Bundoora Secondary College - Bundoora, VIC
Bundoora Secondary College is a Year 7 to 12 co-educational post-primary College in a quiet residential area of Bundoora, a northern suburb of Melbourne. The College currently has 460 students and growing and is well serviced by College buses and close to public transport, Latrobe University and RMIT Bundoora Campus.
This complex is set on a well-developed, picturesque site within spacious grounds that include a variety of playing fields used for sporting activities such as cricket, softball, netball, basketball, tennis, football, soccer, hockey, and archery.
The core purpose of this College is to provide a broad and challenging education in order to develop students' 21st Century skills, abilities and knowledge needed as a foundation for further education, training, work and community participation. Students at BSC are not bound by the traditional year level classes. The school is broken into Common Entry Year (the traditional Year 7), Middle Years (traditionally Years 8-10) and VCE/VCAL (traditionally Years 11 and 12). This vertical offering of subjects creates student’s choice and provides flexibility in the learning program ensuring that all students are engaged in their learning at their point of interest and challenged at their point of need.
Rigour remains a core value so high expectations of students will continue and progress will be routinely reported against the BSC Great Student (21st century skills matrix) and the skills contained in the Victorian Curriculum to ensure that all students will achieve success. We are very much aware that ongoing feedback to students will support them in developing a growth mindset and promote learning to reach the next level.
We are a diverse and inclusive community. We live by our school values Respect, Responsibility, Resilience, Relationships and Rigour (the 5 Rs). We provide a variety of opportunities for student voice at BSC such as a Student Leadership council, student lead tours, hosting of assemblies, the holding of positions on College Council. At Bundoora students have an authentic voice into the everyday decision making at the school.
To enhance these programs, students are also encouraged to participate in sporting programs, drama and music performances, instrumental music, excursions, College camps, art exhibitions and displays, and the Student Representative Council. There is also a strong student leadership program that provides opportunities for students to develop their skills in this area.
Strong emphasis is placed on catering for the individual learning style of each student. Achievements are recognised and celebrated. Bundoora promotes an environment that encourages students to investigate, understand and actively participate in their learning through a variety of teaching and learning strategies. Parents are welcome and encouraged to participate in all College activities and to work with teachers in developing positive educational outcomes for their children. While formal reporting to parents takes place four times a year, the College emphasises the continual monitoring and communication of student progress to students and parents.
The College actively involves its community in the development of its educational programs, policies and the provision of a supportive and caring environment. This involvement is reflected in the teams and welfare structures that are available to assist students and parents. The implementation of the Student Code of Conduct results in an environment where students from a wide range of cultures and backgrounds exhibit a great deal of co-operation and tolerance towards each other.
The College has promoted the establishment of positive links with its neighbouring Primary Schools as a means of easing the transition of students into the College, as well as providing continuity in their educational programs.
Educational programs take place in well equipped air-conditioned courtyard style buildings, which contain specialist areas including the Library Resource Centre, the ECA Centre contains a gymnasium, weight training facility, and Drama studio, The Arts and Technology areas include Food, Art and Craft, Woodwork, Ceramics, Media and Music laboratories. Science rooms are fully equipped for practical experiments and activities. Computer Pods are easily accessible throughout the College to support all curriculum learning programs. Interactive white boards are providing further technological opportunities.
The College has, and will continue to, set itself a series of goals and priorities, written into its strategic plan, which will see it actively working towards continual improvement in all areas of its educational programs.
SC1 Demonstrated knowledge and understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice and the ability to implement curriculum programs consistent with their intent.
SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.
SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.
SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a capacity to reflect on, evaluate and improve professional knowledge and practice.
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.
ResponsibilitiesCore 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
- Monitoring, evaluating and reporting student progress in key
- Implementing strategies to achieve targets related to student
- Maintaining records of class attendance and recording student
- Implementing effective student management consistent with the
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
- Contributing to a range of co-curricular programs
Who May Apply
For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx -