Location Profile

Talbot Primary School stands at the end of Prince Alfred Street, an impressive red brick building, in the small town of Talbot, Victoria. We work incredibly hard to harness the power of multi-age teaching by operating under an instructional model specific to our multi-grade classrooms. Our curriculum has a great mix of the new and the old and is fully supported by a strong and passionate parent community.

Talbot Primary School was established in 1869 and is a unique rural learning community situated in the Victorian Shire of Central Goldfields. It is 55 km north of Ballarat, 18 km northwest of Clunes and 14 km south of the industrial town of Maryborough which provides the community with access to shops, medical and dental treatment, secondary schooling and sporting associations. The school is in the town of Talbot, which was originally settled in Victorian gold rush times.

The Talbot

District was formally established in 1851. Talbot became a thriving town of approximately 15,000 residents around 1859 in the rush. Today, with a small local population of 452 (2021 census), more than three quarters of students attending the school come from the Talbot Area. The school site of approximately two hectares includes an arboretum adjacent to the open grounds where several very old, large trees give protection from the sun. Facilities allowing for both passive and active recreational play include tennis/basketball/netball, an oval with shared football and cricket area and an extensive set of playground equipment. There is a paved shade sail area with a raised stage for performances and passive play.

Talbot Primary

School has played and continues to play a significant role in the education community of the Goldfields.

Talbot Primary School is a vibrant, innovative and genuinely student-centred school. We have a strong sense of community and care for each other. We provide the chance for all young people to flourish within a supportive and caring environment, with high expectations for learning and behaviour. We want our students and their families to know we are committed to achieving the best outcomes for their child/children.

Our vision reflects the belief that education is a process of growth, underpinned by the school values of Tenacity, Aspiration, Safety and Kindness. The core purpose of this school is to provide a comprehensive education for all students. This is accomplished in a climate of engagement, inclusion and enjoyment.

We employ effective communication, strong teamwork and the use of evidence-based, explicit teaching and learning strategies which enable students to reach their academic, social, emotional and physical potential. All students and families are supported through evidence-based well-being programs and strategies aimed at developing responsibility, resilience and social, emotional and physical potential. Our classroom teachers are supported by implementing curriculum outcomes and evidence-based programs through two instructional models: a whole class model and a split class model. We feel this is imperative to achieve success in multi-grade, multi-age classrooms.

The physical facilities of the school consist of two historic brick building structures dating from the gold rush era when an enrolment of 700 was accommodated. One building has three classroom spaces, an open plan learning area and administration.

The Better Schools

Building work provided the exceptional learning area that runs the full length of the three open plan classrooms and enables staff and students to work together in flexible ways. The new areas are spacious, light filled and have passive solar orientation.

The Arts

Building provides a large area for Visual Arts and Science and a separate Performing Arts room. Currently, there are two classrooms (F-2 and 3-6). We currently have an enrolment of 35 students, and 10 staff, comprising of Principal class, Teaching staff and Education Support staff.

Talbot Primary

School offers classes in Science, Visual Arts and MARC (Mobile Area Resource Centre) library delivered by specialist teachers. PE and Auslan are incorporated into weekly rotational sessions and facilitated by classroom teachers.

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 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning 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 *@education.vic.gov.au

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 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-protected-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

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 2024, 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 2016 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).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

📌 Graduate Teacher Program (Talbot)
🏢 Department of Education Victoria
📍 Talbot