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This meeting will discuss assessment notes, parish enrolment, group discussions, and feedback. Deadline reminders and distribution of resources will also be covered.
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Scripture Reading from Morning Prayer (Week 1 Wednesday) (Tobit 4: 14-15, 16, 19) Be careful , my child, in all you do, well disciplined in all your behaviour. Do to no one what you would not want done to you. Give your bread to those who are hungry, and your clothes to those who are naked. Whatever you won in plenty, devote a proportion to almsgiving. Bless the Lord God in everything; beg him to guide your ways and bring your paths and purposes to their end. THE WORD OF THE LORD
AGENDA Assessment Notes Parish Enrolment Group discussion & feedback Deadline reminders Distribution of resources Lunch will be served at 12.30pm
1. I have provided extensive personal reflection on my Caritas journey. Many of the submissions had some reflection but not extensive. Where the gathering points and journal had been used there was evidence of reflection deepening as the year progressed. The new log sheets encourage pupils to reflect. Schools that are still using old versions are dis-advantaging pupils.
2. I have demonstrated how my knowledge and understanding of “Caritas” has developed during the Caritas Award, with particular reference to Scripture and the teaching of Pope Benedict XVI. The journal is the best evidence of the development of knowledge and understanding, however many journal entries are limited. If the final submission does not talk of the development of KU it is hard to say the pupil has achieved this success criterion. Where pupils have used the skeleton for the final submission, there is clear evidence of this SC.
3. I have shown my response to learning about “Caritas” by sharing key experiences and moments of insight from the award year. Pupils did not succeed in this SC when they simply stated activities that they had participated in, rather than sharing why they were moments of insight. The new log sheets really aid this SC as pupils are not asked to list the activity but to reflect upon it and say what impact it had.
4. I have evaluated and explained the impact of my Caritas journey on my faith and values. This is the success criterion that, as assessors, we find has the poorest evidence. Pupils are very good at detailing what they did but the evaluation and explanation of impact on faith and values is limited. The 4th Gathering Point really encourages pupils to evaluate and think about impact. Where they have had time and guidance on how to complete the assessment in this GP the responses are of great quality.
5. I have completed 20 hours of faith witness activities in my school community We are still finding pupils who are taking part in school activities that have no connection to Faith. Co-ordinators should encourage pupils to volunteer for a minimum amount of faith witness during liturgical events and celebrations, as well as citizenship ones. Again, where pupils are using the old log sheet it is sometimes difficult to see how an activity is linked to faith witness. It is always still disappointing to see log sheets with hours and minutes calculated to exactly 20 hours. We prefer to see pupils continue with activities beyond the minimum requirement.
6. I have completed 20 hours of faith witness activities in my parish or faith community There are still pupils who are not participating within their own parish, or who are participating in activities which are not at the service of the parish. Schools that completed the parish contact form as early as possible seemed to have more varied opportunities for pupils to complete their faith witness activities. This seems true also for situations where the co-ordinator invited the priests into the school to meet the pupils and discuss activities. Where pupils have become involved in liturgical as well as ‘faith lived’ activities, the impact on the faith has been profound.
7. I have provided evidence of the impact of my faith witness activities on my school and on my parish or faith community. The new log sheets provide the space to show this evidence. It is most useful when this has been completed by someone in the school or parish who has given a detailed description of the impact of the young persons witness. Where the parish or school has written the same, brief statement for all pupils it is difficult to say the pupils has provided evidence of their own impact. When pupils have tackled this SC they often talk about themselves, rather than considering the perspective of the school or parish.
8. I have provided evidence that I have reflected on how the Caritas award might influence my future actions. Pupils who use the skeleton outline for the final submission always clearly cover this SC. The activities within the journal (apart from the assessments) encourage pupils to talk to others and consider this aspect. Where a school has covered all the activities, the responses tend to talk about career and Vocation whereas, when the activities have not been used, the pupil responses tend to state things like, “They will continue to help at children’s liturgy.”
Further common notes from assessors: Where a school follows the complete Caritas programme, including the learning, journal activities and organises meaningful faith witness, there is a distinctive nature to the pupil responses. It is often very clear if a school has not dedicated ample time for the learning and reflection in each Gathering Point, or has not punctuated the year with these experiences. In these cases the pupils can find it difficult to connect their faith witness actions with their learning. In the first few years assessors gave all pupils the benefit of the doubt when it came to parish faith witness activities, recognising that relationships between schools and parishes needed to be strengthened or established. As we begin the 5th year it is hoped that there is a move towards engaging in activities at the service of their own parish as early as possible in the year. There are still occasions where schools have signed off pupil school faith witness logs with significant hours for attending Masses, such as Vocations Mass or Catholic Education Week, sometimes as much as 4 hours for each. Being ambassadors for the school is important, but a it is important to ask if all 4 hours are active faith witness, or if the pupils would get more out of participating in something more within their school community?
School meeting with local parish priests Range of possible activities agreed Students meet PPs and enrol for activities PP confirms participation Details sent to SCES
GROUP DISCUSSION • Facilitator • Reporter • New co-ordinators
Final Reminders • Enrolment spreadsheet by 7th September • 2-part payment of enrolment fee (2 x £10) • Parish activities by 26th October • On-line resources: • frequently asked questions • Journal assessment tasks • Logsheets • Parish enrolment forms
Distribution of Resources • Caritas Journals • Caritas Award Lapel badges • distributed during a ‘Service of Commissioning’? • Caritas Medals not collected at 2015 Ceremony • SCES News
