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Location Profile
Social, Community and Demographics:
Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.
One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.
Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School
Predicted **** enrolment of 210 students. Enrolment growth is anticipated over the next few years. SFO is 0.46
Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.
The school population displays a huge range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities and retain all students to Year 12
Educational:
Structure - traditional years levels with three sub-schools (Years 7 & 8, Middle Years 9 & 10, Years 11 & 12)
Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated programs and team teaching are used to cater for the needs of all students.
Low staff-student ratios and excellent relationships between staff and students.
High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.
School size and a diverse student population mean that providing students with a diverse range of earning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.
Student Engagement and Wellbeing is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, School Nurse and School Chaplain. Survey data indicates that this area is a strength of the school.
Flexibility is emphasised, both in terms of timetable structure and teaching approach.
A program of note is "Advance", which is run by a teacher in partnership with local community groups.
Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.
Another program of note is Hands On Learning, which is run by a teacher with the intention of incorporating literacy and numeracy into project planning, managing and implementing around the school and community.
Community and Networks
Parent and community involvement remains robust and parent bodies work harmoniously with staff.
Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum.
External support agencies (particularly welfare agencies) are used regularly.
Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.
Social, Community and Demographics




Location - in the rural township of Beaufort, population approximately 1,500, within the Goldfields Recreation Reserve precinct.
One of three schools with secondary students in the Central Network of the Grampians Region, the only secondary college in the Pyrenees Shire.
Main feeder schools - Beaufort Primary School, Trawalla Primary School, Skipton Primary School, Waubra Primary School, Amphitheatre Primary School, Buangor Primary School
**** enrolment of 217. Enrolment growth is anticipated over the next few years. SFO is 0.46
Around one third of students reside in Beaufort, with the remainder travelling to school by Government contract school bus.
The school population displays a range of abilities and aspirations. The College aims to provide a broad and excellent education that meets a wide range of needs and abilities in order to retain all students to Year 12.
Educational
Strong school improvement agenda with an emphasis on quality teaching and learning practices
Strategies such as the use of cross-year level ability groupings, extension groupings, accelerated Programs and team teaching are used to cater for the needs of all students.
Low staff-student ratios and excellent relationships between staff and students.
High student, staff and parent survey results over the last few years show a high level of satisfaction on the part of all groups in the school community. Strength areas include: student connectedness and leadership, taking parent concerns seriously, staff consultation and community involvement.
School size and a diverse student population mean that providing students with a diverse range of learning experiences from our resource base is a major challenge. This is particularly the case in the senior years where there have been changing demands in recent years. VCAL has become a popular alternative to the VCE, whilst up to 50% of senior students have undertaken a VET subject.
An excellent Careers Pathway program has ensured that students receive appropriate mentoring and support whilst they are at school and after they leave.
Student Engagement and Wellbeing is a high priority, with a strong team that includes the Assistant Principal, Year Level Coordinators, Mental Health Practitioner, School Nurse and a Doctors in School Program. Survey data indicates that this area is a strength of the school.
Flexibility is emphasised, both in terms of timetable structure and teaching approach.
A program of note is "Advance", which is run by a teacher in partnership with local police or CFA.
Rural and Environmental Education is an excellent program for rural young people, using the input of members of the local farming community for support.
Staff - The school has a good balance of staff in terms of age and background. Due to school size, almost every staff member has additional responsibilities.
Community and Networks
Parent and community involvement remains strong and parent bodies work harmoniously with staff.
Membership of the Virtual Schooling Project, Ballarat VET Cluster, and the Pyrenees Network assist the school's ability to provide a diverse curriculum.
External support agencies (particularly welfare agencies) are used regularly.




Strong relationships exist with feeder primary schools, particularly for the purpose of grade 6 to year 7 transition.
ICT:
Regarded by the school as fundamental in broadening the curriculum and enhancing teaching and learning.
Video conferencing is currently used to broaden our VCE program and link to other schools to extend high achieving students.
Student to computer ratio 1:1
Apple TVs added to all classrooms and meeting spaces.
Strong ICT skills on the part of teachers means that the school is well placed to make use of technology to improve teaching and learning.
Beaufort Education Regeneration Project:
K-12 education in Beaufort is located on the Beaufort Secondary College site
The Beaufort Early Learning Centre was officially opened in ****
The new Beaufort Primary School building was completed in Term 1 of ****
Reconstruction of Beaufort Secondary College was completed in Term 1, ****
What we offer
This position attracts an incentive payment of $5,650 (pre-tax) for the successful candidate who meets the eligibility criteria
Ongoing employment for candidates
Career support with professional development opportunities
Career start
What you'll do
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 we're looking for?
The person must have provisional or full registration approved by the Victorian Institute of Teaching (VIT)
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'
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).
Who can apply?
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.
Next steps
If this sounds like an opportunity for you, we encourage you to applyhere

📌 Graduate Teacher - (Gtri089) - Beaufort Secondary- $$Financial Incentive$$ (Melbourne)
🏢 Important Group
📍 Melbourne