AddressKyneton High School is a single campus Year 7-12 school that offers an inclusive, co-educational learning environment based on the values of Respect, Diversity, Excellence and Sustainability. Our school vision is to build a safe, caring, stimulating and sustainable learning community where students can thrive and become confident, responsible adults with the skills and knowledge to enable success in a rapidly changing world. We strive to create a learning environment that promotes student voice, agency and leadership, and inspires students to achieve their full potential.
At Kyneton High School we are a proud public school that is open to learners from all backgrounds; our commitment is that all students will be given access to an education that fosters excellence and challenges them to achieve their best learning growth. We welcome members of our school community with the assurance that they will be treated with respect and dignity, understanding that it is through partnership that we can best support our students to improve their learning and wellbeing outcomes.
Kyneton High School is located in the township of Kyneton in the Macedon Ranges, 84kms north-west of Melbourne, and has a proud history of over 100 years. Most students travel to school by bus from the surrounding district and townships in the Macedon Ranges. Since 2019 there has been a significant program of capital works which has seen a substantial improvement in facilities. The commencement of further building works in 2022 resulted in completion of a new building in late 2023, providing facilities for Art, Science and Food Technology, as well as new general-purpose classrooms for the Middle Years. These works also delivered refurbished Music, Drama and Wellbeing spaces.
Our school provides access to a wide range of learning and career pathways. Not only do we offer the Victorian Curriculum for Years 7-10, and a comprehensive VCE (including Vocational Major) and VET programs; we also provide flexibility in our approach to course design, catering for the individual needs of our students. We achieve excellent exit destination results with most students having positive pathways to either University, TAFE, apprenticeships or employment. Our current enrolment is 610 students and the overall socio-economic profile, based on the Student Family Occupation and Education Index which takes parents¿ occupation and education into account, places the school in the low-medium range. The staffing profile is made up of a Principal, Assistant Principal, 57 other teaching staff and 27 educational support 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 in Indonesian and English.
SC4 Demonstrated capacity in the use of technology relevant to creating resources to support language learning.
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.
Support teachers in the cluster of schools as part of the 2024 Language Assistant program in the North-West Region with their Indonesian programs. This includes being an Indonesian ambassador when there are school events (such as incursions and excursions) and creating resources under teacher supervision and input.
A Language Assistant at this range will perform tasks that are carried out under the direct supervision of the teachers in each school. The role will require travelling between three different schools - New Gisborne Primary School (0.2 FTE), Kyneton High School (0.3 FTE), and Gisborne Secondary College (0.3 FTE). The working days for this role can be flexible.
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.
- Assisting teachers in creating resources to support inclusive education in language class
- Supporting teachers with speaking practice for older year levels
- Supporting teachers in organising incursions and excursions
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
