Term 1 Reflections: A Proud Beginning

As we reach the end of an exciting and historic Term 1, we would like to extend our sincere thanks and congratulations to all students from Years 7 through to 12. This year marks a significant milestone for our college, as it is the very first time we have had all year levels together on campus. This is a proud and exciting moment for our entire school community.

We have also been delighted to welcome 58 new staff members to Bemin Secondary College. Their energy, expertise, and commitment have already made a positive impact, and it has been wonderful to see students and staff building strong, supportive relationships so early in the year.

Throughout Term 1, students have approached their learning with enthusiasm and determination. We are incredibly proud of the way they have embraced their new classes, connected with their peers, and contributed to the inclusive and respectful culture that defines Bemin Secondary College. The willingness of our students to step outside their comfort zones, form new friendships, and engage actively in school life has been outstanding.

This term has also seen students complete their first SACs, CATs, and SATs. These important assessments represent key learning milestones, and we commend students for the maturity and responsibility they have shown in preparing for and completing them.

As we reflect on the term, we celebrate not only academic effort, but also the sense of belonging and community that continues to grow within our college. We look forward to building on this strong foundation in Term 2 and beyond.

Enjoy your well-earned term break, and we look forward to welcoming you back refreshed and ready for Term 2.

Sandale Ambegoda

Assistant Principal- Teaching and Learning

Building Teacher Capacity

This year we welcomed 58 teachers to the college! Yes, 58 and will welcome another two new members of staff in Term 2! Within our 2026 staff intake we have, 17 Early Career Teachers enrolled a Victoria-wide Department Program, Career Start, to support teachers new to the profession during their first year in a teaching role. This is the second highest enrolment to the program in the State. Career Start Program started as a pilot scheme in 2020 and now has over two thousand teachers participating in the mentoring program, many of whom teach in West Melbourne. Career Start is therefore an excellent way for beginning teachers to meet colleagues in other schools. Initially, only some 50% of participants in the programme stayed in their starter school for a second year, but this figure is now well over 90% according to the most recent data, highlighting the success of a structured mentoring scheme provided through Career Start. Each of Bemin’s 17 Early Career Teachers are paired with an experienced mentor who meets with them to provide coaching and mentoring in all aspects of their role. It’s an exciting journey for our Early Career Teacher and Mentors, working together to build teacher capacity across the college. We look forward to celebrating the growth and contributions of each of our Career Start teachers during the remainder of the year.

Kate Phillips

Assistant Principal- Building Teacher Capacity

Arts

10 Content Creators

Year 10 Content Creators (Media Arts) have been busy this term exploring the art of photo narratives. Students have analysed the work of established photographers to inspire their own storytelling, before planning and capturing a series of images that demonstrate thoughtful use of composition, framing and visual meaning. They have also begun developing their post-production skills, learning how to use Photoshop to enhance and refine their images. We look forward to showcasing these creative and engaging photo narratives in an exhibition early next term.

Senior Media

Senior Media students have had a productive and engaging term across both year levels. Year 11 students have been deconstructing representations of teenagers in Tim Burton’s Wednesday, and comparing these to representations across a range of other media forms. They have developed their analytical skills and learnt how to use industry-standard editing software to present their ideas through a video essay. They are now applying the media production process to create their own representations in a music video.

Year 12 students have been focused on researching and developing their own productions, while also undertaking detailed analysis of narratives and their contexts in Guillermo del Toro’s Frankenstein. Both Year 11 and 12 students recently enjoyed an excursion to the Australian Centre for Moving Image, where they attended Top Screen - a screening of the best short films from last year’s VCE Media students across Victoria. This was followed by a scavenger hunt through ACMI’s Story of the Moving Image exhibition, where students explored the evolution of media technologies and iconic moments in Australian film and television, from a Mad Max car and arcade games to costumes from Heartbreak High. These experiences have provided valuable inspiration, encouraging students to think creatively and ambitiously as they develop their own media productions

Clare Wood

Arts-Media (Teacher)

Senior Art

Recently, our Year 11 and Year 12 Art students had the exciting opportunity to visit both NGV International and NGV Australia as part of their studies. This excursion provided students with valuable first-hand experience of how artworks are curated, displayed and interpreted within major gallery spaces.

Throughout the day, students explored a diverse range of exhibitions, engaging with artworks across different styles, mediums and historical contexts. They were encouraged to analyse how artists communicate ideas through visual language, materials and techniques, while also considering the cultural and social influences that shape artistic practice.

Year 11 Art

In Year 11 Art, students have been actively exploring a wide range of artforms, including printmaking, drawing, expressive painting and watercolour techniques. Through a series of practical workshops, they have developed both their technical skills and their ability to experiment with different materials and processes. Recently students also explored still life drawing, sketching an array of objects and fruits using charcoal and pencil.

Students have demonstrated a strong commitment to refining their ideas and building their folios, with many producing work of an excellent standard. We are proud of the progress and enthusiasm shown across the class. Take a look at some of their wonderful work!

Claudia Fadljevic

Learning Specialist

Year 12 VCD

Throughout this term Year 12 students have been looking at the work of specific designers across the four design fields and comparing how they develop and create their work. Students also had the opportunity to develop their own ideas and final solutions for a theme/topic of their choice. Some of their work is presented below:

Mary Taylor

VCD Teacher

Year 9 Dance

This term, we proudly launched our very first Dance subject at the college as a Year 9 elective. It has been off to an excellent start, with students enthusiastically engaging in learning a range of dance styles, developing their understanding of dance theory and creating their own choreography to share with the class. It has been fantastic to see students build confidence and creativity skills through this new offering in the Performing Arts.

Daniel Ridolofi

Dance teacher

Music

This term, students in Years 8 and 9 have had their first opportunity to explore a range of instruments, including keyboard, Ukulele and guitar, as part of their Performing Arts and elective programs.

Building on this initial experience, next term, we will be seeking expressions of interest from students who may be interested in participating in instrumental lessons. This is simply to gauge interest and assist with future planning; it does not commit students to participation at this stage. Please see Mr Hayhow or Mrs Orford next term if you are interested!

Dean Hayhow & Miranda Orford

Music Teachers

Mathematics

Mathematics

Celebrating International Mathematics Day!

On Friday 13 March, Bemin Secondary School celebrated International Mathematics Day, ahead of the official date on 14 March. This year’s theme, Mathematics and Hope, encouraged students to explore maths in creative and meaningful ways.

A big thank you to all staff who supported the day, especially those who ran the Kahoot with their Check and Connect classes!

🎉 Kahoot Winner

Check and Connect – 7B (Zooper Dooper recipients)

🎨 Poster Competition Winners

🥇 Prabhleen Gill (7I)
🥈 Khushmehar Kaur (7B)
🥉 Mehreen Dhaliwal (7I)

Congratulations to Prabhleen, who will receive a $10 canteen voucher, and to all students for their fantastic efforts!

Check out some of the winning entries and photos from the day below.

Felicity Christmass

Leading Teacher

Lauren Turner

Assistant Principal- Numeracy/Maths

Science

Science

This year, the Science department has had a very busy Term 1. As always, students have thrived and extended their content knowledge through active participation in practical activities. These hands-on experiences have supported the development of community values while also fostering an engaging and enjoyable learning environment.At the junior level, Year 7 students applied their chemistry knowledge to purify water using separation techniques, Year 8 students dissected hearts as part of their body systems unit, and Year 9 students explored fingerprinting techniques within their Forensics Toolkit.

At the senior level, Year 10 students modelled Darwin’s finches as part of their Evolution unit, while VCE Chemistry students deepened their understanding of galvanic cells in Unit 3 by exploring the work of Luigi Galvani and Alessandro Volta. It has been a busy yet highly rewarding start to the year.

Domenica Trifilo

Leading Teacher

Health

Junior Health

Students in Years 7,8 and 9 have been exploring the concept of identity this term—what it means, the factors that influence it and how it can be shaped by significant life changes and the different dimensions of health.

To conclude the term, students have begun a short Community Safety unit. Year 7 students are focusing on car safety, while Year 8 students are learning about E-scooter safety. As part of this, Year 8 students have created practical E-scooter safety checklists to promote safe and responsible riding.

Senior Health

Students in Year 10 have been exploring stress management this term and have been looking at recognising emotions, understanding stress, practicing healthy coping strategies, identifying triggers and responses and have put this all together to create a multimedia presentation about stress management strategies.

Year 11 Health and Human Development

Our Year 11 Health and Human Development students have reached an exciting milestone, officially completing their first School Assessed Coursework (SAC) for Unit 1, Area of Study 1: Understanding Health and Wellbeing. This foundational unit challenged students to move beyond basic definitions and explore the five dimensions of health—physical, social, emotional, mental, and spiritual. Throughout the term, the cohort has demonstrated impressive analytical skills, investigating how health is both dynamic and subjective, while learning to interpret complex data such as life expectancy and morbidity rates to profile the health status of Australia’s youth.

The completion of this SAC marks a significant step in their VCE journey, as students successfully applied their knowledge to real-world case studies and health indicators. We are now shifting our focus to Area of Study 2, where we will explore the transition from youth to adulthood and the various physical, social, and intellectual changes that define individual human development. Congratulations to all students on a dedicated and insightful start to the year; we look forward to seeing your continued growth as we dive into the next chapter of the curriculum.

Year 12 Health and Human Development

Our Year 12 Health and Human Development students have successfully navigated their first major hurdle of the year, completing the School Assessed Coursework (SAC) for Unit 3, Area of Study 1: Understanding Health and Wellbeing. This intensive unit required students to move beyond individual health and instead focus on the broader health status of Australians. The cohort demonstrated a high level of clinical thinking as they analyzed complex data sets—including Mortality, Morbidity, and Burden of Disease (measured in DALY)—to identify patterns and trends within our population.

A significant portion of the assessment focused on the biological, sociocultural, and environmental factors that contribute to health inequities between different population groups, such as Indigenous Australians and those living in rural areas. Students also explored the Ottawa Charter for Health Promotion and the Medicare system, evaluating how Australia’s healthcare frameworks aim to improve health outcomes for all. Congratulations to the Year 12s on a sophisticated and dedicated start to their final VCE year; we are now prepared to transition into Area of Study 2, focusing on the evolution of Australia's health system.

Kate Meynell

Instructional Leader

Physical Education

Year 9 Peak Performance

Students in peak performance have looked at the biomechanics behind a basketball free throw and have looked at peer and individual feedback/ analysis.

Year 10 Game Plan

Game plan students have begun coaching sessions in preparation to eventually coach the junior students

Year 10 Physical Education

Year 10 students have recently been developing a range of skills associated with Volleyball and Badminton. Our learners have portrayed great enthusiasm and progression in Physical Education as they learn and build on new and preexisting skills. One skill that students have refined is the Volleyball dig. You will find that many learners will be able to show you their technique using our specialised intricate learning breakdown of, Pancake, Pancake, Sausages, Sausages, Elbows to the roof.

Students have also delved into the theoretical learning of Diversity in Australian Sport. They have been analysing the influence/impact of some famous indigenous athletes across different sports from a national and global perspective.

Danni Ryan

Learning Specialist

English and EAL (English As an Additional Language)

Junior English

This term our students have been learning about creative writing and the different forms it can take. Our Year 7s have been writing memoirs, our Year 8s have been exploring styles including; travel, food and song writing, and our Year 9s have been responding to questions about what shapes their identity using podcasts, poems and patchwork writing.

Our students have produced such wonderful and heartfelt pieces of writing. Please enjoy these selected samples.

(podcast script by a Year 9 student)

Next Chapter

Hi everyone and welcome to my next chapter, I am so glad you are here.

This podcast is also about growth, memories and the little moments that shape who we become. And today I want to share something really close to my heart -cooking with my mum.

Growing up I wasn’t always the one holding the spoon or standing by the stove. I was the watcher. I remember sitting at the kitchen table, watching my older sisters and my mom move around so confidently. They didn’t need measuring cups, they didn’t need recipes, they just knew, the kitchen felt like their world - warm, busy, and full of amazing smells.

I’d watch the way my mum would cut vegetables so quickly, the way she’d taste something and instantly know what it needed. A pinch of salt, a little more spice, a splash of something secret. Back then I didn’t realise I was learning but I was.

Now things are different.

These days, I’m the one standing next to my mum at the stove. Sometimes I’m leading, sometimes I’m still asking “Does this look right?”, and she’ll smile and say “Just keep cooking, it looks fine”.

Cooking together now feels like more than just making food.

It feels like a connection. Like I’m stepping into a new chapter of my life- one where I’m not just watching anymore.

It’s funny now that something as simple as cooking can show you how much you’ve grown.

When I was younger I saw my siblings as the ‘grown up’ ones. They had such high rankings and they were so capable, and now, without even noticing it, I’m becoming that person too.

The kitchen tools hold so many memories. Laughter and little arguments over who forgets to stir something. Music playing in the background. Family conversations over chopping boards and sizzling pans.

Cooking with my mum now feels special because I understand it differently. I see the effort. I see the love she puts into every meal. And I realise she’s not just teaching me recipes, she’s teaching me independence, patience and care.

Until next time audience, thank you for listening.

What has helped shaped my identity. (by a Year 9 student)

One year ago, I was a normal boy, really shy, and had nothing to do everyday. So everyday for me is really boring, but one thing changed everything.

One day I saw a post that was posted on Google Classroom, it said “Victorian state schools spectacular audition”, I felt like the name is really cool, so I searched it up. Then I think this is even cooler. So I signed up, went to the audition.

Unfortunately, I did not get in, but in my mind I still really want to join the VSSS, so I did a ‘deep research’. After 10 minutes of research, I found out that I can also join the VSSS as a crew. I felt like it was designed for me. No need for dance, singing or experience. So I applied for it. One funny thing is that because the school is a new school, the school name wasn’t in the system, but I emailed them and they fixed it really quick.

After a few months of waiting, we attended a briefing session, then the interview followed up. I was so nervous at the start of the interview, my face turned red. I can feel the heat on my face, just like I was running under the sun on a 40℃ day. But I still tried my best.

Luckily, I got in, and we started the rehearsals.

During the rehearsals, I have met with lots of people, such as the show directors, the performance, the teachers from different schools, and also lots of other professionals. And also, we had rehearsals at different places. I had a rehearsal with mass dance at Keilor Stadium, principal cast at performing arts unit and mass choir at Melbourne town hall.

After a few months of hard work and fun times, we finally put it all together into the John Cain Arena, there are more than two thousand five hundred students in the arena, the feeling of that can’t even be described using the words. As the countdown to the show day approaches, everyone is so excited, because we all know that this is the day that we put all the hard work together.

In the past six months, we laughed, we trained, and we learned new things. We can’t believe that we can run the show just with a few adults and all others are students from different schools.

As the song goes out with the bang, the whole arena is illuminated by the lights and every future performer. The floor began shaking,everyone poured their hearts and souls into the performance, the energy so powerful it could have lifted the roof. As the last song finished, people cry, people laugh, and some people know that this will be their last year of spectacular, so they just stare at the stage.

The Victorian state schools spectacular gave me lots of confidence. I found something that I enjoyed and it was a great experience for me.I will definitely do it again.

This is the best feeling ever, so why won't you do it?

Poem: My Guiding Stars (Year 9)

My Parents:

There is a version of you

I will never fully know.

The version that stepped off a plane into Australia

With a baby in your arms,

And fear stitched quietly into your ribs.

I was too small to understand

That bravery can look like silence.

Too small to see,

That the ground beneath us

Was not yet steady.

You didn't arrive with certainty,

You arrived with faith.

An unshakeable credence,

That sacrifice would not be in vain.

Dad

I imagine you staring at ceilings at night,

Calculating numbers in the dark,

Rent, bills, futures.

But it wasn't just money you were measuring

It was risk.

It was responsibility.

It was the architecture of a life

You were determined to construct from nothing.

And you did it,

While carrying pain…

Your legs, scarred and weathered.

A constant reminder,

That even standing required a crushing weight.

Fatigue did not visit you,

It lived with you.

Exhaustion settled in your bones,

Aeonian in its persistence,

Transforming ordinary days

Into a test of willpower.

Yet every morning,

You rose anyway.

You walked into rooms

Where your name was unfamiliar,

Where you body ached before the day had even begun

And still, you endured.

Your perseverance wasn’t loud..

It was principled,

Immutable.

Pain could have hardened you,

It could of have limited you,

It could have become your excuse

But instead,

You allowed it to become your teacher.

Without speeches,

Without drastic declarations,

You kept us standing.

You never allowed your suffering

To become our instability.

Mum

You were grieving,

Grieving your father,

While becoming someone’s entire universe.

I don't know how your heart held both,

Love and loss,

Absence and devotion.

You carried sorrow with grace,

Transforming it into gentleness.

You carried memories that ached in your chest

Yet you still made room for tenderness.

There must have been nights

When grief returned without warning,

When memories sat beside you

Long after the house had fallen quiet,

And absence felt less like a distance

But more like something living beside you.

Yet morning came,

So did you.

You held me like the most precious weight,

Folding patience into routine

And warmth into our home.

Your strength was not loud.

It was gentle,

Steady.

Every silent tear

You hid behind a smile,

Every ache you folded into the marrow of your bones,

So I would only feel comfort.

And even in a dark grief

You still kept giving.

Without asking for recognition,

Without letting sorrow become the centre of everything,

You kept us surrounded by warmth.

You never allowed your grief

To become our emptiness.

Me

There were months when money felt tight,

Moments when the future felt uncertain,

Days when doubt must have hovered;

Heavy and relentless.

But you both never let fear become our atmosphere

You let love become it instead.

You both became my cynosure,

My fixed point of guidance

In a world that was still unfamiliar.

I grew up thinking stability was ordinary

But I didn't realise it was engineered

Through challenges and sacrifice.

Now I see it.

The discipline in my habits?

Yours.

The empathy in my voice?

Yours.

The established belief,

That hardship does not define destiny?

Yours.

From you I learnt that strength

Is not the absence of struggle,

But the decision to continue despite it.

From you, I learnt that responsibility

Is not conditional.

That dignity does not depend on comfort.

And that even when life feels heavy,

The spirit can remain steadfast.

From you I learnt that softness

Is not a weakness.

That grief can coexist with gratitude.

That love can thrive,

Even where there is loss.

It became the quiet blueprint

Of how I would carry my heart,

A soft compass pointing me toward fortitude ,

A whispered map showing me how to strive

Even in darkened days.

And a gentle reminder that love

Can survive beside longing.

You both imbued me with determination,

And bolstered my courage.

Through your unwavering presence,

You grounded me in principled values,

Integrity, patience, humility

That feels unshakable from within me.

I am now older and because of you,

I do not crumble at difficulty

I endure it,

I grow from it,

I rise beyond it.

You both didn't just build life…

You built me.

Every sacrifice you made,

Every quiet battle you fought,

Shaped the very person I am today.

You are my parents,

My first home,

My Guiding Stars.

Potato Crisps (Food Writing Year 8)

The moment I lifted the skewer, the crispy spirals glowed in the light, and the smell of seasoning wafted up to meet me. It was at a weekend market where the air was filled with chatter, and the aroma of street food seemed to come from all directions. People walked past the colorful stalls, with music playing softly from a nearby speaker. There was a stall where potatoes were cut into long spirals and placed on a wooden stick before being dropped into boiling oil. The sound of frying seemed to promise something wonderful.

When it was my turn, the vendor handed me a fresh spiral crisp, still steaming from the bubbling oil. The surface had a reddish seasoning with spices on top that seemed both fiery and inviting. The moment my fingers made contact with the first curl, it had a warm, brittle texture.

The first bite was an explosion of sound and taste. The crisp snapped cleanly and burst in my mouth with a savoury, smoky taste and a hint of spice that tickled my tongue. Each curl was beautifully balanced in crunch and softness, thin at the edges and slightly thicker in the centre. As I progressed along the spiral, the seasoning became more intense, and the warmth of the fresh fry in my hands was welcome. Each bite was like unwrapping a long ribbon of potato.

As I stood there, savouring each curl, I suddenly realized that food like this is a source of great joy in life. It is simple, fun, and full of character. I remembered that one of the most enjoyable foods is the kind eaten outside, with the sounds of sizzling oil in the background and the smell of spices carried on the breeze.

Even now, every time I see a spiral crisp and smell the bubbling oil, I am reminded of that moment at the market and the long golden ribbon of potato that made the whole afternoon worthwhile.

THE TRAIN I’M GLAD I MISSED (Blog post Year 8)

Today, something completely unexpected happened at the train station. I was standing on the platform waiting for my train when suddenly a girl came sprinting down the platform, determination written all over her face

The train doors were already closing. She ran even faster, trying to reach them before they shut. I silently cheered for her, but the doors shut and the train slowly pulled away. She stopped running, bent over, and started breathing heavily, as if she had been running for hours. Only then did I realise I had missed my train too - I’d been so caught up on watching her that I didn’t notice it leave.

We sat down on a nearby bench, both catching our breath. For a few seconds neither of us said anything. Then I noticed the flowers she was holding. They were bright and colourful, with a vibrant pink and white mix, though some petals had fallen out while she was running.

“Missed it too?” I asked.

She let out a soft laugh. “Yeah. I really thought I’d make it.”

While we waited for the next train, we began talking almost without thinking. What started as a simple conversation slowly grew deeper. We spoke about school, hobbies, travel, and our families. Talking to her felt as if we were picking up a conversation we had started long ago. Her voice was gentle and somehow it felt like we’d known each other for years. Time quietly slipped past, and as my train finally arrived, I realised I didn’t want the moment to end.

I turned to her and said, “Maybe missing the train wasn’t so bad.”

She smiled - a smile I could never forget, somehow, a small mistake turned into a moment I knew I wouldn’t forget. As the train carried my away, I realized the moment would stay with me forever - even though I never asked her name.

Heather Kompa

Leading Teacher

Senior English

Term Overview

This term in Senior English, students across Years 10–12 have been developing their reading, writing and critical thinking skills through a range of engaging texts and structured learning experiences. Across all year levels, there has been a strong focus on building stamina and personal connection to their writing and deepening interpretation and analysis.

Year 10: Personal Text Response

Year 10 students spent the term settling into Bemin and learning the routines and expectations Bemin way. Teachers noticed a readiness to learn and dedication to understanding the text - Next Goal Wins, a film directed by Taika Waititi about the resilience shown by the American Samoan soccer team ("the world's worst"). Students spent the term exploring belonging to team, family and community through personal writing in response to Next Goal Wins. At the end of the unit they wrote a personal reflection piece, diaries or letters, and a reflective commentary on the choices they made as a writer. During the term, students undertook English Explorer lessons, which asked them to reflect and surface what they were bringing into English and develop the micro-skills they need to flourish and develop their voice as a student in English.

Year 11: Reading and Exploring Texts

Year 11 students have been studying the Reading and Exploring Texts unit, focusing on the collection Growing Up in Australia. Through this, they have explored ideas in text in both personal responses and analytical interpretations. Analysing or connecting to ideas such as identity, belonging, prejudice, family and growth.

Students:

Analysed how authors represent personal and cultural experiences.
Developed skills in unpacking prompts and constructing analytical responses
Practised building clear interpretations supported by textual evidence
Completed two SACs (School Assessed Coursework) under exam conditions

A key focus has been helping students move from describing texts to analysing how and why meaning is created, preparing them for the demands of Year 12 English.

Year 12: Reading and Responding to Texts: We Have Always Lived in the Castle

Year 12 students have been preparing for and completing their SAC on Shirley Jackson’s We Have Always Lived in the Castle. This unit has focused on developing sophisticated analytical writing and has culminated in writing their SAC under timed conditions.

Students:

Explored complex ideas such as isolation, power, prejudice and perception
Analysed how Jackson uses narrative voice, symbolism, language and structure to shape meaning
Engaged with cultural values and contexts in the text
Practised planning and writing analytical essays within SAC conditions
Refined their ability to respond flexibly to a range of prompts

Students have been encouraged to focus on depth of analysis, precise use of evidence, and clear argumentation, which are key skills for success in VCE English. Teachers have noticed steps taken by students as they continue to develop their skills in a demanding year of VCE English.

Looking Ahead

Next term, students will continue to build on these skills:

Year 10 will be exploring Culture in a Crafting Texts unit, working on a Cultural Profile to express who they are and where they come from, and to develop the sills to express, explain or challenge culture.
Year 11 will be learning Crafting Texts and explore the framework of ideas in 'Voice'. This unit examines how writers craft their voice and engage with the ideas and possibilities presented by using, growing or even losing our voice.
Year 12 will move into Crafting Texts and the framework of ideas in 'Protest', considering how writers have expressed protest, reflected on what protest means, explained protests, or argued for the need to protest.

The English team is very proud of the effort students have shown this term and encourage them to continue practising reading, writing and revision skills at home.

Beornn Mccarthy

Leading Teacher

Year 12 English SAC Preparation Workshop:

This term, the Year 12 English students had the opportunity to attend a SAC Preparation workshop run by Hayley Harrison, an English and Literacy expert. This workshop was illuminating for many students, allowing them to see the difference between different levels of performance in relation to writing an analytical text response essay, and gave them some practical, hands-on strategies to 'level up' their writing in preparation for their SAC. We look forward to more hands-on writing workshops as the year unfolds!

Nicole Marie

Assistant Principal- Literacy/English

EAL (English As an Additional Language)

English as an Additional Language VCE

Introducing the VCE EAL component has been a mountainous task and we now have 7 students completing the Unit 3 and 4 EAL this year. This term in VCE EAL students analysed the novella We Have Always Lived in the Castle, written by a classic American author, Shirley Jackson. Outcome 1 of the unit required students to complete two tasks; an audio-visual study on the historical context of the text as well as an analytical text response. In Term two students will be delving into Outcome 2 of the unit, Creating Texts whereby they’ll further undertake creation of their own pieces demonstrating their understanding and knowledge of the idea of ‘protest’.

EAL Across Junior and Senior School

Over both Everton Junior campus and Morris Senior campus the main focus in EAL [English as an Additional Language] area has been identifying the EAL students in our classrooms. Teachers of English are now aware of students who require Tiered support in their lessons. They’ve begun to modify and adjust their lessons and assessment for students who will eventually receive an EAL report at the end of the Semester. Students are looking at extra forms of support for them in their classes and are provided an equal opportunity for success by their teachers.

Language Builders Elective Year 10

This term the focus in Language Builders elective lessons has been use of language, applying grammar and punctuation in writing and creating persuasive texts. Students have completed scaffolded pieces whereby the focus has been to persuasively share opinions about current issues of their choice.

Sushma Devi

Leading Teacher- EAL

Humanities

Humanities has been an interesting time for many students, learning about new aspects of the world around them. In Year 7, the students have been looking at their impact as a global citizen and social issues that might impact them, such as lowering the voting age to 16. This has generated a lot of debate in class, with many students thinking it is a brilliant idea. In Year 8, the students have been looking at Economics. This has involved them planning and researching a budget for a fictional client. This has opened the eyes of some students about how much tax they will pay and that if a job says you are earning a certain amount of money, that that amount of money does not last long when you have expenses. The Year 9 students have been learning about global interconnectedness and how this can affect the food security of our nation. In Year 10… It is all about war! The students have had an opportunity to delve deep into the causes and consequences of World War II. Those students who chose to complete the ‘Cost of Conflict’ elective have learnt about the Cold War. It has been fantastic to see the students engage with their learning and realise that the world is bigger than their immediate surroundings. It will be an exciting Term 2 in Humanities, with the focus switching to Geography for Year 7s, Medieval History for Year 8s and Business for Year 9s and 10s.

Business Management

Year 11 students have been learning about the world of entrepreneurship and that new business ideas come from a niche in the market. They have also explored the inner workings of a business and what makes that business successful, but also how a successful business can be impacted by global and corporate social responsibility factors.

Year 12 students have been learning about the potential conflicts that might arise between a business owner and external stakeholders. They then dig deep into the motivations behind creating a successful business, such as what consumers need versus what consumers want.

History

In Year 11, the students have made a discovery… the discovery of civilization! This has taken them on a journey through Ancient Mesopotamia and Egypt, the land of the pharaohs.

Year 12 students have gone back in time to Ancient Greece and the time of some of our greatest thinkers. In this unit, they have had the opportunity to explore the social hierarchy, the Spartan warriors and slavery. Some very meaty topics.

Legal Studies

In Year 11, the students have developed their understanding of social cohesion and the rules and laws we need to have to make that exist. This has allowed the students to trail their way through the trial system in the courts. They have also had the opportunity to learn about what constitutes a crime and the presumption of innocence.

In Year 12, the students get to dig deeper in the criminal justice system and look at whether the punishment fits the crime. What an interesting subject!

Holly Brown

Instructional Leader

Vocational Major (VM)

VCE Vocational Major

Unit 1

In Personal Development Skills (PDS), students began the year by developing their understanding of personal identity and emotional intelligence. Through a range of theoretical and practical activities, students explored what shapes their individual identity and how they can continue to strengthen their emotional intelligence across real-life contexts, including school, the workplace, and the broader community.

As part of this unit, students participated in a series of incursions facilitated by HWPL Victoria. These sessions provided valuable opportunities to enhance teamwork and communication skills while applying classroom learning to practical situations. Feedback from students, teachers, and facilitators indicated strong engagement and clear development of these key skills.

In Work Related Skills (WRS), students explored future careers, including different types of employment, industries experiencing low, medium, and high growth, and current labour market trends across Victoria and Australia. This has supported students in developing a broader understanding of the evolving world of work.

In Literacy, students have been refining their writing skills through a series of journal entries, focusing on clarity, structure, and reflection. This included analysing a variety of text types with the culmination of the topic being a film analysis on the film 'Bran Nue Dae'. Students were able to engage with the literacy skills that they had developed over the term to respond to the film and its reference to historical Australian stereotypes through a journal entry.

Unit 3

In Personal Development Skills (PDS), students have continued to demonstrate strong interpersonal capabilities through both theoretical and practical tasks focused on social awareness, interpersonal skills, and effective leadership. Working collaboratively in small teams, students identified a personal area for growth and planned, implemented, and reflected on strategies to improve their chosen skill. Students independently facilitated sessions with minimal teacher support, demonstrating initiative and responsibility in their learning. Focus areas included teamwork, leadership, time management, and active listening, with students showing measurable growth in confidence and capability within these areas.

In Work Related Skills (WRS), students have been examining workplace wellbeing, personal accountability and rights and responsibilities, including the role of unions across various industries. Students' understanding will be further developed in Term 2 through participation in an incursion delivered by the Young Workers Centre.

In Literacy, students have expanded their knowledge of a variety of workplace text types, including procedural, organisational, and informational texts. They have explored how these are used in real-world business contexts, particularly in the establishment and operation of businesses in Victoria. Students are now applying this knowledge by developing their own business concepts, showcasing a diverse range of innovative product and service ideas. In Term 2, students will continue to refine their proposals and present their ideas in a formal pitch to a panel of teachers and peers.

Elise Fisher

Instructional Leader

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