Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1503765
Essential knowledge and experience
SC1 Demonstrated strong interpersonal communication skills.
SC2 Demonstrated experience in working effectively in a team environment.
SC3 Demonstrated capacity to deal with challenging behaviours and respond to the individual needs of students.
SC4 Demonstrated commitment to the Hands on Learning philosophy and fundamental elements of the methodology. See more information at https://handsonlearning.org.au
SC5 Demonstrated capacity to deliver creative and/or construction-based projects.
SC6 Demonstrated ability to maintain detailed records.
Annual Leave
A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work. Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.
Additional paid leave - education support class
A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year. Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Role Purpose
Hands on Learning (HoL) is an innovative school-based wellbeing program that uses a variety of practical projects to engage students in their education and with their school and community. The program increases attendance and student achievement by building personal and social skills, fostering social and emotional learning and supporting the different ways young people learn.
The HoL team support students to complete significant, yet basic, building, landscaping, public art, food preparation and team building activities.
At Hampton Park Secondary College, the HoL program will support identified vulnerable students across Years 7-8. Evidence shows participation will significantly increase confidence, attendance, and retention of students. Participating students spend a one day each week as part of a HoL team where they participate in real and meaningful creative projects that benefit the school and local community.
The program is long term and delivered in a supportive environment where role modeling, positive feedback and mentoring are found to be highly effective. As an in-school program, students remain connected with their academic-based curriculum the remaining four days of the week.
Schools running HoL are supported by Save the Children¿s School Support team, who provide training and ongoing support to HoL artisan team. The HoL staff must have strong interpersonal skills to foster belonging and connectedness and a learning environment that considers the individual needs of students.
The HoL team role also requires competency using Microsoft Excel for maintaining records and to be able to work effectively as part of a team to support the management of student behaviour. This role requires the team members to liaise with school support services such as the wellbeing team to support students to build social skills and positive behaviours.
Specific role
Hampton Park Secondary College is seeking an artisan team member to work in its school-based Hands on Learning Program, under the direction of the `Hands on Learning¿ Coordinator.
The successful applicant will work 2 days a week with small groups of students aged 12-14 years on practical school and community projects outside the classroom. The other day of the week will be spent planning with the HoL Coordinator. There may be opportunities to grow the program further, and the exact work schedule can be negotiated with the successful applicant.
The role is all about learning by doing and being a role model, a mentor, and provider of positive feedback to young people. Supervision of students is an integral part of this role.
Detailed training will be provided for the successful applicant.
Specific responsibilities
Personal and professional development
Professional service delivery
Administration and documentation
Technical skills and application
Teamwork and Communication
Continuous Improvement
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Key Areas of Accountability
Desirable qualifications, knowledge or experience
Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we redesigned our learning program to enable students to excel through a researched based, future focused model of student empowerment.
In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched. Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see Houses as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our MTSS Framework, we have bolstered and extended these supports through refining our Literacy and Numeracy programs. As always, the programs for our at-risk students are mirrored by the opportunities offered to our High Ability students.
In 2023, we achieved the best senior school results the College has seen since its establishment over 40 years ago. We achieved a median Study score of 29, which was maintained in 2024. In 2025 we achieved the strongest NAPLAN results the College has received across both Year 7 and 9. In 8 out of 10 categories we were ahead of similar schools across the state.
Our College is a rich and diverse community that supports the whole child. We encourage those keen to get to know Hampton Park Secondary College more to visit our website: https://hpsc.vic.edu.au/