Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1498177
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
ES Duty for Stephanie Alexander Kitchen Garden (SKAG) Program: 0.4 Garden & 0.4 Kitchen
Applicants are encouraged to apply for the 0.8TF SAKG ES position but are welcome to apply for 0.4 Garden or 0.4 Kitchen only if preferred.
This ES position is to oversee and instruct students in the SAKG Program but the supervision of the class remains with the classroom teacher.
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.
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
Carrum Primary School is situated on the southernmost border of the City of Kingston, where Patterson River meets Port Phillip Bay. The school was founded in 1901 and has a proud history of providing the community with a high-quality learning environment that caters to the needs of all the students. Our 2025 enrolment of 372 students are shared across 16 classes.
The school is renowned for its Stephanie Alexandra Kitchen Garden Program and wetlands/environment studies program, which are highly valued aspects of the school¿s sustainability program. The school also has strong connections with the local community through Radio Carrum and Friends of Carrum Foreshore programs. Through these programs our students share their interests within the community and make valuable contributions that impact of our local environment. Over recent years the school has continued to develop and enhance the teaching of digital technologies and DOGI literacy program.
Carrum Primary School operates with 2 Principal class, 2 Learning Specialist, 2 Lead Teachers, 15 Full Time teachers, 7 Part Time Teachers, 15 Education Support Staff, 2 Administration Officers and 1 Business Manager, who proactively work to provide a safe, calm, friendly and challenging learning environment, ideal for the promotion of learning potential. Staff work in highly supportive teams and work collaboratively to plan and implement school-based learning programs.
Our dedicated staff are committed to the continual development of high-quality learning programs based upon Department of Education state initiatives. Teachers plan in teams to deliver highly engaging learning opportunities by incorporating high impact teaching strategies, which support students¿ development and growth. Staff are very proud of our school culture and learning environment, with student well-being and connectedness being at the centre of our learning programs. The school is continually developing its wellbeing practices using the School Wide Positive Behaviour Framework and Berry Street Education Model, to support the delivery of our Student and Staff Wellbeing Programs.
The school prides itself on fostering positive student wellbeing, by facilitating the development of each child as an individual. We encourage students to take an active role and responsibility for their own learning. We develop the skills, values, and attitudes within children to create a framework where they can make positive contributions to their community. Our core purpose is to provide flexible differentiated learning programs that incorporate a variety of learning and teaching styles and cater for the diverse needs of our students.
The aim of the Kitchen Garden Program is to introduce young children to the wonderful world of good food via a productive food garden and an exciting kitchen, as an integral part of the school curriculum. We hope to engage the curiosity of the young students and to help them learn how to grow the very best food in the very best way, how to care for it in the garden, how to recognise when it is ripe and at its best, how to prepare it easily and enjoyably and how to develop an expanding culinary palate ¿ and be excited by all these experiences. We want to convince children to modify their eating habits because the food they are experiencing tastes so good, rather than because they are being told to eat some foods and not to eat others. The best of all possible worlds would be to engage the classroom teachers, food providers elsewhere in the school, parents and the community to all become excited by the possibilities this project offers.
The Garden Specialist has overall responsibility for planning and maintaining the garden and also plans and conducts weekly garden classes in which students learn about growing produce for a kitchen (among many other things!).