Carrum Primary School is situated on the southernmost border of the City of Kingston, where Patterson River meets Port Phillip Bay. The school was founded in 1901, and has a proud history of providing the community with a high quality learning environment that caters to the needs of all the students. Our current enrolment of 341 students is shared across 15 classes.
The school is renowned for its self-sufficient farmlet, Stephanie Alexandra Kitchen Garden Program and wetlands/environment studies program, which are highly valued aspects of the school’s sustainability program. In 2019 Carrum Primary School was recognised for its innovative work in environmental studies and, as a result, was announced as the ‘Sustainability Victoria School of the Year’. The school also has strong connections with the local community through Radio Carrum, Friends of Roy Dore Reverse and Friends of Carrum Foreshore programs. Through these programs our students share their interests within the community and make valuable contributions to the impact of our local environment.
Over recent years the school has continued to develop and enhance the teaching of digital technologies. The school hosts an annual Kids Teaching Kids Digital Technologies Conference, which enables students from over 20 schools to showcase their skills and share their thinking when solving real world problems.
Carrum Primary School operates with an equivalent of 25.7 full time staff: 2 Principal class, 21.2 Teachers and 4.5 Education Support Staff, who proactively work to provide a safe, happy, friendly and challenging learning environment, ideal for the promotion of learning potential. Staff work in highly supportive teams and work collaboratively to plan and implement school based learning programs.
Our dedicated staff are committed to the continual development of high quality learning programs based upon Department of Education and Training Education State Initiatives. Teachers plan in teams to deliver explicit instructional models, incorporating high impact teaching strategies, which support students’ development and growth. Staff are very proud of our school culture and learning environment, with student well-being and connectedness being at the centre of our learning programs. The school is continually developing its wellbeing practices using the School Wide Positive Behaviour Framework, to support the delivery of our Student and Staff Wellbeing Programs.
The school prides itself on fostering positive student wellbeing, by facilitating the development of each child as an individual. We encourage students to take an active role and responsibility for their own learning. We develop the skills, values and attitudes within children to create a framework where they can make positive contributions to their community. Our core purpose is to provide flexible differentiated learning programs that incorporate a variety of learning and teaching styles, and cater for the diverse needs of our students.
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.
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.
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.
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