We are seeking a passionate and highly motivated Senior School Science Teacher to join our School community.
This is an ongoing, full time position commencing January 2027.
Applications from both experienced and graduate teachers are invited.
Applications should consist of the following:
A cover letter and resume addressing your experience relative to the Duty Statement responsibilities (attached).
Our School Employment Application Form (as found on our website).
Copies of relevant qualifications and academic transcripts.
Proof of current TRBWA registration.
Proof of current Working With Children WA.
The names and details of three referees. (Referees will only be contacted should you be shortlisted for an interview.)
Applicants must be supportive of the objectives and ethos of an Anglican education.
PCACS is a child safe School and an Equal Opportunity Employer.
Submission of application by 3.00pm Wednesday 20 November 2026.
We reserve the right to close this role earlier.
Applications are to be addressed to the Principal, Ms Felicity House and submitted via Seek
Senior School Teacher
Peter Carnley Anglican Community School (PCACS) is a young and dynamic school, offering excellence in education for students from Pre Kindergarten to Year 12. We are committed to challenging and inspiring our students to be the best they can be, both for their journey through school and for life beyond our gates. Our specialised Early Learning Campus at Calista caters for Pre Kindergarten to Year 1 students, whilst our Wellard Campus caters for Year 2 to Year 12 students.
It is expected that all staff of PCACS are familiar with and act in accordance with the Staff Code of Conduct and the requirements outlined in the Staff Handbook.
Senior School teachers at PCACS are engaging and dynamic educators committed to ensuring each student can achieve their personal best. Pedagogical innovation and effective digital technology application to enhance learning are vital aspects of a teacher's role at PCACS.
The Science Learning Area at PCACS offer a rich learning and teaching programme for years 7-10. ATAR Physics, Chemistry, Human Biology, and Biology is offered at Year 11 and 12 level.
Professional Attributes:
Demonstrates a commitment to excellence in their role as an educator and teacher.
Implements innovative teaching and learning strategies to stimulate and challenge a diverse range of students.
Models optimism and a growth mindset and has a passion for their subject/Learning Area.
Authentic with a capacity to inspire students and staff.
Has a love for learning and a commitment to every student achieving their personal best.
Effective organisational skills and demonstrates initiative and practices accountability.
Confident and articulate communication skills with staff, students, parents, stakeholders and external organisations.
Collegial and collaborative within and across Learning Area teams and the School.
Willingness to be part of the total life of the School, including participation in the Co Curricular programme and supportive of the ethos, values and liturgical life of an Anglican School within the AngliSchools.
General Expectations:
Attend, assist with the preparation of, and actively participate in Chapel Services conducted in the Anglican tradition.
Empathise with the School's commitment to offering a holistic education, and be willing to make a valuable ongoing and flexible contribution to the delivery of this.
Serve as a good ambassador of the School. Take an active part in the general life of the School - supporting policies, procedures, aims and objectives in order to facilitate the day-to-day operation and promote a high quality of education within the School.
Ensure all students and parents are provided with a quality service in a timely, efficient and friendly manner.
To be actively involved in the School's Staff Appraisal Programme.
Undertake and apply Workplace Health and Safety requirements in the workplace.
Duty Statement
A Senior School teacher at PCACS is expected to meet the AITSL Teacher Standards at a proficient level. Graduate teachers appointed to a Senior School teacher role at PCACS are expected to transition from graduate to proficient level within an agreed timeframe.
Duties related to the position include, but are not limited to the following:
Professional Knowledge
Standard 1: Know students and how they learn
Use teaching strategies based on knowledge of students' physical, social and intellectual development and characteristics to improve student learning.
Key Performance Indicators
Implements learning and teaching strategies to allow all students to achieve to the best of their abilities.
Implementation of extension and enrichment, academic support, and differentiation programmes within their classes.
Participates in reflection and evaluation of the effectiveness of learning and teaching programmes in meeting the needs of students.
Works collaboratively with specialist staff i.e. Counsellor, Year Coordinators, Learning Engagement Coordinator and team to ensure student learning and pastoral care needs are met.
Standard 2: Know the content and how to teach it
Actively participates in the development and evaluation of curriculum content and teaching strategy initiatives
Key Performance Indicators
Develops engaging and high quality learning experiences that relate to curriculum content in their subject area.
Works collaboratively to select, sequence and organise curriculum content in learning and teaching programmes.
Implements effective and valid assessments in line with reporting requirements within Learning Area programmes.
Provides opportunities for students to develop an understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages through learning and teaching programmes.
Implements relevant literacy, numeracy and ICT strategies within Learning Area programmes.
Professional Practice
Standard 3: Plan for and implement effective teaching and learning
Plans, implements and reviews a range of teaching and communication strategies, resources (including ICT) in learning and teaching programmes.
Key Performance Indicators
Willingly reflects and acts on feedback (including student feedback, peer feedback and assessment data) regarding the use of learning and teaching strategies and classroom practice.
Implements effective ICT strategies (including SEQTA) to support learning and teaching.
Works collaboratively to actively modify and expand the repertoire of strategies used in the classroom to promote collaboration, problem-solving and critical and creative thinking.
Communicates effectively to engage students, parents and carers in the learning process.
Standard 4: Create and maintain supportive and safe learning environments
Utilises inclusive, engaging and effective classroom management and pastoral strategies that promote student responsibility for learning and positive character development.
Key Performance Indicators
Establishes clear expectations and effectively manages student behaviour standards in line with restorative justice practices.
Uses strategies that promote student responsibility for learning.
Implements student wellbeing and positive education strategies that ensure the safety, inclusion and holistic development of all students.
Promotes safe, responsible and ethical use of ICT in learning and teaching.
Actively engage with the requirements of the pastoral care programme and House system as a Pastoral Care Group teacher.
Standard 5: Assess, provide feedback and report on student learning
Develops, implements and reflects on assessment procedures and feedback and works collaboratively to moderate and report student achievement.
Key Performance Indicators
Develops effective formative and summative assessment opportunities to assess student learning.
Engages in frequent and timely moderation processes with colleagues.
Communicates effectively with students as well as parents and carers using a range of formative assessments and feedback strategies within SEQTA.
Reports accurately within SEQTA and maintains accurate and reliable records.
Uses reporting and assessment data to inform learning and teaching, identify interventions and make appropriate modifications to the learning and teaching programme.
Professional Engagement
Standard 6: Engage in professional learning
Participates in and contributes to collegial relationships, networks and professional learning opportunities to develop professionally and improve student learning outcomes.
Key Performance Indicators
Actively participates in Learning Area meetings and Learning Area based professional learning to ensure up to date knowledge of the curriculum area and the achievement of Learning Area goals.
Engages in professional learning opportunities offered through PCACS that align with the Strategic Plan of the School.
Seeks professional growth and development and applies this learning to their teaching, leadership and to practices at PCACS.
Regularly engages in self-reflection and goal setting with reference to the AITSL teaching standards and the Teacher Self-assessment Tool.
Actively engages with colleagues to improve practice throughout the school.
Standard 7: Engage professionally with colleagues, parents/carers in the community
Establishes and maintains respectful and meaningful relationship with parents/carers and behaves in a professional and ethical manner.
Key Performance Indicators
Actively participates in professional and community networks and forums and utilises these networks to improve learning and teaching outcomes for students.
Collaborates with, and maintains contact with, parents regarding student learning and wellbeing using a variety of mechanisms and forums.
Actively maintains current knowledge of, and complies with relevant legislative, administrative, organisational and professional requirements, policies and processes.
