Benalla P-12 College
Benalla P-12 College is located in the Rural City of Benalla which is ideally located close to the Victorian snowfields and is surrounded by quality wineries, fishing and other water activities. Melbourne is easily reached in two hours along the Hume Freeway. The Melbourne to Wodonga railway line also runs through the city .
Benalla P-12 College was established in January 2013 as a result of the merger of all four government schools in Benalla. The College has a student population of approx. 940. We provide a vibrant teaching and stimulating learning environment that commences with Grade Prep and continues through the secondary years to VCE.
Our Campus structure is: -
Avon Campus (P-4)
Waller Campus (P-4)
Faithfull / Clarke Campus (5-9)
Barkly Campus (10-12)
As a new school we are continuing to refine and enhance our programs to address the three key stages of learning. The two P to 4 Campuses meet regularly to plan a rigorous and targeted Early Years program that addresses the foundations of learning. A Years 5 to 9 Campus commenced in 2014 to launch the first steps towards the development of a middle years’ program focused on developing depth and breadth in student learning and engaging students through innovative practices. We also operate a Years 10 to12 Campus that offers VCE, VET and VCAL subjects to provide our students with a range of pathways to further their learning opportunities.
We currently offer a bilingual program on the primary campuses where information is presented to the students in both English and Indonesian. A staged implementation into the secondary years is planned for the future.
Our aim is to prepare our students to become active, engaged citizens connected with their local and global communities. We provide our students with opportunities to develop leadership skills through a range of programs and formal leadership positions available on each campus. We recognise that an orderly learning environment and high expectations are essential elements in ensuring that all our students learn and reach their full potential and we achieve this through the implementation of the School Wide Positive Behaviour Support Program.
Our school is committed to encouraging the best in its staff, students and community. Members of the college community have clearly defined, and understood rights, and responsibilities. We are both passionate and determined to provide our students with the necessary skills, discipline and qualities needed to become successful 21st century learners and responsible members of the community.
We aim to nurture a passion for lifelong learning and instil the core values of Respect, Responsibility, Integrity and High Expectations.
We achieve this by:
- Providing a personalised, student-centred approach to teaching and learning.
- Building a culture of achievement in academic learning, the arts, sport, vocational skills, civics and citizenship.
- Promoting academic excellence through high quality classroom instruction.
- Creating a respectful school environment that recognises and celebrates diversity.
- Promoting creativity, teamwork and leadership through a diverse range of learning opportunities.
- Developing within students their capacity for self-management and self-determination.
- Actively promote positive student well-being by explicitly teaching a social, emotional and values based curriculum.
- Building authentic partnerships that promote and encourage community involvement.
Our primary goal is to provide an excellent education for every child in every classroom. Every child is known, respected and valued at our schoo l.
Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.SC2
Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.SC3
Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.SC4
Demonstrated high level written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.SC5
Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning
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:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
- Monitoring, evaluating and reporting student progress in key
- Implementing strategies to achieve targets related to student
- Maintaining records of class attendance and recording student
- Implementing effective student management consistent with the
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
- Contributing to a range of co-curricular programs
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 -