PREAMBLE:
Conscious of the mission of Jesus: “I have come that they may have life and have it to the full” (John 10:10), we aim to have a school community which is concerned with people as sons and daughters of God. In an atmosphere of welcome and warmth each individual is valued for himself or herself irrespective of ability and achievement. Each and every one learns to grow at different levels – intellectually, piritually, psychologically, emotionally and physically – through involvement in a balance of academic, religious, cultural and sporting activities.
HISTORICAL BACKGROUND:
It is important for us to know and appreciate our heritage. The Carmelite Order has its origins on Mount Carmel in Israel. The first members were called to a life of prayer, solitude and fraternity. Forced to leave Mount Carmel during the thirteenth century the Carmelites migrated to Europe. As friars they worked in the midst of the people preaching the Word of God, establishing friaries and churches in the towns and cities, studying and teaching in the great universities.
The Carmelites came to Ireland around 1271 and established their first foundations at Leighlinbridge, County Carlow, and Whitefriar Street, Dublin. By 1500 there were twenty-five friaries in this country. Though considerably weakened by the Reformation, at no time did the Order disappear completely from Ireland. The members continued to serve the people through the ministry of Word and Sacrament. Catholic Emancipation was granted in 1829. The Carmelites responded to the need for Catholic educators by establishing schools wherever they had friaries. By 1854 practically all our friaries had primary schools attached.
In 1860 Tyrenure House, the former home of the Bourne family, opened as a College with twenty-one pupils on its roll. Since then it has grown into a junior and secondary school with a thousand pupils. In 1949 a second Carmelite College was begun at Moate in County Westmeath. It is now a co-educational secondary school with three hundred pupils.
CORE VALUES: the spiritual and religious formation of our pupils leading to an awareness of God and a relationship with him through Jesus Christ;
the social formation of our pupils whereby they are enabled to take their place in society as confident and caring persons committed to the pursuit of Truth and Justice;
the intellectual formation of our pupils through the provision of a curriculum to the highest academic standards, mindful of the diverse God-given abilities and talents;1
the formation of our pupils for life in the world of work by developing in them integrity, self-reliance, adaptability, loyalty, creativity and a positive attitude to work;
the physical and sporting formation of our pupils through a wide-ranging sports programme promoting physical fitness, team spirit, sportsmanship and participation;
the formation in our pupils of the aesthetic sense through the creative arts, through an appreciation and understanding of our Irish and European culture and traditions, through the call to and ecological awareness.
THE PRINCIPAL AND STAFF:
The Principal and Staff have the central role in witnessing to the values of Carmelite Education. They witness ‘not only by word but by every gesture of their behaviour’.2 They seek to carry out this role by: their genuine concern and respect for each individual in their care, not only the talented and highly motivated;
maintaining a high degree of competence in their particular academic disciplines;
a willingness to assume areas of special responsibility;
participating as far as possible in the various extra-curricular activities with in school;
establishing a good rapport and partnership with the parents who are the primary educators;3
an openness to the constant need for updating in personal attitudes and in the pedagogical methods that are used.4
It is the responsibility of Management to appoint staff members who accept the Carmelite philosophy of education enshrined in our Mission Statement and in our other policy documents.
The principal must report to Management, at least once a year, on all aspects of the school’s life.
Financial provision must be made for in-service training of staff.
Management will meet the staff informally from time to time.
THE PUPILS:
The pupils are at the centre of the School Community. They have a key role to play: by working to the best of their abilities in the classroom thereby achieving their academic potential;
by a willingness to grow in their understanding of the Christian Gospel through participation in school liturgies, Religious Education programmes, prayer groups and services;
by taking part in the social, cultural and sporting activities available at the College;
by sharing in the responsibility for the orderly running of the school through the various duties and offices afforded them, e.g. prefects, class representatives, team captains etc.;
by giving time and effort to helping others both within the College and beyond thereby growing in their awareness of a just and peaceful society;
by accepting the challenge of gradually making their own the values of the College enshrined within this Mission Statement, the Code of Discipline and the traditions of the College.
THE PARENTS:
In sending their children to our schools parents enter into a partnership with Management and Staff through: their commitment to the Christian understanding of life so that the values held by parents are supportive of those espoused by the College;
their active concern for all aspects of their children’s educational development;
their co-operation with the discipline of the school;
their support of the College’s various religious, social cultural and sporting activities;
their commitment to the financial support of the College through the payment of the yearly fee and through other fund-raising activities which may arise.
CURRICULUM:
The curriculum is designed to prepare the pupils for the Department of Education examinations as well as to fulfil their personal needs. It is wide-ranging, balanced and relevant to the context in which the pupils live.
Management will encourage appropriate curriculum development and ensure that adequate funding is provided for this purpose.
DISCIPLINE:
Discipline is an essentially positive concept. It is not achieved by constraint, fear or a reliance on punishment. Rather it flows from attitudes of respect, trust and responsible action on the part of all the members of the school community. Our Code of Discipline seeks to create a structured environment in which the young person learns self-discipline, personal responsibility and an awareness of the rights of others.
Management must ensure that an appropriate Code of Discipline is drawn up and implemented by the Principal and Staff. Management is the final arbiter in disciplinary procedures.
PASTORAL CARE:
‘Pastoral Care is the integration of the academic, social and religious dimensions of a school’s energy so that an atmosphere of care prevails within the school community’.5
Pastoral care is essential to the daily life of he school. It involves not only the Pastoral Care Team but in various ways all members of Staff. Pastoral Care recognises the individuality of each person in the school community and the special needs that can arise from time to time. Home school links need to be promoted and structured.
Management must ensure that adequate structures are in place and operating in this area.
RELIGIOUS EDUCATION/WORSHIP/PRAYER:
Religious Education is a core subject in the school’s curriculum. In the formal classes the pupils follow the courses laid down by the Catholic Bishops’ Commission for Religious Education. The R.E. programme is comprehensive and relevant and is implemented in a creative and sensitive manner. As well as the provision of formal classes the pupils are required to participate in: a retreat experience for each year;
prayer services arranged both for special occasions and as part of the school day;
school liturgies at the beginning and end of the academic year and on other significant occasions;
social activities and projects that support the under-privileged in our society.
The College chaplain plays an active role in all these activities and is also available for individual counselling.
It is the responsibility of Management to guarantee the centrality of Religious Education to the curriculum through the provision of qualified teachers, time and funding. Arrangements are made by the Principal, in consultation with the chaplain, for the annual school retreats and for regular acts of worship. The inclusion of prayer in the school day is to be promoted.
BEYOND THE CLASSROOM:
Sport has always played an important part in the life of the College. It is seen not only as a healthy outlet for youthful enthusiasm but also as a basis for lifelong friendships and loyalty. Spacious grounds, a fully equipped gymnasium, a heated swimming pool mean that a variety of activities is available. All levels of ability are catered for and encouraged. Rugby is the traditional and principal game in the College. The Cup matches each year are a fine expression of school spirit and competitiveness. Badminton, tennis, athletics and swimming are among the other sports provided.
The creative talents and recreational needs of the pupils are catered for through clubs and societies such as drama, debating, orchestra, scouting, photography, computer, chess, bridge. Our annual dramatic production has been the starting point for many fine actors.
Rather than the College closing at four o’clock, it then opens to a different range of activities.
THE PAST PUPILS’ UNION:
Friendship and co-operation with the Union are to be valued and maintained.
BEYOND THE COLLEGE:
The College aims at being involved with the local community insofar as circumstances permit. Pupils are made aware of the needs of the old, the lonely, the needy and handicapped. Involvement in the liturgical and social life of their local church is encouraged.
A wider sense of social concern and Church is promoted through as awareness of overseas development, including Carmelite involvement in other countries.
Management facilities links between the College and outside groups. The buildings and grounds may be used by approved groups, subject to the legal and insurance requirements, provided that such use does not interfere with the proper running of the school.
REFERENCES:
1 Carmel 2000, Documents of the General Chapter of the Order, 1989, page 3.
2 The Catholice School, Rome 1977, CTS London, Paragraph 8.
3 Vatican II, Declaration on Christian Education, Paragraph 3.
4 Lay Catholics in Schools – Witnesses to Faith, SCCE Rome, 1987, page 17.
5 Treston, Kevin. Pastoral Care for Schools, Creation Enterprises, Australia, 1989, page 5.
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