Department of Education - Victoria

Purpose

Horsham Primary School is commitment to creating an environment where students acquire lifelong learning skills and grow into confident, responsible, and resilient individuals who contribute positively to the global community. The staff at Horsham Primary School is committed to making a meaningful impact on the lives of young people.

Values

At Horsham Primary School, we emphasise the following core values:

Respect: Treat others fairly, considering their needs, as well as those of the environment and property.
Tolerance: Foster relationships through a shared culture of cooperation and acceptance of diversity within our community.
Excellence: Consistently strive to achieve personal bests in all endeavours.
Honesty: Uphold moral and ethical standards, being truthful and sincere in our actions and words.
Responsibility: Take ownership of choices, actions, and their outcomes.
Environmental Context

Community and Demographics:

Horsham Primary School operates as a dual-campus institution serving grades P-6, with a combined student enrollment of approximately 460. The campuses are located in the northeastern area of Horsham City.

The Student Family Occupation and Education Index (SFOE) is 0.5098 overall, with the 298 Campus at 0.4257 and the Rasmussen Campus at 0.6827. The student body is diverse, with a growing number of students from non-English speaking backgrounds and about 11% Koorie students across both campuses.

The staffing includes 3 Principal Class members, 1 Leading Teacher, 1 Learning Specialist, 15 Level 2 Classroom Teachers, and 13 Level 1 Classroom Teachers. The school benefits from high levels of parental and community support, including two active Parents & Friends groups that contribute to additional school funding.

Educational Programs:

The curriculum at Horsham Primary School is aligned with the Victorian Curriculum and emphasizes a collaborative learning environment. Staff regularly plan together and engage in professional discussions. The school offers a broad curriculum including specialist programs in Performing Arts, Physical Education, Auslan, Science & Technology, and Art. Intervention programs such as STAP, Levelled Literacy, and Math Intervention support student learning.

A key component of the Prep curriculum is the Australian Developmental Curriculum, known as Investigations.

The school also provides a variety of extracurricular opportunities, including cultural performances, camps, and excursions.

Technology:

Both campuses are well-equipped with IT resources. iPads are available for all students, with a one-to-one iPad program for Years 4-6. Teachers have iPads, and each classroom is equipped with Apple TVs. The school employs an ICT technician and an IT manager, and all classrooms have television displays with wireless internet and access to the school server. Google Apps for Education is increasingly used for collaboration and accessing online resources.

Environmental Features:

The 298 Campus is the larger of the two, with around 330 students and about 20 general-purpose classrooms, blending traditional and open-plan designs. The multipurpose gymnasium supports Performing Arts and Physical Education sessions and special events. The campus offers ample play space and various play equipment.

The Rasmussen Campus, with approximately 130 students, has seen steady growth. It features 6 general-purpose classrooms, most of which are open-plan. A 2020 state government-funded upgrade added two new classrooms and an Art room after a partial demolition of `Block A'. This upgrade was highly valued. The campus also has a gymnasium and ample play space.

 

 

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.