AddressClunes Primary School, located in the township of Clunes, was established in 1875. It is thirty-two kilometres north of Ballarat, at the western end of the Hepburn Shire.
Clunes Primary School boasts an impressive original heritage school building, complemented by classroom additions from the early 2000s and a purpose-built Building Education Revolution complex constructed in 2011.
Other facilities include a multi-purpose hall with a kitchen, an art/craft room, resource rooms, functionally equipped flexible learning spaces, library and an administration area. The grounds are extensive, with two adventure play areas; the junior, re-shaded at the end of 2015 and the senior area all weather shaded in 2017. The school has footy and soccer ovals, a walking / training track, a multi-purpose court, various asphalt games areas, vegetable garden and landscaped outdoor learning areas. A new inclusive outdoor learning space was completed in 2020.
The school¿s 2024 enrolment is 103 students arranged essentially into a Junior Unit (Foundation-Year 2) and a Senior Unit (Years 3-6) with composite groupings across year levels 1-6. The school implements the Victorian Curriculum. In addition, a broad range of curriculum and extra-curricular opportunities are provided to students. These includes specialist programs in sustainability, Visual Arts, Physical Education, Performing Arts and Japanese. An extensive vegetable garden facilitates a regular learn to cook with fresh produce cooking program for all students P-6. Students also participate in the RACV Energy Breakthrough. A whole school values-based approach to positive student well-being underpins curriculum based on The Resilience Project, School Wide Positive Behaviour Support and You Can Do It. Our values are well reflected within our school community, and we keep students at the centre of our endeavour. We are responsive to our community and work to resolve possible concerns promptly with respect and care.
Our school is committed to and actively participates in local Clunes community events supporting community partnerships.
We are very proud of our students¿ achievements, and we look forward to the future with confidence.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining 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 experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
SC6 Demonstrate an understanding of, and commitment to implement Department of Education Disability Inclusion policies and processes to a high level, ensuring quality outcomes for students with a disability and for diverse learners. Demonstrate a clear capacity to develop staff knowledge and capabilities in inclusive classrooms with a focus on Disability Inclusion and Diverse Learners.
The roles and responsibilities of a Disability Inclusion Teacher will include;
Collaborate
· Collaborate with services working in school to deliver adjustments
· Work with the Principal, Leadership Team and Diverse Learner and Wellbeing Team to embed inclusion and disability expertise in strategic planning and recruitment practices of the school
· Work with the Principal, Leadership Team and Diverse Learner and Wellbeing Team to embed evidence-based inclusive education and human rights obligations into school policies and plans.
· Work with the school Leadership Team to ensure our Disability Inclusion and Diverse Leaner program is aligned to the School and Department policy and guidelines and maintain confidential and sensitive data on each student.
· Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
· Where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to SSGs
Admin
· Prioritise resources to identify and consider the needs of students with disability and additional needs
· Ensure Disability Inclusion SSG meetings are booked for all students who require them
· Ensure the establishment of Student Support Groups (SSGs) for all students who may benefit from a Disability Inclusion Meeting
· Prepare funding applications, liaising with a range of agencies, the department and its key personnel.
Students
· Be an advocate and champion for students with a disability and additional needs and work with school staff to implement strategies for supporting the education of these students
· Play a key role in supporting students with a disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from kindergarten to primary school and primary to secondary school is important to ensure continuity of support for students with disability and additional needs)
· Ensure students with a disability and additional needs have a learning mentor (they may also act as a learning mentor)
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
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
