The Weekly Bulli-tin

Despite challenging weather conditions, our Swimming Carnival was a great success. While the event was limited this year to competitors and our Year 12 students, the day was marked by strong participation, impressive performances and outstanding school spirit.

Our competitors demonstrated determination and resilience in less-than-ideal conditions, and it was wonderful to see our Year 12 students enjoying one of their final whole-school events together.

A sincere thank you to our PDHPE faculty for their organisation, flexibility and commitment in ensuring the carnival ran smoothly and safely. Their planning and adaptability made the day possible.

Well done to all students who participated and represented their houses with pride.

I recently attended our Network Meeting with the Director, Educational Leadership, Executive Director and principal colleagues where we engaged in rich discussion about what excellence truly means in our schools and how we, as leaders, can strengthen our impact.

A key theme was the distinction between Inspiring Excellence and Elevating Excellence.

Inspiring Excellence focuses on culture, purpose and people — our WHY. It is about building the conditions in which students and staff can thrive. When we invest in strong relationships, shared purpose and high expectations, we create the foundation for sustained improvement.

Elevating Excellence, on the other hand, is about systems, practice and measurable impact — our HOW. This work sharpens our focus on evidence-informed teaching, consistent processes and the disciplined implementation required to deliver improved student outcomes.

Together, these two dimensions define our impact as school leaders. Excellence is not an event or initiative — it is a mindset, a practice, an expertise and a capability that must be intentionally developed.

Four key areas of focus were highlighted for our ongoing work:

• Equity

• Inspire - HPGE (High Potential and Gifted Education)

• Explicit Teaching

• Student Voice

These priorities align strongly with our School Excellence Plan, reinforcing the importance of deliberate, evidence-informed practice.

I look forward to continuing this important work with our staff as we strive to inspire and elevate excellence across our school.

On Monday, the Senior Executive team had the privilege of meeting with retired principal and author Brian Miller to explore his latest book, Sequencing and Scaffolding (2026).

This text will guide our professional learning over the next few years as we continue our commitment to improving learning outcomes for every student. A key message from our discussion was clear: sustained improvement in student achievement comes from what happens every day in our classrooms.

Sequencing and Scaffolding is a practical guide that supports schools to embed explicit teaching practices through strong instructional leadership. It translates contemporary educational research into effective classroom practice, focusing on ensuring lessons are carefully structured, learning is broken into manageable steps, and students are supported as they build knowledge and confidence.

Over the coming years, this work will strengthen consistency across classrooms, ensuring all students benefit from clear explanations, guided practice and purposeful feedback.

Last night, we had the pleasure of celebrating our Gold Duke of Edinburgh participants and their recent hike in New Zealand, alongside their families and teachers.

The evening was an opportunity to recognise the commitment, resilience and teamwork required to complete the Gold Award — particularly the adventurous journey component undertaken overseas last year. The New Zealand hike challenged students physically and mentally, requiring careful preparation, collaboration and perseverance. Their achievements are a credit to their determination and character.

A comparative study of NSW public school students using the Duke of Edinburgh’s International Award Framework undertaken by Western Sydney University last year, found that students using the Duke of Ed framework achieved higher academic results than non-users, particularly in Mathematics and English.

Students also reported higher levels of self-determination, leadership, and emotional resilience. The study revealed that students using the Duke of Ed were:

• More confident in their ability to lead and solve problems

• Better able to regulate emotions and manage stress

• More likely to engage in leadership, volunteering, and sport

• Had stronger self-belief statements such as “My own efforts and actions determine my future.”

The full study is available online on the Duke of Ed website (https://dukeofed.com.au/) and the Western Sydney University website (https://researchers.westernsydney.edu.au/en/publications).

A sincere thank you to the dedicated staff who supported students throughout their Award journey. The planning, mentoring and supervision required — particularly for an international expedition — is substantial, and we are deeply grateful for their commitment.

Congratulations to our Gold Award recipients. We are incredibly proud of what you have accomplished and the example you set for others in our school community.

This week, I attended a breakfast meeting with colleagues from the Seacliff Community of Schools to further develop and strengthen our transition programs for students moving into high school.

A key focus of our discussion was expanding opportunities within our High Potential and Gifted Education (HPGE) pathways. We are excited to be introducing masterclasses across each of the domains (intellectual, physical, creative, social-emotional), providing enriched learning experiences that challenge and inspire our high potential learners.

Collaborative planning across our community of schools enables us to build continuity in learning, align expectations, and ensure students feel confident, supported, and connected as they begin the next stage of their educational journey.

We look forward to sharing more information with families as these transition and HPGE initiatives continue to take shape.

The safety of our students is always our highest priority. Recently, we have noticed an increase in vehicles parking in clearly marked “No Stopping” zones and designated bus stops during drop-off and pick-up times.

These areas are restricted for important safety reasons. Parking in these zones:

• Obstructs the safe entry and exit of school buses

• Limits visibility for students crossing the street

• Creates traffic congestion and unsafe driving conditions

• Puts children, families, and staff at risk

We understand that mornings and afternoons can be busy, and we truly appreciate your cooperation and patience. However, we kindly ask all families to:

• Use only designated parking spaces

• Follow posted signage at all times

• Allow buses clear access to their loading and unloading areas

• Consider parking a short distance away and walking if needed

Your partnership helps ensure a smooth and safe arrival and dismissal process for everyone in our school community.

With NAPLAN assessments taking place for years 7 and 9 next week, families can play an important role in helping students feel calm, confident and prepared.

• Keep routines steady. Ensure your child gets a good night’s sleep, eats a healthy breakfast, and arrives at school on time. Familiar routines reduce anxiety and support concentration.

• Focus on encouragement, not pressure. Reassure your child that NAPLAN is simply one way schools understand how students are progressing. Effort matters more than perfection.

• Practise little and often. Light revision of reading, writing, spelling or numeracy skills can build confidence. Encourage everyday learning — reading together, discussing news articles, practising times tables, or writing short responses.

• Promote a positive mindset. Remind your child that it’s okay to find some questions challenging. Encourage them to try their best, manage their time, and move on if they get stuck.

Most importantly, help your child see NAPLAN as an opportunity to demonstrate their learning, not something to fear. Calm, steady support at home makes a significant difference.

We have a number of community events coming up, including:

• International Women’s Day Breakfast tomorrow

• Year 7 Meet the Teacher BBQ on Monday afternoon

• EXPO on Monday evening.

I hope to see you there!

Mrs Denise James

Principal

We would like to acknowledge country and the traditional custodians of this land who are the Wodi Wodi people of the Five Islands Dreaming, Dharawal Country and the Yuin nation.

We would like to acknowledge the country on which we meet and gather, near Sandon Point, the declared Aboriginal land rich in Aboriginal history and culture.

We thank the ancestors and Elders for passing down their knowledge of country and traditions which is the reason that Aboriginal culture thrives today.

At Bulli High School, it is our responsibility to preserve and respect the integrity of this significant site for future generations.

Friday 6th March

Zone Swimming Carnival

Monday 9th March

Year 7 Meet the Teachers 3:30 - 4:30

Expo 5:00pm - 7:00pm

11th - 16th March

NAPLAN

12th - 13th March

Duke of Edinburgh - Bronze

Friday 13th March

Year 10 Biathlon

Surfing - Illawarra Regionals

Basketball - Regional Boys

Monday 16th March

South Coast Swimming Carnival

Tuesday 17th March

NAPLAN (Catch up)

Wednesday 18th March

P & C Meeting @ 6:00pm

Friday 20th March

Whole School Photo Day

It seems a bit odd saying welcome back when we are already over halfway into Term 1. It certainly doesn’t feel as though we are in Week 6 and already beginning the first phase of assessments for the year. Yet here we are...

-Year 7 Geography are being eased into High School and are being asked to ensure the sustainability of some of the world’s greatest Landscapes and Landforms. Nothing too daunting.

-Year 8 History are empathising with the peasants of Medieval Europe and discovering that surviving just 24 hours during the Dark Ages would have been challenging.

-Year 9 Geography are investigating the delicious but deadly impacts of Palm Oil production, especially on one of Mother Nature's most elegant creatures - The Orangutan.

-Year 10 History are exploring the horrors of the Holocaust but also the rays of humanity that shone through the darkness.

And Years 11 and 12? They are writing….. A LOT. Then after that is finished ……. they are writing some more…….much more. While we are a BYOD school here at BHS, the HSC examination still relies on some good old fashioned handwriting. So stretch the tendons, tape 3 Double AA batteries to every pen and embrace the crippling Carpal Tunnel Syndrome.

Legal Retraction: At no point do we actually suggest embracing Carpal Tunnel Syndrome or any hand or arm related pain. These are genuine medical conditions that should not be ignored for the purposes of improving handwriting speed.

A lot has happened in what has quite honestly been a bit of a blur. It is testament to how quickly time passes. Despite this it is important to welcome everyone for another huge year in the Humanities.

Before we jump into a snapshot of the early weeks and a preview of what is ahead, it would be remiss of me not to acknowledge the start of big journeys for some and the run home for others:

To our new Year 7 students: welcome to the big leagues. Make the most of the next 6 years and embrace the challenges and opportunities. Adopt a positive attitude and be your brilliant best at Bulli. While I am certainly biased towards BHS, I am confident that if you give everything each time you walk through our gates, you will be rewarded in so many different ways.

To our senior students: this is your year to lead, inspire and open as many doors as possible for your future. There will of course be obstacles to overcome and hard work to undertake but this will all be in the pursuit of opportunities. There is no single path to success after high school in 2026 but the more you make of your last Year at BHS the more choices you will have regarding your future.

To our families: thank you for partnering with us as we embark on another year of learning and growth. Communication is vital at any school and will allow us to work towards the many common goals we share.

Here’s to 2026 — a year of curiosity, courage and community.

This year we are continuing to develop new programs for new curriculum across many of our courses. The table below is a brief outline of what we are currently working towards in the Humanities. As you can see we have a big couple of years ahead of us. If you want to have a look at the entirety of the new curriculum release dates, they can be found by clicking on the following link: New Curriculum Timeline

Year 12 Society and Culture students began the year with a goal-setting session. The class is currently working on their Personal Interest Projects (PIPs), which comprise 40% of their HSC course mark. As part of the session, students created punch cards to celebrate milestones and major achievements throughout the PIP process. We look forward to supporting them as they accomplish their goals this year — big and small!

Students attended an enriching excursion to Nan Tien Temple as part of their study of belief systems and ideologies. As the largest Buddhist temple in the Southern Hemisphere, the visit provided valuable insight into the role of Buddhism in contemporary Australian society. Students explored the temple’s architecture, symbolism, rituals, and community programs, deepening their understanding of how globalisation has influenced the development and expression of Buddhism in Australia. The excursion supported syllabus outcomes by connecting classroom learning to real-world practice and lived religious experience.

9I HSIE have been exploring environmental sustainability by designing and creating their own “Biome in a Bottle” diagrams. Each student researched a specific biome and carefully represented its key features — including climate, vegetation, landforms, and animal life — within a labelled bottle ecosystem. This hands-on activity helped students understand how biomes function as interconnected systems, highlighting the relationships between living and non-living elements in our environment.

It’s that time of year again when a brand new crew of idealistic young Law students (sounds a bit fancier than Legal Studies students) find themselves stranded on a deserted island after a plane crash… It might be time we started looking for another airline… Despite what seems like a rough start, this is a fantastic icebreaker to get students thinking about why laws are necessary. This activity also asks them to ponder questions such as:

● How do you make laws that please everyone?

● What laws should be prioritised?

● What punishments should there be for breaking these laws?

● Who gets to enforce these punishments?

● What happens if everyone is left alone to make their own decisions?

● How do you decide who is in charge?

Year 11 are to be commended on the enthusiasm and teamwork they demonstrated in this opening activity. Even if some of them were partial to a bit of capital punishment.

The table below identifies some of the topics currently being studied in HSIE classrooms at Bulli High School in a little bit more detail than in the introduction.

Teaching the Holocaust is always a challenging task. It is dark, depressing, scary, overwhelming and so much more. On the other hand, it is difficult to comprehend how it was able to happen and how ordinary people could have been complicit.

This year some classes were introduced to the topic via an activity based on scenarios and choice. Students were given one scenario at a time, and they had to talk to the person next to them and decide what they thought they would do in that instance. It is important to note that students were not forced to share their answers to any of the scenarios if uncomfortable. Some of the scenarios students were given included:

How do you think you would respond to each of the scenarios below?

1. As you walk down the street you see a Jewish shopkeeper who you have known for years, clearing up the smashed glass from his shop window, the morning after Kristallnacht (government violence). Do you help them?

2. You have Jewish neighbours that you have known for years. One day they arrive at your door, frantic. They beg you to help them and their children hide from the Nazis who are going door to door in your neighbourhood. Do you help them?

3. You are a teacher and the Nazi government has told you that you must start teaching a new topic on the ‘Evils of the Jewish People’. Do you teach the lesson?

4. You are a student at a local school in Germany (just before Jewish students were banned from attending). You see a group of your close friends bullying a young Jewish student at lunch time. They are laughing and pushing them around. Do you say something?

5. You are given the chance to move into a large house formerly owned by a Jewish family but vacated now that the family has been ‘resettled’. Do you accept the offer?

6. You are noticing long trains made up of cattle cars, full of people, passing your house but returning empty. Do you investigate further?

7. You are part of the British Olympic team attending the 1936 games in Berlin, despite knowing about the anti-Jewish policies of the German government. Do you take a stand?

8. You are walking past a group of Nazis who are publicly cutting off an elderly Jewish man’s beard and sidelocks. Do you say anything?

Often as a student it is easy to get overwhelmed by marking criteria. It can seem like a jumble of terms that they may look at briefly. This is not ideal when it should be the key to success. Knowing what is required and how to achieve it is absolutely vital in every assessment task. One way we are attempting to do this in Legal Studies is by displaying common key terms associated with the top bands of Legal Studies essays. They are visual cues for students which they see each lesson and hopefully associate with their writing.

After 40 incredible years of teaching HSIE at Bulli High School we said farewell to Ms Reichart. Her dedication, wisdom, and unwavering commitment has helped generations of students to grow and be inspired not only by what she taught, but by the person she is. Her patience, passion, and belief in students has made a lasting difference that will continue far beyond these walls.

Although this is a sad time, it is also a time for celebration as we wish Ms Reichart all the best in her next adventures.

As always, thank you for your support of HSIE at Bulli High School. We are excited for the year ahead and look forward to sharing more with you.

Mr S Dixon

(HT HSIE)

Last Friday we celebrated our annual School Swimming Carnival and Year 12’s Final Splash - you showed up with spirit, pride, and creative costumes.

Congratulations to every competitor who stepped up, dove in, and gave it their all in not the best of weather conditions.

Olivia Price will be connecting with Year 7, Year 10 PASS and students from the Black Diamond Learning Centre on 19/03/2026, as part of Olympics Unleashed.

The students will learn from Olivia Price's Olympic journey how to build resilience, the importance of setting goals and how to find what you are passionate about.

Students will hear firsthand from Olivia Price about how they overcame challenges to compete in their chosen sport at the very highest level, and how some lessons they’ve learned in sport can help students to be the best they can be – whether that’s in school, at home, on the sporting field or with friends.

Senior Constable Lee Hudson from Illawarra Highway Patrol inspired Year 11 and 12 students with the “U Turn the Wheel” program!

By focusing on the top factors affecting young drivers, this powerful session is already changing attitudes and saving lives on our roads. Together, we’re creating safer, smarter drivers for the future.

2027 Enrichment Program Application Package is now available on our website.

https://bulli-h.schools.nsw.gov.au/.../high-potential-and...

Contains key information on both the 2027 Enrichment Classes and 2027 HPGE Elite Programs.

Join our dedicated Google Classroom for 2027 Enrichment Class applicants with the following code: cj7cuxzq

Come join us!

We welcome all BHS senior students to join Mrs James and the SRC for a light breakfast to celebrate IWD 2026.

All senior students are welcome and encouraged to bring along a significant female.

#GiveToGain #BalanceTheScales

2026 Dates for the School Vaccination Program at BHS

• Year 7: Tuesday 31st March (Term 1, Week 10)

• Year 10: Thursday 23rd July (Term 3, Week 1)

Information has been sent out via Schoolbytes.

We continue to provide additional support for all students with their learning. Students can access The Hub for additional HSC study skills support, through to help with Year 7 homework.

The Sloppy Joes are back in stock for all sizes in both Navy and Maroon.

All back orders are filled and waiting for collection in the Uniform Shop.

Thanks for your patience.

Kind regards

Penny & Maree

As we approach our 70th Anniversary next year, we’re excited to celebrate the stories of our former students and teachers and share them with the BHS community and beyond! Our NEW Alumni Spotlight series will highlight your experiences at BHS and the many diverse paths you've taken since graduation or leaving BHS.

We’d love to hear from alumni across all years and career pathways. If you're a former student or teacher, please take a moment to fill out our BHS Alumni Q&A and share your journey with us: https://forms.gle/Q6iw28gdrjYr9Pp9A

We’ll be featuring your Alumni Q&A's on our school Facebook page and in our weekly Bulli-tin. If you’d like to be part of the celebration, we’d love to hear from you!

We can’t wait to feature your story!

Do you know a young person aged 12-24 who deserves the recognition for their contribution to our community?

Nominations are now open for the 2026 Wollongong Youth Week Awards! To apply for an award, or nominate someone you know, click the link in our bio to fill out an application.

Awards include:

Young Sportsperson 2026

Young Artist 2026

Young Performer 2026

Young Environmentalist 2026

Young Community Ambassador 2026

Young Volunteer 2026

Young Small Business 2026

Young people will be awarded a trophy, certificate, gift voucher, and attend our Gala Ceremony Dinner

Nominations close Sunday 30 March 2026. Head to our website for more information:

https://www.wollongong.nsw.gov.au/.../wollongong-youth...

This free online parent webinar is proudly brought to our families by the Educational Pathways Program (EPP).

How do you guide your child to make great career decisions when the world of work keeps changing?

Join us on Monday 30th March, 5:30–6:30pm for an online parent session with Alana Kilmartin, founder of Unserious Careers and presenter to 250+ high schools across Australia in 2025.

In her session Building A Strong Career Support Team, Alana will explore: How your own experiences shape career conversations What young people should really be focusing on right now Practical actions you can use immediately to better support your child.

This session is suitable for parents and carers of students in Years 7–12.

Live online via Zoom Free (registration essential) Monday 30th March | 5:30–6:30pm Register here: https://www.trybooking.com/DJNGM

For further information, please contact: Michelle Hope – Head Teacher Careers (Educational Pathways Program) 0460 030 606 | michelle.dunn4@det.nsw.edu.au

Address: Dharawal Country, 17 Ursula Road, Bulli NSW 2516

Phone: 4284 8266

Email: bulli-h.school@det.nsw.edu.au

Website: https://bulli-h.schools.nsw.gov.au/