From the Principal
Dear BMGS Families,
What Happened to the ‘Predictable’ School Day?
Do you remember when a school day felt more predictable? Back to a time when we woke to Vegemite on toast, ordered a meat pie or sausage roll with sauce for lunch, and treated ourselves to a chocolate Moove if we were lucky (that is a brand of chocolate milk for those who don’t remember)? It was a time when teachers were plentiful, timetables were stable, and the biggest disruption to the day might be a rogue cricket ball through a window, or the teacher getting cross because they could not get a match to strike, so they could light up their cigarette while on duty.
Somewhere along the way, that sense of rhythm and predictability disappeared. This week, I have been farewelling and shaking hands with our departing Year 12 students as they complete their final exams and sign out of school. As I farewell them, one question keeps nagging at me: Did we grow or shrink that young person? Because, in all honesty, the school day they’ve lived through is so different from the simple one many of us might remember.
If you read the education news lately, you could be forgiven for thinking that schooling is in crisis. Headlines speak of teacher shortages, student stress, funding battles, and ministerial “emergency plans.” But behind those stories, behind the noise, something quieter and more hopeful is happening in schools across Australia.
Every day, in classrooms big and small, teachers are doing extraordinary work. They are helping students find their footing, turning abstract ideas into moments of wonder, and reminding young people that they are seen and valued. It may not make the news, but it makes all the difference.
The truth is, schools have always reflected the times. When society changes, so does the school day. The challenge for all of us as parents, educators, and leaders is to hold on to what was best about the past while creating something even better for the future.
Teaching has certainly become harder. Workloads are heavy, and the world continues to ask schools to address everything from literacy to loneliness. But I remain profoundly hopeful, because I see daily the calibre and character of teachers in our profession.
At our school, I see teachers who hang in there to help a student grasp a tricky concept; who learn new approaches to teaching and learning to engage a restless learner; who build trust through humour, patience, and care. These are the anchors of predictability our young people need. If we can continue to support, celebrate, and invest in teachers, both financially and emotionally, then the next generation will be in excellent hands.
It is easy to forget that our young people are growing up in a world more complex than anything we faced at their age. Yet, far from crumbling under the pressure, they are showing extraordinary resilience.
I see students designing projects that solve real-world problems, volunteering in their communities, and supporting one another with surprising maturity and kindness. Despite the noise, they are hopeful, and that hope is contagious.
Yes, student wellbeing is a genuine concern nationwide, but that’s precisely why we must nurture connection, belonging, and joy in learning. When children feel known and supported, predictability doesn’t mean routine; it means safety and the assurance that, no matter what happens, school is a good place to be.
Education today can sometimes feel like a competition of metrics against ATARs, NAPLAN scores, and attendance rates. But schools are not factories, and children are not data points. They are people, right now, deserving of an education that sparks curiosity and confidence, not anxiety. The Melbourne Declaration makes the audacious expectation that every child in Australia will receive "...an education worth having!!"
When we put the person before the percentage, everything shifts. Lessons become adventures. Classrooms become communities. And predictability finds new meaning, not in rigid schedules, but in relationships that hold steady through change.
To see what is still right with education, come and watch our students on any ordinary day. Watch a teacher kneel beside a child wrestling with a maths problem until the light goes on. Listen to a Year 8 band tuning up for rehearsal. Watch Year 11 students mentoring Year 7s through their first exams. Those are not headlines, but they are heartlines.
There is still plenty to worry about, but there is plenty more to celebrate. Predictability in schools is not about everything going to plan; it is about knowing that no matter what challenges come, there will be people who care, routines that restore order, and laughter that fills the gaps.
The poet W.B. Yeats said that education is not the filling of a pail but the lighting of a fire. The world has changed, but the essence of good schooling remains the same. It is still about sparking something within young people: curiosity, courage, compassion.
The old school day, with its pies and Mooves and simple routines, has evolved into something more complex. But it can also be more meaningful. If we can balance innovation with care and data with delight, then this new version of predictability, grounded in trust and belonging, will be even better than before.
At our school, that is what we are working towards: a school day that feels steady, not stagnant; alive with possibility, not weighed down by pressure. And when I shake the hands of our graduates, I hope to see in their eyes and in their posture what every parent and teacher hopes to see; not weariness, but light. Because that’s when we know we’ve done our job: when our children have grown, not shrunk, under our care.
Family Holidays During Term Time
From time to time, families ask about the possibility of taking extended leave during school terms for travel or family holidays. While we fully understand the value of family time and shared experiences, parents need to be aware of the legal and educational requirements that govern school attendance.
Under the NSW Education Act, students of compulsory school age are required to attend school whenever it is open for instruction. Current NESA and NSW Department of Education guidelines make clear that family holidays during term time are not considered a valid reason for exemption from attendance. Schools are therefore required to decline leave applications for this purpose, except in genuinely exceptional circumstances.
We understand, however, that some families may still choose to proceed with their travel plans. In such cases, the absence must be recorded, as required by law, as unapproved leave. Parents should also be aware that missed learning, assessments, or co-curricular activities cannot always be replicated upon return.
Over the coming weeks, we will release a new Extended Leave Request Form for parents. This updated form will provide greater clarity around the requirements of the Education Act and help families better understand the school’s legal obligations when considering requests for extended leave during term time.
We greatly appreciate our families’ partnership in ensuring that students maintain consistent attendance — one of the strongest predictors of academic progress and wellbeing. Thank you for helping us support your child’s continued learning and success.
Warm regards
Steven Coote
Principal
This document has been reviewed for spelling and grammar. Please note that as such, it may identify some content as being generated by AI.