You may visit this website as a parent with a child starting school for the first time, as a new resident in the Sunraysia area or an existing parent wanting to learn a little more about our wonderful school. We invite all interested people to our school any day of the week and all year round. We are confident that on any one day you will find students involved in a ‘rich and viable’ curriculum where the students are at the centre of the teaching and learning process. We are confident that you will see happy children loving learning and being proud of their surroundings. You will see the children using technology as an integrated part of their learning. You will see and hear the language of challenge in daily learning activities. Artefacts around the school will reveal evidence of high expectations for staff and students. We invite you to read on and look more closely at ‘OUR PLACE’.

Our Place as a Victorian Government School

We as a school have developed an understanding of the theory and research that underpin pedagogical models and undertake to be fully operational using the following three different Models to meet our understanding of pedagogy.

They are:

  • The E5 Instruction Model
  • The Art and Science of Teaching Model – Marzano
  • The Direct Instructional Model.

The above three have a high degree of alignment with the student outcomes articulated in the Melbourne Goals of Schooling, The Australian Curriculum and AUSVELS. The practices are also congruent with the professional practices and knowledge base identified in the Australian Professional Standards for Teachers.

A Continuum of Learning

We recognise that there is a continuum of learning from Early Childhood through post compulsory schooling and the differential aspirations of learners to pursue different career pathways. To this end the pedagogical models we have selected are domain independent. The three models support the outcomes and practice principles of the Victorian Early Years, Learning and Development Framework. However it is important to note that the models represent broader principles through which theory is applied to teaching and learning. It is the teacher who determines the particular approach, strategies and methods that will achieve the desired and valued learning outcomes for the children that they teach.


Each child will be involved in a well-planned, rich and viable curriculum where excellence is valued. There will be high expectations of the parents and teachers of this school and the ways in which they contribute to the students’ academic and social/emotional well-being in a supportive and inclusive environment.

Preparing Students for a Changing World

Educating young people for success in education, work and other areas of adult responsibility have increasingly focused attention on skills that have been labelled, 21st century skills: deeper learning, career readiness, next generation learning, as well as higher order thinking. These terms have generally embraced both cognitive and non-cognitive skills – for example, critical thinking, creativity, collaboration, communication, problem solving, persistence, innovation and learning to learn.

The Staff of Irymple Primary School

There is no greater resource within a school to support children than the staff. At Irymple Primary we rely heavily on the professional commitment of all staff to work individually and collectively towards providing the best teaching and learning opportunities and social development though a rich and viable curriculum.

Our school’s vision is to prepare young people to become active, engaged and responsible citizens of the local and global community. It aims to prepare students to contend with a very dynamic 21st century in which creativity, cooperative work, connectedness to the world and adaptability are key features. The school aspires to provide a contemporary approach to teaching and learning in its purposeful learning environment.

The school values achievement, excellence, curiosity, respect and responsibility, perseverance, integrity, inclusiveness, respect for diversity, honesty and equity. Sitting at the centre of its work, the school believes in high expectations of all students and a commitment to hard work.

The programs of, and teaching in, the school will support and promote the principles and practices of Australian democracy including a commitment to:

  • An elected government.
  • The rule of law.
  • Equal rights for all before the law.
  • Freedom of religion.
  • Freedom of speech and association.
  • The values of openness and tolerance.
  • Statements which affirm the school’s principles are found in the vision of the school staff and parent handbooks.
  • Enactment of the School Philosophy.

In all documents, in all practice by students and teachers, in work with the School Council and the community, in all teaching and learning programs, in all school initiatives, in all internal and external interactions, in all organisational structures and practices the vision of the school will sit at the centre and there will be expectations about all work aligning with the school vision. Regular evaluation processes will be in place to measure performance in all areas of the school with respect to the implementation of the vision and values of the school.

The process at our school can be represented as the vision, values and beliefs at the centre. In an outer ring there will be a set of principles. As a further outer ring will be a set of practices. A detailed list of school policies will sit within this framework.

In all work in the school, the question “Is this work or process in line with the school vision, values and beliefs?” This question will be a fundamental part of the practice of all leaders in the school.