SC1. Please describe your experience providing first aid in a school, childcare, or community setting. Include relevant qualifications and certifications, including but not limited to CASES21 and Compass experience.
SC2. Provide an example of your experience supporting others with medical conditions such as asthma, anaphylaxis, diabetes, epilepsy, or allergies.
SC3. Describe how you build positive relationships with others, including students, staff, parents/carers.
SC4. Outline your experience maintaining accurate records, administering medications, managing first aid supplies, and ensuring compliance with relevant policies, procedures, and legislative requirements.
Attendance is required for this position - reduced working hours may be considered
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.
Responsible for providing first aid assistance to students, staff, and visitors, maintaining accurate health and incident records, managing first aid supplies, and ensuring compliance with school health and safety procedures. Liaises with parents, carers, and emergency services when required, while contributing to a safe and caring school environment.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Are you passionate about student wellbeing and making a positive difference every day? Barton Primary School is seeking a caring, organised, and proactive First Aid Officer to join our team.
In this rewarding role, you will be at the heart of our school community, providing first aid support to students, managing medical records and medication requirements, and helping to create a safe and nurturing environment.
At Barton Primary School, we pride ourselves on our welcoming culture, strong community connections, and commitment to support both staff and students. This is a fantastic opportunity to join a collaborative team where your contribution is valued and where no two days are ever the same.
Barton has built an inclusive well-being approach that celebrates diversity. We believe that a strong foundation in wellbeing enhances student engagement and overall academic achievement. In partnership with our teaching and learning MTSS, Wellbeing and Inclusion have several practices at each level.
At Tier 1:
Barton is a School Wide Positive Behaviour School, where our school values Be Safe Be a Learner Be Respectful Be Kind underlining our expected student behaviour. Using our values of expectations with both positively acknowledge behaviour through 'Classroom Dojo' but also explicitly teach and reteach behaviour.
To support our SWPBS program we utilise the Rights, Resilience and Respectful Relationship program to explicitly teach and model Social Emotional Learning.
Our classroom routines are formed and reinforced by trauma informed practice. The school utilises current research to create classrooms that are consistent, predictable and have strong taught routines.
At Tier 2:
Our Youth Worker team work across Tier 2 and 3. At Tier 2. They implement intervention groups supporting identified students from the PLC in building social and emotional groups.
As a Community Hub Australia school, we offer a range of program for parents. The programs aim to support members within our community learning English and Vocational skills.
The school has several engagement opportunities for students who may require additional opportunities to connect with school examples of these are Melbourne City Soccer, Human Power Vehicles, FEAST Cooking Program, Girls Literacy Circle and Lunch Time Clubs.
At Tier 3:
Our Youth Worker program at Tier 3 supports students individually with things like transitions, de-escalation and 1:1 check ins.
The Inclusion team supports in a wide range of ways including supporting families with diagnosis, applying for funding, creating learning plans and supporting teachers with adjustments in the classroom.
To support consistency and development of these areas high-quality professional development, peer mentoring and coaching is available to all.
Barton Primary School is a large primary school in Cranbourne, in the City of Casey, 5km from the main street of Cranbourne. The current enrolment is 1080 students.
The current school profile includes five Principal Class, three Learning Specialists, three Leading Teachers, seventy-five Teachers, five Youth Workers, thirty Educational Support Staff and nine Administration Support.
