(a) draws on the strength of the Good Samaritan Benedictine tradition
- the dignity of each person
- an academic school environment which is at the forefront of modern educational
- a love of learning
- a holistic view of education and an integrated curriculum which will challenge
and foster the creativity, initiative and ability of each student
- respect for individual differences so that “the strong have something to
strive for and the weak nothing to run from" (Rule of Benedict 64:9)
- the integration of faith and life
- an appreciation of beauty and the diversity of cultural values
- wise stewardship which reverences the earth and its resources
- a balance of prayer and work
(b) is directed to the seeking of God
Life is a journey in search of God, the Creator, Word and Spirit. We reverence the Scriptures as nourishment and guide in the seeking of God. We express our longing for
and praise of God in personal, communal and liturgical prayer. Because God has
become one with us in Jesus Christ, we believe that our lived experience is the
meeting place with the divine. Our plans and endeavours are so arranged “that
in all things God may be glorified”.
(c) is centred on Jesus Christ and his mission
Personal commitment to Jesus Christ and his mission is central to our educational
ministry. Inspired by the example of the Samaritan of Luke’s gospel and by
Polding’s compassionate missionary vision, we commit ourselves to a Gospel
way of life, responding with energy and creativity to the challenge of our social
reality. We have special concern for, and aim to stand in solidarity with, those
on the margins of society.
(d) is committed to partnership and to Christian community
Our educational settings, where we work in a spirit of collaboration, teamwork
and partnership, witness to the possibility of Christian community. We aim to foster
inclusive communities where all are encouraged to contribute with the “good
gifts” given them (cf Rule of Benedict Prologue 21) and so build up the Body
of Christ (cf 1 Corinthians 12).
(e) is committed to participative leadership
We acknowledge the key dimensions of educational, spiritual and managerial leadership.
We affirm a leadership style which fosters the gifts and leadership potential of
all members of the school community. Drawing upon the wisdom both within and beyond
the school community, we promote a discernment model of decision-making.
(f) is responsive to its cultural context
The Spirit’s unifying force is what unites us in the midst of our cultural
plurality. We recognise, accept and respect the differences among cultures and
races in our school communities. We generously contribute to and critique the society
in which we live.