Whole School Assembly
Th: Identity
Principal Address (transcript) - Peter Langham
It’s been a really strong and positive start to the term at Brighton Secondary College. Classrooms are settled, learning is underway, and there is a clear sense that we are building momentum together as a school community.
Over the past term, we’ve also taken an important step in shaping our future. As many of you may know, we recently completed our School Review — a process that looks closely at who we are as a school, what we’re doing well, and where we can grow next.
One of the clearest messages to come out of that review is this:
It is time for us to renew our school vision and values.
Now, that might sound like a big idea — and it is. But at its heart, this work is about something very simple:
Who are we? What do we stand for? And what does it mean to belong to Brighton Secondary College?
This is about identity.
Not just the identity of the school as a name or a place — but our collective identity. The shared sense of who we are when we walk through the gates each day. The way we treat each other. The pride we feel. The expectations we hold for ourselves and for one another.
The review told us that while we already have values, and many of you can name them, we need a clearer, more meaningful vision — one that reflects who we are now, and who we want to become.
It also told us something equally important:
Student voice and agency must be at the centre of that work.
Because identity isn’t something that can be decided by a small group of adults sitting in a room.
It’s something that must be built together.
Every student in this school experiences Brighton Secondary College differently. You bring your own perspectives, your own ideas, your own hopes for what this school should be.
And if we are serious about building a strong, connected, and proud school community — then your voice matters.
In fact, it’s essential.
Over the coming months, we will begin creating opportunities for you to help shape this renewed vision and values.
That will include:
- Online surveys, where every student has the chance to share their thoughts
- Student forums and focus groups, where ideas can be discussed, challenged, and developed
- And opportunities through student leadership and classes to contribute your perspective
This isn’t about ticking a box. This is about genuine input — about listening carefully to what you think makes this school what it is, and what it could be.
As part of this process, we will also be considering elements of our school’s identity that you can see — things like our logo and our school colours.
Now, I want to be very clear about this. No decisions have been made. And no decisions will be made without consultation. It is entirely possible that, through this process, we decide that our current logo and colours already represent us well — and that no change is needed. But even having that conversation is valuable — because it ensures that whatever we choose truly reflects our community.
What matters most is not the logo itself. What matters is that it represents something real.
Something that we all believe in. Something that we are proud to stand behind.
Because ultimately, a school’s identity is not defined by a symbol. It’s defined by its people. By the way we learn together.By the way we support each other.By the expectations we set. And by the pride we take in being part of this place.
So today, I want to leave you with a challenge. Start thinking about your answer to this question:
What should Brighton Secondary College stand for?
What kind of school do you want to be part of?What kind of culture do you want to help build?And what should others say about us when they think of our school?
Your ideas will help shape the future of this college.
And I genuinely look forward to hearing them.
Thank you.
Student Presentations - Identity
Year 7 – Shai
Hello everyone, my name is Shai and I’m one of the new year sevens this year.
This week’s theme is identity—a word that sounds simple but feels a lot bigger when you think about it. It could mean your background, your personality, or how other people see you. But to me, standing here, it means that right now, in this moment, who are you as a person?
It’s easy to answer on the surface. I’m a student. I’m in Year 7. But that doesn’t say much. That’s only looking at the tip of the iceberg. Identity is more than that—it’s the way you think, the way you react, the choices you make when things aren’t certain.
And honestly, starting high school hasn’t always felt certain. Last year, everything was familiar. We knew where we stood. We knew the people around us. Then suddenly, it all changed. We felt like trees, we were at the top, then, we were uprooted and replanted in a forest, were everything was bigger than us, and we became seedlings.
At first, it feels strange. You’re not sure where or even if you fit. Then, after a while, that unfamiliar feeling starts to fade. Suddenly, unfamiliar faces turn into familiar ones. Each day becomes the new normal.
That’s when identity starts to take shape. Not all at once, but slowly. It grows through the experiences you have, the challenges you face, and the way you respond to them.
I may not know my year level very well yet, but if I had to describe them in three words, it would be friendly, excited, and hopeful, hopeful that everything will be fine, and that although right now we may be seedlings, one day, we will grow into trees.
Year 8 – Jess
Good afternoon everyone, I’m Jess from Year 8. When I think about identity, I think about what differentiates me from every other BSC student, and makes me unique. For me, that’s being a vibrant (and sometimes very chatty) daughter and sister to my family, a hard-working student to my peers and teachers, a talkative but loyal presence to my friends and a dedicated captain to my sports teammates. My family roots in Italy and New Zealand give me a diverse cultural twist, and my home, Melbourne, gives me something in common with other BSC students. But my personal identity is only a small part of a much bigger picture, which is Year 8.
If I had to describe the Year 8 cohort in 1 word, I would choose community. While we may not all be best friends, everyday actions such as teamwork, and perseverance embed a sense of belonging amongst our year level. The year 8 community, for me, represents an unwavering dedication to helping and guiding each other as we venture further into high school, showing daily respect, regardless of gender, ethnicity, religions or any other small details that make us a special piece of the year 8 puzzle. Our personal identities, and the moments in our life that make us proud, whether that be winning an award, making a new friend or even just doing something that pushes our boundaries, forms a community of students with such different personalities to add to Brighton Secondary College. As we venture throughout the rest of 2026, I hope that Year 8 can fulfill a reputation of being a welcoming community, that celebrates the similarities and differences of our cohort. Thanks for listening!
Year 9 – Sophie
Hi, I’m Sophie, and I’m in Year 9.
I think identity is shaped by what you’re around the people you spend time with, what you commit to, and what you decide is worth your energy. It’s not something that stays the same; it develops gradually over time.
Being a BSC student is partly about learning how to handle that. Over time, people start to get a clearer sense of what they’re interested in and where they want to focus their effort. As senior school gets closer, those decisions begin to feel more relevant, and the way people approach things can shift.
Year 9 sits somewhere in the middle of that process. With electives, there’s more choice, and people begin to narrow in on subjects they prefer. Thinking about next year and VCE introduces a different level of consideration, even if not everything is fully decided yet. It changes the way school is approached, even in small ways.
At the same time, there isn’t one single experience that defines everyone. People are interested in different subjects and sports and eventually take separate paths.
School takes up a lot of time, so naturally it has an influence on who we become and our identity, even if that isn’t always something we actively notice day to day.
Thank you.
Year 10 – Leah
For those who don’t know me, my name is Leah Anzman and I’m a year 10 student at Brighton Secondary College. I was asked to speak about identity today. I find identity is a common buzz word, often overlooked due to its frequency used in school life. I prefer to think about identity as a feeling over a label. Yes, I am a student, yes, I am in Year 10, but if I wasn’t, if I moved schools for the umpteenth time, I would still be me. And that, for my classmates and peers, is something I think is really important to understand. Going through year 10, in fact all of high school, is a process of discovery, and finding who you are without labels, not “the American”, not “that SRC girl” but an energy that cannot be labelled.
Our year is full of so many unique backgrounds and personalities and I urge everyone to continue avoid those caricatures and continue to break out of any labels, to not worry about who you are, what you will be, it instead enjoy being yourself and living each moment to the fullest and as your most authentic self. In the next years, we will have to make choices that impact our life, that impact how we are perceived, and it can be stressful.
It’s important to recognise that no one can tell you your own identity, and one choice cannot box you in for all time. That is something I love about this school, about my year, the acceptance and individuality between everyone, and going forward not only in school, but in our lives, I hope we can always be ourselves and feel comfortable to express our true identities.
Year 11 – Niamh
Hi everyone, my name is Niamh and I’m in Year 11.
When I think of identity and belonging, I don’t think it’s just about labels, but more about the reputation we build through our daily interactions and relationships.
For me, being a student in Year 11 means trying to be someone who contributes positively. That can be through learning, supporting others, being involved in the school community, or simply showing respect to the people around you.
I’d describe our Year 11 cohort as diverse, hardworking, and adaptable. We’re at a stage where everyone is starting to think seriously about their futures, but not everyone is taking the same path. I think that’s one of our strengths. We’re all different, but we all have goals, and we’re all working towards something in our own way.
Something people might not always notice about our year level is how much students support each other. Whether it’s helping someone with schoolwork, encouraging friends, or just checking in on people, those small actions matter, and they help create a stronger sense of belonging
.
As one of the older year levels, we also have a responsibility to set a positive example for younger students, and the way we carry ourselves helps shape the culture of the school.
By the end of this year, I hope Year 11 is known as a cohort that worked hard, supported each other, and made a positive impact on BSC. Thank you.
Year 12 – Alice
Good afternoon everyone,
My name is Alice, and I’m a Year 12 student.
Identity isn’t the same for everyone. No two people here have the same story. Some of us come from different countries, cultures, schools, and experiences, yet we’ve all come together at Brighton Secondary College.
That’s what makes our school unique, a mix of perspectives and backgrounds. Even though we started in different places, we’re now part of the same community, learning and growing together.
As a learner, I care about pushing myself. As a friend, I care about being there for others, not just in good times but when they need support most. As a classmate, I value trust and support. And as part of this school community, I care about making sure people feel heard, included, and supported.
Something people might not immediately realise about Year 12 is that it can feel intense. Whether you’re doing VCE, VM or VET, there are different pathways, different pressures, and different goals but we’re all working towards something that matters to us. But behind all of that, we as Year 12 students have discovered resilience throughout our long journey in high school. We’ve learned to support each other and to understand who we are beyond just our results.
If I had to describe our year level in three words, I’d say resilient, excellence, and supportive. We’re not perfect, but one of our biggest strengths is how we come together. Over the past 6 years, we’ve grown up alongside each other. We’ve laughed, we’ve had disagreements, but we’ve also learned how to move forward, to understand each other, apologise, and grow.
By the end of this year, I hope we’re known not just for what we achieve, but for how we treated people and how we supported each other along the way, as the Year 12 Class of 2026. And I hope we’ve helped set an example for future Year 12s, showing that it’s possible to get through challenges together.
Thank you.