Teaching and Learning
Teaching & Learning Snapshot
As we reach the end of another remarkable year, it is with great pride that we reflect on the many achievements across both our junior and senior school. Our students have demonstrated dedication, resilience, and a genuine curiosity for learning that has been evident in every classroom and learning space.
This year has seen students engage in a wide range of assessments, including VCE end-of-semester exams, NAPLAN, PAT assessments, CATs, SACs, SATs, and many more. Each of these opportunities has allowed our students to demonstrate growth, apply new skills, and showcase their hard work. We are incredibly proud of their efforts and the way they have embraced every challenge.
Our staff and students have enjoyed a fantastic year together, filled with meaningful learning, accomplishment, and community spirit. As we head into the holiday break, we wish everyone a safe, restful, and well-deserved break—ready to return refreshed and energised for an exciting 2026.
A special congratulations goes to our Year 11 students who successfully completed their early access VCE subjects. This is an outstanding achievement, and we commend them for their commitment and determination. We now wish them all the best as they await the release of their final results.
VCE Biology
- Ashriya Khambam
- Garima Kumari
- Alisha Mukhi
- Mannat Puri
- Navleen Sidhu
VCE Business Management
- Raphael Chinapen
- Parisay Fathima
- Allegra Hart
- Sundeep Nijjer
- Kushi Narayan
- Mannat Kaur
- Komal Jamu
Happy Holiday!
Sandale Ambegoda- Assistant Principal (Teaching & Learning)
Health
This semester has been a busy one for Health students across all year levels. Years 7,8 & 10 all completed their units on Relationships and Sexuality Education and Food and Nutrition (Healthy Communities).
Students in Years 7 & 8 were fortunate to be able to attend an informative and engaging session about Menstrual Health and Pelvic Pain funded by the State Government and delivered by Sexual Health Victoria. These sessions were tailored to draw on and build upon the knowledge our students had gained through the Relationships and Sexuality Education units in Health throughout Term 3. Our students explored the notion of pain levels and were all shocked by the low ranking of pain that should be referred to a GP, seems our students think they have high pain tolerances. Students were engaged and participated by answering questions and seeking further information by respectfully asking the presenter questions. Teachers in attendance commented on the appropriateness of the session’s content as well as the gap in knowledge of menstruation the session aims to reduce; staff were in agreement that they wished these sessions ran when they were in high school.
The sessions concluded with students being offered ‘period packs’ donated to the college by U by Kotex which contained sample sanctuary products and information contained within a discreet yet practical zip pouch. If any students missed out they can speak to the Year Level Leaders or Mrs D’Lima for the opportunity to get their hand on one.
The Relationships and Sexuality Education units all included the learning of consent and its importance in our society; not just in our personal relationships with friends and partners but also in our healthcare system where we sign consent forms for procedures and tests. This increased students health literacy and aims to increase their understanding of their rights and responsibilities when utilising health services.
Year 10 students began exploring health issues at a national and global level through the Relationships and Sexuality Education Unit with the introduction of the United Nation’s Sustainable Development Goals, specifically, SDG 3 - Good Health and Wellbeing and SDG 5 - Gender Equality. Students found the information surrounding the work being done in Australia to achieve the goal objectives to be interesting and eye-opening. This provided students with a new perspective as they had the opportunity to view the health outcomes of others and communities as a whole rather than the health of themselves and Australian Youth.
https://unstats.un.org/sdgs/data-storytelling/
Students in Years 7,8 & 10 have all been concluding their year of Health by exploring the role of Nutrition in our lives. Students have learnt about macronutrients, micronutrients, energy balance, diet related diseases and the role of the media in health messaging and food labelling. Students have enjoyed class discussions and real-life examples, although many have commented throughout the unit that they wished they could eat the food while discussing it!
Year 11 Health & Human Development students have secured themselves the honour of being the first students to complete a year of learning in Year 11 Health and Human Development at Bemin Secondary College. Well done! This has been an intense semester of work for the Year 11s, but hopefully they all came home with a new appreciation of the role of their parents in their lives as Unit 2 began with students exploring the challenges faced by parents of babies and young children. Students explored the social, emotional, financial and physical impacts of having children and explored the range of supports available in the community to assist in the management of these. Students commented throughout this Area of Study that they were going to go home and ask their parents about their experiences!
Children's Services | Wyndham City
The Year 11s concluded Unit 2 by improving their health literacy through their intensive exploration of Australia’s health system including the specifics of Medicare, NDIS, the Pharmaceutical Benefits Scheme and the role of Private Health Insurance in reducing the strain on Medicare.
On behalf of the Health teacher’s at Bemin, I’d like to wish our students and their families a Merry Christmas and a prosperous New Year. We have lots in the works for Health in 2026 so we hope all students stay safe and have a lovely summer break!
Jessica D’Lima - Learning Specialist
ARTS
Drama - Year 7 and 10
Our Drama students have finished the year with creativity, teamwork and impressive performance skills on full display!
In Year 7 Drama, students brought their Fractured Fairy Tales to life. They explored conventions of Children’s Theatre including a range of comedy skills and the exaggerated elements of Melodrama. It was great to see their imaginations run wild and I have been impressed with the energy and enthusiasm they have brought to this task. It’s been wonderful to see their confidence grow over the semester.
Our Year 10 elective class devised their own ensemble performance this term inspired by Shaun Tan’s graphic novel ‘The Arrival’. Exploring the themes of immigration, belonging, resilience, family and cultural identity, students developed a sophisticated and meaningful piece of theatre. This project was entirely student-led with groups taking on directing, scriptwriting and acting roles. The final product was truly thought-provoking and I am proud of their ability to collaborate as one cohesive ensemble.
Daniel Ridolfi - Drama Teacher
Visual Arts
Year 7
Year 7 students have been busy getting their hands messy in the art room, exploring clay. Students have explored the famous Hermannsburg Potters. Using their style as inspiration, students have created a small pot with a lid using hand building techniques. Well done to the Year 7s for exploring a new artform.
Year 8
Year 8 students have been having fun printmaking in art following the style of Pop Art.
They have carefully carved into their lino and created a repeated print of the same artwork to represent the Pop Art style. It has been fantastic to see their creativity and support in the classroom throughout the process creating their artworks. Continuing focusing on repetition and bright colours, some students have completed a radial symmetry task using their name, repeated over and over to generate an intricate pattern.
Take a look at some lovely images of their amazing work !
Year 10
Year 10 students have created an artwork based on the concept of Appropriation. Students researched, planned and created an artwork based on an iconic original. Some of the more popular appropriations include Van Gogh's Starry Night and Hokusai's The Great Wave. Students have taken care when planning and painting their artworks- adding their own personal twist but still maintaining certain characteristics of the artworks. Students also completed their Exams. We commend them for their efforts and skill throughout the year!
Year 11
Year 11 Art Making and Exhibiting students have spent this term refining their developmental artwork and generating a final artwork, connecting to the theme of emotions. From this theme, students have explored artists focusing on one artform. Sculpture and painting were popular for this class! Students have interpreted the theme of emotions to develop their own style. Some emotions students have explored included love, happiness, suspense.
Claudia Khoury- Visual Arts Teacher/Learning Specialist
Physical Education
It has been a very active Term 4 for all year levels leading into the end of year.
Our Year 7 students have continued to take on physical challenges at the start of their class by competing against peers to activate skills that are needed in the game sense classes with a main focus on Target games and Indigenous sports. Year 8 main focus was on Active Communities—what it means, why it’s important, and how we can all get involved. Students explored the concepts of making active choices by participating in fitness challenges, recreational activities like badminton, yoga and pilates and finishing the unit with modified games such as Kanga cricket and AFL 9’s.
Year 10 PE focus has been on recreational sports such as badminton, Active Australian communities and Diversity in sports. Data reflects that only about 20% of Australian school students are currently meeting the recommended National Physical Activity Guidelines. Physical activity levels start to drop significantly in older adolescence. The Year 10 Physical Education program for the Victorian Curriculum has a large focus on supporting students with how they can change their behavior to be more physically active. Students have completed fitness testing and completed reflective folios on different types of training methods. Yoga, continuous running, circuit training and pilates. This has opened the minds of students outside the school settings to share how they can be an active member of their community.
Year 10 electives have also been very busy with a focus on fitness and coaching. We would like to thank Anasimos Lisanework from 10A for volunteering to reflect on his experiences this term in his game plan class.
After reflecting on my first term in Game Plan, I’ve realised that this class has been one of my favourites throughout high school. In Game Plan, we have been learning about what makes an effective coach, including the key roles of a coach and the three main coaching styles: Autocratic, Cooperative, and Laissez-Faire. We also explored the different types of sports (invasion games, net and wall games, striking and fielding games, and target games). In addition, we learnt about the Game Sense Approach and how to recognise the difference between skills and tactics. We put this knowledge into practice by creating our own games, warm-ups, and activities.
The Game Plan is not all theory-based. This class has helped me build new friendships and connections, and it has pushed me to work in teams I might not normally work with. Through the games we’ve played, I’ve also seen the dedication and competitiveness in every student.
Based on what I have learnt and experienced this term, I am extremely excited to take the next step by coaching and teaching students at the junior campus next term.
Year 11 VCE PE finished the final term with a key focus on physical activity, sport and exercise. They also completed their end of semester exam and began Year 12 through the ‘Step up program by learning about the expectations and key knowledge and skills required for Unit 3 and 4.
We thank the Physical Education Team for all their work this year with their continued work on curriculum, student inclusion and professionalism to help every student in their classes achieve success.
Danni Ryan- Learning Specialist
Science
Year 8 Science
In term 4, we've been focussing with our Year 8 Cohort on developing skills in the Physics strand; particularly around energy efficiency, and electricity. Students have been creating basic circuits and beginning their understanding of series and parallel circuits. A pair of students even tried replacing part of a basic circuit with a long chain of paperclips to see whether or not it would still have a current flow through them to light the lightbulb up. The students discovered some interesting things about how the chains position and contact affects the flow of electricity. These students even tried to explore contact resistance of the paper clips under a microscope too!
Year 10 Science
This semester the Year 10 students have been working to strengthen their scientific literacy skills by developing glossaries to support their learning of key words.
Alongside this, students have been explicitly practicing the command terms used in assessment (identify, describe and explain) learning how to unpack questions and respond with the appropriate level of detail. Students used research based methods to scaffold and formulate their responses.These strategies supported students ability to communicate their knowledge with clarity as seen in the before and after samples below.
Before
After
Year 11 Chemistry
Throughout this year the year 11 Chemistry students made remarkable growth in both their content and practical skills. They engaged with concepts to do with polymers in society, different types of chemical reactions. They worked towards mastering chemical language and developed their numeracy skills.
The year concluded with the students developing their own practical investigations. As you can see from the classroom engagement and posters produced, their efforts gave rise to quality posters.
Year 11 Psychology
Our Year 11 Psychology classes visited ArtVo in Docklands at the start of Term 4 to deepen their understanding of visual perception and illusions. As they moved through the immersive gallery, students were taking part in the illusions, allowing them to experience how depth cues and perspective can distort what we see.
The excursion provided a fun and highly interactive way to connect classroom learning with real-world examples of how the brain interprets and sometimes misinterprets visual information.
Rebecca Cook- Science PLC Instructional Leader
Wellbeing
Act for Equity
As part of our Wellbeing curriculum, all Year 8 students have participated in an ‘Act for Equity’ project throughout Term 4. Students researched a Human Right that felt important to them and then planned and carried out an action that improved access to this human right.
Students contributed to the wider community by completing acts towards equity such as donating to a food drive for the Asylum Seekers Resource Centre, cleaning up the neighbourhood -through Clean Up Australia, donating clothes, fundraising, participating in rallies, tree planting, and offering support to community members. It was wonderful to see Bemin Secondary College students contributing to our community and recognising the impact of their actions.
Throughout the year students have learnt about idea of ‘equity’ the concept of giving everybody the different things they need to access human rights, rather than giving everyone the same. They also learnt about the concept of power; Recognising our strengths and our power and how we can use this power for good. As well as, how we can use ‘power with’, the concept of working together, to increase the impact of our power.
Student reflections
I felt proud when I was appreciated by some elderly people who walked past me picking
up garbage on the streets, there was also some people who asked me what I’m doing this
for and how they could also help with this. -Aagman
My clean-up action contributed to equity by helping create a safer, healthier environment that everyone in the community can enjoy, regardless of background or circumstance. I used my “power within” by relying on my strengths in planning, communication, and leadership to organise the event and motivate others. Working with others gave me “power with,” which increased the impact of our action we were able to clean more areas and raise more awareness together than I could have alone. A moment I felt proud was when I saw the difference we made after the clean-up and heard people say they felt inspired to keep their surroundings clean. It showed me that even small actions can lead to meaningful change. -Hitesh
The ASRC Foodbank aims to provide food security and essential material aid to people seeking asylum. It serves thousands of individuals and families every week, ensuring they have access to nutritious, culturally appropriate food and other basic household essentials like toiletries and cleaning products. -Jayden
My donation provided someone in need with clothing, contributing to a more equitable access to necessities within my community. It helps bridge the gap for those who can’t afford new clothes. -Ridham
I used my confidence, determination and organisation skills to put the event together. I planned the date, made posters, gathered supplies, and assigned roles and communicating clearly helped the clean-up go smooth like butter. The strengths- believing in myself and my own influence and following through are my power within me. -Avni
Siobhan Noble- Inclusive Education Leading Teacher