Bungaree Program

THE BUNGAREE

HIGH POTENTIAL LEARNING PROGRAM

Where Young Men Achieve

Table of Contents The Bungaree High Potential Learners Program...................................................................3 Vision and Rationale..............................................................................................................3 Why is it called the Bungaree Program?................................................................................4 Our Educational Philosophy – Bungaree Program................................................................5 What are High Potential Learners?........................................................................................5 The Bungaree Learning Framework: The 4 Es......................................................................6 Explore – Curiosity and Discovery..............................................................................6 Elevate – Challenge and Growth................................................................................6 Empower – Personalised Learning and Voice............................................................6 Embody – Values and Leadership..............................................................................6 Bungaree Class Structure......................................................................................................7 Year 7 - Bungaree Class Structure.............................................................................7 Year 8 - Bungaree Class Structure.............................................................................7 How the Bungaree Classes Will Be Delivered............................................................7 Differentiation.........................................................................................................................8 Supporting the Wellbeing of High Potential Learners............................................................9 Methods of Identification......................................................................................................10 Selection Criteria........................................................................................................10 Program Commitment and Expectations..............................................................................11 Flexible Placement.....................................................................................................11 Clear Expectations.....................................................................................................11

The Bungaree High Potential Learners Program: Where Young Men Achieve

Vision and Rationale At St Edward’s College, we recognise that some students possess exceptional curiosity, creativity, and capacity for deep thinking. The Bungaree Program is our dedicated initiative for students in Years 7 and 8 who demonstrate high academic potential and a readiness to be challenged beyond the standard curriculum.

Guided by the principles of Edmund Rice Education Australia, the Bungaree Program is not just about academic achievement, it’s about cultivating a mindset of growth, resilience and purpose. We aim to create a learning culture where students are encouraged to ask bold questions, engage in rich dialogue and pursue excellence in ways that are meaningful to them.

Through targeted enrichment opportunities, inquiry-based learning, and differentiated instruction, students in the Bungaree Program are supported to extend their thinking, explore interdisciplinary connections and develop their individual strengths. Our approach is grounded in the Australian Curriculum and informed by best practice in gifted education, ensuring that each learner is empowered to thrive in a dynamic and inclusive environment.

“The mind is not a vessel to be filled but a fire to be ignited.” Plutarch The Bungaree Program exists to help students discover what that “something” might be and to give them the tools and support to pursue it with confidence.

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Why is it called the Bungaree Program?

Our program is proudly named after Bungaree, a remarkable Aboriginal leader, diplomat, and explorer from the early 19th century. A prominent figure of the ‘Broken Bay tribe’ from the Central Coast and surrounding areas, Bungaree is best known for his role as a cultural mediator and for accompanying Matthew Flinders on the first circumnavigation of Australia.

Bungaree was a trailblazer, an individual who used his intelligence, humour, and leadership to navigate both Indigenous and colonial worlds, earning respect from all sides. He was one of the first Aboriginal people to be officially recognised as a leader by the British and his legacy continues to symbolise resilience, adaptability and wisdom.

At St Edward’s College, we honour Bungaree’s spirit through this program, which is designed to nurture the same qualities he embodied: curiosity, courage, intelligence, and cultural strength. His story reflects the values we seek to instil in our high potential learners, young men who are not only academically capable but also socially aware, ethically grounded and inspired to make a meaningful impact.

The Bungaree High Potential Learners Program is more than an academic initiative, it is a tribute to a visionary leader whose life reminds us that true excellence comes from embracing challenge, thinking deeply and leading with integrity.

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Our Educational Philosophy – Bungaree Program The Bungaree Program at St Edward’s College is founded on the belief that every student possesses unique potential that, when nurtured through challenge, support, and opportunity, can lead to exceptional achievement. This program is designed to identify and cultivate high potential learners in Stage 4, fostering academic excellence, personal growth and visionary thinking.

We believe that learning should be:

Visionary: Encouraging students to think beyond the present, imagine possibilities, and develop a sense of purpose and direction in their learning journey.

Empowering: Providing students with the tools, skills and confidence to take ownership of their learning and strive for excellence.

Inclusive and Aspirational: Recognising diverse talents and backgrounds and creating pathways for all students to achieve their personal best.

Reflective and Rigorous: Promoting deep thinking, intellectual curiosity and a commitment to high standards through inquiry-based and interdisciplinary learning.

Values-Driven: Grounded in the Catholic ethos of St Edward’s College, the program fosters integrity, compassion and service alongside academic achievement.

What are High Potential Learners?

High Potential Learners are students whose abilities exceed those of their age peers in one or more domains. These learners often demonstrate advanced reasoning, rapid learning, deep curiosity and a capacity for abstract thinking. They may show early signs of leadership, creativity, or emotional insight, and often benefit from learning experiences that are more complex, open-ended, and intellectually stimulating.

Recognising these learners involves identifying patterns of high performance, innovative thinking, and a readiness to engage with complex ideas. This understanding enables educators to design learning experiences that are enriched, differentiated and responsive to their advanced capabilities.

At St Edward’s College, we acknowledge that high potential can emerge in varied and sometimes unexpected ways. Our approach is inclusive and growth-focused, recognising that potential is not fixed but can be cultivated through meaningful challenge, opportunity, and support. The Bungaree Program is designed to nurture this potential by fostering exploration, resilience, and excellence across both academic and personal domains.

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The Bungaree Learning Framework: The 4 Es The Bungaree Program is guided by the 4 Es (Explore, Elevate, Empower, Embody), a learning model designed to nurture high potential learners through challenge, creativity and character development.

1. Explore – Curiosity and Discovery Students are encouraged to explore ideas deeply and broadly, engaging with complex concepts across disciplines. Learning experiences are designed to spark curiosity, promote inquiry and foster independent thinking. Exploration includes project-based learning, interdisciplinary tasks and opportunities to investigate real-world issues.

Key Features: Inquiry-based learning Cross-curricular challenges Student-led investigations Exposure to diverse perspectives 2. Elevate – Challenge and Growth The Bungaree Program elevates learning by providing intellectually stimulating tasks that stretch students beyond surface-level understanding. This includes advanced content, abstract thinking and opportunities to engage with higher-order skills in a supportive environment.

Key Features: Deep learning tasks Advanced reasoning and problem-solving Critical and creative thinking Opportunities for academic competitions 3. Empower – Personalised Learning and Voice Students are empowered to take ownership of their learning through personalised pathways that reflect their strengths, interests, and goals. Teachers use flexible strategies to differentiate learning and provide choice, ensuring each student is challenged appropriately.

Key Features: Differentiated instruction Student voice and choice Goal setting and reflection Strength-based learning plans 4. Embody – Values and Leadership Inspired by Bungaree’s legacy, students are encouraged to embody the values of courage, resilience, and cultural awareness. The program fosters leadership, ethical decision-making and a commitment to community, helping students grow as compassionate and responsible young men.

Key Features: Leadership development Service-learning opportunities Cultural engagement and respect Character education

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Bungaree Class Structure Year 7 - Bungaree Class Structure In Year 7, students selected for the Bungaree Program will engage in two distinct academic streams designed to challenge and support their learning: Core Class Students will be grouped together for English, Religion and HSIE (History and Geography).

These subjects will be delivered with a focus on critical thinking, creativity, and deep engagement, allowing students to explore ideas in greater depth and complexity.

Mathematics and Science In another separate stream, students will study Mathematics and Science in a learning environment that promotes inquiry, analytical thinking and academic rigour. These subjects are designed to stretch students’ reasoning skills and encourage problem-solving through real-world applications.

Together, these streams provide a balanced and enriched learning experience that lays the foundation for further challenge and extension in Year 8.

Year 8 - Bungaree Class Structure Building on the dual-stream foundation established in Year 7, the Bungaree Program in Year 8 brings students together in a Bungaree class for English, Mathematics and Science. This structure provides a broader and more integrated academic experience, allowing students to deepen their literacy, numeracy, and scientific reasoning skills.

The curriculum is designed to challenge students through higher-order thinking, collaborative learning and creative problem-solving.

How the Bungaree Classes Will Be Delivered Bungaree classes will be delivered through a dynamic and supportive learning model designed to challenge learners. Teaching will be structured to provide both academic rigour and personalised support in ways such as; Collaborative Teaching: Staff work together to deliver targeted instruction and flexible grouping, drawing on diverse expertise.

Seminar & Inquiry Learning: Students engage in structured discussions and project-based tasks that promote deep thinking and collaboration.

Layered & Differentiated Tasks: Activities increase in complexity and are tailored to individual learning needs.

STEM-Based Learning: Learners explore real-world challenges through science, technology, engineering, and mathematics, fostering innovation and problem-solving.

Expert-Led Lessons: Selected sessions are delivered by specialist teachers to enrich learning and expose students to advanced concepts.

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Differentiation Differentiation at St Edward’s College is understood as a responsive and intentional teaching practice that values the diverse learning profiles of students. It involves designing curriculum and instruction that actively considers individual differences, ensuring every learner has meaningful access to content and opportunities for growth. ⁵ (Tomlinson & Jarvis, 2009) For high potential learners, differentiation means making purposeful adjustments to the learning environment, instructional strategies and assessment practices to meet their advanced needs. This approach is embedded across all classrooms and aims to stretch students beyond standard expectations, helping them achieve personal excellence and, where appropriate, exceed curriculum benchmarks. ⁶ Differentiation at St Edward’s College involves purposeful adjustments to curriculum and instruction to meet the advanced learning needs of high potential students. These students often require different learning experiences compared to their same-age peers because they: learn at a faster pace identify and solve complex problems more readily engage with abstract concepts and make advanced connections ⁷ To ensure appropriate challenge and engagement, high potential learners benefit from enriched content and deeper conceptual learning. Teachers at St Edward’s consider the individual strengths and needs of these students to foster high achievement, originality, creativity and higher-order thinking. Assessment and instructional strategies are adapted to provide meaningful learning pathways that support their development and extend their capabilities.

⁵ Tomlinson, Carol C Jarvis, Jane. (2009) Making curriculum work for all students through responsive planning and instruction in Joseph S. Renzulli, E. Jean Gubbins, Kristin S. McMillen, Rebecca D. Eckert, Catherine A. Little, ed. Systems and Models for Developing Programs for the Gifted and Talented. 2nd ed. Connecticut, USA: Creative Learning Press, pp. 599-628. ⁶ Tomlinson, C. A., C Moon, T. (2012). Differentiation and classroom assessment. In J. H. McMillan SAGE Handbook of Research on Classroom Assessment (pp. 415 – 430). Sage publications. DOI: https://ebookcentral.proquest.com/lib/unsw/detail.action?docID=1207749 ⁷ Beasley, J.G., Briggs, C. and Pennington, L. (2017). Bridging the Gap 10 Years Later: A Tool and Technique to Analyze and Evaluate Advanced Academic Curricular Units. Gifted Child Today, 40(1), 48 -58, DOI 10.1177/10762175166759

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Supporting the Wellbeing of High Potential Learners High potential learners often have unique social and emotional needs that require thoughtful support to help them thrive both academically and personally. In some cases, their advanced intellectual abilities may develop faster than their emotional or social skills, which can lead to challenges such as perfectionism, emotional sensitivity and a strong drive for personal meaning and achievement. These traits, sometimes referred to as asynchrony, can contribute to feelings of isolation or anxiety. ¹⁰ ¹¹ At St Edward’s College, we take a holistic approach to education, nurturing the whole student. We recognise and respect individual differences and we provide opportunities for students to build the social and emotional skills they need to flourish. Through involvement in service learning, cocurricular activities and wider school life, students develop the ability to manage emotions, set and achieve goals, show empathy, build respectful relationships and make responsible decisions.

Our commitment to wellbeing is embedded in all aspects of the Bungaree High Potential Program, ensuring that students are supported not just in their academic growth, but in becoming confident, compassionate contributors to their community and the wider world.

The following aspects of our program support the social and emotional wellbeing of our students:

How St Edward’s Supports High Potential Leaners

Focused Learning Groups

Teacher Expertise

High potential learners

Teachers in Bungaree

benefit from being grouped

classes receive specialised

with peers who share similar

training to understand and

interests and abilities. This

respond to the diverse needs

fosters academic challenge,

of high potential learners.

social connection, and

This ensures that instruction

emotional support, key

is differentiated and

elements for adolescent

inclusive.

development.

Personalised Learning

Wellbeing Support

Each student has a personalised learner profile outlining strengths, interests, and needs.

Teachers use it to tailor learning experiences and ensure consistent support, with regular check-ins and family communication maintaining progress.

High potential learners may experience emotional sensitivity, perfectionism, or asynchronous development.

If required, support from counsellors, Pastoral Leaders and the Diverse Learning Team helps address these needs.

¹⁰ Centre for Education Statistics and Evaluation (2019). Revisiting Gifted Education. NSW Department of Education.

Retrieved from https://www.cese.nsw.gov.au/publications-filter/revisiting-gifted-education. ¹¹ Hebert, T. (2010).Understanding the social and emotional lives of gifted students. Sourcebooks. DOI: https://ebookcentral.proquest.com/lib/unsw/detail.action?docID=675883 Freeman, J. (2018). Chapter14: The emotional development of the Gifted and Talented. In Wallace, B., Sisk, D., C Senior, J. (Eds.). (2018). The sage handbook of gifted and talented education. SAGE Publications, Limited.

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Methods of Identification Selection Criteria Entry into the Bungaree Program is based on a combination of various standardised testing as well as teacher observations and academic performance data. Each student’s progress is throughout the year to ensure they continue to benefit from the program, continue to meet the expectations of the program and are supported in their academic, social and personal development. They are identified through a combination of standardised assessments and school-based measures, including teacher observations and academic performance data.

At St Edward’s College, we understand that high potential learners come from a wide range of backgrounds and may not always be immediately recognised. Some students may hide their abilities to fit in socially, while others may need specific support to help their strengths emerge. In some cases, families may not be aware of their son’s advanced learning potential. That’s why we use a broad and inclusive approach to identify students who would benefit from such a program.

We use a variety of tools and strategies to ensure no student is overlooked. These strategies include: Academic performance and achievement data Standardised assessments such as PAT testing and NAPLAN results Student responses to open-ended tasks and problem-solving activities Learner Profiles At St Edward’s College, the Bungaree Program is a key part of our commitment to recognising and nurturing talent. If you have questions or would like to know more, please contact the College to speak with our High Potential Learning Coordinator.

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Program Commitment and Expectations To ensure the Bungaree Program remains aspirational, dynamic, and responsive to student growth, the following structures and expectations will be in place:

Flexible Placement Student placement in the Bungaree Class is reviewed each semester.

These reviews ensure that the program continues to meet the needs of high potential learners and that students remain appropriately challenged.

Movement into or out of the class may occur based on updated academic data, engagement, and learning behaviours.

Clear Expectations Students in the Bungaree Class are expected to consistently demonstrate: A strong commitment to learning Positive engagement in class activities Respectful collaboration with peers and teachers Academic effort and responsibility Continued placement in the class is not automatic; students must uphold these standards to remain in the program.

This approach ensures that the Bungaree Program remains focused on excellence, opportunity, and growth, while supporting students in reaching their full potential.

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