At Mornington Primary School, our school vision: ‘Inspiring a passion for learning and personal excellence, whilst preparing students to become globally responsible citizens,’ reflects our belief that by instilling the appropriate values, promoting the development of positive qualities and providing opportunities to develop the required skills, our children will be well-placed to thrive and meet the challenges of life. We encourage our students to make a positive contribution to their school, families, communities and environment, believing each of them has the potential, through their actions, to make the world a better place.
As an International Baccalaureate World School, authorised to teach the Primary Years Program (PYP), we aspire for our students to become more ‘internationally minded’ in the knowledge that our future adults will need to thrive in a more globally-connected world, that requires a particular set of qualities, personal attributes and skills.
The ‘learner profile’ and the ‘attitudes’ of the PYP encapsulate these and form the basis from which students in each class collaborate to develop a ‘class vision’ and an ‘essential agreement’ that reflect a positive learning culture for our school. Our students are encouraged to be reflective individuals and personal development is an important aspect of our curriculum. This is particularly evident in our ‘programme of inquiry’ that encourages an inquiry approach to learning through a ‘concept-driven’ curriculum and challenges students to understand how the world works, consider the important issues we face and ‘take action’ to make a positive impact.
Our teaching philosophy continues to reflect a more inquiry-based approach to learning through developing conceptual understandings in all areas of the curriculum.
Through teaching the inquiry methodology, our students will be better equipped to increasingly plan and self-manage their own learning. Giving them a better understanding of their own learning, emotional capacities, social development and meta-cognition are essential to developing well-rounded individuals. These are reflected in the trans-disciplinary skills in the PYP: thinking skills, social skills, communication skills, self-management skills and research skills.
Students have opportunities in the areas of sports, visual arts, performing arts, ICT and French language & culture. Involvement in choir, instrumental music, singing tuition, Energy Breakthrough, school production and clubs further broadens opportunities for our students. Our student leadership program encourages students to reflect on, and develop, the qualities of good leadership and effective citizenship. These opportunities will help students develop a broad range of interests, some of which may become life-long passions.
Mornington Primary School has been an integral part of the Mornington Community for 140 years. The locals refer to it as ‘Vale Street’ and many generations from the same families have attended this school over these years. Situated next to the central business district of Mornington and less than fifty metres from Main Street, Mornington Primary School has always occupied a special place in the community. Our students regularly learn about their local community through various ‘units of inquiry’, which take them on local walking excursions.
A new, modern facility was completed in 2018. It consists of flexible learning spaces that provide teachers and students with further opportunities to collaborate and extend their teaching and learning practice. The building also includes break out areas, utility spaces for cooking and art and indoor/outdoor areas.
The school’s enrolment of around 500 students is distributed amongst 21 classes: Prep, junior (P-2), middle (3-4) and senior (5-6). Specialist classes include STEAM, performing arts, physical education and French. With a clear purpose and a culture of continuous improvement, our school provides a comprehensive education for all our students.
SC1 Capacity to undertake and assist with providing a stimulating and engaging OSHC program, taking into account the developmental needs and stages of children aged 4-12 years including those children with additional needs.
SC2 A demonstrated knowledge of, and experience with the application of the National Quality Framework including the: National Quality Standard, My Time, Our Place, Framework for School Age Care in Australia and the Child Safe Standards.
SC3 Demonstrated capacity to co-operate and communicate effectively with members of the school community, including OSHC co-ordinator, staff, students and parents.
SC4 Demonstrated high level oral and written communcation skills, including assisting with dailiy reflection and observations of children within the program.
Before School Care - 1 hour on Monday, Tuesday and Wednesday mornings with the possibilty of increasing to include Thursday and Friday mornings, depending on enrolments.
After School Care - 3 hours for 5 days per week
Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Assisting in implementing and evaluating a stimulating and diverse program relevant to the developmental needs of children attending the program including those with additional needs.
Use resources effectively.
Establish and apply appropriate strategies that encourage positive behaviour.
Administer procedures that ensure the health and safety of those using the program.
Assist with the supervision of children in the playground and in the school hall.
Operate within the National Quality Framework.
Assist with food preparation and serving to children. This will also include set up and put away of equipment and materials.
Assisting the OHSC co-ordinator and other OHSC staff when requested.
Be familiar with the following :- Education and Care Services National Law, Education and Care Services National Regulations, National Quality Standard, and My Time, Our Place, Framework for School Age Care in Australia, the Child Safe Standards.
Applicants must hold or be actively working towards, at least a certificate published under the list of approved certificate 111 level education and care qualifications for educators woriing with children over preschool age for Vicotria; or commence obtaining a qualification within 6 months of commencing to educate and care for children.
Level 4 First Aid including Asthma and Anaphylaxis training
Working with Children Check
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