Murrum Primary School is a new government school which opened in ****, located on wurundjeri country at 90 Elpis Rd, Weir Views, ****.
Murrum is the indigenous wurundjeri word for 'joeys'.
The establishment of this new school in the Melton community supports the increasing enrolment demand from a growing local population.
Our location is unique in that the suburb has been developing over several years prior to the school opening, and is relatively close to the bustling CBD of Melton and therefore provides easy access to local community services.
Murrum Primary School has places for up to 715 students with enrolments open from Foundation to Year 6.
Murrum PS is a Supported Inclusion School providing up to 65 places for students with a diagnosis of Intellectual Disability within the total enrolment.
This provides a unique opportunity to open another local school in the Melton community that provides high-quality education for local students, strengthening the already established education provision in this growth area.
The school includes:
An administration and library building with spaces for art, science and food technology
3 learning neighbourhoods (including a 2-storey neighbourhood) and Mod 10
Hard courts and a sports field
A gymnasium/performing arts/community hub building.
Murrum Primary School is co-located with an Early Learning Centre that will provide long day and Three-and Four-Year Old Kindergarten programs, supporting families with care needs and a smoother transition to primary school.
The Victorian Government-owned centre is run by Early Learning Victoria and provides another unique opportunity of building a professional relationship that strengthens the learning of all students.
At Murrum Primary School we pride ourselves on being an inclusive and progressive school community.
Our staff are our most valuable resource and we will provide support & recognition accordingly.
Our Administration, Learning, Wellbeing and Principal Class teams will be visible and working together with staff to support the best outcomes for students.
We are a government Supported Inclusion School with specific places for students with an Intellectual Disability diagnosis, this unique opportunity creates a community of learners with a collective approach and commitment to building exemplary practice and pride in growth and achievement for all.
Our staff will demonstrate strong values in offering Safe, Calm and Dignified educational environment.
Our staff show care, act with integrity through honesty, celebrate achievement, encourage motivation and build persistence for all students and each other.
You are an MPS CHAMPion!
The teaching team is integral to shaping and creating the culture, philosophy and strategic intent for our recent school.
Our teachers' commitment to growth, reflection and responsive behaviour with a high-level ability to remain adaptable, flexible and positive in approach will be critical in forming our desired culture of learning and growth.
Further information regarding the founding defining elements of culture, philosophy and teaching and learning approach at Murrum Primary School can be accessed by contacting Principal Sam Fleming ******,or Assistant Principal Learning Kerrie ****** or the school on ********* (school phone manned during term Monday to Friday 8.30am-3.30pm).
Selection Criteria - Graduates
SC1
Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills.
Demonstrated capacity to respond to student learning needs.
SC2
Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.
SC3
Demonstrated capacity to monitor and assess student learning.




Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4
Demonstrated interpersonal and communication skills.
Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.
SC5
Demonstratedbehaviours and attitudes consistent with Department values.
Demonstrated capacity to reflect upon practice and engage in professionallearning to continually improve the quality of teaching.
Role - Graduates
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 - Graduates
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 year level
Monitoring, evaluating and reporting student progress in key learning areas
Implementing strategies to achieve targets related to student learning outcomes
Maintaining records of class attendance and recording student progress
Implementing effective student management consistent with the school charter.
Working with a mentor to participate in professional development planning, implementation and reflection developing a professional portfolio
Additional responsibilities may include but are not limited to:
Supervising a range of student activities including support and welfare programs
Contributing to a range of co-curricular programs
Who May Apply - Graduates
To be eligible to apply for a position advertised through the Teacher Graduate Recruitment program, a teacher must:
have completed their course requirements and graduated in the last 4 years, and
not be employed as a teacher by the department at the time the advertised position is to commence




Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service.
We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via ******
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.
Child Safe Standards
Victorian government schools are child protected 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:
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:
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also 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 ITE program completed by the person).
Applications close Tuesday 6 October **** at *****pm
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📌 Teacher Grad Recruit Program 2027 (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne