AddressWarracknabeal Secondary College is a rural government school based in the prosperous country town in the heart of Victoria¿s wheat belt in the Wimmera-Mallee region. Due to the closest secondary college being at least 40 kilometres away, Warracknabeal Secondary College services an extensive rural community in the Yarriambiack Shire. Warracknabeal has approximately 2,500 residents, which is situated 60 kilometres north of Horsham (population of approximately 20,000). Warracknabeal is situated on the Henty Highway, by the gum-lined banks of the Yarriambiack Creek. The town¿s name derives from an Aboriginal expression relating to the large red gums along the creek. It is approximately a four-hour drive from Melbourne.
Our vision is to build a learning community, based on respect, where we are able to fulfil potential in a safe, engaging and supportive environment. We reinforce our values of Respect, Resilience and Excellence within the School Wide Positive Behaviour framework and reward students with Young Achiever Awards for displaying these values. Our close knit community creates a strong supportive structure for learning and well being for all. We fully understand and accept individual differences, but have created a culture of high expectations.
In 2023, there are approximately 190 fulltime students enrolled. Most of our students live in town with approximately 30% arriving by bus across five bus routes. There is a strong sporting culture in the school with many students and staff playing at local clubs. Some of the sports offered in Warracknabeal include: Football, Netball, Basketball, Field Hockey, Tennis, Cricket, Golf, Table Tennis and Swimming.
There are currently 24 EFT (Effective Full Time) teachers, which includes the Principal, Assistant Principal and three Leading Teachers supported by 9 Education Support Staff. We have a number of staff who are local to Warracknabeal or the greater region.
Our school is very much focussed on the well being of all students and staff and works collaboratively with families to achieve good mental health and the best learning outcomes possible. We have a strong and experienced well being team that includes the Principal, Assistant Principal, Engagement Leader, Diversity and Inclusion Leader, School Nurse and Mental Health Practitioner. Staff are actively encouraged to participate in professional learning in all aspects of their role and to achieve an even better understanding of the students they support.
Warracknabeal Secondary College has a strong commitment to consistent teaching and learning practices based on HITS. Warracknabeal Secondary College¿s 3 E Instructional model was implemented in 2020. We use data to inform our decisions, both at a strategic level and at a classroom level. The school has clear expectations of student behaviour, creating a calm learning environment in classes.
ICT is embedded through the curriculum, as the school has a BYOD (bring your own device). We extensively use Xuno for sharing of information, communicating with and providing feedback to students and parents, as well as submitting work.
We are committed to a rigorous and diverse curriculum for those with academic and/or practical pathways. Year 7-10 is based on the Victorian Curriculum. English, Mathematics and Health and Physical Education are core subjects. Students also have the opportunity to modify their timetable to support their individual pathway. Our Year 9 and 10 students have the opportunity to select from a range of elective blocks to prepare them for VCE/VM/VPC pathways. Students also have the opportunity to participate in a Music and Languages (Japanese) through to Year 10.
In the senior years we are committed to providing as many opportunities for our students as possible. We provide a broad range of VCE subjects. We usually have small Year 12 classes and we support students if they need to eb enrolled in virtual classes or subjects by Distance Education.
For students following a practical pathway, we have a rigorous VM/VPC (Vocational Major/Victorian Pathways Certificate) program with strong links with the local community for work placements. VET (Vocational Education & Training) is operated out of Horsham, which provides many opportunities to prepare for the workforce.
We also have a `Practical Matters¿ program that operates where students give back to the college and the community through practical improvements. This program enhances our extensive and well-maintained grounds and provides an avenue for students to connect more strongly with their school.
Our College relocated to a newly built site in term 2 of 2023. We now share the site and facilities with the Primary School and Special developmental School, and have the Kindergarten as a neighbour. The new school provides our staff and students access to state-of-the-art educational facilities, and more importantly a most supportive team of staff.
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.
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:
- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
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.
The responsibilities of the Canteen Manager is to manage all aspects of day to day running of the Canteen. This includes:
- Preparing meal orders and facilitating counter sales
- Preparation and cooking of food and drinks
- Cleaning and maintaining of a hygienic kitchen
- Ordering and purchasing stock, checking all supplies against invoices
- Conducting stocktakes
- Maintaining the Menu
- Attend meetings as required with school management to discuss any area of concern
- Counting, recording and reconciling the daily takings according to school policy for safe handling of money
- Maintaining a culture of helpful, professional and welcoming service
- Liaising with relevant staff to enlist and supervise volunteers - if applicable
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
