AddressAscot Vale Primary School (AVPS), established in 1885, is located 6 km northwest of Melbourne's central business district. It is a member of the Moonee Valley Network of schools and falls under the South-Western Region of the Department of Education & Training. AVPS has 273 students enrolled as of May 2024. The school has a small to medium-sized campus, which comfortably accommodates its current student population.
The school's Student Family Occupation and Education (SFOE) index is 0.14 and its Student Family Occupation (SFO) Index is 0.20. These measures indicate the socio-economic backgrounds of the students and their corresponding educational needs. With low levels of disadvantage compared to other schools, high expectations for student outcomes and school experience exist at AVPS.
Ascot Vale PS is fortunate to have a most dedicated, hardworking, and talented staff team. Together they demonstrate high levels of effective communication and collaboration which creates a positive, supportive and rewarding workplace We are committed to inclusive education principles where all members of our school community are valued and supported to fully participate, learn, develop, and succeed within our unique learning community. Ascot Vale PS celebrates diversity and is committed to supporting the achievement and participation of all students.
AVPS operates a multi-age structure that started in 1984 with support from the school council and community. In this structure, two classes form a unit of students. Teachers are assigned to a class of students of similar ages and collaborate with another teacher and class to form a multi-age unit of teachers and learners. In 2024, the combinations across AVPS are Unit 1: P/1/2, Unit 2: 3/4 & 5/6, Unit 3: P/1/2, Unit 4: 3/4 & 5/6, Unit 5: P/1/2, Unit 6: 3/4 & 5/6.
The school's multi-age structure has been strengthened in recent years to ensure consistent teaching and learning methods across the school. As a result, teachers at AVPS cater to each student's individual needs, regardless of their assigned year level which often leads to higher-level teaching and learning. This approach has contributed to the school's outstanding student achievement results in recent years.
The multi-age structure enables all children to learn at their appropriate developmental stage whilst considering individual learning needs. The structure may change over your child¿s years at school as we refine and re-organise the groupings according to the educational needs of the children, staff changes and fluctuating enrolment numbers. When this does happen, parents are informed; the multi-age methodology however is the foundation upon which most educational decisions are made at Ascot Vale PS.
The following features of multi-age at Ascot Vale PS helps make us a Unique Learning Community:
¿ Children can spend longer periods of time with the same teacher. This allows the teacher to develop a deeper understanding of a child¿s strengths and needs and is therefore better able to support the child¿s development.
¿ All children are challenged to achieve their potential; they are not limited to achieving a designated year level standard.
¿ Children develop a sense of family and community with their classmates, staff, and parents. They become a community of learners who support and care for each other.
¿ Families have the opportunity for siblings to be placed together in the same unit.
¿ Children with additional needs benefit from the multi-age classroom as it encourages inclusion, self-respect and creates a learning environment that motivates and engages students.
The AVPS values of Gratitude, Respect, Excellence, Empathy, and Responsibility guide the behaviour and actions of all members of the community.
Ascot Vale Primary School boasts a unique blend of both historical and contemporary architecture and design. The School Council and community work together to improve and maintain the school grounds and buildings. A $1.795 million Capital Works program was completed in 2019 to enhance various aspects of the school's facilities. A second new playground was installed in 2023, adding to the already stimulating and attractive outdoor amenities on the Moonee Street side of the school. This project was mainly funded through community fundraising efforts.
The school offers a variety of recreational areas for students, including grassy areas with gardens, two adventure playgrounds, a plexi-pave basketball court, sand pit, synthetic oval with running track, a Play POD (a repurposed shipping container filled with recycled materials for creative play), and a circular performance deck. New shade sail structure has recently been installed. The school also has an open gate policy that allows community groups and families to use and care for the facilities outside of school hours.
Ascot Vale PS is proud of its strong community spirit. The dedicated staff, along with supportive parents, work tirelessly to continuously improve the school in line with agreed priorities. The school has an active School Council and a Parent Representative system, and community groups use the facilities for sporting, artistic, and cultural activities. The school welcomes volunteers from the community and parents, who provide valuable contributions such as mentoring students, participating in working bees, assisting with camps and excursions, supporting the classroom, and serving on the School Council and committees. The school grounds also host the Flemington Farmers market every Sunday, further fostering the warm and welcoming atmosphere of the school.
SC1 Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.
SC2 Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
SC 6 Demonstrated strong capacity to design and teach an engaging STEAM curriculum that fosters curiosity, critical thinking, and problem solving skills, for year 3-6 students.
Range 2Classroom Teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2Classroom Teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
The role of Classroom Teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
This position is a 2 day/week STEAM specialist Classroom Teacher position. Days of the week are negotiable.
We are offering a school tour, meeting the school leadership team on Monday 13th May from 4pm at AVPS. Please register your interest in attending the school tour via email to ***************@education.vic.gov.au by 9am 13/5/24.
Any further enquiries please call Michael (AP) or Sue (Principal) on 9370 6507.
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
