Address
Form of workHume Valley School is a special school with a current enrolment of 372students from 5 to 18 years of age. The school population represents a broad range of socio-economic and multicultural backgrounds.
The main school campus in Koroit Avenue accommodates students from Prep to Year 2 and Year 7 to Year 10. Our newly established Narrun Campus, co-located with Dallas Brooks Community Primary School, accommodate our students from Year 3 to Year 6, inclusive and our Tanderrum Way campus, co-located within Hume Central Senior Secondary College, caters for our Years 11 and 12 students.
School facilities include:
* a large gymnasium, stage and performing arts centre
* fully productive school and kitchen gardens in which students work and learn horticultural and environmental sustainability skills
* a well-equipped food technology centre
* a school cafe
* a visual arts room and project room
* traffic safety education course and teaching facilities
* eLearning Centre
* First Aid and change room facilities
* Fully accessible and inclusive learning spaces
Our Vision is to create an inclusive, safe, respectful and engaged learning community where all students are motivated and enabled to maximise their social, personal, educational and post school potential.
Values
The school values, Respect,Responsibility and Resilience are embedded in all school policies and practices. At the centre of the school’s values are the expectations that all students be ready for learning, respect themselves and others, act safely and care for their school.
Teaching and Learning
The school community is committed to creating a vibrant educational environment where students and their learning are highly valued.
The Prep to Year 9 curriculum is based on the Victorian Curriculum, Year 10 students participate in a PreCAL pre-vocational course, while Year 11 and 12 students undertake Foundation Level VCAL, a range of VET in Schools subjects and School Based Apprenticeships.
The school offers individual educational planning for each student. The comprehensive curriculum is designed to enable inclusive and flexible approaches to learning to accommodate the various learning styles and special needs of all students.
Personal Learning Support Plan Goals are set at the Student Support Group meetings held at the beginning of the year and reviewed throughout the year. The individually planned programs are based on the student’s abilities, strengths and interests with particular emphasis on English, Mathematics, Science, Humanities, Personal and Social Capabilities.
Specialist programs are provided in the areas of Visual Arts, Performing Arts, Instrumental Music, Physical Education and Inter School Sport, Traffic Safety Education, Outdoor Education, Food Technology, Gardening and environmental sustainability (Prep to Year 9) and Horticulture (Years 10 to 12), Media & Design, Independent Living Skills, Health & Safety, Careers Education and Vocational Training.
All programs focus on the development of literacy and numeracy skills, behaviour and social skills, creative and recreation skills and for older students, independence and work/industry skills. Enrichment programs include travel training, a community access (excursion) program and the highly engaging community connections and mentoring programs.
School Community
The Hume Valley School Community, parents, staff and students, work cooperatively to ensure a safe, professional approach to providing a quality education.
Parent and community group programs and activities are facilitated within the school to provide support for families in coping with the challenges of nurturing children with disabilities. These programs include regular parent group meeting, events and information sessions.
A well-resourced therapy team and a student wellbeing team provide support to students and their families across the school and coordinate the consistent application of School Wide Positive Behaviour Support and Trauma Informed policies and practices.
The school has an excellent history of achievement in meeting the needs of the students. It provides a supportive learning environment in which the students feel secure, and develop self-esteem by experiencing success.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
LOCAL SELECTION CRITERIA
SC6 Demonstrate an ability to work with students with special needs and develop positive relationships with students, including those who may also display challenging behaviours.
Undertakes routine tasks that are usually 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.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.
- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department of Education and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
