Physical Education

Overview

Work type: Full time

Salary: Salary not specified

Grade: Classroom Teacher

Occupation: Teacher

Location: Southern Metropolitan

Reference: 1480578

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.

SC6 ¿ Demonstrated capacity to implement and sustain an explicit teaching model

SC7 ¿ Demonstrated knowledge and expertise in delivering a high-quality Physical Education program

Role

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.

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.

Responsibilities

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.

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.

EEO AND OHS Commitment

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

• 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

Conditions of Employment

• 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

VIT LANTITE

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.

Location Profile

Overview
Chelsea Primary School is a thriving and inclusive government school located in the established bayside suburb of Chelsea in southern Melbourne. We currently have 365 students enrolled across 17 grades, with enrolment projections indicating steady growth in the coming years. By 2026, we will expand to 19 grades in response to strong community demand and increased interest in our evidence-based programs.

Established in 1912, our beautiful two-storey heritage redbrick building sits alongside a modern suite of facilities, including specialist art, music, and multipurpose buildings, a BER flexible learning space, and vibrant outdoor play areas. Our school vegetable garden, extensive shaded play areas, and updated infrastructure provide a welcoming and engaging environment for students. Conveniently located near Chelsea Station, the shopping centre, Town Hall, Library and Bicentennial Park, our school is at the heart of our local community.

Our Approach: The Science of Learning

We know that school attendance alone does not guarantee academic success. What matters is how children are taught. Our teaching is anchored in the Science of Learning¿drawing on decades of cognitive science research to guide how we teach and how students learn best.

At Chelsea, our focus is on empowering teachers with the knowledge and tools to understand brain development, memory, and student learning processes. We are committed to evidence-based instruction that maximises outcomes for all learners.

Explicit Instruction at Chelsea

Learning at Chelsea starts early and with purpose. In the junior years, we implement Explicit Direct Instruction (EDI) to build strong foundations in literacy and numeracy. This structured, systematic approach ensures all students master core content before moving on.

As students progress through the middle and senior years, we layer student-centred and inquiry-based learning over explicit teaching, encouraging deep thinking, creativity, and complex problem-solving. We believe students can only think critically when they possess the necessary background knowledge and skills to do so.

Students also participate in a rich specialist program that includes Visual Arts, Performing Arts (Music), STEM, Physical Education, and Korean.

Whole Child Development & Student Wellbeing

Chelsea¿s social education program is a key strength of our school. We nurture not just academic success, but also resilience, character, and emotional intelligence. Our staff bring decades of experience in child development, drawn from classroom expertise, parenting, and community leadership across sporting, cultural and local contexts.

Our wellbeing approach includes:

A full-time School-Wide Positive Behaviour Support (SWPBS) leader.

Clear behavioural expectations and routines across all year levels.

Leadership opportunities, including Peer Mediators, Student Voice representatives, and Green Team.

A strong focus on inclusive practices and trauma-informed care.

Students live and learn by our core values of Respect, Responsibility, Resilience and Relationships.

Staff Excellence & School Culture

We are proud of our dedicated team of over 60 staff¿a significant growth from 25 in 2019. This includes teachers, education support staff, wellbeing specialists, and leadership personnel who work in tight collaboration to create a calm, orderly and high-performing learning environment.

Our school is united around consistent routines, shared expectations, and a belief that every child can succeed. Regular instructional coaching, walkthroughs, and professional learning support continuous improvement across all classrooms.

Chelsea Primary School is a high-expectation, high-support environment where academic achievement and wellbeing go hand in hand.