AddressOur Purpose
At Roxburgh Homestead Primary School, our mission revolves around empowering students to make well-informed decisions, realise their maximum potential, and contribute meaningfully within a global society.
Situated within the City of Hume, Roxburgh Homestead Primary School is positioned in the suburb of Roxburgh Park. The school boasts appealing sandstone buildings and a convenient adjacency to a local historical site. Moreover, it benefits from its proximity to community amenities like a family day care center, kindergarten, and a local shopping complex. Roxburgh Homestead enjoys the advantages of a community marked by rich diversity in the cultural and socio-economic backgrounds of its residents. With 26 years of active service, the school presently accommodates 500 enrolled students.
Educational Focus and Initiatives
Our educational approach emphasises daily instruction in Literacy and Numeracy, following a school-wide teaching model. This model establishes connections to prior learning, fostering learning confidence to facilitate growth and extension. Our forward-looking 21st Century Design initiative ensures that students are immersed in not only STEM, but also the Arts, Physical Education, and well-being programs, all of which support deep-thinking skills and problem-solving capabilities.
Our all-encompassing strategy for nurturing active, informed, and healthy children revolves around promoting positive behavior. We collaborate closely with students and families to foster mental and character strength. Our core values of "Respect, Honesty, Pride, and Success" are deeply ingrained in the classroom, outdoor spaces, and online environments, shaping the expectations for our collective academic and social learning journey. Establishing an inclusive mindset and environment where all children can engage, learn from mistakes, and flourish is of utmost importance.
A key focus of the school is fostering curiosity-driven development of literacy and numeracy skills. Roxburgh Homestead employs a structured approach rooted in the Early Years model for these two curriculum areas, with a particular emphasis on oral language and vocabulary development. The Australian Curriculum serves as the framework for our curriculum delivery, ensuring the provision of high-quality learning programs. The school has developed learning progressions that offer a clear trajectory of learning across all grades. By collecting and analyzing data, we ensure the attainment of key competencies and progress across all student groups.
To facilitate learning, students have access to over 500 ICT Devices throughout the school. Our approach to ICT integration across the curriculum prioritizes the seamless merging of technology. With comprehensive professional development opportunities for staff and IT education for all students, this approach equips Roxburgh Homestead to effectively support its students in tackling the educational challenges that lie ahead.
The school also offers specialized programs catering to students with special needs, as well as specialist programs in Visual Arts, Performing Arts, LOTE (Italian), and Physical Education.
Twice a year, we host Student Led Conferences, providing students with the platform to share and celebrate their learning with both parents and teachers. These conferences encourage students to take responsibility for their own learning and foster accountability. They also enable students to self-evaluate their progress and set learning goals.
The Roxburgh Homestead staff comprises an enthusiastic, dedicated, and highly skilled team that collaborates to design and implement innovative policies and programs. These are delivered professionally through a comprehensive whole-school approach to teaching and learning.
Guiding Principles
At Roxburgh Homestead, a strong commitment to student well-being underpins our ethos. We are dedicated to providing a joyful, safe, and secure environment where each child is encouraged to reach their full potential. Our core values ¿ Respect, Honesty, Pride, and Success ¿ are pervasive across the school and serve as the foundation for our Year 6 leadership conference. Our policies recognize and uphold the rights of students, teachers, staff, and parents while delineating their respective responsibilities. All staff members are entrusted with implementing these policies concerning student management and discipline. We acknowledge that student learning flourishes when the school community actively engages in school activities. Establishing a robust partnership with parents and garnering significant community support and involvement stand as central tenets of our commitment to optimizing learning outcomes for our students.
Our School Council, marked by enthusiasm and cohesion, furnishes robust leadership and parent engagement in shaping school decisions. Additionally, school-based activities such as performances, sports events, fundraising initiatives, and special occasions serve as effective channels for informal communication between parents and teachers.
The School Council oversees Out of School Hours programs before and after school, as well as during holiday periods. The Council's provision of these services is a direct response to clearly articulated community needs.
Looking Ahead
The strategic plan of Roxburgh Homestead Primary School celebrates the achievements we've accomplished while offering a roadmap for measurable enhancements in the next four years. This strategic plan echoes our emphasis on literacy, numeracy, and cultivating curiosity.
At Roxburgh Homestead, our focus remains fixed on cultivating an inviting environment that champions excellence for our sizable student body. We will underscore high expectations for our students by delivering quality teaching and directing our efforts towards achieving learning outcomes.
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.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom 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 2 classroom 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.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
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.
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:
Child Safe Standards: Policy | education.vic.gov.au
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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.
