Home' Teacher : June-July 2011 Contents Caldwell also refers to the beliefs of Sir Ken Robinson ,
who argues that ‘the key to transformation is not to
standardise education but to personalise it, to build
achievement on discovering the individual talents of each
child, to put students in an environ ment where they want
to learn and where they can naturally discover their true
So where does this leave us in the face of current edu-
Firstly, it affirms the importance of continuing to
develop and nurture the needs of all students and to pro-
vide authentic opportunities for them to express their
unique gifts. It reminds us that social and spiritual capital
are critically important, as is the development of highly
skilled and dedicated staff. It reminds us also that our
m ission is to provide access to all – irrespective of income,
culture, race or location. It also affirms our quest to sup-
port the most vulnerable in our society.
Secondly, it reminds us to continue to represent these
features to people and governments involved in cu rrent
funding reviews. What a
school or education sys-
tem offers cannot simply
be measu red by money.
Indeed it is the soul of the
school that matters and what
attracts parents and students to differ-
ent schools. To use Robinson’s refere nce
to personalisation , it is critical that govern-
ments recognise the need for difference and
diversity in schools and systems.
Thirdly, for me, it affirms the importance
of the Quality Catholic Schooling framework in
WA Catholic schools in assisting schools to con-
duct conversations about educational transformation.
The four domains in this framework of Catholic iden-
tity, community, education and stewardship, and the 24
components of these domains, closely reflect the forms of
school capital identified as being important by Caldwell.
As schools use the framework, authentic evaluation of the
curriculum & assessment 21
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