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1.     What is important to you? What are you passionate about?

My family Happiness   Integrity Friendships

Teaching my subject Building relationships with students, watching them grow To try and make everyday count

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

The things that are important to me, have been missing from my teaching environments. I needed a school who also cared about my wellbeing.

To be with people who share similar beliefs as me.

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

Where do I fit in, how can I fit in? Will I fit in?

2. What do we belief?

Education based on the bible teachings, looking at each student as an individual and their potential. To foster a love of giving to the community. Parents being responsible and active in their childs/rens educational journey.

Integrity, values that reflect bible teachings

4.     How do we live our beliefs?

Worship devotion pray  learning and values Christian studies pastoral care  service learning

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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?

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1. How is spirituality perceived in Australia? (Photo Task)a. What do my photos reveal about me and what important to me?

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1. How is spirituality perceived in Australia? (Photo Task)a. What do my photos reveal about me and what important to me?

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My children
My Family, and how it brings about my wellbeing, things that make me happy and make up who I am.
B. What is the connection between what is important to you and your spirituality?

Love and the connection with people, family and my beliefs about our journey and being a part of others journey. Sharing my gifts with others.

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

Who we are, in our beliefs, what makes us tick, what drives us to care and be a part of the big picture. What do we have faith in? How we are driven.

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

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

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Using the key words from the Word Cloud, develop a sentence that might best describe a community.

A community is a group of people that come together in a supportive environment. It is usually inclusive, with a set of common goals which helps build relationships, love and sometimes passion for an ideal.

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

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

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The article that I read. Two key ideas and quotes from the article:
“What is the understanding of spirituality in the resource? In fact, Australian social research firm McCrindle found in 2012 that nearly a fifth of Australians identify as 'spiritual but not religious', an option that will not be available as a tickable box on Tuesday. “
“At the end of the day, self reflecting and simply trying to be the best human being I can be. No religion can do that, we all have to reform ourselves.”

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

o   That spirituality is very much alive, however, it is not how twenty/thirty years ago we would have recognized spirituality. He suggests that it might be due to the child abuse scandals. I think this could be in some respects however I believe there are far greater influences in play such as many new religions in Australia and having more of a presence, our acceptance and learnings of different religions. People being more educated and working out what is best for them and makes them feel like they are doing the best they can. We explore more and can question past religious spirituality.

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

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

o   That spirituality is very much alive in Australia, it just does not take the tradition perception of 30-40 Years ago. It comes in many forms and these are also very valid mediums for people for seeking their spirituality.

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Over the last few decades, the number of people who answer the census question about religion with 'no religion' or 'not specified' has been on the rise. But just because someone doesn't subscribe to organised religion doesn't mean they're not spiritual.
Unlike in France and the United States, the Australian census contains a question about religion. This year, for the first time, 'no religion' will be the first option.

True religion is about how you treat people and it has nothing to do with the rank of being a priest.

This is because the Australian Bureau of Statistics (ABS) thinks no religion will receive the largest response-the boxes are organised in descending order from the largest to smallest group.

A century ago, Anglicans were the largest group at over 40 per cent of the population. By 2011 they'd declined to 17 per cent, while Catholics were about 25 per cent and the Uniting Church on 5 per cent. Muslims were 2.2 per cent, Buddhists 2.5 per cent, Greek Orthodox 1.8 per cent, and Hindus 1.3 per cent. Christians altogether were 61 per cent.

But the group that has been growing steadily for many decades are those who mark 'no religion'. They rose to 22.3 per cent in the 2011 census.

'Young people today are finding ... old fashioned religion exactly that. Not to their liking,' says Gary Bouma AM, professor emeritus of sociology at Monash University, and an Anglican priest.

'The child abuse thing has had a profound effect in making people shy away from it. So the take up of formally organised religion is much less now than it was before.'

Yet he also points out that if you ask Australians whether they are 'spiritual', there appears to be no decline at all.
What does 'spiritual but not religious' look like?
In fact, Australian social research firm McCrindle found in 2012 that nearly a fifth of Australians identify as 'spiritual but not religious', an option that will not be available as a tickable box on Tuesday.

Despite being raised a Catholic, Jonathan Murphy will be ticking 'no religion' on this year's census.

The Sunshine Coast man is a yoga teacher and organises yoga events and festivals.

'As a yoga practitioner my spiritual practice is how I live my life-how I'm treating others, family, how I live my life towards the planet and being responsible for my actions,' Murphy says.

'At the end of the day, self reflecting and simply trying to be the best human being I can be.

'No religion can do that, we all have to reform ourselves.'

Murphy remembers shying away from religion as a little boy in the 1970s at a convent school in Redcliffe, north of Brisbane, and questioning how the nuns, who were 'mean as mean', could have been acting religiously or morally.
Related: Lifting the stillbirth taboo in the 2016 census
Then at the age of 14 he became involved with martial arts, which introduced him to the concept of karma, before eventually starting yoga.

He says spirituality and morality are inherently linked, and being religious doesn't necessarily mean you are spiritual.

'Some people may be deeply religious but for me I may not regard them as being spiritual,' Murphy says.

'True religion is about how you treat people and it has nothing to do with the rank of being a priest, an archbishop, a pope ... they're no more holy than my beautiful aunty who's raised many disabled children, someone who lives her life as a beautiful person, very kind.
Why does Australia collect religious data in the census?
'I have seen in my generation the power being taken away from these religious establishments.'

First is the matter of money. Faith-based schools in Australia now receive significant government funding. So do universities. So do hospitals. Faith-based charities bid for government contracts. Land for schools and places of worship must be planned and allocated. Grants to faith-based organisations are sought. Some Australians form associations and interest groups along religious and ethnic lines.

Parliamentarians want to know and be able to respond to the demographics of their electorates-including their religious organisations and groupings. Religion and ethnicity are part of contentious public discourse.

Second, consider representation. Accurate demographic statistics help us with what we can and ought to expect in terms of our representation.

The Catholic 'groupers' of the mid 20th century fought for fairer political and social representation of Australia's Catholic minority in education, the legal profession and politics.

Did you know The Religion and Ethics Report is also a podcast? Subscribe on iTunes, ABC Radio or your favourite podcasting app.

Protestant Australians of the 19th century would have been shocked to hear that at one point, the PM, the governor general and the chief justice of the High Court would all be Catholics: Paul Keating, William Deane and Gerard Brennan.

Catholicism had become normal, and Catholic Australians have represented their community in public life for decades. The statistics don't lie: Muslim, Buddhist and Hindu Australians are next.

Third, census data on religion is used to plan better for social needs. In rural and regional Australia, places like Kingaroy in Queensland or Shepparton in Victoria have had noticeable success in the targeted regional resettlement of migrants and refugees.

These new arrivals have helped develop sustainable communities, made industries more viable, and created employment opportunities.

These new settlers require the basic resources for integration if they are to say: familiar places where they can identify and connect with others, including religious associations and places of worship. Virtually every migrant community in Australia uses shared religious identity as its first point of anchor.

The arithmetic matters, no matter which box you tick.

This article contains content that is not available.

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'Spiritual but not religious': What the census won't say about Australians' beliefs - ABC listen

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Over the last few decades, the number of people who answer the census question about religion with 'no religion' or 'not specified' has been on the rise. But just because someone doesn't subscribe to organised religion doesn't mean they're not spiritual.

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3.3. Lutheran perspectives of spirituality (Website Task)

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3.3. Lutheran perspectives of spirituality (Website Task)

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

a.       What is of importance to the Endeavour community?

Collaboration, diversity, success, discovery, grace

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

Images are not totally religious, words and terminology definitely religious based.

It is not intimidating, welcoming, friendly. No use of bible verses. Communicates throughout about the Endeavour Way and how it works throughout the college.

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

Diversity, this might be the place where students start to learn or bring spirituality into their life, Endeavour gives them the tools, support to find their way.
How can you promote spirituality, and not make it relating it to a specific religion or belief?

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4. Lutheran perspectives of spirituality (Padlet Task)

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4. Lutheran perspectives of spirituality (Padlet Task)

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

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This statement  really resonated with me. After working for more than 15 years in the public school system I think there was a lot of hostility in the classes I taught. Not that I wanted it this way, it just unfortunately became the norm. In th Lutheran faith and way of teaching we must remember we are welcoming these students into our classrooms, we need to show them hospitality, they all come with their baggage and we must learn how to unpack this for them so we are able to build solid and trueful relationships.

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She recounts how the Lutheran faith gave her the words that she needed to express her faith.
b. Record your words or phrases on our word cloud – use the code provided by the presenter

grace relationships connections unconditional

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Lutheran Theology in 90 Seconds -- Nadia Bolz Weber

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

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

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Lutheran education is centered in the belief that God invites all people to join God in ongoing creation and care for the universe.

Guiding questions:

How does creation theology inform the why and how of Lutheran education?

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

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

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Moments of joy
Ongoing creation, of the children that we care for

Share a moment of joy, wonder or delight in work so far this year.

Receiving feedback from my year 8 classes how they have enjoyed my classes this semester. One student said they have been blessed to have me as their teacher. They had learnt many new skills. Even year 10s when I didn’t think they were learning they were able to tell me what they enjoyed learning and the new skills that they have developed.
What does reveal to you about what I value about or work or education.

I value the relationships that I have with students. If I feel I have not developed a positive learning relationship with students I feel that I am not giving 100%.

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What values about education are revealed through these quotes?

"for future the economy what do we value output, uniformity, controlling how they succeed so we can succeed as a nation, jobs".

No mention of creativity or what type of intelligence we are passing on.

Little room for values, freedom of thought, creativity.  Too hard to control otherwise. Political rhetoric.

“And when the economy is facing its greatest economic shock since the Great Depression, success looks like a job” Dan Tehan Education Minister 2020.

What does success look like? For whom?

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What is a Lutheran Education perspective on why we are here…

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What is a Lutheran Education perspective on why we are here…

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.

What are schools here for?

To bring young people together to be educated and learn how to socialise and live and work as a community.

What is your faculty or team here for?

As a team present the best learning experiences possible, through engaging, relevant tasks, lessons, conversations. To share our various skills and passion.

What is a Lutheran Education perspective on why we are here…

Pass on my skills and knowledge, life experience to students, to share my passion and love of my subject.

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“Lutheran schools are communities that value learning as God’s gift to people for their wonder, growth, and to inspire them to respond".

“Lutheran schools are communities which acknowledge God as creator and join in the ongoing creation and care of the world and all people”.

How we view the world, of creation.

Voices in the conversation:

God: John 1:1-4 10-11

Creation purposeful , the journey of life  Psalm 106

The word is God.

It is through his Word.

God’s People

Us

Me

Creation is….

Co-creators

Highlight where you can you see one or more of these themes being explained and explored in a core reading

Core Reading 1 Bartsch, M. (2013). A God who speaks and acts: theology for teachers in
Lutheran schools. Adelaide: Lutheran Education Australia pp 58-61

“This  role  of  stewardship  and  responsibility  for  creation  on  behalf  of God is a critical area for Lutheran schools. It provides a focus which  will  be  developed  further  as  other  aspects  of  theology  are  considered. It challenges Lutheran schools to provide a perspective of  creation  which  goes  beyond  an  individualistic,  materialistic,  consumerist approach to the gifts, opportunities and responsibilities within creation. It offers important insights for an appreciation of the  inter-relatedness  of  human  beings  with  the  whole  of  creation  and the development of sensitivity to ecological considerations .Being created in the ‘image of God’ emphasises God’s mandate that human beings are to be careful and responsible stewards of all that God  has  created.  Lutheran  schools  should  therefore  be  leaders  in  learning  and  teaching  about  such  issues  as  ecology,  care  for  the  environment,  social  justice,  global  perspectives,  distribution  of  wealth, and similar concerns. It is relevant to all members of the Lutheran  school  community  whether  or  not  they  recognise  God  as  creator.  All  human  beings,  as  part  of  the  human  family,  are  responsible for the care and protection of the environment and its resources  and  for  meeting  the  needs  of  all  people’

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My school perspective: and practises at Endeavour.

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My school perspective: and practises at Endeavour.

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What evidence can you find of creation theology in the policies:

Consider exploring information about service learning, environment/sustainability, initiatives, education of the whole person, wellbeing, approaches to learning, differentiating for diverse learners.

Summarise some key implications for our understanding of.

The learner: We are all different with different gifts, this is why we differentiate the curriculum to suit these various gifts/needs.

Learner

The learner community The Endeavour Way, the way that we approach the students and the values that we want them experience and live. It keeps us to keep reflecting. Very important set of values

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LOVE

I am committed to:
Acting respectfully towards all people and property
Accepting others and valuing their differences
Valuing the school as a place of learning

COURAGE

I am committed to:
Achieving to the best of my abilities
Participating in school activities - give it a go!
Making my learning a priority

FORGIVENESS

I am committed to:
Aiming to forgive myself and others
Seeking improvement in my work
Using opportunities to rebuild relationships

HOPE

I am committed to:
Developing my God-Given abilities
Building positive relationships
Investing in my future by being 'prepared' to learn

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What does this mean to me and my role?

That I can teach in an environment that is supported by God’s word and teaching.

What have you connected with, been challenged by affirmed by your beliefs about learners, and the learning community?

It means everything to me, it is these values that I have had through my upbringing and have installed in my children and it is an absolute joy now to be able to bring this into my teaching and work life.

What could I do more of or less of?

Living it out through my subject, being it more of a presence in my classroom. I would like to do more social justice to be able to past this onto students and the love of giving. The skill of being lifelong learners.

What are some unresolved issues or questions you have.

How do I ensure that I can present my curriculum in an authentic manner and ensure that I can uphold the Endeavour way.

What is your plan to resolve these?

Do as much PD as possible to ensure that I am update and know my subject area.

To learn from other Endeavour teachers, listen and watch them, how they bring Lutheran values into their classroom.

SMART:

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Connect 3 Community, Love, Service and Vocation

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Connect 3 Community, Love, Service and Vocation

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Enduring Understanding

God has created us for relationships and Christian spirituality finds expression in love, service and our vocations.

Guiding Questions:

a.     Why does Lutheran education value community?

b.     In what ways has the learning about community informed your understanding of Lutheran education and your contribution?

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Using the key words from the Word Cloud, develop a sentence that might best describe a community.

A community is a group of people that come together in a supportive environment. It is usually inclusive, with a set of common goals which helps build relationships, love and sometimes passion for an ideal.

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3.	Reflections about community to which you belong

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3.	Reflections about community to which you belong

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a. Create a web of communities you belong to:

-          Within the College – faculty, care group,

other colleagues that I connect with.

-          Outside of the College

family, Golden Grove community, Truro Community, Gleeson Community, Down Syndrome SA,

b. Draw connections where appropriate

There are no connections.

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1.       Sharing about your community

-          relationships that are important to you.

-          community relationships you have.

What do we determine are common factors that are important to people?

Connections, positive relationships, a likeness of what we do, an acceptance of who we are, and what we believe. To be welcomed. A sense of belonging and worth.

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5.	What questions arise as you think about community relationships?

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5.	What questions arise as you think about community relationships?

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How do I really fit into this community?

Am I the right person for this community?

Can communities become a chore and drain?

What happens when a community turns its back on you and is not inclusive?

Shared Ideas:

·       Are differences between individuals in a community a blessing or a curse

How are varying ideas and opinions supported within a community in a respectful way?

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b.     In what ways has the learning about community informed your understanding of Lutheran education and your contribution? This is taken from the Lutheran Schools Website:

Lutheran schools: living communities

Valuing every individual as a unique person created and loved by God

Striving for excellence in teaching and learning

Nurturing the whole person, intellectually, emotionally, spiritually, physically, socially so they may enrich the world

Caring communities whose core values are: love, justice, compassion, forgiveness, service, humility, courage, hope, quality, appreciation

Working in partnership with students, families and others in building relationships and community.

when I read this, it reads so well, like utopia, maybe unrealistic. However, working at Endeavour for a year now, I have seen and been a part of a living community. It has bought back my sense of what teaching is all about.

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Enduring understanding: - God’s word inspires and guides Lutheran education communities.

Guiding questions

- How can we know about God?
- How does God’s word form and inform Lutheran education communities and my role?

- What are the most significant aspects of Lutheran theology for Lutheran education? (eportfolio reflection)

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The Bible

Every day we see God's creation, we are surrounded by it. We have our journeys, our own pathways. When we think about our World it can challenge us, where do we fit in?

Creation cannot give us the full understanding of God, Jesus can do this through the word of God, the bible.

The World that we live in can be unexpected. If what we see makes us think more about what He has given us for a reason. The Bible can make better sense of what it all means, it His through his Word.

Old Testament -

God appeared, via visions, burning bush, low whisper, speaking through Prophets such Moses, Abraham.

God’s Final Word: His Son Hebrews 1 1-3

1 In the past God spoke to our ancestors through the prophets at many times and in various ways, 2 but in these last days he has spoken to us by his Son, whom he appointed heir of all things, and through whom also he made the universe.

God speaks to us through his son Jesus.

New Testament – these are the stories, letters from people that were with Jesus, his followers.  It has authority – hope sins forgiven, peace, acts of grace.

Old Prophets – would speak the Word of God through them.

Paul’s letter to the Romans

For since the creation of the world God’s invisible qualities - his eternal power and divine nature - have been clearly seen, being understood from what has been made, so that people are without excuse.               (Romans 1:20-23 NIV)

2 Peter 1 16-21

16 For we did not follow cleverly devised stories when we told you about the coming of our Lord Jesus Christ in power, but we were eyewitnesses of his majesty. 17 He received honor and glory from God the Father when the voice came to him from the Majestic Glory, saying, “This is my Son, whom I love; with him I am well pleased.”[b] 18 We ourselves heard this voice that came from heaven when we were with him on the sacred mountain.

19 We also have the prophetic message as something completely reliable, and you will do well to pay attention to it, as to a light shining in a dark place, until the day dawns and the morning star rises in your hearts. 20 Above all, you must understand that no prophecy of Scripture came about by the prophet’s own interpretation of things. 21 For prophecy never had its origin in the human will, but prophets, though human, spoke from God as they were carried along by the Holy Spirit.

It is through Jesus's Disciples that we hear God's word through his Son on earth. Through the New Testament we can witness God in the real World constantly see examples of how God lives through people's lives, we are able to witness how forgiveness, grace, and love looks like through Jesus's actions.

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How does God’s Word form and inform Lutheran education communities and my role?

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How does God’s Word form and inform Lutheran education communities and my role?

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The story of Jesus informs us as a Lutheran School, in how we act, guide, educate. Endeavour College's mission is to develop students' God given gifts and abilities for LIFE (Living in Faith Everyday) and community, it is in our Endeavour Way. The Endeavour Way is Love, Courage, Forgiveness and Hope. It is in our morning pastoral care with our students, our weekly chapel, it is how we communicate with students. How we serve our students in the Christian Faith.

It is also with staff morning devotions, where we share our experiences of God's word and its meaning for us.

My Role

To ensure that the word of God is at the heart of what I do.

Devotional prayer, pastoral care, how I interact with students and staff. I show my service to the school is through my love and care of the students that I teach.

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Outcome 1:

Articulate how your learning in Connect has influenced your understanding, practice and contribution to your Lutheran school or early childhood service.

Criteria:

· Evidence of engagement with and critical reflection on your learning through Connect.

· Descriptions and discussion of how the learning influences your practice is clear and supported with reference to readings and professional conversations.

In session 1 I learned about Grace and its place in Lutheran Education.

A quote that stood out to me was the one above by Nouwen.

I found this interesting because this statement  really resonated with me. After working for more than 15 years in the public school system I think there was a lot of hostility in the classes I taught. Not that I wanted it this way, it just unfortunately became the norm. In the Lutheran faith and way of teaching I must remember I am welcoming these students into our classrooms, we need to show them hospitality, they all come with their baggage and we must learn how to unpack this for them so we are able to build solid and trueful relationships.

I need to not just think about the subject that I am teaching, however, the way in which I am delivering it. I want to bring Grace back into my teaching, and I believe i have the support and resources in a Lutheran School to do this.

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Analyse and describe the ways Lutheran theological perspectives can shape practices in schools and classrooms.

· Demonstrates understanding of a theological concept with analysis of ways it can shape practice in your context.

In session 3 we learnt about community and our place within community and what different communities can offer us.

Completing my first year here at Endeavour, Community is not just a catch phrase that is used as a promotional tool, it is lived everyday throughout the college. Community, shapes, supports, comforts and welcomes. I am so thankful to be part of this.

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Identify and critically reflect on unresolved issues or remaining questions to develop a plan for further learning that will advance your understanding, practice and contribution to Lutheran education.

Criteria:

· Discussion of identified unresolved issues or remaining questions and how they inform further learning.

· Logical description of how the learning plan will advance your understanding, practice and contribution to Lutheran education.

An unresolved issue or question I have is that we all come together in a school with different lives, faiths, beliefs, how can we ensure that we can respond in appropriate, loving and sincere manner in a Lutheran school?

My learning plan is to

Read from other educators and their experiences, be open to new and true.

As a result I will be a teacher that can act in Grace.