Ideal school

Seek Engage Achieve
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Welcome to Bungaree College
Seek • Engage • Achieve
Bungaree is a year 7 to 12 school Public Secondary College set in beautiful bushland setting in the western sub-
urbs town of Melton near Melbourne Australia. We have 1250 students at present and we are not currently capped.
Our main ethos is respect. By developing respect in the student we create a harmonious environment where
students can flourish. Our multicultural school community benefits from all its members sharing experience
and working together.
Bungaree was founded in 2007, by a small group of academics, who strongly believe that by developing the char-
acter of a student you form the foundation of a successful life. Emphasis is placed on responsibility — to peers, the
community and to themselves.
Students are supported as they seek knowledge exploring their interests and talents. By developing students’ con-
fidence they become engaged in their education and make meaningful connections to their lives. Academic excel-
lence grows from the students’ awareness of their own personal value. Motivation is maintained by developing real
tangible goals. Our aim is to develop in students the skills to take on the challenges they will face in this
increasingly globalised world.
WELCOME
COMMUNITY LINKSSOCIAL ISSUESSCHOOL DESIGN

Educational Philosophy
At Bungaree College, every effort is made to ensure that all of our students are treated equally and given every opportunity to succeed.
The culture of our school and the way in which teachers and students interact is paramount in allowing us to achieve our mission.
The way in which content is delivered at Bungaree College is unique and has desirable outcomes for our students. Teachers at our
school acknowledge that students already possess existing knowledge and therefore will have valuable contributions to make to their
learning. Students are active participants in the pursuit of knowledge and are given ample opportunities to conduct their learning in a
way that best suits them.
The curriculum and manner in which the content is delivered is a negotiated process at Bungaree College. Teachers are receptive to the
preferences of students and provide an environment in which they are able to try different learning processes. We firmly believe that this
enriches the learning experience of students.
The flexible manner in which teaching and learning takes place at Bungaree College means that everybody is included in the process.
All students, including ESL students and those with learning difficulties, are given extra attention in a supportive environment. It is our
teacher’s commitment to this philosophy that allows our students to SEEK. ENGAGE. ACHIEVE.
PHILOSOPHY

Seek
Seek is a motto we take to heart. No passive learning at Bungaree! Our students have the whole world to explore and we are their
guides. Independent learners can take their education past high school and into the future.
Engage
Happy independent learners are engaged learners. Our students are engaged because they see a relationship between their lives and
their learning.
Achieve
Great things are achieved when students discover the joy of learning. All students are capable of achieving their goals. We nurture that
inner spark in our students and let them fly.
Students each have an individual pathway and strategy for success. What they all have in common is the drive to Seek, Engage and
Achieve.
PHILOSOPHY

Name of school
Bungaree (1775 - 24 November 1830) was an Aboriginal Australian
from the Broken Bay area, who was known as an explorer, entertainer,
and Aboriginal community leader.
Bungaree first came to prominence in 1798, when he accompanied
Matthew Flinders on a coastal survey as an interpreter, guide and
negotiator with local indigenous groups.
He later accompanied Flinders on his circumnavigation of
Australia between 1801 and 1803. Flinders was the cartographer of
the first complete map of Australia, filling in the gaps from previous
cartographic expeditions,and was the most prominent advocate for
naming the continent “Australia”. Flinders noted that Bungaree was “a
worthy and brave fellow” who, on more than one occasion, saved the
expedition.
Bungaree school was named after a great explorer and icon of the
Aboriginal and Australian people. This is what we instil in our students
by seeking out new ideas, who can engage in many different learning
experiences. This gives you the confidence to achieve your learning
goals. This is what Bungaree did to help build our young nation to
become what it is today.
WELCOME
COMMUNITY LINKSSOCIAL ISSUESSCHOOL DESIGN

Design of school
At Bungaree we strive to give our students the best learning
experience this includes the overall design of the facilities. The
school is based around a tribal idea that all minds come together
to share ideas and feelings in one gathering place.
This meeting place is our “Wellness Centre”. This places the central
focus on student well being and care as the core focus for our school.
This goes above and beyond our main teaching disciplines.
Around the outside interlinked by causeways is our “Learning Cen-
tres”. Specialists Team Leaders in these areas of learning help nurture
a strong school based community. There is a strong belief at Bungaree
that students learn in different ways and with a strong interdisciplinary
approach this can be best achieved
These areas have specific tools and needs but rely on the Koori ideal
of a meeting place. Each study area has a large open plan learning
area and a series of class rooms that are linked. This instigates the
team teaching ethos that the school is proud of.
These areas are also connected with the “Outdoor Learning Zones”
providing a learning link to the outside world. Each area has its own
“Outdoor Learning Zone” and is a vital link between mind body and
land.
SCHOOL DESIGN
CLICK IMAGE TO ENLARGE
WELCOMECOMMUNITY LINKSSOCIAL ISSUES
THE ARTS
YEAR 11 COMMON AREA
AM
PH
ITH
EATRE
ENTRANCE
MAIN BUILDING
WELLNESS CENTRE
YEAR 12 COMMON AREA
PHYSICAL EDUCATION
YEAR 10 COMMON AREA
FOOD TECHNOLOGY
FOOD HALL
SCIENCE/ HUMANITIES
YEAR 7 COMMON AREA
ENGLISH / LANGUAGES
YEAR 8 COMMON AREA
MATHEMATICS
YEAR 9
COMMON AREA
N
English
The ArtsScience
VCEWellness
Centre
Mathematics
Phys EdLanguage
Humanities
Food

SCHOOL DESIGN
THE ARTS
YEAR 11 COMMON AREA
AM
PH
ITH
EATRE
ENTRANCE
MAIN BUILDING
WELLNESS CENTRE
YEAR 12 COMMON AREA
PHYSICAL EDUCATION
YEAR 10 COMMON AREA
FOOD TECHNOLOGY
FOOD HALL
SCIENCE/ HUMANITIES
YEAR 7 COMMON AREA
ENGLISH / LANGUAGES
YEAR 8 COMMON AREA
MATHEMATICS
YEAR 9
COMMON AREA
N
English
The ArtsScience
VCEWellness
Centre
Mathematics
Phys EdLanguage
Humanities
Food

Engaging School Design
When Apple Inc. published its third quarter profit figures in 2010, its net profit of USD 3.25 billion it firmly demonstrated the continuing
success of its products and the use of good design to meet the needs of its consumers. At the heart of the company’s success is the
simplicity of using its devices, which virtually eliminates the need for an instruction manual: users find their way with ease and feel
better for it.
This approach does not rely on traditional methods of market research but plays on human intuition. Devoted forums sometimes offer
better support than the company’s own. Success lies in using good design to bring its customer to the forefront of the product. Through
its designs, consumers become better informed clients and understand the benefits that good design can have on their lives.
While schools are not products, design plays an important part in their functioning. Architectural design, spatial design, communication
design and landscaping design, to name a few, are all key ingredients when refurbishing or redesigning schools. The success of their
buildings and spaces is dependent on how well they relate to their users: pupils and teachers. Good education isn’t exclusively linked
to good design; leadership and teaching are fundamental to the school ethos, however the school environment has the power to have a
significant impact on the way in which pupils connect with their education.
SCHOOL DESIGN

Part of the Land
Bungaree School is designed to sit back in its bush setting and be one with the community.
It understands it has to be respectful to the land it sits upon. Once students have walked past the trees and into the school grounds the
buildings themselves are designed to engage their imaginations. Each building has its own unique personality from the happy face of
the centre for the arts to the striking prisms of the Science and Humanities centre.
Its just not a place for serious study, its a place where students can let their imaginations run wild. Each building is interconnected to
the centre. The “Well Being Centre” is where all teachers and support staff are situated. Each learning area is also a designated area for
each year level. The offices for those Year co-ordinators are placed right next to the pathways that link into those year level areas.
SCHOOL DESIGN

Open Plan School Design
Bungaree School is designed around an open plan school design. Each year level meets in a group area between the classrooms. Each
student then looks at the task set and self assesses the tasks ahead. They then go into the class that they feel is appropriate for their
learning.
Each student is given an “Individual Learning Plan”. This method is only as good at the summative and formative assessment that is
given throughout the year. With guidance students can move through each learning area at their own pace. This does not mean that
students take the easy option. With the bar set high students learn off each other through interactive ipad work places. These work
places are interlinked with the AUS Vels standards so both students, teachers and parents understand the path and learning outcome.
For instance in Mathematics we have 120 students in Year 7 split into 4 classes of 30 students. The class sizes at our school are indeed
larger than the average Australian classroom. But it has been proven in overseas studies like in South Korea where class sizes are big-
ger the learning outcome is still very high, the best in OECD countries. This comes down to the fact that in those classes teachers are
paid 20% more than equivalent western teachers. This brings the best teachers to the best classes. We at Bungaree use this philoso-
phy paying our teachers 20% more to specialize in these teaching areas.
With the costs saved we have employed 2 extra staff per learning area to help with Teaching specific tasks. These “Learning Area
Admin Staff” LAAS for short, enter important information to the school Intranet and “Login” areas. They also provide research informa-
tion and handle everything from excursion planning to routine classroom prep. This “frees” up the teacher to focus on an engaging and
highly interactive classroom environment.
SCHOOL DESIGN

SCHOOL DESIGN
YEAR 9
COMMON AREA
MATHS OUTDOOR
LEARNING AREA 1
MATHS OUTDOOR
LEARNING AREA 2
MATHS OUTDOOR
LEARNING AREA 3
M1
M2
M3 M6
M5
M4
Mathematics

School Uniform
The uniform is smart and affordable and was designed
after talking to students about what they would like.
SCHOOL UNIFORM:
BOYS
Dark blue blazer, tan trousers, black leather belt, white
shirt, dark blue jumper, black laced leather shoes.
Optional: Tan Shorts, black socks.
GIRLS
Dark blue blazer, tan trousers, black leather belt, white
shirt, dark blue jumper, black laced leather shoes.
Optional: Tan Skirt, Black stockings or black socks.
PE UNIFORM:
BOYS and GIRLS
White polo top, dark blue shorts, white socks, appropriate
gym shoes.
UNIFORM
PARENTSSTUDENTS SCHOOL
SCHOOL UNIFORM PE UNIFORM

Online Store
We hope you like the look of the Bungaree uniform.
The Reception Desk holds a small stock of uniform in
most sizes. If an item is not available we will be able
to request it from our suppliers. Please contact us
regarding any uniform enquiries.
You can Access the Online store via the Portal Button
on the top of this screen. Once you have put your
Student ID and Code then you can access the Online
Store.
On the right is an example of the store.
UNIFORM
PARENTSSTUDENTS SCHOOL
dark blue jumper, black laced leather shoes.
Optional: Tan Skirt, Black stockings or black socks.
PE UNIFORM:
BOYS and GIRLS
White polo top, dark blue shorts, white socks, appropriate
gym shoes.
Blazer
Blue blazer with embroided Bungaree logo
on chest pocket. Boys' and Girls' styles.
Size: 28 to 36 Price: $40.00
Size: 38 to 48 Price: $48.00
Jumper
Blue Jumper with embroided Bungaree logo
on chest pocket. Boys' and Girls' styles.
Size: 28 to 36 Price: $20.00
Size: 38 to 48 Price: $22.00
Pants
Tan Pants Boys' and Girls' styles.
Size: 28 to 36 Price: $30.00
Size: 38 to 48 Price: $32.00

Overview
As a Victorian governmental school we receive financial assistance from the Government.
This assistance per student is $7500 per annum.
Parent/Guardian compulsory contribution will be $700 school fees per annum, towards the education of their child. Parents will supply
their child with the required books from the book list and stationary at the start of each school year.
School grounds maintenance fee of $50 per family per annum will be charged in the fees to employ garden maintenance staff.
Disability and special needs students receiving a supplement of:
Level one status: $8800
Level two status: $13,600
Level three status: $21,500
Level four status: $29,300
Level Five Status: $37,400
Level six Status: $45,000
These supplements will pay for the employment of special needs/integration aids for the individual students who qualify. Parents will
apply independently to the appropriate Government department.
FINANCIAL
PARENTSSTUDENTS UNIFORM SCHOOL

Inclusiveness &
Community Links
FINANCIAL SUPPORT FROM THE COMMUNITY
Our schools’ vision is to provide a place of inclusion. This invitation extends to the wider community who has the opportunity to hire our
fantastic 21st century facilities after school and on the weekends for events and sporting facilities. Sporting or community groups can
use our facilities to run meetings or provide adult educational programs. Fees and charges vary; contact the school for further informa-
tion.
A financial scheme to support our well-being centre will offer the business sector of our local community with the option of advertis-
ing in our online newsletter and fence advertising. The fence advertising will be a per annum fee of $2000 per sign (maximum size of
3mx1m)
Fundraising:
The Parents and Friends committee is a dedicated group of volunteers meeting every month to discuss and run fundraising activities.
Working closely with the principal and school council to support and foster the well-being of all students in our school. Assisting finan-
cially in special programs and events.
The VCAL students run sausage sizzles and an annual drive-in night to raise funds which assist to support educational programs within
our school.
FINANCIAL
PARENTSSTUDENTS UNIFORM SCHOOL

How the school is responding
to key social issues that relate to education
Social issue
Socio-economic status
Ethnicity
Gender/sexuality
Every effort is made to make the costs of schooling affordable for parents – uniforms (new and second hand)
are sold at reasonable prices at the school, the use of textbooks is minimised and large portions of learning
material is accessible online for students. School fees are low, in recognition of the fact that we are a public
school. A portion of the fees are optional – only those who can afford to pay do; nobody is pressured beyond
their means.
Policies of tolerance and acceptance are part of the school’s educational philosophy.
Additionally, the school will provide students with the opportunity to learn about other students’ ethnic back-
grounds – they have opportunities to try foods from different cultures (school canteen and Food Tech classes
can make this possible)
Seminars, guest speakers
Topics like ‘gender’ and ‘sexuality’ are included in the Health and Wellbeing subject, so as to educate stu-
dents about these issues and encourage a culture of equality in the school.
Equal opportunity for all, regardless of gender. Equal access to educational resources, sporting teams etc.
SCHOOL
PARENTSSTUDENTSFINANCIAL UNIFORM

to key social issues that relate to education
Social issue
Cultural issues
Mental health
ESL programs – a program that is separate from the main curriculum and which recognises the diverse
needs of ESL students. Extra resources, access to staff such as aides who are able to provide more one on
one support.
‘Buddy system’ – ESL students are encouraged to pair with non-ESL students during classroom activities in
order to feel more included in the whole school community. ESL students would not feel as isolated and it
would be a great leadership opportunity for non-ESL students.
Counsellors – students would know that there is someone that they can talk to confidentially if they are ex-
periencing trouble.
Mentors – either students can mentor other students, or teachers can mentor students who need a bit of
extra support or guidance.
SCHOOL

Anti-Bullying Policy:
This school will not tolerate bullying of Staff or Students. Students who engage in bullying behaviours will be referred to the coordi-
nators and receive consequences according to the behavioural guidelines of this school. Bullying offenses will be reported to parents
or care givers. Repeat offenses may warrant the student being expected to take a course in education against bullying through our
well-being centre. Cyber-bullying inside or outside the school is an offense and can be categorized by following:
• Using technology for the purpose of bullying
• Texting and emailing
• Pranking
• Hate sites
• Campaigns against a person
• Setting up a situation of humiliation and recording it
• Image sharing without permission
• Identity theft
• Posting sexually explicit images
SCHOOL

Duty of Care Policy:
Rationale:
It is the policy of our school to legally provide our students with quality care. We expect our principals and teachers to protect our stu-
dents from foreseeable harm or injury.
Aim:
Our staff must understand and comply with our duty of care policy and adhere to the legal procedures. Their behaviours need to ensure
the safety of the students within their care.
Implementation:
• Teachers are professionally obligated to teach students in their care
• Teachers are legally obligated to take steps to protect students from harm or injury
• Teachers must notify school authorities/principals if they have knowledge of a student at risk of harm both inside or outside of school
• Teachers must have knowledge of policies and procedures and their implementation regarding evacuation and
- Risks within the school
• Teachers and first aid staff must understand and follow the procedures regarding students who have medical conditions including
allergies and anaphylaxis.
SCHOOL

Behavioural violationsViolation Levels and Procedures
Yellow Level: The students’ behaviour is managed by the classroom teacher. The teacher directs the student to the appropriate behav-
iour. Expectations and consequences are made clear.
Pink Level: The behaviours are managed by the classroom teacher with clear warnings. The consequences could be time outside the
room, detention or a phone call to parents.
Orange Level: The teacher will ask the student to exit the classroom. The student will be supported by a year level coordinator on
duty in the well-being centre. The student will need to discuss and renegotiate with the classroom teacher for re-entry to the class from
which he/she was exited from. Consequences are given in the form of time out, detention, working in an alternate classroom, parents
called for a meeting with coordinators.
Red Level: The teacher will immediately exit the student to the well-being centre, ensuring a safe environment for all students. The
teacher may need to phone coordinators for assistance. Then referring the incident to coordinators. Coordinators will proceed to report
to the assistant principals. Parents will be informed. Depending on the severity of the offence the student may be suspended or ex-
pelled from the school.
SCHOOL

Behavioural violations
SCHOOL
Yellow Level / Minor
Student work incomplete
Minor disruptive behaviour
Late to class
Not paying attention
Talking at inappropriate times
Refusing to work on
the task set out
Unable to complete work
in the given time frame
Not handing in homework
Disengagement in the task
Using the internet or
technology inappropriately
or at inappropriate times
Pink Level
Oppositional behaviour
Repeating the inappropriate
behaviour
Escalation of yellow level
behaviours
Unsafe with equipment
Absenteeism
Bullying behaviours
Orange level
Escalation of pink level
behaviours
Emotional and verbal
outbursts
In appropriate language or
swearing
Bullying a teacher or fellow
student
Refusal to follow teachers
direction
Cyber-bullying. Using tech-
nology to engage in bullying
behaviours against a fellow
student or staff member
Red level / Major
Escalation of pink level
behaviours
Extreme physical or emotional
outbursts
Dangerous behaviour against
teacher, students or staff
Damaging equipment
Illegal activities
Racial vilification
Extreme bullying behaviours
includes cyberbullying

The Parent/Guardian Expectation guidelines
Rationale:
It is the role of the parents or guardians of the students at our school to be actively involved in supporting the policies and procedures.
Aims:
To provide a supportive network for the students and their learning. To necessitate communication between school and home.
Expectations and Procedures:
• Parents will pay school fees of $700
• Parents will download the information booklet from the schools’ website
• Parents will support the uniform policy
• Provide their child with the correct uniform for each season
• Attend yearly information evenings
• Attend parent teacher conferences
• Make appointments with teachers if the need arises
• Contact the school if their child is experiencing emotional adversity
• Support attendance expectation of 95% for unapproved absences
• Parents provide a Doctors Certificate or a Statutory Declaration for approved absences
• Parents must phone the schools absentee line to report a student absence before 10am
PARENT
STUDENTSUNIFORM SCHOOL

Student Expectations policy
Rationale: All students will engage in their learning in a safe, secure and supportive environment.
Free from harassment with equal access to resources and facilities.
Aim: To provide an inclusive creative learning environment where students can be supported as
they strive to meet the expectations of the school.
Expectations: Students will:
• Conduct themselves in a safe manner
• Respect mentors, staff members and visitors of the school
• Respect fellow students
• Respect fellow students work
• Respect their work environment
• Engage in their learning and aim high
• Set goals and work hard to achieve them
• Attend 95% of classes
• Support diversity in our school
• Engage in inclusive behaviours
• Not engage in bullying behaviours
• Report bullying, harassment or violence against fellow students
• Not engage in bullying or harassment in the school, outside the school or via the internet
• Use appropriate language
• Students must not swear
• Will not racially vilify a fellow student, staff member or visitor
• Students will not abuse, harass or engage in violence against a member of staff or visitor
• Will not graffiti fellow students’ belongings or their environment
STUDENT
UNIFORM PARENTS SCHOOL

Links to the community
At Bungaree College, the traditional Health subject is offered with an additional ‘Wellness and Well-being’ component.
In this ‘Health and Well-being’ subject, students will gain invaluable skills that will enable them to develop into well-rounded young adults
who possess the necessary skills and confidence to become contributing members of society. This subject, whilst teaching students the
fundamentals of a healthy life and providing them with the knowledge to make informed decisions regarding their own well-being, will si-
multaneously offer students the opportunity to learn vital ‘life skills’ that will be directly applicable to the lives they lead outside the class-
room walls. Students who study ‘Health and Well-being’ will form invaluable links to the community in two exciting ways:
1) Community as a source of student curriculum based learning.
Students will have the opportunity to become involved in existing community projects by visiting the local youth centre in Melton. Here,
students will learn about the services provided to their age group and have the opportunity to build relationships with members of the
community. Not only will students gain access to some invaluable information, they will also have the chance to work with the youth
centre staff and offer suggestions of their own about community programs centred around youth issues. Students will be contributing to a
worthwhile cause and will develop leadership skills and confidence.
2) Community involvement in the school
Community members and recognisable figures are invited into Bungaree College to interact with students on issues directly relevant to
their lives. Incursions will be embedded within the Health and Well-being curriculum, whereby police members and health profession-
als will ‘guest teach’ on topics such as crime, risk-taking behaviour and the implications of peer pressure and conformity. By bringing in
respected authority figures who are experts in their field on these matters, we offer our students a fresh new way of learning curriculum
material, as well as providing them with the chance to interact with professional members of the community that they may ordinarily not
have the chance to. Fostering a positive relationship between students and these authority figures – policemen, paramedics and health
professionals – will empower our students to see themselves as young adults who have responsibilities not only to themselves, but to the
wider community in which they live.
SCHOOL

Examples of incursions:
‘Keys Please’
An incursion run by a Vic Roads presenter that educates students on key driving knowledge. Students learn
the risks for learner drivers, receive an overview of the road rules and are taught what they can do to over-
come the dangers that they may be faced with when driving
Mental Health Awareness in Schools
Reach’s school and community workshops are designed to promote the mental health and emotional
well-being of young people. They aim to build self-efficacy among young people – while supporting them to
develop the social and emotional skills they need to be resilient and make positive life choices.
Australia Wide Aboriginal Incursions – Koomurri
This incursion raises awareness of Aboriginal culture in a fun and engaging environment. It includes world
class Indigenous didgeridoo masters and dancers who promote Australian Aboriginal culture. The Koomurri
dancers, artists and performers come from many different Aboriginal Nations and showcase different dance,
music and vocal styles. Koomurri also cater a traditional bush tucker experience as an optional extra at
events
SCHOOL

Curriculum
Here at Bungaree we have focused our attention on providing an equitable education for all.
You are welcome to tour our beautiful campus designed with the philosophy of equality for all at the heart.
We have rejected the notion that students are always consistent. Very good students need the freedom to take risks and sometimes fail.
Students who struggle need the opportunity to excel when they find a topic they can master. Our philosophy of equality necessitates
rejection of streaming. A different approach is needed.
Students are enthusiastic learners. Experience has shown that when students are given the chance they will extend themselves. In fact,
by supporting student investigations, students report enhanced enthusiasm for their subject. With a passive more tradition teaching
method students often feel what they are learning is of no relevance to their lives.
This knowledge has led us to structure our classes in a unique way. Year groups come together to hear a lecture on the subject to be
studied. Once this initial discussion is complete students can then choose a focus group to join. Focus groups are designed around
learning goals and expectations. The students have the opportunity to structure their own education. Very accomplished students may
choose to develop their understanding by evaluating what they have learnt and even creating something new from it. The students who
feel they need more assistance or learning can work with a group to consolidate understanding.
The beauty of this structure is that students can choose what they need to learn. The structures exist to facilitate differentiated learn-
ing without creating unnecessary anxiety about what level they are in. Students feel free to move amongst the different levels as their
confidence develops. This also gives students a chance to revisit subjects for revision if they want. As a student develops skill, in essay
writing for example, they may wish to relearn the basics to consolidate their knowledge.
This format persists through to year 10. In the senior years students embark on their own individual pathways
SUBJECTS
CURRICULUM

Middle Years
Our middle years students (years 7 – 9) benefit from our reciprocal teaching techniques.
Reciprocal teaching was developed to assist students in reading, however the method has uses across the curriculum.
Reciprocal teaching develops students’ meta-cognition. In developing meta-cognition in students they are able to choose for them-
selves what they need to learn. How this works in practice is described.
In the large lecture group students are presented with a topic. Students then go through the process of predicting what they think the
topic is about and what they may be doing with it. They will discuss what tools they will need to complete their work.
Areas of confusion or weakness are highlighted when they must clarify what it is they will do specifically. This gives the structure to
choose a suitable work group for them.
In the individual work groups, students can work with the teacher in small groups to fill the gaps in their knowledge. The students,
supported by the teacher, test hypothesis and determine a suitable way to proceed. Working in groups and peer teaching help to keep
students engaged and entrench understanding. In explaining theories to each other, students are forced to form coherent thoughts to
articulate their ideas effectively.
Once areas of deficit are amended then students can move to developing questions to be addressed or solving problems depending
on the subject. Once a topic has been fully explored students are required to summarise what they have learnt. This further enhances
learning as students paraphrase what they have learnt. This stage is treated as a self-reflection exercise. The success that students
achieve, when they are fully engaged in their learning, dramatically improves the chances of future success.
SUBJECTS
CURRICULUM

Numeracy
At Bungaree we follow the Australian Curriculum. All of the traditional resources are available
and computer programs, as well as our specialist resources. Our integration aid program supports students who need help when facing
difficulties that cannot be managed in class. This resource is also utilised for high achieving students who would like enrichment. Great
enrichment programs exist in the community and we endeavour to utilise them. Programs such as the Mathematics Association of Vic-
toria games day and University of Melbourne Mathematics Competition all are available to challenge our students.
In the mathematics environment reciprocal teaching is very powerful. A theory is presented to all the students and they can then fill in
a chart to help them determine how they wish to proceed. They will fill in all of the formulas they think they will need and the process-
es they will use. Any areas of concern can be addressed in the smaller focus groups with a teacher and other like-minded students.
Students who feel very confident can move into a group to work on worded problems and develop the theory more deeply. The recip-
rocal teaching method gives the structure students require to make decisions. They are not been directed by the teacher and branded
‘advanced’ or ‘behind’ as they are in conventional streamed classes though differentiated teaching is still achieved.
Research has found that by developing students’ meta-cognition they truly analyse the theory they are learning. Usually a problem un-
derstanding mathematics only appears when students are trying to answer questions. This often leads the student rejecting an attempt
at the problem. By articulating the processes needed to answer questions the students are already half way there when a question is
put to them. They have a plan of action already in place.
SUBJECTS
CURRICULUM

Literacy
Success in literacy is paramount throughout the entire curriculum. All students need to feel confident
in their ability to understand material presented to them regardless of whether it is science, humanities or English.
At Bungaree we endeavour to give students every opportunity to not only succeed in the subject but also develop a lifetime love of
reading. Students are encouraged to read a broad range of literature. Academic staff are aware of students sensibilities and try to ac-
commodate current interests when setting the reading lists. Students also have an opportunity to bring their own texts to the class.
Promising students are encouraged to move outside of the popular fiction range.
Students also are given authentic writing tasks over a wide range of interests. In the past students have moved from poetry to song
writing that was then developed in their music classes. Other students have been able to use the time in English to create advertising
blurbs that could then be developed into a finished campaign made in graphic arts. Students take from Bungaree a skill that thrills them
– the skill of communication.
SUBJECTS
CURRICULUM

Student Awareness
Students from Bungaree become excited about their journey of learning.
This awareness quickly opens their eyes to an awareness of the world around them. Here at Bungaree we create wonderful opportuni-
ties for students to help in their local communities. We work with the local Salvation Army to give students the chance to give back to
their community. Students can design their own programs and implement them or they can do something already established. Activities
in the past include visiting older people who are keen for conversation. We also ran a program with the guide dogs, which was extreme-
ly popular.
We are also aware that many students’ experiences of other cultures are limited to their immediate surroundings. Year 9 is a key time
where camps are organised with the goal of cultural experience in mind. Camps vary each year and can include exploring Victoria or
heading off to the Northern Territory. Camps are developed to coincide with a social project that students are working on.
Bungaree prides itself on the strength of our parent involvement. Parent, grandparents siblings friends are all part of the Bungaree
family. In the past students have had family members come to the school to share their life experience with the students. Bringing our
local community into the school enhances the students’ feelings of belonging. Differences are explored and celebrated, thus laying the
foundations for tolerance and acceptance.
SUBJECTS
CURRICULUM

Senior Years
As students enter their finals years of secondary school they start to plan for their future beyond school.
In these final years students are given all the support they need to find a program that is consistent with their interests and abilities.
Senior education at Bungaree includes:
• Victorian Certificate of Education (VCE)
• Vocational Education and Training (VET)
• Victorian Certificate of Applied Learning (VCAL)
These final years can be very stressful for our students. We strive to support all students in their individual goals and make available
resources to facilitate their needs.
Parents and students can make an appointment with our guidance councillor to discuss suitable courses.
A wonderful aspect of our school is our health and well-being program. Students have at least one class a week dedicated to a stress
relief program of their choice. There are quite reflection rooms where practitioners of yoga, massage and medication are made availa-
ble. There are also workshops where students can learn about stress management and how to care for your health. Our P.E. Program
also includes opportunities for students to find stress relief through exercise.
SUBJECTS
CURRICULUM

CURRICULUM
SUBJECTS The Arts Mathematics English
Science VCE Phys Ed
Food Language Humanities

THE ARTS
About the Bungaree School of the Arts
When you study the Arts at Bungaree (Music, Drama, Visual Arts, VCD and New Media), you will be guided by some of Australia’s most
progressive art educators and respected artists within a creative learning environment.
The Bungaree Art’s studio and workshop facilities are designed to support your exploration of both traditional and new media. Our cus-
tom-designed studio complex sits alongside other progressive learning areas, and is also home to the Student Gallery and the Bunga-
ree Theatre.
Drawing upon our progressive thinking, we now enjoy a dynamic presence as a forward-looking school that prepares our artists for
lifelong fulfilment in their chosen field.
CURRICULUMDRAMAVIS COMVISUAL ARTSNEW MEDIAMUSIC
The Arts

Co-Curricular
At Bungaree we have social enrichment programs that involve the students travelling to different parts of the world.
Sister School Program
Exchange Program with Chaparral High School in Arizona. The Chaparral High School is our sister school and every year we send over
a number of students from Year 10 for a School Incursion. This is not the only time we see our sister school we are in constant contact
via the WEB. Both schools do shared class work throughout their secondary education.
African Exchange Program
We have been running this for many years. It is open to Years 9 - 11 and is coincided with a fundraising and awareness campaign. We
just don’t raise money for the community we become a part of the community. We have set up a website where people and businesses
can donate money. This money is then put towards the students at Bungaree to make new community project in conjunction with World
Food Program and UNICEF. Please press on the African Exchange button to link to the website, all donations are greatly appreciated.
AFRICA PROGRAMSISTER SCHOOL
Co-Curricular

EVENTS
At Bungaree with have a multitude of social and fundraising events throughout the year. Our most popular is the Twilight Cinema run in
the amphitheatre in the Arts area. There is also many fundraising events and festivals run at the school. The most popular fundraising
event is the Bungaree Carnival. Last Year at the Carnival we raised in excess of $65,000 dollars that goes towards student enrichment
programs.
This is not to say that we don’t have non school events as well. We hold many non curricular events like the Melton Farmers Market and
the Annual Melton Car Show. We are proud to offer facilities to our community as we want the shire of Melton to be part of our school.
We also provide access for sporting carnivals and other sporting events.
Please click on the Calender button on this page and search through the events for the upcoming year.
We would love to see you.
CALENDAR
EVENTS

Contact
Bungaree Secondary College
Phone: 03 9478 4485
Fax: 03 9478 4498
Address: 25 Bungaree Drive, Melton, Victoria 3337
Web: www.bungareesecondarycollege.com.au
Deanne Kirkpatrick
Head of Teaching - Literacy
Phone: 03 9748 4485
Email: deanne.kirkpatrick@bungaree.vic.gov.au
Juliet Coccia
Head of Teaching - Numeracy
Phone: 03 9748 4486
Email: juliet.coccia@bungaree.vic.gov.au
Kylie Kennedy-Cupples
Head of Wellness Centre
Phone: 03 9748 4487
Email: kylie.kennedycupples@bungaree.vic.gov.au
.
Allen Gilmour
Head of Teaching - The Arts
Phone: 03 9748 4481
Email: allen.gilmour@bungaree.vic.gov.au
Contact Info

THANK-YOUTHE END

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