content of the programme that is based on Catholic values and teachings purpose the approval of the BoT the right of parents/caregivers to remove their daughters from the programme 4

5 Opportunities for Development PREFERENCE - NON PREFERENCE: The College s Integration Agreement states that 10% of the maximum roll (45 students) may be enrolled. The roll audit identified a non-preference roll of 79 students, of which 19 are historical (refer to PNCEO letter dated 20 May 2010) and 19 are students enrolled since the last review. Of the recently enrolled students: three have a baptismal certificate but no signed preference certificate one has an from the parish confirming Baptism but no signed preference certificate four have a preference certificate transferred through from primary school two have a parent s baptismal certificate but no signed preference form one has a sibling s preference certificate eight have no evidence of connection The College must work to rectify the issues identified in the roll audit by: including all students without a signed preference certificate on the non-preference roll ensuring that all preference students have their own accurately completed certificate prior to commencing at the College. They are not legally enrolled without it. BOARD POLICY AND PRACTICE: The BoT have again identified the need to partake in more in depth Catholic Character professional development. The Board should consider attending the Board of Trustees Seminar at the PNCEO in November. The Diocesan Education Office staff are also available to provide formation at BOT meetings. When reviewing job descriptions include Catholic Character expectations as outlined in the application pack document Expectations for Staff Employed in a Catholic School and Appendix 14 of the Handbook. As part of the appraisal process staff should be asked to review these statements to reflect on their commitment to Catholic Character. Inclusion of Special Character/Religious Education goals into performance appraisals was a Special Character School Wide Goal and Action for When reviewing goals for 2014 consider including goals applicable to specific roles. These could include: developing knowledge, for example attending a course on Catholic Bioethics if teaching Science; integration of Catholic Character into units of work; working towards gaining recognised qualifications in Religious Education and/or gaining the appropriate status and level of Certification. In order to maintain sound appraisal of Catholic leadership of the College the Board should consider reviving the practice of utilising an appraiser who is familiar with Catholic Character, to complete the Principal s appraisal. The PNCEO can provide recommendations on appropriate people for this. When timetabling for 2014 ensure that Year 13 classes are at least meeting the required Religious Education teaching hours of 180 minutes as specified by the New Zealand Catholic Bishop s Conference (NZCBC). This is necessary to ensure teachers have the appropriate time to deliver a meaningful NCEA Level 3 programme for students. It is an issue of justice that RE is given the same priority in timetabling as other NCEA subjects. 5

6 The NZCBC recommends that all principals in Catholic schools and teachers of Religious Education need to be working towards formal qualifications in RE or Special Character. It would be beneficial to develop a plan for these staff to ensure a structured approach to gaining these qualifications. The PNCEO TCI Coordinator is available to assist with the development of such a plan CATHOLIC COMMUNITY Te iwi Whanui Katorika Areas of Success SPIRITUALITY: Sacred Heart College s unique spirituality is lived out in their sisterhood which links their values to the way they relate to each other and the wider community. The students articulated this concept as connecting to the Catholic understanding of being sisters in Christ. Of parents surveyed for this review, 97% agreed that the College strongly nurtures both the individual and communal spirituality of its members. Examples of this are: Class and staff prayer Class and whole school Masses Staff and year level retreats Assembly presentations that combine word and action Religious Education lesson that challenge students and staff to discuss and interpret the meaning and purpose of a Catholic life The faith life of the college is authentically lived and the young women interviewed stated that the opportunities offered within the College helped them on their faith journey. Retreats are seen as an important aspect of school life where we see religion outside of the classroom, have time to reflect and personally grow. All staff spoken to highly valued their retreat day earlier this year. They particularly enjoyed the meditation and self-reflection aspects. EVANGELISATION: The College endeavours at every opportunity to spread the Good News of Jesus Christ and to encourage its community to be part of this Good News. Examples of good practice are: inviting adults, who are sponsoring preference students, to Catholic Character events the weekly staff information sheet that contains reading material on Catholic life role modeling by staff detailed Catholic Character information in the College newsletter the College s involvement in parish Masses the College s Open Day, with its warmth and evidence of Catholic community, which parents and students stated was the deciding factor in enrolling at Sacred Heart College PARTNERSHIP: The Principal has a strong collegial relationship with the local priests and Catholic principals. There is a strong sense of collegiality amongst the staff and a high level of partnership between staff and students. Teaching staff are working towards assisting all students to achieve their full potential. Parents interviewed commented on both the personal and high level of communication between school and home. 6

7 Maori and Pacifica parents are personally telephoned and invited to parent interviews. Their daughters are then encouraged to attend with their parents. The College has noted that the number of both Maori and Pacifica families attending interviews has increased as a result. Parent interviews are also held at a venue in Hastings to assist parents in attending. Both of these examples of developing partnership are best practice. The Principal and students visit the contributing Catholic Primary schools to encourage students to complete their secondary education at the College. The College works with its brother school, St John s College, to allow opportunities for students to socialize, celebrate and share Eucharist with each other. VALUES: Of the parents surveyed 95% stated that the school actively promotes Gospel values and parents and students confirmed that these are lived out in the daily lives of the students. Excellence in all aspects of life including the spiritual and the learning process are upheld as strong Catholic values. SCHOOL CULTURE: Visitors to the College are warmly welcomed and both staff and students assisted the Reviewers with diligence and respect. The College proudly proclaims it Catholicity through displays in the main foyer, general gathering areas, on school notice boards and in the staff and classrooms. The Librarian organizes a liturgical season display which includes the previous Sunday s Gospel reading. LEADERSHIP: The Principal and the DRS are witnesses to a committed personal faith life. They are progressive and authentic in their development of Catholic Character. Students are given meaningful opportunities to develop and use leadership skills. Involvement with Challenge 2000, the Young Catholic Leaders course and Caritas leadership days assist the College in this task. Students from all levels are involved in the Catholic Character and Social Justice Committees, making for easier transmission of information between committee and classroom. Student leaders have specific job descriptions and are expected to organize events and be responsible for assemblies. The Pat Faulkner Memorial Cup for Catholic Character is awarded to a Year 13 student each year to acknowledge lived Gospel values and participation in Catholic Leadership. Year 9 and Year 10 students take up the mantle of leadership once the seniors leave for NCEA exams. STEWARDSHIP: The taonga of Catholic Character is maintained through policies, procedures and leadership. Of the three School Wide Goals, one is dedicated to Catholic Character. In 2013 strategies have been identified to deliver excellence in RE, develop staff and students understanding, formation and roles in Catholic Character and to nurture and celebrate Catholic events. The College maintains strong links with its founding order the Sisters of Our Lady of the Missions. The Principal has recently attended their International Education Symposium. The College has launched Mission Giving an opportunity for the students to look beyond themselves and raise funds for the Congregation s mission work. This will give the students 7

8 the opportunity to develop their awareness of and to uphold the missionary spirit of the founding order. To foster links with past students the College invited a group of pre-1960 students to the 2013 Feast Day Mass. In coming years other previous student year groups will be invited through to the 150 th Jubilee in To ensure new parents and students are aware of their commitment to Catholic education, the Principal meets with families to discuss the ethos and expectations around Catholic Character. Within the first weeks of school parents/caregivers of new students are contacted by the Deans to offer positive feedback on their progress. Year 9 students have a Peer Support Programme and engage in a Catholic Character orientation period at the beginning of the year. The staff induction process is in-depth, with attendance at the PNCEO seminar Teachers New to Catholic Schools and the College s own pilgrimage around the significant Catholic sites of Napier and Hastings. Leading up to major liturgical and Catholic Character events the DRS informs new staff about the meaning and process. The Teacher s Handbook offers extensive information on key elements of a Catholic school, including information provided by the New Zealand Catholic Education Office for staff and BoTs in a Catholic school. To keep informed on current trends and issues the Principal and DRS annually attend their designated conferences and tri-annually attend the Catholic Education Convention. Self-review of Catholic Character occurs through meetings between the Principal and DRS and then the staff to reflect on the previous year s goals and to develop new goals. PRAYER AND WORSHIP: Prayer and worship within the College are strengths. Whole school Masses and liturgical events are celebrated creatively with the age and faith stages of the student s in mind. The students assist in the preparation and facilitating of these events. Students interviewed stressed that form level Masses and liturgies are memorable occasions that assist them in their faith formation. Community prayer in the staffroom and classroom is a feature of school life. SOCIAL JUSTICE & SERVICE: The College logo Hearts and Minds in Harmony is lived out in the social actions of the College. The College sets out goals from the NZCBC document Tu Kahikatea- Standing Tall: A framework for Catholic Ministry with Young People in Aotearoa New Zealand as the basis for their social action. Students are offered many opportunities to contribute to the transformation of society through projects such as: Young Vinnies Touch a Heart Caritas Carnival Social Justice Day Mission Giving The students can articulate that social action reflects the work of Jesus and that they must be responsible for change if they want change to occur. They stated that it is a way of embodying our faith. 8

9 The work of Caritas is strongly supported and taught within the College. COLLABORATION WITH PARISH: There are strong links between Sacred Heart College and its parishes. The College combines with St John s College to lead parish Masses and the Youth Minister helps the students make links between school and parish. Parents interviewed particularity noted and appreciated her involvement in this. Opportunities for Development: Continue to develop communication between the College, the Youth Minister and the Vicar Forane, Napier so that he is able to provide Sacramental opportunities. Consider discussing with him, also, the possibility of training staff and students to lead Liturgy of the Word with Holy Communion, when a priest is unavailable. PASTORAL CARE - Manaakitanga Areas of Success RELATIONSHIPS: The Reviewers noted a strong relationship of respect and solidarity between the staff and respectful and caring relationships between staff and students. Of parents surveyed 91% agreed that Catholic Character is apparent in the relationships throughout the College. Maintaining and respecting people s dignity is at the heart of all relationships. Parents interviewed and surveyed specified that teachers go the extra mile in order to assist and develop their daughters. They also spoke highly of the staff s sensitivity to needs. One parent of a special needs student wrote to the Reviewers saying they had immense gratitude to Sacred Heart College for their amazing love, acceptance and support. BEHAVIOUR MANAGEMENT: The Behaviour Management Procedure outlines expectations that reflect the Catholic Character of the College, for example: staff and students are expected to behave in a manner that reflects Christian principles there is to be concern for one-self, others and the environment promotion of the full potential of the individual the need to be self-disciplined The accompanying plan is based on the dignity of the human person and allows opportunities for reconciliation and restoration within and of relationships. Students confirmed that the behaviour management processes are fair, compassionate, respectful and consistent. The Golden Hearts incentive recognizes and rewards those students who consistently strive to behave socially and achieve academically to the best of their ability. Students are encouraged to take responsibility for their own behavior and to see how it affects others. Behaviour modification discussions are based on respect for others and self-control. Structures are in place to assist students to personally develop in this area. Students and 9

10 parents interviewed felt that those who overstepped the boundaries were dealt with fairly and justly. Through Pastoral Care meetings the College has identified the need for staff to continue training in restorative justice practices. BICULTURAL COMMITMENT: The College has a strong bicultural and multicultural commitment to its students and their families. One of the College s staff Professional Learning Group foci for 2013 is raising Maori achievement. Professional development reading and discussion is focusing on: Being aware of deficit theory Having the same achievement and commitment expectations for Maori as for others Caring and teaching for Maori as Maori Using Maori students to assist teachers and peers in understanding tikanga Maori and using Te Reo in the classroom Using common classroom phrases and concepts and integrating them as a natural part of the environment Classroom observation to develop skills The College identifies a whakatauki (proverb) each month. A Maori student delivers this first in the staffroom then at assembly explaining its meaning. Students assist teachers in using it in the classroom. This is an example of a truly collaborative learning community. SAFETY: Students voiced that the College provides a safe spiritual, culturally, physical, emotional and social environment. They feel confident to express their Catholic faith. Opportunities for Development Consider as a staff, The Catholic Institute paper TH219 Maori Spirituality. This will further increase understanding and confidence in tikanga Maori, and link to the College s Professional Learning Groups focus of caring for and teaching Maori as Maori. It may be possible to deliver the paper locally, contact the Diocesan TCI Coordinator for information. RELIGIOUS EDUCATION Te Whakaakoranga Whakapono Areas of Success LEADERSHIP: It is evident that the DRS is an innovative and committed leader. The Principal stated that she is energetic and passionate, the Proprietor s Appointees stated that the Department is led by a highly skilled and passionate teacher. Through her leadership the RE Department has raised the standard in RE and senior results are similar to other curriculum areas, particularly in the number of Merit and Excellence endorsements gained. The DRS has been granted a scholarship to further investigate and implement ICT into the RE classroom. 10

11 RELIGIOUS EDUCATION CURRICULUM: Departmental documents provided by the DRS are clear and extremely detailed. Staff teaching different year levels meet to plan and discuss progress of teaching and learning. Following the teaching of each unit of work, it is reviewed and adapted as required. Student self-evaluation was evident; this allows them to identify the next steps in learning and for teachers to see progress. Students also evaluate their teacher, which provides good feedback to improve teaching and learning. Staff are knowledgeable and a variety of teaching styles were seen. The DRS works to provide new and engaging teaching strategies for RE teachers. One staff member commented that they had been hesitant to use these new strategies but upon completion of a lesson found it to be an extremely positive experience for herself and her students. Different co-operative strategies were witnessed in most classrooms; students assisted each other to gain success for the whole group. All staff use technology to enhance learning including Powerpoint, Prezi and Youtube clips. Learning intentions were mostly written on the board and in all cases, referred to orally. The DRS develops this in her classroom by having a number of questions which assist students to focus on key elements of the lesson and to reflect on what they had learnt: Reflection- Where have we been? Where are we going? What now? Today s Activity- What next? Do we understand? Students commented that they enjoyed RE and considered it to not be just an academic subject, but one which related to their lives both now and in the future. Students also stated that they enjoyed the co-operative and interactive aspects of RE, that they learn the background to their beliefs and they are challenged to think deeply. Students interviewed expressed their appreciation of the effort that teaching staff make to find meaningful learning material. In 2012 Project Orange was initiated, which targeted a small number of students in senior classes who were considered borderline to achieving. This proved successful in improving results for targeted students in Year 11 and Year 12, and has been improved and continued for 2013 with two students from each senior class selected and supported. A positive relationship between staff and students and between students themselves was very obvious in all classes. ASSESSMENT: Assessment covers both the affective and cognitive domains. Assessment practices are being regularly reviewed. One teacher has been given a Middle Management Allowance in order to develop sound assessment practice in Years 9 & 10. Results in Year 9 and 10 are on par with other curriculum areas. INTEGRATED CURRICULUM: Curriculum areas reviewed showed evidence that systems are in place to ensure that there is a Catholic perspective. Department schemes contain: the Mission Statement; guiding principles (Catholic Education, Educational Excellence, and Contributing to the Church s Mission and Society); values statement and a generic list of Departmental Special Character Guidelines both 11

12 based on Catholic education philosophy and the College s Strategic Goals including the Special Character Goal. Some Departments have developed other procedures including: how Special Character will be integrated resources with a Catholic philosophy that will be used how education is transformational Maori and Pacifica perspective links to the RE Curriculum. Within Departments there were examples of good practice in integration. PROFESSIONAL DEVELOPMENT: Records indicate that staff are completing professional development through PNCEO and other recognised agencies. Anecdotal records indicate that staff are also completing other sound professional development. One staff member indicated a desire to complete some formal undergraduate study. COMMUNICATION: The DRS reports to the BoT yearly with comprehensive data on student achievement including analysis of the RE NCEA national results, analysis of Maori and Pacifica achievement, barriers to learning and actions and goals. Student achievement is reported to parents through parent interviews and formal written reports. The College newsletter Special Character section outlines in detail events and their theological background, and RE topics being covered. This is an example of best practice for a secondary college. Opportunities for Development Some RE staff need to take the departmental topic planning as a starting point and use it to develop lessons that are applicable to their own students and their context. This will allow for more differentiated teaching and learning. To have consistency and an opportunity to develop new ideas in integrating Catholic Character into other curricula, especially the College values and the Church s teachings, have curriculum areas share best practice and arrange for professional development in this area. PNCEO staff can assist with this. The NZCBC recommends that all Principals in Catholic schools, and teachers of Religious Education need to be working towards formal qualifications in RE or Special Character. It would be beneficial for all such staff to plan a programme to gain these qualifications. Staff could complete one TCI paper together. To assist staff in gaining the applicable level of Certification, record all professional development hours and submit annually to the PNCEO. 12

13 REPORT SUMMARY Statutory Compliances The College must work to rectify the issues identified in the roll audit by: including all students without a signed preference certificate on the non-preference roll ensuring that all preference students have their own accurately completed certificate prior to commencing at the College. They are not legally enrolled without it. When timetabling for 2014 ensure that Year 13 classes are at least meeting the required Religious Education teaching hours of 180 minutes as specified by the New Zealand Catholic Bishop s Conference. The Board should consider attending the Board of Trustees Seminar at the PNCEO in November. The Diocesan Education Office staff are also available to provide formation at BOT meetings. Key Recommendations Consider as a staff, The Catholic Institute paper TH219 Maori Spirituality, which will further increase understanding and confidence in tikanga Maori and link to the College s Professional Learning Groups focus of caring for and teaching Maori as Maori. To have consistency and an opportunity to develop new ideas in integrating Catholic Character into other curricula, especially College values and the Church s teachings have curriculum areas share best practice and arrange for professional development in this area. The NZCBC recommends that all principals in Catholic schools, and teachers of Religious Education need to be working towards Certification and formal qualifications in RE or Special Character. All such staff should plan a programme to gain these qualifications. We are confident that the Sacred Heart College leadership has the willingness and ability to address the recommendations and opportunities for development highlighted in this report. Rosalie Connors Review and Development Advisor Lynette Roberts-King Manager Catholic Education Office N.B Information was collected in an area of special interest, namely professional development in Catholic Character and Religious Education 13

14 SPECIAL CHARACTER COMMUNITY REPORT The taonga of Catholic Character at Sacred Heart College, Napier is maintained through policies, procedures and leadership. Sacred Heart College s unique spirituality is lived out in their sisterhood which links their values to the way that they relate to each other and the wider community. The students articulated this concept as connecting to the Catholic understanding of being sisters in Christ. The faith life of the college is authentically lived and the young women interviewed stated that the opportunities offered within the College helped them on their faith journey. The College endeavours at every opportunity to spread the Good News of Jesus Christ and to encourage its community to be part of this Good News. The College provided many examples of good practice in this area. The College logo Hearts and Minds in Harmony is lived out in the social actions of the College. Students are offered many opportunities to contribute to the transformation of society. The students can accurately articulate that social action reflects the work of Jesus and that they must be responsible for change if they want change to occur. They stated that it is a way of embodying our faith. The Principal and the Director of Religious studies are progressive and authentic in their development of Catholic Character. There is a strong sense of collegiality amongst the staff and a high level of partnership between staff and students. Teaching staff are working towards assisting all students to achieve their full potential. Parents interviewed commented on both the personal and high level of communication between school and home. They also spoke highly of the staff s sensitivity to needs. The College has a strong bi-cultural and multi-cultural commitment to its students and their families. To further enhance this good practice the College could consider providing staff professional development in Maori Spirituality. Religious Education staff are knowledgeable and a variety of teaching styles were seen. Different co-operative strategies were witnessed in most classrooms and students assisted each other to gain success for the whole group. Students commented that they enjoyed RE and considered it to not be just an academic subject, but one which related to their lives both now and in the future. Students also stated that they enjoyed the co-operative and interactive aspects of Religious Education, where they learn the background to their beliefs and they are challenged to think deeply. There are examples of good practice in the integration of Catholic perspectives and teachings in other curriculum areas. To allow for consistency and the development of Catholic Character this best practice could be shared with other learning areas. Sacred Heart College, Napier is providing authentic Catholic education and we are confident that the College will continue to provide sound stewardship of its Catholic Character. 14