Prospective Staff Tour Dates:
27 August from 4:00pm to 4:30pm
We are seeking a passionate and engaging Language Teacher to join our team. We welcome applications from qualified teachers of French, Spanish or Japanese, as we are committed to providing a high-quality languages program that reflects the expertise of the successful applicant. We are looking for an educator who can inspire a love of languages and cultures, build positive relationships with students, and deliver an engaging program that supports student learning and global citizenship.
Join Us in Shaping a New School Community
This is a rare opportunity to be part of a founding team helping to shape the culture, practices, and identity of a new school. We welcome passionate, reflective and forward-thinking staff who want to make a lasting difference.
Welcome to Kulap Primary School
Kulap Primary School is a brand-new, government primary school opened in the heart of Clyde's Riverland estate, within the City of Casey-one of Victoria's fastest-growing and most diverse communities. Opened in Term 1, 2026, Kulap will cater for students from Foundation to Year 6 with capacity for up to 525 students, including a co-located kindergarten to support seamless early years transition.
We are proud to be part of the Victorian Government's investment in high-quality education and community infrastructure. Kulap Primary School will be more than a place of learning-it will be a community hub, a centre for growth, innovation, and wellbeing.
Vision, Mission and Values Our Vision
Kulap Primary School's vision is to empower every child to thrive - academically, socially, and emotionally, in a nurturing and inclusive community that values curiosity, creativity, and a lifelong love of learning.
Our Mission
Kulap Primary School's mission is to provide students with the best possible foundation in life through a well-rounded education.
Our Values - THRIVE
Teamwork - We work together, listen to one another, and share ideas to achieve common goals. Honesty - We act with integrity, tell the truth, and take responsibility for our actions.
Respect - We treat ourselves, others, and our environment with kindness, understanding, and dignity. Inclusion - We embrace diversity and ensure everyone feels safe, valued, and supported.
Valiant (Perseverance) - We keep going when things are challenging, showing resilience and a commitment to improvement.
Excellence - We strive to do our best in all that we do, setting high standards and taking pride in our achievements.
Facilities & Design
Our school will feature state-of-the-art, environmentally sustainable buildings and outdoor spaces that are safe, accessible, and future-focused. These include:
- Flexible indoor learning neighbourhoods
- Specialist spaces for Visual Arts, Performing Arts, Digital Technologies & STEM
- Food Technology and Science rooms
- Full-sized indoor gymnasium and drama space
- Library for inquiry and exploration
- Co-located Kindergarten for smooth early years transition
- Inclusive infrastructure including sensory-friendly design and quiet zones
- Landscaped outdoor areas for active and passive play, sports, and wellbeing
Curriculum & Instructional Approach
Kulap Primary School's curriculum will align with the Victorian Curriculum and reflect a balanced approach to teaching and learning that includes:
- Evidence-based explicit instruction for literacy and numeracy
- Differentiated instruction and personalised learning plans
- A strong focus on STEAM, Digital Technologies, and Future Skills
- Specialist programs in The Arts, Physical Education, and Science
We will implement a Professional Learning Community (PLC) model supported by FISO 2.0 and High Impact Teaching Strategies (HITS) to ensure ongoing student achievement and teacher growth.
Student Wellbeing & Inclusion
At Kulap, wellbeing is not an add-on-it is foundational. Our proactive and inclusive wellbeing framework will include:
- School-Wide Positive Behaviour Support (SWPBS)
- Zones of Regulation to support emotional literacy
- Culturally responsive pedagogy and Koorie inclusion
- Pastoral care programs to support student voice and agency
- Social and emotional learning embedded into the daily curriculum
Community Engagement & Partnerships
We believe in the power of school-family-community partnerships. Our approach includes:
- Collaborative planning with the co-located kindergarten for smooth transitions
- Parent workshops, community events, and celebrations of learning
- Strong links with local cultural, sporting and community groups
- Regular communication and feedback loops with families
- Opportunities for parent/carer involvement in classrooms and decision-making
Our Staff Culture
Kulap Primary School will foster a collaborative, professional, and innovative teaching culture. Staff will benefit from:
- High-quality induction and mentoring programs
- Pathways for leadership development and career progression
- Professional learning aligned with school goals and FISO 2.0
- A culture of continuous improvement, feedback and shared practice
- Opportunities to contribute to shaping a new school culture from the ground up
A Place for Every Learner
Kulap Primary School is proud to be a culturally diverse and inclusive learning community. We will serve a vibrant population, with students from a range of cultural and language backgrounds, including Punjabi, Sinhalese, and Hazaraghi, alongside representation from the Koorie community. We anticipate to have 45% of students from EAL
backgrounds. We believe every child can learn and will be empowered to reach their full potential.
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.
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 a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
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.
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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
- We welcome applications from qualified teachers of French, Spanish or Japanese.,
- Both primary and secondary school experienced teachers are encouraged to apply.
- 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:
- 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.
