Our school community is an engaging and inclusive environment inspired by shared responsibility, collaborative spirit and a continuous commitment to becoming the best version of ourselves.

Our Motto

Together we learn.

Our Values

Respect, resilience, responsibility, reflection.

Our Philosophy

Our school motto is together we learn. The building of a truly successful educational environment is achieved through a partnership: a partnership between the parents, the school, the student and the community. This four-way partnership is central to effective learning and we endeavour to build strong relationships with all stakeholders in the school community.

Our aim is to develop confident and independent learners who take pride in and responsibility for their learning. We personalise the learning of our students to maximise their learning growth, focussing strongly on the development of key literacy and numeracy skills. Equally, we strive to develop the social and emotional capabilities of our students to ensure they are happy, motivated and thriving in school and beyond. We make sure learning is FUN!

Teaching & Learning

In literacy in the Junior School, we adopt `Little Learners Love Literacy: A research based Structured Synthetic Phonics in the Early Years and place emphasis on the `Big 6- Oral Language, Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension.

In the Senior School, we build on the foundational skills developed through Little Learners in a systematic program known asPhOrMeSwhich stands for stands orPhonology,Orthography,Morphology,etymology andSemantics.

In numeracy, emphasis is placed on the Mathematics Proficiencies- Understanding, Fluency, Problem Solving and Reasoning and our teachers provide explicit instruction in the Big Ideas in Mathematics.

Across our curriculum programs, teachers ensure there is ongoing monitoring of student needs to target teaching and a tiered response to intervention and learning enhancement. This is achieved through our Professional Learning Communities (PLC).

Specialist programs at the school include Physical Education, Visual Art, Performing Arts, STEM and AUSLAN.

Learning is a lifelong journey and at Rowellyn Park, our staff are committed to continually developing their practices to ensure they achieve the best possible outcomes for the students.

At Rowellyn Park, we follow the school-wide positive behaviour program (SWPBS), based on our co-constructed learning behaviours.



Students are part of either the Junior or Senior sub school, with a dedicated Inclusion and Engagement Learning Specialist available to support the wellbeing needs of the students.

Our school is a Berry Street Educational Model (BSEM) school and our staff implement a range of BSEM strategies. The Berry Street Education Model (BSEM) equips both mainstream and specialist schools with practical, classroom-based strategies to increase the engagement of all students, including those with complex, unmet learning needs.

BSEM enables schools to support student's self-regulation, relationships and wellbeing to increase student engagement and significantly improve academic achievement.

We have a Year 6 Student leadership team and a Student Representative Council (SRC), with class representatives from across the school. We have a therapy dog named Murphy. Murphy is a black Labrador who loves nothing more than to sit with students when they are feeling vulnerable, for extra support.

School profile and Location

Working within the Northern Peninsula Network, as part of the Bayside Peninsula Area, we are located in the South-Eastern Region and have 774 students enrolled. Within our student cohort, 8% of students consider English as an additional language (EAL) and 1.4% of students identify as Aboriginal or Torres Strait islander.

The staffing profile of Rowellyn Park Primary School includes a Principal, three Assistant Principals, six Learning Specialists, a Leading Teacher and 51.7 full time equivalent (FTE) teaching staff and 18.8 FTE Education Support staff.

The 2026 Student Family Occupation Education (SFOE) index is 0.4075.

The school's F-10 curriculum framework incorporated the eight learning areas required by The Education and Training Reform Act 2006 aligned with the Victorian Curriculum.

Additional programs include Sports and Athletics, HPV, Pushcarts, Dance, Drama, Choir, Runners Club and residential outdoor education camps for grades 4-6.





The school's buildings are designed around the perimeter of a central courtyard which includes seating and play areas. The classrooms are structured in pairs to promote team learning, flexible groupings and a team-oriented learning environment. Our facilities include a designated, two storey STEM centre, a new state-of-the-art gym and as of 2025, a beautiful library. The school grounds offer a range of outdoor play areas for the students, whilst providing a quiet sensory space during break times.

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.

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

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📌 Classroom Teacher - Full Time (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne