HIGH POTENTIAL LEARNING PROGRAM THE BUNGAREE
Where Young Men Achieve
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 EducationAustralia, 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 theAustralian 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.
Why is it called the Bungaree Program?
Our program is proudly named after Bungaree, a remarkableAboriginal leader, diplomat, and explorer from the early 19th century Aprominent 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 ofAustralia.
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.
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.
Strength-basedlearningplans
The Bungaree Learning Framework: The 4 Es
4.Embody–ValuesandLeadership
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.
InspiredbyBungaree’slegacy,studentsareencouragedtoembodythevaluesofcour resilience,andculturalawareness Theprogramfostersleadership,ethicaldecision-m commitmenttocommunity,helpingstudentsgrowascompassionateandresponsibley
KeyFeatures:
Leadershipdevelopment
Service-learningopportunities
Culturalengagementandrespect
Charactereducation
Year8-BungareeClassStructure
Bungaree Class Structure
Buildingonthedual-streamfoundationestablishedinYear7,theBungareeProgram bringsstudentstogetherinaBungareeclassforEnglish,MathematicsandScience structureprovidesabroaderandmoreintegratedacademicexperience,allowingstu deepentheirliteracy,numeracy,andscientificreasoningskills. Thecurriculumisdesignedtochallengestudentsthroughhigher-orderthinking,colla learningandcreativeproblem-solving.
HowtheBungareeClassesWillBeDelivered
Bungareeclasseswillbedeliveredthroughadynamicandsupportivelearningmode tochallengelearnersTeachingwillbestructuredtoprovidebothacademicrigouran personalisedsupportinwayssuchas;
CollaborativeTeaching:Staffworktogethertodelivertargetedinstructionandf grouping,drawingondiverseexpertise
Seminar&InquiryLearning:Studentsengageinstructureddiscussionsandpr tasksthatpromotedeepthinkingandcollaboration.
Layered&DifferentiatedTasks:Activitiesincreaseincomplexityandaretailor individuallearningneeds
STEM-BasedLearning:Learnersexplorereal-worldchallengesthroughscience technology,engineering,andmathematics,fosteringinnovationandproblem-sol
Expert-LedLessons:Selectedsessionsaredeliveredbyspecialistteachersto learningandexposestudentstoadvancedconcepts
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.
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:
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 PATtesting 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.
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:
Astrong 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.