VISION
Achieving success in a caring and creative environment.
PHILOSOPHY
We believe all students can learn and that all students can be successful.
We believe that individual well-being stems from a sense of accomplishment and belonging.
We believe there are different forms of success.
MISSION
Bass Coast College seeks to create a challenging learning environment that encourages high expectations for success through instruction that caters for individual differences and learning styles. Creativity and care are pillars of our learning environment.
In addition to developing skills and knowledge, we also aim to develop:
Genuine empathy for our students is central to our practice. An understanding of them and their personal circumstances is essential in a holistic approach to their learning.
PROFILE
Located in the Inner Gippsland Area of DET¿s South-East Victoria Region, Bass Coast College is a Year 7-12 multi-campus school catering to over 1600 students. The Dudley Campus (Years 7 to 9) and the Wonthaggi Campus (Years 10 to 12) are situated three kilometres apart. A second junior campus (Years 7 to 9) has opened San Remo, and our FLOW Campus in Wonthaggi provides individualised learning programs for students requiring specialised support.
Located in the rapidly growing Bass Coast Shire, the College is immensely proud to be the government secondary education provider for the area. It draws its students from nine feeder schools located in the Bass Coast Shire. The College¿s zone encompasses a large rural and coastal area centred around Wonthaggi, Inverloch, Grantville/Corinella, Coronet Bay, and Phillip Island. Over half of the student population travel to the school by bus.
The current staffing levels comprises of over 140 teachers and eighty non-teaching staff.
Bass Coast College recognises that students have diverse needs, abilities, interests, and ambitions and that its students are drawn from a wide range of socio-economic backgrounds. These differences are catered for through the development of a comprehensive curriculum that extends and challenges students to realize their full potential. Sequential courses of study are provided for Years 7 to 10 in each of the Key Learning Areas. This is achieved using core units at Years 7 and 8, and a mixture of core and elective subjects at Years 9 and 10. With a large Year 11 and Year 12 student population, the College is able to offer a broad range of Victorian Certificate of Education (VCE) units and has a strong commitment to Vocational Education and Training (VET) programs. A successful VCE Vocational Major (VM) program operates.
The Flexible Learning Option Wonthaggi (FLOW) Campus of Bass Coast College is an alternative educational setting. FLOW aims to reconnect students who are at risk from disconnecting from education and supports students who may be impacted by a number of factors. This can include mental health, anxiety, complex behaviour regulation issues, neuro diverse students and those who present with complex learning needs. FLOW works to foster positive student emotional health, improve literacy and numeracy skills whilst supporting students to transition back to mainstream school or alternative pathway settings such as TAFE, apprenticeships, or employment. As an alternative education provider, FLOWs mission is to connect with and support young people to create individualised learning within a safe, supportive, and caring environment.
The College also continues to develop its enrichment and consolidation programs. Students in Years 10 and 11 have the opportunity to accelerate through the VCE by taking higher-level units than is the norm for their age cohort. A highly successful select entry (SEAL) program operates on the Dudley and San Remo Campuses.
College staff conduct a range of quality curriculum and co-curricular programs across all campuses. The College has a tradition of student participation and success in the Performing Arts. The College is a member of the South Gippsland Schools Music Program and currently has around one hundred students involved in the program. Bass Coast College regularly enjoys sporting success at local, state, and national levels. An ADVANCE program (based on surf lifesaving) also operates in the College.
The College is committed to the welfare of its students. To this end, a Student Welfare Coordinator is attached to each campus, along with Careers counselling. The staff are dedicated professional educators who place importance on quality teaching and professional development. The College provides a caring, supportive environment whilst also encouraging teamwork, leadership, and a sense of belonging. Students are encouraged to develop leadership skills through the Peer Support Program, Representative Committees, and as elected student leaders.
Extensive recreational, sporting, and educational facilities are available. These include gymnasiums, libraries, canteens, computer centres, theatrette/drama rooms, courts and oval or playing fields at each campus. The College also enjoys access to extensive community recreational facilities, local beaches, and coastal reserves.
The extensive grounds and buildings are well maintained and attractive. The College continues to focus on upgrading facilities and grounds, having made extensive upgrades across all sites.
In 2020, the College, transferred its Years 10, 11 and 12 programs to its new Senior Campus in McKenzie Street (Wonthaggi). This project also included an extended three-court highball facility with extensive community facilities. The community facility is coordinated with our key partner, the Bass Coast Shire.
In 2022, the Minister for Education officially opened an additional junior Campus for our College in San Remo. This exciting development coincided with extensive work from the staff who have overhauled curriculum offerings to support the significant organisational change across the College. A name change process was also undertaken, and the former Wonthaggi Secondary College is now renamed Bass Coast College, reflecting its expansion, and the wider area where the young people it supports reside with their families.
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.
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.
A role at this range may include:
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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.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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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.
Student Attendance Administrator - Key Responsibilities
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Monitor daily attendance records in Compass and identify discrepancies or unmarked class rolls.
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Liaise with teaching staff regarding attendance discrepancies and ensure timely completion of attendance records.
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Accurately record and maintain student absence information within Compass.
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Monitor, track, and report student lateness in accordance with school procedures.
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Prepare and distribute attendance reports as required by school leadership
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Identify and refer students with irregular attendance patterns or ongoing attendance concerns to Year Level Coordinators for follow-up and intervention.
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Maintain confidentiality and accuracy in the management of student attendance data.
Administration Support - Key Responsibilities
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Provide routine clerical and administrative support, including responding to general telephone, email, and front office enquiries.
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Assist in the effective delivery of administrative services across the school.
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Provide professional and courteous assistance to students, staff, parents, and visitors.
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Support the school's first aid processes and assist in the provision of first aid to students when required.
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Contribute to the efficient operation of the administration team through collaboration and effective communication.
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
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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
