Bemin Secondary College

Teaching and Learning

erar Thank you for a fantastic semester across both campuses. We’d like to share a quick update from our Junior and Senior campuses, highlighting all the wonderful work that’s taken place this term. From exams and CATs to SACs and SATs, our students have shown great effort and commitment. We’re incredibly proud of what they’ve achieved and wish everyone a safe and restful term break.

 

Sandale Ambegoda

Assistant Principal- Teaching & Learning 

 

English

 

In English classes across Bemin Secondary College, Term 2 ushered in a focus on creative writing and expression, and opportunities to enhance our reading and writing experiences. 

 

A word (or three!) from students:

 

English this semester was a blast! We got to learn fun new topics, read some amazing books and most importantly, have fun! A key highlight for me was the narrative task, where we got to write our own stories about any topic that you desired! English was (and always will be) very educational, where we learned spelling rules, story structure and diving into our reading books! I’ve also learned how to analyse characters, settings, and themes in a range of texts, from novels to short stories. All in all, I would like to thank the English team for their continuous support in helping us to learn new things everyday!  –Chenul, Year 7 

 

This term in English, our unit was creative writing, where we learnt about many different writing forms. Some of them were song writing, graphic novels, interactive fiction and fan fiction. My personal favourite was food writing (mostly because I love eating). I found it very fascinating to discover how experimenting with the writing form can transform the reading experience completely, but still uphold the core story. Stepping out of conventional writing styles, we uncovered a whole new different kind of creative expression. –Ishmay, Year 8

 

I really enjoyed crafting a piece around my culture, what it means to me and being able to share that with my intended audience.  I was proud to have the opportunity to write about how my culture shapes my behaviour day to day. –Abdalah, Year 10

 

I really enjoyed the planning, drafting and editing part of the crafting text unit.  My final piece was a poem, and I found the whole process of crafting text and exploring how text moves really engaging. –Faud, Year 10

 

For this unit, I enjoyed the freedom to be able to select what the purpose of my writing was and the form of writing I could use. This allowed me to be much more expressive in my writing.  I learned a lot about how to write in this unit.  –Joas, Year 10

 

I really enjoyed the creative liberty in this Unit.  I experimented with different purposes and forms of writing to be able to settle on what I really wanted to write. –Zarif Year 10

 

 

An author visits Bemin!

 

In the middle of Term 2, multi-award winning author Maxine Beneba Clarke visited Bemin Secondary College and ran a workshop with our Year 8, Year 10 and Year 11 students about the writing process and crafting their own texts in preparation for their writing assessments. Maxine spoke about inspiration for writing, finding ideas to write about, writing about the world around us and she took senior students through some writing workshop exercises. It was wonderful to see students asking questions and having the opportunity to hear from a real author about the ‘ins and outs’ of writing life.  

 

 

 

Writing in ‘the wild’: Year 8 Food Writing

 

In the middle of Term 2, Year 8 students engaged in experiential writing where they visited the Truganina Central to purchase lunch of their choice. The catch? They had to write a review, humorous piece or personal narrative based on their experience of eating that food, using sensory language and personal observations to bring their writing to life! A special thanks to Ms. Kompa for organising the excursion and to Ms. Kaye, Ms. Higginbottom, Ms. Orford, Ms. Kompa and Ms. Jepkoech of the Year 8 English team for ensuring the excursion’s success. A final thanks to those classes who collated students’ work into an anthology. What a joy to read and share! 

 

 

 

 

 

 

 

Lines we love: A celebration of student work across the college

 

 

 

 

 

 

 

 

 

–Sapphire, Year 8

 

 

–Frena, Year 8 

 

 

 

 

Bemin makes its mark at Wynspeak!

 

Congratulations to Chenul Henasinghe and Ishmay Jewana for representing our school at Wynspeak, a youth public speaking competition for secondary school students in the Western suburbs of Melbourne. Chenul’s prepared speech about the beauty and benefits of music was moving to all who observed him, and Ishmay’s sharp and poignant warning against the damaging impact A.I can have on the human brain and creativity was equal parts clever and sobering. An additional congratulations to Ishmay for winning the Junior Short Notice part of the competition! We are so proud of you both!

 

Important notices for students and parents:

 

  • Year 7 and 8 independent reading expectations: The Year 7 and 8 independent reading program is underway, where students are being explicitly taught reading comprehension strategies that they are applying to books of their choice. To support students in further developing their language and vocabulary skills and to improve their focus and reading and writing skills, we recommend that students read for a minimum of 30 minutes per night as part of their homework. We also request that students bring back any books they borrowed from the library when they have finished reading them, and return them during their next independent reading library session.

 

  • Year 7 Book Clubs–Holiday reading and bringing books to class in Term 3: The Year 7 English classes have started their book club unit and will be borrowing their book club books over the holidays. They will need to bring them back when they return in Week 1 of Term 3, as they will be studying these books in English class. These books will also need to be returned by Week 7 of Term 3.

 

  • Year 7 spelling and grammar homework expectations: This term our Year 7 spelling and grammar program was off to a strong start, and we intend to continue looking ahead to Term 3. Students will have weekly spelling and/or grammar homework to complete which will help students work towards their spelling and grammar goals.

 

  • Year 10 and 11 class text reading expectations: In Term 3, Year 10 students will be reading the class novel The Hate U Give by Angie Thomas. The Year 11s will be reading David Malouf’s collection of short stories The Complete Stories, and will need to read ‘The Valley of Lagoons’, ‘Elsewhere’, ‘War Baby’ and ‘Mrs. Porter and the Rock.’ It is an expectation that students read these class texts before we start unpacking them more closely in class. This is part of the coursework students are required to complete.

 

Four ways to support your child in developing their English and Literacy skills:

At our school, we know that families play a powerful role in helping students grow as readers, writers, and thinkers. Here are four simple, helpful ways to support your child at home:

1.      Talk together – In any language

Language-rich home environments strongly support reading comprehension and academic progress in secondary school. You could:

  • Ask open-ended questions like “What’s your opinion on that?” or “Tell me more about what you’re learning.”
  • Discuss world events, movies, books, or family decisions.
  • Use your home language if it’s most comfortable—strong thinking in any language helps English learning.

2. Make reading a daily habit:

Teens who read regularly are more likely to succeed academically, build empathy and to achieve across all subjects, not just English. You could:

  • Help your child set aside 30 minutes per day for reading –before bed, after school, or during quiet time 
  • Encourage reading that interests them: novels, sports articles, manga, graphic novels, blogs, audiobooks, biographies, etc.
  • Talk about what they’re reading with curiosity and respect.

3. Boost vocabulary through real-life situations:

As school texts become more complex, students need a wide and deep vocabulary. Teens learn best when words are seen, heard, and used in real-life situations. You could:

  • Talk through unfamiliar words you come across in TV shows, news articles, or conversations
  • Play word games like crossword puzzles or apps
  • Ask your child to explain new school vocabulary in their own words and to think of examples and non-examples (eg: ‘It’s like…’, ‘It’s not like…’). This helps cement understanding. 

4. Encourage writing for real purposes:

Research shows that writing fluency improves through frequent, purposeful writing. Feedback from trusted adults builds confidence. You could:

  • Encourage your teen to write a journal, a story, a blog, song lyrics, or even scripts
  • Get them involved in writing real things: texts or emails to family, plans for a trip, or a persuasive letter to make a change
  • Show interest in their ideas, not just spelling or handwriting

 

Help us Grow our Classroom Libraries –Book Donations Welcome! 

 

We are reaching out with a simple request that could make a big difference to our school community.

 

Do you have books or magazines at home that are no longer being read? We would love to give them a new life in our classroom libraries!

 

We welcome all kinds of books and magazines - fiction, non-fiction, picture books, chapter books, graphic novels, cookbooks, biographies, hobby guides, and more. Our students are readers of all ages and abilities with a wide range of interests, and your donated items could help spark curiosity and a love of reading.

 

If you’re having a clean-out, we’d be grateful if you could consider donating to our school. Donations can be dropped off at the front office at either campus any time during school hours.

 

Thank you for your continued support in making our school a place where stories, knowledge, and imagination are celebrated.

 

Nicole Marie

Assistant Principal- English & Literacy

News from Bemin Library:

It’s been a great start to the year in our libraries, with students engaging in reading, borrowing, and helping us grow a strong reading culture across campuses. We’ve established a solid base for our main collections and continue to build on these with resources that support both curriculum and reading for pleasure. 

At Junior Campus, students have been visiting the library regularly as part of their English classes. It’s been encouraging to see them exploring new books and developing their reading habits.  At the Senior Campus, while borrowing will be a focus for Semester 2, students now have access to the library during Homework Club. This offers a new opportunity to browse and borrow, and the library team are looking forward to seeing it develop further. A reminder that students also have access to our digital library which is available 24/7. It’s a great way to borrow eBooks and audiobooks, anytime, anywhere. Here is the link: https://beminsc.eplatform.co/

Across our libraries we’ve been supporting the Assistant Principal for English and Literacy and are thrilled to see students participating in Book Clubs and the Premiers’ Reading Challenge, both of which encourage reading in fun and social ways. Looking ahead, we are keen to launch a Suggestions Box where students can share ideas for books they’d like to see in the library as well as displaying student recommendations in the student picks display. Teachers will be encouraged to share their recommendations too.

 

 

Community Library News

Wyndham City Libraries offer a range of programs including kids and youth. For more information on “What’s on?” visit: What's on | Wyndham City

All Ages Chess

 

Upcoming opportunities and events to ‘look out for’ in Term 3:

 

  • Victorian Premier’s Reading Challenge: All students have been registered and have had accounts activated if they want to participate. This is a 15 book challenge that ends on Friday 5th September. Any books students have read from the 3rd March can be recorded. Students can speak to their English teachers, Krissy in the library or Ms. Marie if they would like to enter. 

 

  • Great Bemin ‘Speak-off’ Junior School Public Speaking Competition: Students can check Junior Noticeboards in early Term 3 for more information about how to express interest and enter

 

  • Prime Minister’s Spelling Bee (Years 7 and 8): Information and expressions of interest will be sought via the Junior Noticeboards and through English classes. Consent forms will be sent out in early Term 3, and teachers will register interested students in their classes. Entrants have from Monday 21st July until Friday 22nd August 2025 to sit the School Round. The exact dates will be organised and communicated via Noticeboards and English teachers.

  • Science

    The year 7 students have been working on their science CAT where they have had to create trioramas to show their understanding of food webs. 

Year 11 Chemistry: Student work samples (exemplar AOS3 posters)

Upcoming events:

  • National Science Week- 9-17th August (Term 3, Week 4). Stay tuned to see what events will be running at Everton and Morris Rd Campuses early in Term 3.

Year 11 Psychology

Students have investigated the contribution psychological research has made to our understanding of the human brain and its functions this term. Students have studied the development of different psychological models and theories used to predict and explain the development of thoughts, feelings and behaviours. They have also looked at why individuals and groups behave in specific ways, and what factors influence a person’s perception of the world. They develop an understanding of the research methodologies that underpin all psychological research. Using this knowledge, they have participated in weekly practical activities, as well as design and conducted a research investigation on a topic of their choice.

A Summary of a semester and a thank you from our students

It has been a big semester in Humanities. Below are some messages of thanks and gratitude from our students studying Humanities, electives and VCE subjects this year.

 

Rebecca Cook

Science PLC Instructional leader

 

Humanities

 

A Summary of a semester and a thank you from our students

It has been a big semester in Humanities. Below are some messages of thanks and gratitude from our students studying Humanities, electives and VCE subjects this year.

 

7 Humanities

Humanities was an amazing experience where we got to learn cool new things about the real world. This included suburb building, map making and cool new initiatives like renewable energy! I especially enjoyed the map making, where we had to create maps for the new suburbs we were creating! It was a hands-on experience that was so fun! There were also a couple of highlights in the Humanities term, including designing infrastructure and services for community suburbs! Humanities let us think about the real world more, and it was awesome! Thank you to the amazing teachers of Humanities, who let us explore and learn this subject!

  • Chenul

8 Humanities

Humanities this term has been quite interesting, as we have been learning about the history of Medieval Europe! The medieval times span over about 1000 years, and we learnt about the most significant events that occurred during the time, and how we can still learn from them today. My favourite this term was learning about the Battle of Hastings. We went deeper into the historical knowledge to see how and why things were different back then, while also studying cause and effect. There were also many fun activities we had, which made learning even more enjoyable. 

  • Ishmay

10 Humanities

My favourite part of Humanities was learning about World War I, World War II, and especially the Holocaust. One thing I learned this year was more about the Holocaust as in what actually happened and how serious it was. Thank you so much for being such awesome teachers this year. You made the topics way easier to understand and fun to learn. Thanks for helping us all get through and pass!

  • Zara, Helina, Layla

History Crossroads

I have learnt about the many different wars. I’ve learnt about the Gulf war. Our favourite part of HC was the group work and the mini games. Thank you for teaching us.

  • Sian, Achai

One thing I’ve learnt is that there is way more to modern history than the wars. So its not just countries battling for the mik but there is actual background behind the scenes. Stuff not everyone knows about. My favourite part of HC was roleplaying and acting out the dramas. Thank you for making this subject fun.

  • Esene Junior Palati

Spark to Shark

In spark to shark one thing we’ve learnt is how to create and manage a business effectively alongside how it is like to be an entrepreneur. Our favourite part was when we watched the movie about McDonalds history. Thank you guys for an amazing semester of Spark to Shark, we’ve learnt a lot of information that has helped us develop in our understanding of business and we hope to have you guys once again in the near future. Thank you.

  • Sione, Lucas, Mohamed

VCE Ancient History

We learnt about using historical sources (primary and secondary) to write a cohesive essay. My favourite thing about the subject was understanding and learning about ancient civilisation. Thank you for an enjoyable semester and educational learning in History. Thank you to Mr. Revote for giving and making history fun to learn.

  • Mehammed

 VCE Business Management

One thing we learned in Business was how a business operates. My favourite part was the sources of business opportunities. Thank you for a great semester so far.

  • Shloka

VCE Legal Studies

This year I really enjoyed the purposes of criminal law and being able to have the opportunity of going to see the Old Melbourne Gaol. I really appreciate the effort that has been put into our learning and be given the opportunity to go onto excursions to develop a further understanding of the unit.

  • Ayushi

Exploring Innovation and Marketing Through Design: Year 10 ‘Spark to Shark’ Mood Board Assessment

As part of the Year 10 elective Spark to Shark, students recently completed a mood board assessment that encouraged them to transform a creative spark into a business idea. This task aimed to develop students' enterprise capabilities, particularly in identifying and responding to consumer needs, trends, and opportunities in the market.

 

The assessment required students to create a visual mood board that captured the look, feel, and branding of a potential product or service. Students designed their mood boards and explained their vision on two provided business marketing campaign prompts. Paws and Play and Game Fuel were the two prompts given to them. Students showcased their creativity and produced amazing mood-boards all with their own sparks. 

 

Aligned with the curriculum’s focus on resource allocation and business decision-making, students were also expected to consider how their idea would address a specific consumer problem or gap in the market. Many engaged in short informal market research activities—like peer interviews or online trend analysis, to inform their choices and justify their direction.

 

This task helped students understand how businesses develop their skills in strategic thinking, visual communication, and consumer analysis which are essential tools in both creative industries and the business world.

 

This assessment not only showcased students' creativity but also introduced them to fundamental business concepts in an engaging and hands-on way which encapsulates the foundation for future business learning and entrepreneurial thinking.

Zarina Lopez- VCE Business Management Teacher & Year 10 Humanities and Business

 

Justice Comes to Life: Legal Studies Students Step Back in Time at Old Melbourne Gaol

On Monday May 05th, 12th, 19th, 26th each of our four Legal Studies classes embarked on a gripping journey into Melbourne’s judicial past, trading textbooks for a hands-on experience at one of the city's most iconic historical landmarks—the Old Melbourne Gaol.

The excursion gave students a rare opportunity to step into the world of 19th-century justice, as they immersed themselves in three unforgettable sessions: a guided gaol tour, a courtroom role play, and an arresting visit to the old Watch House.

 

The day began with the gaol tour, where students wandered through the eerie corridors once walked by infamous criminals such as Ned Kelly. As they explored the stark stone cells and peered into the lives of the incarcerated, the harsh realities of colonial punishment came into sharp focus. Guided by expert storytellers, students gained insight into the social conditions, legal procedures, and penal philosophies of early Melbourne.

 

The next session brought justice to life through a courtroom role play. Donning costumes and stepping into the roles of judges, lawyers, witnesses, and accused, students enacted a real-life court case. This interactive activity gave them a front-row seat to the intricacies of court procedures, legal argumentation, and the importance of due process. Some students surprised themselves with their flair for legal reasoning, while others found new appreciation for the challenges faced by legal professionals.

 

Perhaps the most memorable moment of the day came during the Watch House experience. Here, students were “arrested,” and locked in the same cells used in 1835. As the heavy doors slammed shut, laughter gave way to a sobering reflection on the justice system of the past. The realistic setting allowed students to feel, firsthand, the weight of being on the wrong side of the law—if only for a few minutes.

 

Across all three activities, the excursion offered more than just education—it delivered an experience. Students returned to school not only with a deeper understanding of legal concepts, but also with a visceral sense of how justice has evolved in Victoria. For many, the day sparked a newfound interest in law, history, and human rights. 

 

On behalf of the Legal Studies students, we would like to thank Mr Zanetidis for his work organising an engaging excursion for our students. Students are commended on representing the school values on our transport into the city, whilst in the city and during each of our scheduled sessions on each of these days.

 

Amelia Amuso

Humanities PLC Instructional Leader

 

Year 7 Art

Year 7 Art students have been very busy in the ceramic studio this term. Students have engaged in creating a ceramic sculpture inspired by the Hermannsburg Potters. They’ve learned hand building techniques, underglazing and glazing to produce some incredible work. 

 

 

 

 

 

 

 

 

 

 

 

 

Year 8 Visual Arts

To finish off the semester- Year 8 students completed a unit of perspective drawing creating unique 3D Letters based off a character of their choice. Take a look at some of the amazing final designs! Can you identify any particular characters from the letters? 

Year 8 Art students have also been exploring Pop Art. We have been introduced to the style and a variety of renowned Pop Artists. Firstly, students were able to create a crazy Pop Art Burger using collage skills. Following this, students have explored printmaking for the first time and created a printmaking pop art inspired piece. Students have carefully drawn and carved out an object or design of their choice using lino. Students explored repeating their subject matter multiple times printing onto coloured paper using ink. The artworks have been a very messy but fun process. Take a look at some fantastic final artworks here.

 

 

 

 

 

Year 10 Art

Year 10 Art have been busy this semester finishing their great barrier reef sculptures and creating a recreation of an original artwork, known as an appropriation. Students were given a selection of artworks to plan and re-design the subject matter of the work. It was great to see some students challenge themselves through painting and drawing. Students also completed their first Art Exam to complete the semester.

See some images of appropriations of the iconic Starry Night by Van Gogh.

 

 

 

 

Year 10 Pixels to Production (Media)

This term, our Year 10 Media students have been exploring the world of social media and short-form content. They began by researching their favourite content creators and analysing the media conventions that make their videos so engaging. Drawing on these insights, students planned and produced their own short videos, experimenting with green screen effects and using camera and lighting equipment to bring their ideas to life. From trick shots to comedy skits and tutorials, they had a great time acting in and filming each other’s work. Students also reflected on what it means to be ethical and responsible content creators, considering the role of platforms and the effectiveness of government regulation. It’s been great to see their creativity, humour and teamwork shine through.

 

Year 11 Art Making and Exhibiting

Year 11 Art Making and Exhibiting Students have completed their first unit of the subject. This Term, students had the task of developing a folio of work connecting to the theme of Identity. Students began by brainstorming what identity means to them and selected an artform to focus on for the development of an artwork. It was fantastic to see how identity has been interpreted in different ways such as their favourite place, something of importance to students or simply expressing something of personal significance into their artwork. Take a look at some of the incredible artworks developed this term for the theme of Identity.

 

Year 7 Drama

Throughout Term 2, Year 7 Drama students have been working in groups to create Fractured Fairy Tales performances. They used their imaginations to write engaging scripts that add a  twist to traditional fairy tales. It has been exciting to see students collaborate on this task over the term as they brainstormed, scripted, and rehearsed their performances. In Week 10, students had the opportunity to present their performances to their class in the Drama studio which was a fantastic celebration of their work! 

 

Year 10 Textiles

Students learned to machine sew producing tote bags in term 1 before extending their skills to produce a pair of pyjama shorts from flanelette with in seam pockets. So far reports are that they are pretty comfortable. 

Health

At Bemin, Health Education plays a vital role in equipping students with the knowledge, skills, and confidence they need to make informed decisions about their wellbeing and relationships. Behind every engaging lesson, interactive activity, and meaningful discussion is a dedicated team of passionate Health teachers working tirelessly to create impactful learning experiences for our students.

 

This term, Health teachers across Year 7, Year 8 and Year 10 Health, and Year 11 Health and Human Development have gone above and beyond to design and deliver rich, relevant, and thought-provoking programs. Whether it's supporting Year 7 students to explore the dimensions of health and wellbeing, guiding Year 8s through respectful relationships and community safety, empowering Year 10s to advocate for community health, or guiding Year 11 students through the rigours of Health and Wellbeing in VCE Health and Human Development—our Health staff have approached every lesson with care, creativity, and a commitment to real-world learning.

 

The programs taught across these year levels are not only curriculum-aligned but also deeply student-centred. Health teachers ensure that content is responsive to the issues young people face today—from digital pressures and mental health, to respectful communication and public health initiatives. Their work empowers students to reflect on their values, understand themselves and others, and build a strong foundation for lifelong wellbeing.

 

I sincerely thank our Health teaching team for their enthusiasm, empathy, and educational excellence. Their efforts make a genuine difference in the lives of our students, both inside and outside the classroom.

 

Please read on for more information about the units each year level has completed this term and some samples of their learning activities.

 

Jessica D’Lima - Learning Specialist: Instructional Leader and Health Leader.

Year 7 Health

This term, our Year 7 Health students have been developing essential life skills through the Personal and Cyber Safety unit. In an increasingly digital world, understanding how to stay safe—both online and offline—is more important than ever, and our students have shown great engagement and maturity while tackling these real-world topics.

Throughout the unit, students explored a range of issues including road safety, cyberbullying, digital safety, and the impact of their digital footprints. They learned how to identify and manage risks in different environments, recognise unsafe or inappropriate behaviour, and understand the long-term consequences of their actions online.

To demonstrate their understanding, students completed a Common Assessment Task (CAT) with a unique twist—they were given voice and choice through a task board, allowing them to select activities that best matched their interests and learning styles. Whether creating informative posters, creating a documentary, writing a short essay, or designing a board game, students showcased their knowledge and understanding in creative and meaningful ways.

The quality of work produced was a testament to the thoughtful learning and personal reflection that took place. It was wonderful to see students not only building important knowledge, but also developing the confidence to make safe, respectful, and responsible choices in their everyday lives.

We are incredibly proud of our Year 7 students and commend them for their thoughtful approach to this vital area of Health education.

 

Year 8 Health

This term in Health, Year 8 students have explored the Life in Balance: Staying Safe, Staying You unit, which focused on empowering young people with the knowledge and skills to make safe, respectful, and informed choices. Students investigated a range of important topics that impact their daily lives, including media influence on health decisions, protective behaviours and help-seeking, first-aid in emergencies, and consent and respectful communication.

To consolidate their learning, students undertook a major research assessment that culminated in the creation of a Health & Safety Advocacy Campaign. Working individually or in pairs, students designed creative campaigns aimed at educating and influencing their peers on a health issue of their choice.

Campaigns took a variety of innovative formats, such as:

  • Mock Instagram or TikTok social media campaigns
  • Short public service announcements (PSAs)
  • Visual poster series with key health messages
  • Blogs and opinion articles written for youth audiences
  • Podcasts featuring discussions, interviews, or expert insights

Each campaign demonstrated students’ ability to craft an engaging slogan, deliver accurate and reliable health information, and present a clear call to action. Students employed persuasive techniques including visuals, storytelling, and statistics to capture their audience’s attention. As part of the task, they also completed a personal reflection, considering the real-world importance of their topic and how it applies to their own lives.

The creativity, critical thinking, and passion displayed by our Year 8 students was truly inspiring. Their advocacy campaigns not only reflected a deep understanding of important health issues but also showcased their potential to be active contributors to a safer and more respectful community.

We’re proud of their work and the way they’ve taken ownership of their learning to make a meaningful impact.

Year 10 Health

This term, our Year 10 students have engaged in insightful and impactful learning as part of their Community Safety and Public Health Promotion unit. With a focus on improving youth wellbeing and community health outcomes, students explored the World Health Organization’s Key Action Areas for Public Health Policy, gaining a deep understanding of how global frameworks can guide real-world change at the local level.

 

As part of their major assessment task, students undertook a research project analysing a range of youth-focused health initiatives. They examined the objectives, strategies, and impacts of these programs, developing their critical thinking and analytical skills. Armed with this knowledge, students then stepped into the shoes of health promoters by designing and building their own websites to advocate for a community health issue of their choosing.

From mental health awareness to nutrition, substance misuse, and sexual health education, students selected topics that resonated with them and their peers. Their creative and thoughtful websites showcased not only their digital literacy and communication skills but also their growing commitment to health advocacy and community wellbeing.

 

We are incredibly proud of the passion and purpose our Year 10 students brought to this unit, and their efforts demonstrate the powerful role young people can play in shaping a healthier, safer future for all.

 

 

Year 11 Health and Human Development

Students began the term by completing their research task on a youth issue of their choice.  Students learnt that the World Health Organisation advises that investing in youth health has important benefits, now and into the future.  Students selected from a list of key areas requiring health action as indicated by health data.  These health inequalities are: safety (including sun safety, online safety and road safety), gambling, relationships and sexuality, smoking and vaping, alcohol and other drugs and mental health and wellbeing. Students then completed a series of structured questions to direct their research and to assist them in describing their chosen health issue, being able to outline the impact of the health issue on youth health status, analyse the risk and protective factors that relate to their chosen health issue, analyse the health care services that are designed to manage the issue, analyse how government or community programs and personal strategies would reduce the impact of the health issue, outline the direct, indirect and intangible costs relating to their chosen health issue and analyse the actions that young people and the community can take to have a voice about the health issue.

 

 

Students then focused their attention on Nutrition and Health in Area of Study 3.  Students explored the macro and micro nutrients required during youthn and the consequences to health due to nutritional imbalance. Students evaluated the effectiveness of food selection models and other initiatives to promote healthy eating among youth.  The analysed sources of nutrition information and methods to evaluate its validity. Students also continued to analyse sociocultural factors as enablers and barriers to healthy eating among youth.

Students completed their Unit 1 Health and Human Development program with an end of semester exam.  Miss Baker, Miss Meynell, Mr Abrahams and Mrs D’Lima would like to congratulate all our students for their participation in the exam program.  Students gained valuable insight into the processes involved in VCE examinations as well as trailed a range of study skills and revision strategies best suited to their preferences. 

 

Physical Education 

 

Physical Education at Bemin Secondary College for Term 3 has been a great success for the students. 

 

The Year 7 students have had a focus on the acquisition and application of fundamental movement skills, concepts and strategies across a range of contexts. The Year 7 students have continued with their weekly challenges for skill building and movement through which students can acquire and practise physical, social, psychological and cognitive skills. When learning in movement contexts, students gain skills,  and dispositions that enable them to participate confidently and competently to support lifelong involvement in physical activity and enhanced movement performance. 

The Year 8 students have been gaining a sense of engagement  and creating opportunities for regular physical activity, as individuals and for the communities to which they belong, which can enhance fitness, movement performance and wellbeing. They have taken on the curriculum of Dance Fitness in a positive manner as they learn about fitness components, movement skills, actions and working as a team as they create a group dance to showcase. 

 

 

The Year 10 students have been investigating the history and rules to promote fair play and inclusion in a range of physical activities. They have identified skills, drills and tactics within Netball and Futsal. They have competed in class challenges, tournaments and peer observations to support each other as the build positive classroom environments that address Bemin’s college values of excellence and community. 

 

Our elective classes have also had a busy term. Our Get Fitter, Run Faster students have taken part in Fitness Testing and Training methods where students have started accumulating school records for the Beep Test. 

 

The Game Plan students have had a wonderful term with their coaching curriculum. They walked down to the Junior campus and conducted mini lessons for the year 7 students. They coached them for basketball, netball and badminton. The year 7’s had a wonderful time and enjoyed the time respecting our senior students in fun and engaging sessions. 

Year 11 VCE Physical Education have explored how the musculoskeletal and cardiorespiratory systems work together to produce movement. Students have examined the role and function of the main structures in each system and their responses to movement. Through practical activities, students have analysed the interactions between these systems at various intensities. They have also investigated conditions and injuries related to the musculoskeletal system and recommend strategies for prevention and management. Students have considered the ethical implications of using permitted and prohibited practices to enhance system performance, evaluating their physiological benefits and potential harms.

A highlight for our students was taking part in the heart and lung dissections where students were examined on their key knowledge and skills for identifying the structure and functions of the cardiovascular and respiratory systems. 

 

Danielle Ryan-Learning Specialist Physical Education

 

Mathematics 

Building Problem-Solving Skills – A Focus for Term 3

At Bemin Secondary College, we believe that problem-solving is not just a mathematical skill—it’s a lifelong skill that empowers students to think critically, reason logically, and approach challenges with confidence.

In Term 3, our Year 7 students will engage in dedicated weekly problem-solving lessons designed to develop and strengthen these essential skills. These sessions will offer students a chance to explore rich tasks, engage in mathematical discussions, and learn strategies for tackling unfamiliar problems.

To support this initiative, Numeracy Consultant Rob Park will continue working closely with our teaching team. He will guide teachers through the planning, implementation, and reflection stages of this approach, ensuring that our problem-solving lessons are purposeful, engaging, and aligned with best practices in mathematics education.

Year 11 – Transitioning into Unit 2

Our Year 11 students have now completed Unit 1 of their VCE Mathematics subjects. This marks an important milestone as students reflect on their learning, identify areas for growth, and consolidate foundational knowledge.

As we begin Unit 2, students will encounter new concepts that build on their prior understanding, with a continued emphasis on mathematical reasoning, application, and preparation for their final year of secondary schooling. We encourage all students to stay committed, seek support when needed, and maintain a strong work ethic as we move into the second half of the year.

Anjana Dwivedi- Learning Specialist (Mathematics