Food Technology Assistant / Teacher Aide

Buninyong Primary School is a multi-campus school comprising sites at Buninyong, a semi-rural town located 15 kilometres south of Ballarat, and Scotsburn, a small rural settlement 6 kilometres further south on the Midland Highway. The original schools, established in 1873 and 1879 respectively, were successfully amalgamated in 1994. While enjoying the benefits of easy access to Ballarat and close proximity to Mt. Clear College and the University of Ballarat, Buninyong Primary School retains the unique and friendly sense of community associated with a small town. Current enrolment is 634, with 54 at Scotsburn and 580 at Buninyong.

The school maintains a strong sense of community and there is a very high level of parental support and involvement. The school is closely connected to the broader Buninyong and Scotsburn communities.

The school offers every student a comprehensive seven year sequential program in all key learning areas. There are 26 classes running at the Buninyong Campus and 3 at the Scotsburn Campus. Collaboration is a focus at our school, with each teacher working in planning teams that have common release time each week.  A whole school approach to the delivery of programs is a priority and provides a seamless transition from year to year for our students.  A rich curriculum includes specialist programs in Art, Music, Physical Education, Japanese & STEM.

Being a large school, we are able to provide students with a broad range of extra-curricula activities, including debating, leadership roles, camps, choirs, sporting competitions, concerts, fetes, Energy Breakthrough and performing arts events (eg, Victorian State School Spectacular). The school has a strong history in terms of the use of learning technologies as a means of engaging students and promoting learning.  Students in grades 3-6 are part of a 1:1 iPad program and our Prep to grade 2 classes have a bank of iPads to share.  We have an electronic smartboard or interactive TV in every classroom. An Outside of School Hours Program operates before and after school each day in the gym which is run by the school.

Facilities wise, we are well-equipped with the vast majority of our buildings being permanent. We have designated spaces for Music, Art, Library, PE, Japanese and STEM. We have worked hard on our playgrounds in recent years and have created play spaces that are functional, interesting and cater for a wide variety of play options.  As such, our yard at break times is full of action and is enjoyed by our students.  Both school sites continue to be developed with particular attention to sustainability.

We believe that all students can and will learn effectively and grow in confidence and self-esteem as they achieve success in curriculum areas, acquire decision making and problem solving skills and learn to operate effectively as members of a team. Students are encouraged in the pursuit of excellence and everyone¿s talents and contributions are recognised and valued equally. Our school provides a supportive, flexible, caring and positive environment in which all children are treated with respect. Our high expectations of students, both academically and behaviourally, encourage them to achieve their full potential, developing skills which will enable them to adapt in a changing world and make a positive contribution to society. The school values of Respect, Responsibility and Kind guide behavioural expectations for everyone involved in our school.

Buninyong Primary School is committed to being a `Child Safe¿ school with and expectation that all staff commit to our Child Safe policy and Child Safe Code of Conduct.  Appropriate rigorous reference and background checking will be undertaken for this selection process, including a Working with Children Check and police record and identity check.  We are committed to the safety, participation and empowerment of all children.  We are also committed to meeting the needs of all students, including those with a disability, our indigenous students and children from culturally and/or linguistically diverse backgrounds.

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.

SC7  Demonstrated skills and knowledge to fulfill the role of Teacher Aide/food technician.

This role will require attendance for one x 7 hour day per week.

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.

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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