Located in Cabarita, near Mildura, The Lake Primary School provides a nurturing and inclusive learning environment where every student is known, valued and supported to thrive. Guided by our motto, ¿Every Student Matters, Every Moment Counts,¿ we are committed to ensuring that every child experiences success through high-quality teaching, strong relationships and a deep sense of belonging.
At the heart of our work is a commitment to restorative practices, which underpin the way we build positive relationships, respond to challenges and strengthen our school community. We believe that respectful relationships, empathy, accountability and connection create the foundation for successful learning and wellbeing. Through restorative approaches, students develop the skills to communicate effectively, resolve conflict, take responsibility for their actions and contribute positively to our school culture.
Our Values
We foster and model the life skills that support wellbeing, resilience and school connectedness through our values of Respect, Learning, Success, Resilience and Tolerance. These values are embedded across all aspects of school life and are supported through programs including Respectful Relationships, social groups and targeted wellbeing supports. Our Mental Health in Primary Schools (MHiPS) Coordinator and Wellbeing Coordinator work closely with students, families and staff to ensure every child feels safe, supported and ready to learn.
Our Context
Established in 1908, The Lake Primary School is situated in a picturesque rural setting adjacent to Lake Hawthorn, eight kilometres west of Mildura on the Calder Highway. With a proud history spanning more than a century, our school continues to evolve while remaining committed to providing outstanding educational opportunities for all students.
Our moral purpose is to maximise learning growth, wellbeing and inclusion for every student. We provide an engaging curriculum that is responsive to individual needs, strengths and aspirations. Through high expectations, evidence-informed teaching practices and regular monitoring of student progress, we ensure that every learner is supported, challenged and extended to achieve their personal best.
In 2026, our strategic focus is to:
¿ Maximise student learning growth and cognitive engagement for all students by strengthening teacher capacity to assess, analyse and use data to inform planning and differentiated instruction.
¿ Deepen teacher understanding of the Victorian Curriculum 2.0 in English and Mathematics to design high-quality learning experiences that support, challenge and extend every student.
¿ Maximise wellbeing and inclusion for all students by strengthening staff capacity to implement timely interventions, reasonable adjustments and targeted supports that respond to the diverse learning and wellbeing needs of every learner.
Students are provided with a wide range of opportunities to develop leadership, confidence and responsibility through school-based and community programs. We believe student voice, agency and leadership are essential components of a successful learning environment.
We value the strong partnerships we have with our families and wider community. Parent involvement is encouraged and welcomed through School Council, classroom support, Book Club, sporting events, camps and excursions, special events and many other opportunities throughout the year. Together, we create a vibrant and connected school community that supports student success.
Specialist programs are offered in Physical Education and STEAM, alongside comprehensive literacy and numeracy intervention programs. Our commitment to continuous improvement is strengthened through collaborative professional learning, coaching and alignment with the Victorian Department of Education¿s Framework for Improving Student Outcomes (FISO 2.0).
The school maintains strong communication with families through Compass, our website, Facebook and Instagram platforms, ensuring families remain informed and connected to school life.
The Lake Primary School¿s spacious rural surroundings, well-maintained facilities, quality resources and dedicated staff create an environment where students can flourish academically, socially and emotionally. We are proud to serve our community and currently educate approximately 267 students.
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:
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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
Consideration will be given to a job share arrangement if required.
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.
