Given that knowledge is growing exponentially, we cannot hope to teach all that is known, or will be known. We must, however equip our students for the future - one that is yet to be formed. To do this children leaving Apollo Parkways Primary School should have a love of learning, social skills and competencies, skills in learning to learn and a global perspective.
Apollo Parkways Primary School: Lifelong learning in a global community.
The Apollo Parkways Primary School community has worked together to develop these shared values and understandings with regard to teaching and learning:
Therefore learning should:
Apollo Parkways Primary School is located in Greensborough, in Melbourne's outer northern suburbs. The school has maintained a steady enrolment of more than 700 students for many years; in 2021 the enrolment is approximately 730. A significant percentage, 44%, of our student population is drawn from outside our immediate neighbourhood. The school's reputation for education excellence across a broad range of curriculum areas, with a strong emphasis on contemporary educational practices has led to many families choosing to travel to Apollo Parkways from suburbs some distance away.
The school's Student Family Occupation Education Index (SFOE) is 0.1898, with 13% of students from EAL (English as an Additional Language) background. These indicators are used by DET to differentiate the allocation of resources to school budgets based on the correlation between student SFOE and predicted student outcomes and place the school with a solid measure of school advantage.
The school is organised into 31 grades operating in grade level teaching teams. The school's curriculum is based on the outcomes required of the Victorian Curriculum and is both broad and comprehensive. A strong emphasis is placed on the teaching of literacy and numeracy, with whole school programming and coordination a key to the strength of these curriculum areas. The school has maintained a full complement of specialist programs in; The Arts (art and performing arts), Physical Education and Sport and Languages (Italian). The school also has a Tutoring Program to provide time to assist students in their learning. An enrichment program, The Pegasus Program, is offered to highly capable and talented students.
Apollo Parkways has for two decades been a leading school in the use of Information and Communication Technologies (ICT). The school's philosophy in this regard has centred on the fullest integration of ICT into all facets of teaching and learning and to that extent all technology is available at the classroom level, the school does not operate with a technology lab/centre. Teachers incorporate the use of technology into curriculum planning supporting the development of ICT skills and knowledge alongside other curriculum knowledge, recognising that ICT has a pivotal role to play in education for the 21st Century. Our staff and students have access to and use of Apple iPads, MacBook Air laptops, Apple TVs, short throw interactive projectors or fixed screen televisions as central to all teaching and learning. A 1 to 1 iPad program is in place for students in Grades 5 and 6.
Our school's achievements in a wide range of educational pursuits are widely acknowledged. On sporting fields our students excel in the competition of the Diamond Valley Primary School Sports Association where premierships are won each year in a wide range of sports. Individually our students have attained personal success with numerous gaining selection in Victorian representative teams.
The biennial whole school musical production is a highlight of The Arts program, with all children singing, dancing and performing to audiences of proud families and friends. Our most recent school productions have also showcased student talents as actors and choreographers; further broadening the opportunities afforded our children.
Our teaching staff is of the highest calibre and cannot be praised enough for their dedication and commitment to all students and their learning. The school has attracted and retained an excellent staff. They continue to be active learners participating in a wide range of professional development activities that add to their curriculum knowledge and teaching skills. Many have also advanced the learning of other professionals through their presentations at a range of conferences and involvement in departmental professional development initiatives.
SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.
SC2 Demonstrated capacity to 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 capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.
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.
Core responsibilities include:
Additional responsibilities may include but are not limited to:
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
Child Safe Standards
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.