Music Teacher - Banyan Fields Primary School

  • Victoria State Government - Education and Training
  • Carrum Downs VIC 3201, Australia
  • 12 Jan, 2022

Job Description

Job ID 1262182 Location Banyan Fields Primary School Department Banyan Fields Primary School Role Type Primary Teacher Subjects/Duties View Subject/Duties Full/Part Time Full-Time Ongoing/Fixed Term Fixed Term Classification Classroom Teacher Apply By 01/24/2022 Other Information   Begin Date 01/28/2022 End Date 01/26/2023 Hours 38.00 Contact Name Bethany Jackson Phone 97821333 School Website

Location Profile

Banyan Fields Primary School is located in Carrum Downs and currently has a growing school population, approximately 700 students ranging from F-6.


At Banyan Fields Primary School our mission is to provide quality teaching and learning where children become confident, enthusiastic learners and socially competent, community builders. We are proud of the high calibre students who leave us prepared to flourish in their future lives, having learned and practiced regularly the schools values:

  • Belonging: Including everyone using the common themes of acceptance; tolerance; caring and loyalty.
  • Resilience: Bouncing back using the common themes of learning from mistakes; mental toughness and never give up, even when it is hard.
  • Ambition: My very best effort using the common themes of high expectations of myself and others; spirit; future success; self-belief and doing my very best.
  • Integrity: Always doing the right thing using the common themes of truth, honesty and trust.

Our aim for our students is that they experience a seamless education from pre-school to year 12; we work hard to develop relationships with the neighbouring kindergartens, local primary school and high school to do this and promote effective, supportive transitions. We offer a wide range of programs and opportunities for children to develop their potential intellectually, emotionally and socially in a secure, caring environment.

Curriculum, Teaching and Learning

Our curriculum is constantly reviewed to ensure the children receive engaging and stimulating programs based on the Victorian Curriculum and a diverse program of extra-curricular activities. Our teachers are skilled in developing hands-on, interactive and engaging learning tasks that are relevant to students. They too provide opportunities for students to apply their learning in a range of contexts, using appropriate technological devices to assist them. We integrate learning topics together so a range of ideas are addressed at one time, allowing students to be creative and develop their resourcefulness, reflectivity, communication and collaboration skills. We also encourage students to make mistakes! This means they are trying new things, pushing themselves and having to overcome the barriers to their learning; in doing so developing their resilience.

Our teachers track all students’ progress academically and in other aspects of their school lives. Some students receive additional support from a wide range of Allied Professionals who work with the school. These professionals include psychologists, counsellors, speech therapists, occupational therapists and a chaplain. Students are able to access these programmes through liaison with the classroom teacher and dedicated wellbeing team.

Leadership and Governance

We have strong leadership and mentoring structures to support skill development of all students which underpins our approach to student wellbeing and discipline. We believe that students who learn to take responsibility have a great chance of success in life, able to contribute to society, take calculated risks and have confidence in their decision making. Personal success is based on developing skills that allow students to continually meet their challenges with interest and enthusiasm. Our proactive School Council ensure that we are meeting our aims and accountabilities. This is viewed upon positively by the school’s leadership team in recognition that a certain level of challenge ensures we continue to grow and develop as a school. We have a robust Performance and Development process that ensures our teachers/staff are stretched, challenged and supported, so they can do the same for our students.

Community engagement

We are extremely proud of the school’s standing within the community. Working together in an educational partnership has amazing advantages and potential for all. We pledge to our community that we will work relentlessly to provide the best possible educational environment for all our students to flourish. Banyan Fields Primary School truly aims to be the “Heart and spirit of the Community.”

Child Safe Standards – Our Commitment

Banyan Fields Primary School is compliant with the Child Safe standards. We are committed to the safeguarding and promoting the wellbeing of all our young people. We set very high levels of care for each individual student and expect that all staff and volunteers who work at the school have the same high levels of commitment.

All employees are expected to keep up to date with the requirements of mandatory reporting, become familiar with the relevant Child Safe policies and those associated with it, and uphold the professional characteristics of adults working with children (e.g. VIT; The Victorian Teaching Profession Code of Conduct.)

Application requirements

Applicants are required to save their application using their full name as the document name.

Only one document should be submitted containing all relevant information e.g. CV and responses to the Key Selection Criteria should be written together.

Selection Criteria

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-curricular 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 classrooms 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.

Who May Apply

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.

Vaccination Requirement

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