AddressBundarra Primary School is situated in the seaside town of Portland on Gunditjmara land within the Glenelg Shire in Victoria. With 94 students, we support 5 small classes with 20 dedicated staff in a range of roles. We provide a safe and caring environment for all students, with student wellbeing at the core. Staff are highly trained in the Berry Street Education Model, supporting our school family through a nurturing and equitable approach.
Enthusiastic and professional staff team continually strive to provide the best educational programs for our students; broadening their own education through Professional Development activities and working within Professional Learning Communities. We use High Impact Teaching Strategies to engage students and plan for teaching and learning through various data analysis tasks. A comprehensive curriculum covers all areas of the Victorian Curriculum: The Arts, English, Health and Physical Education, Languages Other Than English (LOTE)- Dhauwurd Wurrung, Mathematics, Science, Studies of Society and Environment, Technology.
2020 saw the introduction of the exciting Gunditjmara Culture and Languages in Schools initiative, across 7 Portland area schools, led by Bundarra. This is a partnership between the Department of Education and Training (Victoria) and Gunditj Mirring Traditional Owners Aboriginal Corporation (GMTOAC). We explicitly teach local and national Indigenous concepts alongside the Dhauwurd Wurrung language as our LOTE.
Bundarra participates in interschool sporting competitions; Athletics, Cross Country, Aussie football, U13 cricket, netball, Basketball, Swimming, soccer, and golf competitions. For sporting activities, Bundarra Primary School has four ¿houses¿: Red, Blue, Green and Yellow. We offer lunchtime activities for students with an interactive arts centre (with indoor games, gadgets, instruments etc), library, computer lab and lunchtime sports. Each term, we run the Sporting Schools program after school, engaging students in physical activity.
We support individual students and families through formal structures and links with support agencies. Student Support Group (SSG) meetings involving staff, parents, carers and specialists such as physiotherapists, occupations therapists, psychologists, visiting teachers and speech pathologists are held four times a year to formulate individual learning goals based on each student¿s ability, strengths and needs, that form their Individual Education Plans (IEP). Student achievement data is used throughout the year to inform teaching and learning and lesson planning, ensuring students are taught at individual point of need.
Our school Wellbeing Officer provides support with good choices, mindfulness, anti-bullying, friendships and self-management. We develop relationships using restorative practices (students meet in a safe environment/ circle discussing concerns to fix issues and repair relationships). Students are comfortable to share their concerns, which we resolve promptly and professionally. A highly experienced and supportive staff contributes to a whole school team approach to student wellbeing. The Student Representative Council is an excellent forum for students to share their voices throughout the school, with Activities, Environment and Fundraising subgroups actively improving our school. Student Leaders are very active at Bundarra, leading assemblies, special events, ceremonies, and school tours.
Bundarra Primary School- BE YOUR BEST SELF!
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 Demonstrated capacity to provide and seek advice and support to management and other school staff in respect to the work area.
SC5 A commitment to professional learning and growth for both self and others.
Hours of attendance: Monday - Friday 9am-12:30pm
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
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
