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1. What is important to you?

Family & staying healthy

Inspiring and motivating young people

For them to think their world is limitless and that achieving their dream/s is possible.

2. What are you passionate about?

I am passionate about providing my students with exciting, rich, hands-on learning experiences both in and out of the classroom.

I like to help people, including my students, peers, family, and friends, both professionally and personally.

Creating pathways to further education and employment

I love kayaking and writing about my trips

3. What has brought you to this Lutheran school or ECS?

I have migrated to Australia to be with my family, and lived in New Zealand for 8 years and was born in the UK.

Endeavour College has a set of values that deeply resonate with my own values of Forgiveness, Hope, Love and Courage

I have found the culture of the school to be accepting and welcoming

4. What questions do you have about Lutheran education and your role?

What are the expectations around prayer/hymn times

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Acceptance by god | Love | Spirit of service | Caring | Communicty | Technology

Core Values: of love, justice, compassion, forgiveness, service, humility, courage, hope, quality and appreciation.
http://www.lutheran.edu.au/about/lutheraneducation/

What is important in Lutheran education?
Lutheran Education has many important factors:

Lutheran education has a well-organised system established in 1839. Lutheran schools are located in every state and territory.

Understanding people and life through the teaching of the gospel and that each student is unique. All positive knowledge is a gift from god

Caring environment

High standards of teaching

Christian growth and development

Working with a team, parents, students, teachers and the community

How does Lutheran education describe itself?

Lutheran education has a history of schooling contributed by the Lutheran church between 1839-1919.
Schools were regarded as nurseries of the church. Lutheran was started by the German settlers in 1838.
1870's - 38 schools in SA
Leaders created a culture and train teachers
Schools closed and banned the German language due to German-led wars. After the second world war schools across Australia grew rapidly.
Today's schools offer a wide range curriculum and students are from diverse cultures and beliefs. The core values remain to deliver a high-quality education with the love of Jesus Christ.
https://www.lutheran.edu.au/download/what-is-so-special-about-a-lutheran-school-brochure-pdf/?wpdmdl=7080&refresh=63bcb5578ecc81673311575

What questions emerge for you after viewing the sites and videos?

Students are encouraged to try different things

Parents feel that Christian values support their child's sense of worth

Students working collaboratively and understanding the world around them and how to make a difference using their own ideas

Has given students a real sense of direction in life

http://www.lutheran.edu.au/school-professionals-2/governance/an-overview-for-governing-bodies/lutheran-schools-living-communities/

Chapter 2 - Governance: a vital role
- Selection and support for the Principal
- Oversite of spiritual and education programs
- Financial (risk) planning and oversight of the school

Chapter 4 - Governance
- Board
- Strategic Plan

- Education
Good governance
- Accountability
To members and the community

General Synod is overarching including ECS.
The General Church Council (GCC) governs the boards that represent the activities of the church.

The Board Lutheran Australia is one of these boards appointed by the GCC.

Set the strategic direction
LEA and regions maintain accountability to each other
-

LEA Website - resources for Lutheran Schools

Lifelong Qualities for Learners
"There is an equal balance between the kinds of characteristics, skills, and dispositions needed to develop individually as searcher and learner (IQ) and those needed to interact, empathise, and live in relationship with others (EQ). As growing lifelong learners, everyone in a Lutheran school develops their unique gifts and talents so that they can be valued and valuable contributors to their communities through love and service. "

https://www.lutheran.edu.au/download/lql-diagram/?wpdmdl=2187&ind=1635817985889

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Lutheran education: a well organised system with a long and distinctive tradition

Lutherans were the first Protestants and trace their origins back to the Reformation of western Christendom in the sixteenth century. With some seventy million members, the Lutheran church is still the largest Protestant denomination in the world. As a church with an emphasis on biblical literacy and Christian education it has supported the provision of Christian education from its beginnings.

The long tradition of Lutheran education has been part of this country's history too. Lutherans have operated schools and early childhood services (ECSs) in Australia since 1839. Currently there are Lutheran schools and ECSs located in every state and territory of Australia except the ACT. All these schools and ECSs are owned by the Lutheran church and are incorporated into a system with support structures at national and regional levels.

The Lutheran church also has its own tertiary institution, Australian Lutheran College, which provides special training for Lutheran teachers in order to promote a distinctive ethos in its schools and ECSs.

Lutheran education: understanding people and life

God's word, as revealed in the Bible, is the authority for living and learning in each Lutheran school and ECS. Its central message is that of the gospel, the good news that our acceptance by God does not depend on our own worth or achievements but on his unconditional commitment to us as evidenced in the life and death of Jesus. Lutherans believe that through the process of Christian education God's Spirit is active in the lives of the community leading children and families to know and trust God.

In a Lutheran school and ECS each student is seen as a unique person created by God. He made them and loves them and provides each of them with dignity and worth. All of them have their own talents and needs as well as the potential to live useful and fulfilled lives in the world.

Lutherans believe that all positive knowledge and learning is a great gift of God for the growth and welfare of human beings. Each school and ECS considers it important to develop a spirit of service in its students so that their lives, studies, relationships, ambitions, values and attitudes they reflect a commitment to living useful lives for the good of others.

Lutheran education: a caring environment

While there is a major focus on teaching and learning, each school and ECS strives to offer far more than that. When a family joins a Lutheran school or ECS they become part of a community which strives to be a secure place which offers warm, caring relationships and a safe environment. A Lutheran school and ECS sees each student as being unique with their own particular gifts and needs. The approach is not to ask what students and their families can do for the school or ECS, but what the school or ECS can do for them.

Lutheran schools and ECSs have developed a special vision which is based on teachings of the Bible. As a Christian learning community each school and ECS aspires to provide a culture and ethos permeated by the core values of love, justice, compassion, forgiveness, service, humility, courage, hope, quality and appreciation.

Lutheran education: embraces high standards of teaching and learning

Each school and ECS strives to provide an education of excellence.

It recruits and hires well qualified, professional teachers.

It incorporates into the learning program the curriculum requirements and guidelines set in place by the relevant state authority. It caters for a wide range of abilities, including gifted and talented students and those with learning difficulties. The teaching program emphasises key competencies, stimulates thinking skills and integrates technology into the curriculum. Each Lutheran school and ECS strives to provide a quality learning experience for all its students.

A Lutheran school and ECS is also committed to a wide range of quality co-curricular activities in areas like sports and the arts.

Lutheran education: promotes Christian growth and development

Each school and ECS integrates Christian understandings into all its teaching. The Lutheran system has developed its own Christian Studies curriculum to provide students with a knowledge of Christian beliefs and teachings. Each school and ECS intentionally employs teachers who are able and active in supporting students in a Christian approach to life.

A Lutheran school and ECS provides regular worship including daily devotions. There are opportunities to encourage and nurture the Christian faith in each individual student.

Lutheran education: works as a team with parents

Lutherans believe that God has given parents and caregivers the prime responsibility for the education of their children. Lutherans provide schools and ECSs to assist parents in promoting their educational and spiritual growth. It is vital that each home and the school and ECS work together for the welfare of students on the basis of shared aims and values.

A Lutheran school and ECS holds itself accountable to parents for the progress and welfare of students. It provides structures for constant communication between the home and the school or ECS. It encourages parents to get involved in their children's schooling and to participate in school and ECS life in the variety of ways that are available.

Lutheran education: part of the greater community

Lutherans understand that their schools and ECSs operate in a larger system where they make their own special contribution and offer choice and diversity.

Lutherans accept the responsibility they have to comply with government regulations pertaining to the schools and ECSs. They appreciate and accept financial assistance from governments for the establishment, maintenance and operation of the schools and ECSs, provided that it does not compromise their distinctive nature. The church commends government assistance that enables more families to use the schools and ECSs and which helps them to provide programs for those with special needs.

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Lutherans were the first Protestants and trace their origins back to the Reformation of western Christendom in the sixteenth century. With some seventy million members, the Lutheran church is still the largest Protestant denomination in the world. As a church with an emphasis on biblical literacy and Christian education it has supported the provision of Christian education from its beginnings.

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Here's the updated Outcome 3 with this year's theme woven throughout:

An unresolved issue or question I have is how to deepen my understanding, application, and contribution to Lutheran education by developing my ability to plan and deliver a meaningful devotional — particularly as someone from a Sikh background who is still growing in their familiarity with Christian scripture and Lutheran theological practice, and how this connects to this year's school theme of Building Foundations and People with God.

My learning plan is to engage with the devotional planning resource on the LESNW Padlet (https://padlet.com/edteam/connect-session-4-lesnw-b08vhx6d6pdu/wish/2805024697) and use it as a practical framework to develop my first devotional, with this year's theme of Building Foundations and People with God as a central thread.

This will involve the following steps:

1. Selection of Bible Text: I will use Bible Gateway to search for a passage that connects to the theme of building foundations and building people with God, such as Matthew 7:24-27 (the parable of the wise and foolish builders) or Ephesians 2:19-22, which speaks to being built together as a community upon a strong foundation. I will draw on my experience of community building across diverse groups, including my service with Adelaide Sangat & Khalsa Aid and Homeless Food Drop, to find a passage I can speak to authentically. I will identify the primary message of the chosen passage in a single, concise phrase to anchor the devotional clearly.

2. Detailed Exploration: I will unpack the passage by considering what God expects of us in building strong foundations — both personally and communally — what the text reveals about what God enables and empowers people to do together, and how this connects to the lived experience of students at Endeavour College in 2025. I will draw directly on my experience teaching Year 12 MAX students, who initially showed apathy towards Christian philosophy but genuinely engaged when exploring the concept of service and giving to others, and when confronted with the inequalities faced by communities in countries without access to basic needs. This experience demonstrates powerfully that building people with God 'the community', requires first building understanding and empathy — a foundation in itself — and this will be central to how I unpack the passage.

3. Structural Components: I will structure the devotional with an engaging hook drawn from my own story — for example, the moment I witnessed my Year 12 MAX students shift from disengagement to genuine reflection when they began to understand what a Christian philosophy by unpacking the course on Canvas (School LMS) of giving and service asks of us, and how recognising global inequality can be the very thing that builds a stronger, more compassionate people in the community closer to home. I will then integrate a relevant Bible story that speaks to foundation-building and community, read and analyse the chosen passage together with students, drawing out keywords and placing emphasis on these, before closing with a reflection that invites staff consider what kind of foundation they are building — in their relationships, their school community, and their response to the needs of the wider world.

4. Pastoral Consultation: Before delivering the devotional, I will check in with Pastor Chris and other strong Christian leaders at Endeavour College to ensure the content is theologically sound, culturally respectful, and meaningfully aligned with this year's theme of Building Foundations and building people with God. This is especially important for me as someone still developing my understanding of Lutheran theology, and I see it as a valuable opportunity for mentorship, collaboration, and continued growth in my contribution to the school community.

As a result, I will be able to confidently execute this devotional plan during first term, fostering a deeper and more personal understanding of Lutheran principles and strengthening my ability to contribute meaningfully to the spiritual and community life of Endeavour College. Drawing on the real classroom evidence that engaging students with themes of service, compassion and global inequality can break through apathy and open genuine conversations about faith and shared responsibility, I will be well-placed to support this year's vision of Building Foundations and building people with God, both in my classroom and across the broader school community.

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How does creation theology shape an aspect of your work with students?

The creation with theology has helped deepen my understanding of how I interact with my students’ daily during Care group discussions, pastoral care (Uniform, time management, and attitude). The understanding the people are different not just in their cultural and religious beliefs but in the way they learn best, ensuring differentiation is vital to be inclusive. As part of our plenary we discuss how have students shown one of the school values.

The additional reference from Padlet 2 can be found at: https://padlet.com/LuthEdAus/connect-session-2-wlxgt85t4b1, focusing on fostering enduring qualities in individuals. This involves embracing one's identity as a human being, cultivating a comprehensive world view, and thriving within a unified community. The emphasis is on embodying characteristics reflective of God through fundamental values, particularly love, justice, compassion, forgiveness, service, humility, courage, and hope.

This contribution to the community is realized through the embodiment of qualities such as being a seeker and learner—someone who is self-directed, insightful, and inquisitive. Additionally, it involves being a discerning and resourceful problem solver and implementer.

What questions or issues does the concept raise for me and how can I explore my questions?

Based on God Created and creates: in Padlet https://padlet.com/LuthEdAus/connect-session-2-wlxgt85t4b1/wish/350361386

The concept of belief in a creator, as presented in the biblical material, raises several questions and issues for: Universality of Creator Belief: How does the universality of the belief in a creator across various religions impact our understanding of spirituality and human connection to the divine? Are there common threads that run through different cultural and religious perspectives on creation? As a Sikh I can see these common threads such as love thy neighbour and live by the sweat of your brow. In biblical assertion that all life and existence begin with God, what does this mean for the concept of human autonomy and free will? How does the acknowledgment of dependence on God shape ethical considerations and the way we approach our responsibilities in the world? These are just some of my own questions.

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How does creation theology shape an aspect of your work with students? The creation with theology has helped deepen my understanding of how I interact with my

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Connect 1

E-Portfolio

Guiding Questions:

a. What are important aspects of spirituality from a Lutheran perspective?

b. In what ways might the concept of grace shape Lutheran education communities?

c. In what ways might the concept of grace inform the understanding of my role and my contribution?

Journalling tasks

1. How is spirituality perceived in Australia? (Photo Task)

a. What do my photos reveal about me and what is important to me?

Family – my family is important to me. Australia is multi-faith.

b. What is the connection between what is important to you and your spirituality?

Family is where I find peace, love and happiness – this gives me guidance in my life and a sense of purpose

c. When we talk about spirituality, what are we actually talking about?

Spirituality is guiding you on the path of righteousness, living by your good deeds, earning an honest living and giving to charity. Meditating and reciting hymns and the scriptures and teachings, for me this is the teachings of the Guru’s in Sikhism. For Sikhs we believe in one God, we respect all religions.

2. How is spirituality perceived in Australia? (Jigsaw Task)

https://padlet.com/LuthEdAus/connectsession1

a. What is the understanding of spirituality in the resource?

o Individual reflection in your Portfolio

o Record the Title/author/link of the source

Losing my Religion | Australian Bureau of statistics “Australia has been a religious place for many thousands of years, home to the spiritual beings and forces observed by the Aboriginal people, as well as to the Torres Strait Islander religion. The First Fleet brought Christianity and Judaism, and over the last two centuries we have seen the arrival and growth of Buddhist, Confucian, Hindu, Islamic, Sikh and Taoist traditions, among others” https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4102.0Main+Features30Nov+2013#introduction No religions is increasingly being reported in Australia in 2011. https://www.abs.gov.au/ausstats/abs@.nsf/Lookup/4102.0Main+Features30Nov+2013#noreligion “REPORTING NO RELIGION The number of people reporting no religion in Australia has increased substantially over the past hundred years, from one in 250 people to one in five. In 1911 there were 10,000 people (0.4%)

who chose the option 'No religion' on their Census form; in 2011 there were just under 4.8 million (22% of Australians).”

b. What does the author suggest are key ideas about spirituality in Australia?

o Individual reflection in your Portfolio

The percentage of people selecting Atheist -was 1.2 %. People who selected ‘No religion’ from the 2011 census (ABS Census of Population and Housing, 2011) was 98% of the population. The actual breakdown is below:

PERCENTAGE OF PEOPLE REPORTING NO RELIGION IN THE 2011 CENSUS, BY TYPE OF VIEW HELD No. % Atheist 58 899 1.2 Agnostic 34 632 0.7 Humanist 7 663 0.2 Rationalist 2 435 0.1 No religion, not further defined 4 693 162 97.8 Total 4 796 791 100.0

c. What conclusions can you draw about what is important to Australians?

o Discuss as a group, then write conclusions in your portfolio

3. Lutheran perspectives of spirituality (Website Task)

https://www.endeavour.sa.edu.au/

a. What is of importance to the Endeavour community?

• The College tab ‘About us’ mentions the Lutheran Community and ‘Our Mission’ talks about developing ‘God given gifts and abilities for LIFE & Community’. The values further define what each mean and give practical examples of what they look like.

b. What is revealed about the spirituality of the College by the text and images?

It welcomes all faiths in a Christian environment. The cross at the top of the circular image shows a cross that states ‘Nurture faith and spiritual growth’. The text supports the notion of a caring and warm Christian environment and develop as a student and staff.

c. What questions arise as you consider the website and the information about spirituality in Australia?

• I feel I have learned about the statistical input from people about being atheist or selecting no religion, however, this does not mean that the Australian people are not spiritual or have their own values and beliefs in what works for them.

4. Lutheran perspectives of spirituality (Padlet Task)

o Go back to the Padlet

https://padlet.com/LuthEdAus/connectsession1

o Look at column 2

Lutheran Perspectives on Spirituality

o Choose one resource closer to the top of the column and one closer to the bottom.

a. What are the features of spirituality from a Lutheran perspective? Write down common words or phrases.

Record the Title/author/link of the source

b. Record your words or phrases on our word cloud – use the code provided by the presenter

5. Grace shaping Lutheran communities (Padlet Task)

o Use the Session 1 Padlet

https://padlet.com/LuthEdAus/connectsession1

o Look at the last 3 columns

o Investigate at least one Bible Story and one reading

o Record your findings in your portfolio

o Record the Title/author/link of the source

Findings and thoughts.

Bible story:

Jesus Through Middle Eastern Eyes – Culture Studies and the Gospels

Amazing Grace

The story is about a master in the ancient middle eastern days of hiring workers from the market to work in the vineyards. It is about demonstrating Grace. It presents the overpaid not the over paid. The story focuses on a equation filled with amazing grace, people feel resented by the those who feel they have earned too much. The master wanted to these men to know that they were paid what was agreed so that they could go home to their wife and kids and eat, with potentially more full time work the next day or being hired. The master wanted to demonstrate solidarity to these men. P.357-361

6. Grace shaping Endeavour College (Learning Walk)

Challenges

Students using grace in the wrong context

To give everyone equal opportunities

Opportunities

Equally demonstrating grace to all students

This is the challenge

Further thoughts and questions arising from the walk and subsequent discussion.

7. Final reflections

a. What are some unresolved issues or questions you have?

b. What is your plan to resolve these? S.M.A.R.T.

c. How will this advance your understanding, practice and contribution to Lutheran education?

●b. In what ways might the concept of grace shape Lutheran education communities? Grace can be shaped by opening our doors to the community and connecting with Lutheran schools. This could be to share good practice, what is going well and how we can address challenges as a collective. Ideas are always good when they are thought through individually but when the are shared and dicussed with others they become powerful and great ideas. ●c. In what ways might the concept of grace inform the understanding of my role and my contribution? There are may ways of showing Grace in the classroom. This could be simply standing at the door smiling and waiting for the students to enter, acknowledging them at the same time. The sharing of gods given gifts and abilities by unpacking the school values of love, forgiveness, hope and Courage. For example providing an example to students and modelling how this is done and allowing them to share their own experiences.

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History of the Lutheran Education in Australia 

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4. The Lutheran church and Lutheran education

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4. The Lutheran church and Lutheran education

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Further reading from: https://www.lutheranworld.org/

Martin Luther
History 101: The Protestant Reformation | National Geographic

Luther and the Protestant Reformation: Crash Course World History (15 mins)

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Worship:
Great resource - Pray as you go.
https://pray-as-you-go.org/player/2023-01-12

Devotions:
Staff devotion occurs in the staffroom or classroom usually beginning of the day.

Class devotions:
May involve reading or viewing a Bible story or verses, singing and praying. Teachers create a worship space and altar for class devotions. On the Altar may be a cross, candles, and a Bible. Students' artwork may surround the altar. Lighting candles signify this is a special time. Worship should take around 10-15 mins.

Resources for expectations around class devotions:
Planning a devotion, creating a sacred space and student involvement
https://www.lutheran.edu.au/download/fact-sheet-on-devotions-in-lutheran-schools/?wpdmdl=4790&refresh=63bfbdabcc2f11673510315

The Fuel Cast : https://www.thefuelcast.com/ Videos

Bible Gateway: https://www.biblegateway.com/devotionals/

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Thursday 12 January 2023

Today is Thursday the 12th of January in the first week of Ordinary time.

One Hope Project sings, 'Come Close'. As we begin this time of prayer, draw near to the Lord now. Allow Him to reach out to you.

Come close
My heart is ready
Come close
My heart is here
Draw near I'm longing for You
Draw near
My love

All I've ever wanted
All I've ever wanted
All I've ever wanted is found in You

This moment is ours
I won't rush away
Jesus

Today's reading is from the Gospel of Mark.

Mark 1:40-45
A leper came to him begging him, and kneeling he said to him, 'If you choose, you can make me clean.'Moved with pity, Jesus stretched out his hand and touched him, and said to him, 'I do choose. Be made clean! 'Immediately the leprosy left him, and he was made clean.After sternly warning him he sent him away at once, saying to him, 'See that you say nothing to anyone; but go, show yourself to the priest, and offer for your cleansing what Moses commanded, as a testimony to them.'But he went out and began to proclaim it freely, and to spread the word, so that Jesus could no longer go into a town openly, but stayed out in the country; and people came to him from every quarter.

Leprosy was in that culture a terrifying disease, and everyone would steer clear of lepers... "Don't Touch!" would be the watchword. How does Jesus react to the challenge?
Spend a moment sitting with how remarkable Jesus' actions are... Can you get a sense of just how unbelievable it would have been for others to see Jesus reach out to touch the man?
"People came to him from every quarter"...imagine these people for a moment, and ponder the reason why they made their journeys...If you had heard this story, would you have made the journey to see Jesus?
Now listen as the story is read again, and see what you find most remarkable as you listen.
Finally, see if you can gather all the thoughts that have come to you during this time, and turn them into a prayer to God.
Glory be to the Father and to the Son and to the Holy Spirit. As it was in the beginning, is now and ever shall be, world without end. Amen.

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Pray as you go - Thursday 12 January 2023

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Today is Thursday the 12th of January in the first week of Ordinary time. One Hope Project sings, 'Come Close'. As we begin this time of prayer, draw near to the Lord now. Allow Him to reach out to you.