Banum Warrik Primary School is a new and growing school in Kalkallo, proudly located on the traditional lands of the Woiwurrung People. Since opening in 2024, we have continued to build a school culture that is inclusive, culturally safe, collaborative and genuinely welcoming.
Our community is rich in culture, language and lived experience, and we see this diversity as one of our greatest strengths. We are looking for staff who value relationships, inclusion, high expectations and the opportunity to help shape a school as it grows.
At Banum Warrik, staff wellbeing matters. We aim to create a workplace where people feel supported, trusted and able to do their best work without unnecessary noise. We value clear systems, shared responsibility, strong teams and a healthy work-life balance.
We are a school that takes the work seriously, but not ourselves too seriously. Staff are encouraged to bring their strengths, ideas and personality to the role. We work hard, support each other, celebrate wins and keep students at the centre of everything we do.
If you are looking for a school where you can contribute, grow, laugh, lead and make a genuine difference, Banum Warrik Primary School may be the right place for you.
We are seeking highly motivated, compassionate and innovative classroom teachers who are committed to working collaboratively with school leaders, teaching teams, education support staff, students, families and the wider community. This is an exciting opportunity to contribute to the continued growth and development of a new school in Kalkallo, and to help shape a positive, inclusive and high-expectations learning environment for every student.
About Our School
Banum Warrik Primary School is located in the Cloverton Estate in Kalkallo, on the traditional lands of the Woiwurrung People. Kalkallo is situated along the Hume Freeway, approximately 50 kilometres north of Melbourne, and is part of the North-West Victoria Region.
Our school opened in 2024 with 140 students from Foundation to Grade 6. As a new and growing school, Banum Warrik Primary School is projected to grow significantly in the coming years, with an anticipated enrolment of approximately 600 students in 2027. This growth provides a unique opportunity for staff to contribute to the development of school culture, curriculum, systems and community partnerships from the early stages of the school¿s journey.
The school is positioned in a vibrant and developing part of the Cloverton Estate, surrounded by parks, sporting fields, playgrounds and open community spaces. Most students who attend Banum Warrik Primary School live locally, and the school plays an important role in supporting the continued development of a strong, connected and inclusive local community.
Building genuine partnerships with families, community organisations and government services is central to our work. The Kalkallo North Community Centre, operated by Hume City Council, is located adjacent to the school and provides important services for the local community, including maternal and child health, playgroups, kindergarten and other family support services.
Banum Warrik Primary School has state-of-the-art facilities designed to support the learning, wellbeing and engagement of all students. The school¿s learning environments are calm, organised and purposeful, supporting collaboration, connection and a strong sense of belonging. Facilities include a library, science/STEM spaces, a food technology room, an art room, a full-size gymnasium, performing arts spaces and a canteen.
Our Community
Banum Warrik Primary School is proud to serve a culturally rich and diverse community. Approximately 80% of students come from English as an Additional Language backgrounds, with many families speaking languages including Punjabi, Hindi and Arabic.
We see this diversity as one of our greatest strengths. Our school is committed to creating a culturally responsive, inclusive and welcoming environment where every student, family and staff member feels valued, respected and connected.
Understanding the lived experiences, cultural identities and learning needs of our students and families is central to our practice. Cultural responsiveness, inclusive education and trauma-informed practice underpin the way we build relationships, support wellbeing and engage with families.
Our Vision, Motto and Mission
Banum Warrik Primary School¿s Statement of Values and School Philosophy guides the work we do and provides the foundation for our school community.
Vision
At Banum Warrik Primary School, every individual has the potential to be their best self and achieve success. We strive to create an environment that fosters a love of learning, encourages personal growth and inspires excellence in all aspects of school life.
School Motto
Embracing Diversity, Supporting Inclusion, Striving for Excellence
Mission
Banum Warrik Primary School provides a safe, caring and inclusive environment where every individual can achieve their full potential. We are committed to delivering high-quality educational opportunities that foster critical thinking, creativity, curiosity and a lifelong love of learning.
Objective
Our objective is to empower students to become responsible, compassionate and engaged citizens who are equipped with the skills, knowledge and values necessary to succeed in a rapidly changing world.
Our Values
Our school values guide the way we learn, work and interact as a community.
Respect
We show respect for ourselves, for others and for our environment.
Resilience
We are resilient when faced with challenges and use strategies to keep persevering.
Integrity
We act with integrity and do what we know is right.
Authenticity
We are true to our authentic selves and are proud of who we are.
Our Approach to Wellbeing
At Banum Warrik Primary School, student wellbeing, safety and care are shared responsibilities. Staff use the principles of inclusive education and trauma-informed practice to support all learners.
To support the implementation of FISO 2.0, the school embeds a tiered approach to wellbeing. This includes universal, targeted and individualised supports that promote student engagement, inclusion and success.
Expected behaviours are explicitly taught and linked to our school values. Diversity and inclusion are central to the development of culturally safe learning environments where all students can participate, contribute and thrive.
We use restorative practices alongside a clear behaviour response framework to address concerning behaviours, repair relationships and support students to develop the skills they need to succeed. Targeted and individual supports are provided for students who require additional assistance.
All staff contribute to a culture where wellbeing, safety, care and learning are understood as deeply connected.
Our Culture
Banum Warrik Primary School is building a culture based on collaboration, transparency, inclusion and belonging. We believe that strong relationships and collective responsibility are essential to ensuring every student is known, valued and supported.
As a growing school, we offer staff the opportunity to be part of something meaningful. Teachers at Banum Warrik Primary School contribute not only to classroom learning, but also to the development of whole-school culture, curriculum, community partnerships and inclusive practices.
We value staff who bring curiosity, professionalism, compassion and a willingness to work as part of a team. We are committed to developing a school environment where staff feel supported, challenged and proud of the work they do.
If you are seeking an opportunity to make a genuine difference in a growing and diverse school community, Banum Warrik Primary School offers a truly unique and career-defining opportunity.
For further information or to arrange a school tour, please contact:
Thank you for considering Banum Warrik Primary School. We look forward to receiving your application.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated capacity to lead and strengthen consistent practice in a new and rapidly growing school, including the ability to support sustainable team structures, whole-school routines and a positive culture of collective responsibility.
Role Overview
Banum Warrik Primary School is seeking two highly effective, collaborative and improvement-focused educators to undertake the role of Sub-School Leader. One position will lead Foundation-Year 2, and one position will lead Years 3-6.
The Sub-School Leader provides a middle leadership layer between the Principal Class team and Professional Learning Communities. The role strengthens consistency of practice, supports high-quality teaching and learning, and helps translate whole-school priorities into clear classroom and PLC routines.
This is an out-of-class leadership role with a dual curriculum and wellbeing focus. The Sub-School Leader will work closely with Assistant Principals, PLC Leaders, Literacy and Mathematics Learning Specialists, classroom teachers and education support staff to support student learning, engagement, wellbeing and inclusion.
As Banum Warrik Primary School moves into its fourth year and continues to experience significant enrolment growth, the role will help build sustainable team structures, consistent whole-school routines and a positive culture of collective responsibility.
Role Purpose
The purpose of the Sub-School Leader role is to;
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Strengthen the quality, consistency and impact of teaching, learning and wellbeing practice across the designated sub-school.
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Lead the implementation of whole-school teaching, learning and wellbeing priorities within the sub-school.
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Facilitate high-quality team planning and support effective PLC meeting routines.
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Support teachers to use student data for targeted teaching, intervention and extension
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Monitor curriculum documentation, assessment schedules and moderation processes.
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Support teams through planning challenges, differentiation, wellbeing concerns and consistency of practice.
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Build the capacity of PLC Leaders, graduate teachers and new staff within the sub-school.
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Identify team needs early and escalate patterns, concerns or barriers to the relevant Assistant Principal or Learning Specialist.
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Support best practice in student engagement, behaviour support and the development of positive, respectful staff/student relationships.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
Key Responsibilities
1. Curriculum, Planning and Instructional Leadership
2. PLC, Assessment and Data Leadership
3. Wellbeing, Engagement and Behaviour Support
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Support teams to implement whole-school wellbeing, engagement and behaviour expectations.
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Assist teachers to establish calm, predictable, inclusive and culturally responsive classroom routines.
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Support staff to respond to behaviour using consistent, restorative and trauma-informed approaches.
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Work with teams to identify students requiring universal, targeted or individualised support and escalate concerns where required.
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Contribute to a culture where learning, wellbeing, safety and inclusion are shared responsibilities.
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Attend Student Support Group (SSG) meetings for students receiving Disability Inclusion funding or for students under the Program for Students with Disabilities (PSD)
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Support with the planning, implementation and continuous improvement of the whole-school Social and Emotional Learning (SEL) curriculum in collaboration with Professional Learning Community (PLC) leaders.
4. Staff Induction, Mentoring and Professional Growth
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Induct new staff into year-level expectations, routines, curriculum documentation, assessment processes and school-wide approaches.
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Mentor graduate teachers within the sub-school and support their confidence with planning, classroom routines, differentiation and data use.
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Provide coaching, guidance, modelling and feedback to teachers and PLC Leaders as appropriate.
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Identify professional learning needs across the sub-school and share these with relevant leaders.
Key Capabilities
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Expert knowledge of curriculum, literacy, numeracy, assessment and effective classroom practice.
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Ability to lead PLCs, collaborative planning and consistent implementation across teams.
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Ability to use data and evidence to support targeted teaching and improved student outcomes.
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Strong understanding of student wellbeing, inclusion, engagement and behaviour support.
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Capacity to mentor staff, support graduate teachers and induct new staff into school and year-level expectations.
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Strong interpersonal, organisational and communication skills, including the ability to identify needs early and escalate appropriately.
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Commitment to Department values and to Banum Warrik Primary School¿s culture of consistency, inclusion and collective responsibility.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
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Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
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Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
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Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
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Leading and managing staff performance and development (review of staff);
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Teaching demonstration lessons;
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Leading and managing the development of the school's assessment and reporting policies and practices;
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Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
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Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
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Responsibility for general discipline matters beyond the management of classroom teachers;
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Contributing to the overall leadership and management of the school;
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Contributing to the development of proposals for school council consideration;
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Developing and managing the school code of conduct.
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.
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
[email protected]
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.
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
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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
