Woodmans Hill Secondary College is a vibrant, supportive and aspirational learning community, committed to learning from and with each other in order to ensure that all students grow.
Woodmans Hill Secondary College is a school that sits at the heart of its community, situated at the Eastern entrance to Ballarat, in the suburb of Ballarat East and on the Melbourne side, with newly developed facilities on a spacious site with a newly developed Science, Technology, Art and Performing Arts facilities.
At Woodmans Hill Secondary College, we pride ourselves on being a learning culture that knows each child and holds high aspirations for what they can achieve when we work together with our community.
We are committed to providing exciting learning experiences that are aimed at meeting each student at his or her academic, social and emotional point of need. Ours is a school that focuses on developing the whole child and seeks to provide a range of opportunities, both in and outside the classroom, for each student to unlock his or her potential. Our values are Respect, Determination and Excellence, and we expect and encourage the demonstration of these values every day.
We are a school that invests time and resources into our staff to increase their capacity so that they can develop and improve their skills and knowledge as teachers. We are research and data driven, constantly focusing on how we can increase our pedagogical knowledge to achieve improved outcomes for our students.
Our Leadership Team for 2025 comprises of 1 Principal, 2 Assistant Principals, and 5 Learning Specialists (Literacy, Numeracy, Junior Years and Senior Years). Currently, our teaching team consists of 62 teaching staff and 31 ES staff (admin, maintenance, learning support, and Business Manager) who cater for the needs of 625 students from year 7 - 12.
1. Demonstrated ability to build positive relationships with young people
Ability to develop respectful, supportive, and trusting relationships with students, fostering confidence and participation in outdoor, garden, and sporting activities.
2. Capacity to support student engagement and wellbeing through hands-on learning
Understanding of how physical activity and outdoor learning promote wellbeing, teamwork, and resilience.
Ability to motivate and engage students in practical programs that build self-esteem and a sense of achievement.
3. Ability to implement inclusive practices that support diverse learners
Demonstrated commitment to inclusive education by adapting tasks and communication to meet diverse needs, including those of First Nations students and students with disabilities.
4. Capacity to work collaboratively within a multidisciplinary team
Ability to work cooperatively with teachers, wellbeing staff, and other Education Support staff to plan and deliver engaging outdoor learning experiences.
5. Strong organisational and safety awareness skills
Demonstrated ability to maintain safe, well-organised learning spaces, prepare materials and equipment, and follow risk management and OH&S procedures.
6. Commitment to continuous learning and community engagement
Willingness to develop skills in outdoor education, sustainability, and youth engagement, and to contribute positively to the wider school and community environment.
The Outdoor Learning Assistant supports student engagement, wellbeing, and learning through hands-on participation in garden and sporting programs.
The role focuses on creating safe, inclusive, and purposeful outdoor learning experiences that foster teamwork, confidence, and environmental awareness.
Working under the direction of teaching and wellbeing staff, the Outdoor Learning Assistant helps students develop practical life skills, a connection to nature, and positive social interactions.
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:
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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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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.
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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.
Key Responsibilities
¿ Support the delivery of garden, outdoor education, and sporting programs in alignment with the school¿s wellbeing and engagement priorities.
¿ Build positive and trusting relationships with students to promote inclusion, teamwork, and participation.
¿ Encourage student responsibility for the school environment through hands-on gardening, maintenance, and sustainability projects.
¿ Assist teachers to set up, supervise, and pack up outdoor and sporting activities safely and efficiently.
¿ Provide additional support for students who require adjustments or encouragement to engage successfully in physical or outdoor tasks.
¿ Monitor and maintain safety procedures, ensuring equipment and garden tools are used appropriately.
¿ Collaborate with teachers, Education Support staff, and community partners to enrich student learning experiences.
¿ Model respect for the environment and promote values of sustainability, cooperation, and perseverance.
¿ Participate in school events, excursions, or community activities that align with outdoor learning and wellbeing goals.
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
Conditions of Employment
¿ The successful applicant will be subject to a Working with Children Check and relevant school employment screening processes.
¿ The position will operate under the conditions set out in the Victorian Government Schools Agreement and DET policies.
¿ Some outdoor and physical work will be required in varying weather conditions.
Relationships
¿ Reports directly to: Leading Teacher / Program Coordinator
¿ Works collaboratively with: Teachers, Education Support staff, and Wellbeing Team
¿ External relationships: Community volunteers, local sustainability or sports organisations (as relevant)
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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
