NOW

Nowadays, teachers use a combination of digital and handwritten planning and all teachers format their programs differently. Subjects in schools are now called Key Learning Areas (KLA) and these include: 

• English

• Mathematics

• Personal Development, Health and Physical Education

• Creative and Performing Arts

• Science

• History

• Geography

For each KLA, there are also sub-topics and teachers use a syllabus to help plan lessons. Teachers write programs for each topic and each program document includes the following elements:

• Duration of unit or program

• Topic

• Learning intentions and success criteria for each lesson

• List of activities divided into introduction, body and conclusion

• Resources

After each lesson, teachers need to register the lesson which means that they note down the date the lesson was completed, sign the lesson and write down any changes needed to be made, revisions to be done or other important observations that they made.

NOW

The current process for leave application is now more efficient and digital. Nowadays, teachers use a system called SAP (System Applications and Products) to apply for leave. Instead of writing a letter, they input the dates they need to be on leave and select a code that represents the reason for their absence.

This digital application is quicker and stops the need for handwritten letters. It also standardises the process, making it easier for both teachers and administrators to manage leave requests. The information is stored electronically, reducing the chances of paperwork getting lost or misplaced.

Moreover, teachers also communicate directly with the school's executive team to inform them about their planned or unplanned absence. This is important because it allows the school to arrange for a substitute teacher to take over the class during the teacher's absence. 

BEFORE

In the past, a system of school inspection existed where appointed inspectors would visit schools to observe teachers, classrooms, and educational programs. These visits were like check-ups to ensure that everything was running smoothly and effectively. The inspectors had a vital role in assessing various aspects of the school environment.

During their visits, the inspectors would carefully observe classrooms, paying attention to the conditions, the teaching methods employed, and the general learning atmosphere. They would take notes on how teachers engaged with students, the quality of lessons, and the overall teaching approach. These observations were essential for gauging the effectiveness of the educational process.

The inspectors also closely examined the assessments and results of students. They looked into the number and types of assessments conducted to understand the evaluation process. Additionally, the results of these assessments provided insights into how well students were progressing academically.

Each subject taught in the school received scrutiny from the inspectors. They would note down how subjects were being taught, the strategies used by teachers, and the overall quality of the subject-specific education. 

After gathering all this information, the inspectors compiled detailed reports. These reports were a summary of their observations and findings. They highlighted both positive aspects and areas that needed improvement. The reports were crucial documents that provided valuable insights into the functioning of the school.

In those days, the reports were typed on a typewriter. The typed reports contained specific observations, recommendations, and often a final judgment on how well the school was operating.

BEFORE

In the past, most teachers in government schools were trained on the job as pupil-teachers. These young people, typically between the ages of 13 and 16, began a four-year training course. During school hours, they were fully responsible for teaching a class, while outside of school hours, they received instruction in teaching methods and content from the head teacher.

The entrance to training schools was often prioritised for pupil-teachers who had completed their training. However, many pupil-teachers, transitioned immediately into becoming teachers or assistant teachers. This system was in place until 1943.

In 1854, a system for classifying and promoting teachers was introduced. This system was used for primary school teachers until 1943. To move beyond the minimum salary level and progress in the field, teachers had to pass a series of tests set by the education department. They also needed to demonstrate their teaching efficiency to inspectors.

In 1943, a new phase emerged with the introduction of the Teacher's Certificate. This certificate was awarded to all new teachers after they completed appropriate pre-service training and a probationary period. 

The Department of Education held control over the training of primary school teachers until 1970. 

FORMER

Principals / Headmasters & Headmistresses

• Mr Robinson - Boys' Department

• Mr Morris - Boys' Department

• Mrs Robinson - Girls' Department

• Miss Deasy - Girls' Department

• Miss Gillies - Infants Department

• Mr O'Connell

• Mr Daley

• Mr Reed

• Mr Anderson

• Mr Sheldon

• Mr Liston

• Mr Reiger

• Mr Wright

Executive Team

• Mr Tinton - Assistant Principal 3-6

• Mrs Cooke - Assistant Principal K-2

Teachers

• Ms Farah - EAL/D Teacher (1981-1982)

• Mrs Stott

• Mr O'Carrol

• Mrs Young

• Mrs Doudney

• Miss Dunne

• Mrs Fetherston

• Mrs Vickery

• Mr Moloney

• Mr Fetherston

• Mr Sutherland

• Miss Adam

• Miss Wilkins

• Miss Coss

• Miss Cunnigham

• Miss Chalmers

• Miss Kearns

• Mrs Smith

• Mrs Hopton

• Mrs Roughley

• Mrs Cacapado

• Miss Spence

• Mr Reid

Support Staff

• Mrs Klose - School Administration Manager (1981-2008)

• Mrs Tynan - School Administration Officer

• Mr Bacchus

• Miss Walmsley - Sewing Mistress