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 and Training 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.

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

• 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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Hastings Primary School services approximately 150 families in Hastings on Western Port. The school’s population of 215 children come from a range of backgrounds including naval, industrial, professional, rural and welfare components in the local community.

Our Vision

To engage each of our students in a broad and balanced educational experience, delivered in an enjoyable, positive, safe, supportive and challenging learning environment, where they will be equipped with the academic and life skills to reach their full potential and be responsible citizens and life long learners.

Our Values

Our school motto, "Caring, Respecting, Learning", is the cornerstone in building relationships and promoting strong partnerships between students, teachers, parents and the wider community. To build this community spirit, a clear set of values are shared by the school community.

Respect   We show respect by speaking and acting with courtesy. We treat others with dignity and respect the rules of our family, school and country. We respect ourselves, each other, property and our environment.

Responsibility   We show responsibility when others can depend on us. We are willing to be accountable for our actions and attitudes. When things go wrong and mistakes are made, make amends instead of excuses. We give our best to every task and keep our agreements.

Truthfulness   We show truthfulness by being honest in our words and actions. We don't listen to gossip or prejudice. We see with our own eyes and make up our own minds about what is true. Being your true self is being who and what you are, without trying to look like something you are not.

Trust   We show trust when we believe in someone or something. We have confidence that the right thing will happen if we do the right thing. We trust others unless we have good reasons not to.

Consideration   We show consideration by being thoughtful about other people and their feelings. We think about how our actions will affect them and we care about how they feel. We pay attention to what others like and don't like and we try to show kindness to everyone.

Knowledge   We develop our whole selves through building knowledge, understandings and skills about ourselves and our world. At Hastings Primary School we encourage the motivation to learn, teach the ability to think, promote the confidence to take responsible risks and aspire to seek excellence and become life long learners.

The Hastings PS school community is proud of the facilities and grounds provided. The school experienced an extensive upgrade in 1997, during its 125 year celebrations. A special feature of the school is the Administration Centre housed in the original 1872 school building. Other features include:

• Extensive sealed and grassed grounds, with natural bushland on 2 sides, synthetic turf playing field, fitness track and 3 adventure playgrounds, meeting the needs of different age levels
• Continuing enhancement of gardens and playgrounds recently including a Learning Stones Koori reflection garden provided in partnership with local community groups.
• Undercover facilities, including shade shelter over sandpits and seating, to provide adequate weather/shade shelter and a more child friendly environment.
• 15 permanent classrooms, most with withdrawal areas and office spaces, fully air conditioned and carpeted for the comfort of students and staff.
• A highly resourced Visual Arts room, including a kiln and interactive whiteboard to access examples of artworks around the world.
• Well-resourced fitness and sport facilities including a school hall and synthetic turf athletics field.
• Fully functional classroom kitchen where all students participate in Foodsmart cooking and nutrition classes.
• As a 5 Star Sustainable School we support knowledge and understanding in the area of environment protection and preservation. The school has a vegetable garden, henhouse and frog pond within its grounds. These support classroom programs in Health and Nutrition, Science and Environment.
• Fully trained Occupational Health and Safety officer who, in conjunction with the Principal, manages the employee and student health and well being guidelines and the risk and emergency management policy and processes, including the Occupational Health and Safety responsibilities.

Hastings PS has a challenging and extensive curriculum which places the development of Literacy, Numeracy and student well being, in all students, at the forefront of planning, implementation and evaluation. All Key Learning Areas are integrated into comprehensive and focused learning programs.

Student Well Being

• Hastings Primary School has implemented a student wellbeing framework that assists in developing strong links with families and the wider community.  Originally known as KidsMatter, the school is transitioning this framework to Be You.
• The Student Well Being and Management Code of Conduct provides all school community members with a clear set of expectations, acknowledgements and consequences.
• An extensive student support framework, including whole school social skills programs including You Can Do It, RRRR and The Virtues Project, supports student well being and confidence, building self-esteem, friendships and loyalty.
• You Can Do It! Education program assists students to develop the Foundations of Learning - Confidence, Getting Along, Persistence, Organisation and Resilience – through explicit teaching of the Habits of the Mind.
• Primary School Student Counsellor, support staff and additional health professionals in their work, meeting the needs of individual and groups of students and their families.
• Primary School Chaplain working in the school, with staff and families, 2 days a week
• The promotion of student leadership development throughout the school in the roles of School and House leaders and Junior School Council representatives and special interest projects.

Curriculum Areas 

• All curriculum areas are well supported by the provision of ‘state of the art’ technology including interactive whiteboards and computers in every classroom.
• Numeracy and Literacy development is supported with high quality teaching and learning strategies including personalised learning and differentiated grouping.
• Assessment and reporting processes have been designed to meet the needs of all students, parents and staff. Reports are distributed in June and December, while formal student led conferences occur during February and July, with significant focus on goal setting for the future.
• An integrated curriculum, incorporating Humanities, Science, Technology and The Arts, is implemented to support the acquisition of Literacy and Numeracy skills through experiences which link the learning to the global world we live in.
• Learning Technologies and Information & Communication Technology program, including global communications using notebooks, desktops and iPads.
• Health, Physical Education and sport encompasses physical education lessons, intra and inter school sports and sports clinics, Fitness First (Prep – Year 6 program 2 days a week). These programs are highly resourced.
• ‘Good Living’ program aims to enhance the knowledge and skills of students to lead healthy, active lives. The program includes Foodsmart (nutrition and food preparation), Bike Ed, Outdoor Ed, Drug Education and Social Skills programs.
• The Arts curriculum is delivered through a comprehensive and exciting Visual Arts program with Performing Arts being integrated through incursions, excursions, performances and Kidspower clubs.
• A ‘5 Star Sustainable School’ Hastings Primary School encourages and educates students to be involved in a range of activities and strategies to support environmental awareness and sustainable futures. We have vegetable gardens and a henhouse where students enjoy gardening and care of the hens. Rainwater tanks, rubbish free playground, recycling all paper and composting are only some of the strategies we implement.
• The Westernport cluster of schools and local pre-school/child care centres provide a planned, structured and generous transition program for Foundation and Year 6 students.
• Additional programs and activities to meet the interests of individuals and groups of students through performing arts, sporting activities, lunchtime clubs and activities and Junior School Council

Parents, as part of the learning partnership, are encouraged to become involved in classroom programs, physical education and sports, excursions, camps, clubs and special events. Their interests, skills and time are greatly valued.

A significant number of community volunteers, of all ages, support H.P.S. with their time and expertise throughout the year in classrooms and additional projects.

School Council is supportive in the organisation, resourcing and management of school programs, grounds and facilities.

An active parent/community volunteer group (Friends of Hastings Primary School) meet to plan and organise social and fundraising activities for the whole school community.

Hastings Primary School is a significant participant and contributor to the Westernport Cluster of schools and the Mornington Peninsula Network of schools. We work collaboratively within these networks to maintain an informed and co-operative approach to sharing best practice teaching and learning strategies and promoting connectedness to our schools and their communities.

Hastings P.S. is dedicated to a safe, caring and secure educational envir