About | Templeton Primary School

I extend to you a warm welcome to the Templeton Primary School website and thank you for taking the time to visit us.

Templeton is a high performing, student focused school that places a high emphasis on student personal achievement and is committed to challenging our students in all areas of the curriculum. Students’ individual needs, personal interests and unique characters are known and supported by staff and enriched by an immersive, safe, positive and vibrant learning environment. Our core values are Respect, Resilience, Integrity and Empathy. These values underpin everything we achieve here at Templeton.

Our curriculum is based on the understanding that students learn best by being engaged and active in their learning. Our philosophy of providing our students with a broad and well balanced educational experience ensures that each student has the opportunity to explore and release their individual talents. This philosophy is supported by our extensive range of extra curricula offerings. Specialist classes in Chinese, Art, Music, Performing Arts, ICT, Library and Phys Ed, ensure that all Templeton students have the opportunity to learn in varied ways. Through these opportunities, our teachers aim to create experiences that inspire students to learn and to continually challenge their personal best.

To further support our classroom and specialist programs, we offer Challenge programs for students who require extension beyond the classroom; programs such as Literacy and Numeracy extension, Chinese extension and the Physical Education Extension Program (PEEP).

In addition, Literacy and Mathematics support identifies students who require specialised intervention early in their schooling and puts them on the right path to achieving their educational goals. All our students are supported in the classroom with challenging work at their level.

Our commitment to the pastoral care and mental health of our students is supported with an extensive range of programs that support the emotional needs of our students. Programs such as The Wellbeing Team, Resilience Project, Cyber Safety, Coding, Sport, Homework Club and Inter House activities, ensure that our commitment to supporting the health and mental wellbeing of our students is paramount.

We are proud of our academic performance, particularly in NAPLAN, where our results have placed us consistently among the best schools in Victoria. In Better Education’s Top 100 Primary Schools in Victoria in 2021, Templeton ranked #9. You can access these results at the ‘Better Education’ website listed below.

Better Education: Top Government Primary Schools

Following your visit to our web site, I would be pleased to answer any further queries you may have about our school. In doing so, I extend an invitation to you to contact Trudy O’Neill, our Enrolments Officer, to arrange a personalised tour where you can experience for yourself the unique learning environment that awaits you and your family at our school.

Welcome to Templeton.

Lay a FOUNDATION for every child on which all future learning can be built

Develop a strong and meaningful RELATIONSHIP between children, staff, and parents

Maintain HIGH EXPECTATIONS for the academic development of children under our care

Create an active and purposeful ENVIRONMENT to help children reach their full potential

MODEL in our students the positive behaviour and values we all believe in

Utilise all aspects of DATA to guide our planning and practice

We are extremely proud of our multicultural school, with 74% of our students coming from a non-English speaking language background. Our unique school environment promotes connections between home and the community, encouraging inclusion of multiple perspectives. Our school builds a knowledge base about ethnic groups, develops cross-cultural skills and encourages positive attitudes about living and functioning in a multiracial global society.

Countries

Staff

Families

Students

The flag of Australia has a blue field with the Union Jack in the canton (upper hoist quarter), and a large white seven-pointed star known as the Commonwealth Star in the lower hoist quarter. The fly contains a representation of the Southern Cross constellation, made up of five white stars – one small five-pointed star and four, larger, seven-pointed stars. There are other official flags representing Australia, its people and core functions of government. The flag's original design (with a six-pointed Commonwealth Star) was chosen in 1901 from entries in a competition held following Federation, and was first flown in Melbourne on 3 September 1901, the date proclaimed as Australian National Flag Day. A slightly different design was approved by King Edward VII in 1903. The seven-pointed commonwealth star version was introduced by a proclamation dated 8 December 1908. The dimensions were formally gazetted in 1934, and in 1954 the flag became recognised by, and legally defined in, the Flags Act 1953, as the 'Australian National Flag'.

The Australian Aboriginal Flag represents Aboriginal Australians. It is one of the official flags of Australia, and holds special legal and political status. It is often flown together with the national flag and with the Torres Strait Islander Flag, which is also an official flag of Australia. The Australian Aboriginal Flag was designed in 1971 by Aboriginal artist Harold Thomas, who is descended from the Luritja people of Central Australia and holds intellectual property rights to the flag's design. The flag was originally designed for the land rights movement, and it became a symbol of the Aboriginal people of Australia. The flag's width is 1.5 times its height. It is horizontally divided into a black region (above) and a red region (below). A yellow disc is superimposed over the centre of the flag. The symbolic meaning of the flag colours (as stated by Harold Thomas) is: Black - represents the Aboriginal People of Australia Yellow circle- represents the sun, giver of life and protector Red - represents the red earth, the red ochre used in ceremonies and Aboriginal peoples’ spiritual relation to the land

The Torres Strait Islander Flag is an official flag of Australia, and is the flag that represents Torres Strait Islander people. It was designed in 1992 by Bernard Namok. It won a local competition held by the Islands Coordinating Council, and was recognised by the Aboriginal and Torres Strait Islander Commission in June 1992. The Government of Australia granted it Flag of Australia status, under the Flags Act 1953 (Cth), by proclamation on 14 July 1995. Due to an "administrative oversight", the 1995 proclamation was not lodged so that it would continue in force indefinitely; hence it automatically expired on 1 January 2008. It was therefore almost identically replaced, on 25 January 2008, with effect as from 1 January. In the 2008 proclamation, the flag "is recognised as the flag of the Torres Strait Islander people of Australia and a flag of significance to the Australian nation generally" and appointed "to be the flag of the Torres Strait Islander people of Australia and to be known as the Torres Strait Islander Flag". Although Namok has since died, the Torres Strait Islander Flag is still subject to copyright under the Copyright Act 1968 (Cth). The copyright was administered by the Island Coordinating Council until 2008, when that body was superseded by the Torres Strait Island Regional Council, which is willing to permit reproductions of the flag that are accurate and that acknowledge Namok as the designer. The green panels at the top and the bottom of the flag symbolise the land, while the blue panel in the centre represents the waters of the Torres Strait. The thin black stripes between the green and blue panels signify the Torres Strait Islanders themselves. The white five-pointed star at the centre of the flag represents the five major island groups—the Western, Eastern, Central, Port Kennedy and (N.P.A.) Mainland—and the white dhari (dancer's headdress) around it also symbolises the Torres Strait Islands people. White symbolises peace, while the star is a symbol for navigation.

Acknowledgement of Country

“We respectfully acknowledge the traditional owners and Elders, both past and present,

of the land, on which we come together.

We are lucky to stand on the traditional lands of the

Wurundjeri (were-run- jury) and the Bunurong (bun-ur–ong).

We acknowledge the contributions of Indigenous Peoples in the past, present and future.

We, Indigenous Australians and non-Indigenous Australians

continue to work together to educate, unite and live in peace

on this beautiful land we all call home, Australia”.

School Oath

I am proud to be an Australian

I will honour the flag

I will care for the environment

I will respect my parents, teachers

and fellow students

and I will try to do my best at all times

Advance Australia Fair

The School Council is responsible for the governance of the school and approving the policy directions. Elections are held every year before the 31st March. As membership tenure is 2 years, half of the elected member’s positions are up for re-election each year. Our meetings are held each month in the Staff Centre from 5:00 – 6:00pm.

Who is on School Council?

Parent Representatives

Staff Representatives

Community Representatives

Principal

School Council is responsible for ratifying all policies formulated by the management team. Policies are reviewed every three years in accordance with departmental mandates and guidelines. All policies are available for the school community to view or download in the links below.

Ratify 2023

Asthma

Building Works – Major

Building Works – Minor

Duty Of Care

Health Care Needs

Infectious Diseases

Parent Communication Policy

Parent Payment

Personal Hygiene

Photographing, Filming And Recording Students

Traffic Management Plan

Ratify 2026

Templeton Primary School’s core values are Respect, Resilience, Integrity and Empathy.

Each value underpins our motto Pride in Performance.

Templeton Primary School recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for ensuring inclusive safe and orderly environments for children and young people. We adhere to democratic principles, the rule of law, equal rights for all, freedom of religion, freedom of speech and association, and the values of openness and tolerance.

This Statement of Values sets out our behavioural expectations of all members in this school community, including the Principal, all school staff, parents, students and visitors. It respects the diversity of individuals in our school community and addresses the shared responsibilities of all members in building safe and respectful school communities.

Discrimination, sexual and other forms of harassment, bullying, violence. aggression and threatening behaviour are unacceptable and will not be tolerated in this school.

Our Statement of Values acknowledges that parents and school staff are strongly motivated to do their best for every child. Everyone has the right to differing opinions and views and to raise concerns, as long as we do this respectfully as a community working together.

School leaders will

Work collaboratively to create a school environment where respectful and safe conduct is expected of everyone
Behave in a manner consistent with the standards of our profession and meet core responsibilities to provide inclusive, safe and orderly environments
Plan, implement and monitor arrangements to ensure the care, safety, security and general wellbeing of all students in attendance at the school is protected
Identify and support students who are or may be at risk
Do our best to ensure every child achieves their personal and learning potential
Work with parents to understand their child’s needs and, where necessary, adapt the learning environment accordingly
Respond appropriately when inclusive, safe or orderly behaviour is not demonstrated and implement appropriate interventions and sanctions when required
Make known to parents the school’s communication and complaints procedures
Ask any person who is acting in an offensive or disorderly way to leave the school grounds

Teachers and staff will

Model positive behaviour to students consistent with the standards of our profession
Proactively engage with parents about student outcomes
Work with parents to understand the needs of each student and, where necessary, adapt the learning environment accordingly
Work collaboratively with parents to improve learning and wellbeing outcomes for students with additional needs
Communicate with the Principal and school leaders in the event we anticipate or face any tension or challenging behaviours from parents
Treat all members of the school community with respect

Parents will

Model positive behaviour to other students
Ensure our child attends school on time, every day the school is open for instruction
Take an interest in our child’s school and learning
Work with the school to achieve the best outcomes for our child
Communicate constructively with the school and use expected processes and protocols when raising concerns
Support school staff to maintain a safe learning environment for all students
Follow the school’s complaints processes if there are complaints
Treat all school leaders, staff, students and other members of the school community with respect

Students will

Model positive behaviour to other students
Comply with and model school values
Behave in a safe and responsible manner
Respect ourselves, other members of the school community and the school environment
Actively participate in school
Not disrupt the learning of others and make the most of our educational opportunities