Mernda Central P-12 College operates under the Public Private Partnership (PPP) model. Through this model, the College has been financed, designed, and constructed by the private sector to meet high contractual standards. This allows our Principal and teaching staff to focus on what matters most, student learning while asset management is handled externally.
Located at 70 Breadalbane Avenue in Mernda, within the City of Whittlesea, our College caters to students from Prep to Year 12. Our state-of-the-art facilities reflect modern educational design, offering adaptable and functional spaces that support active, student-centred learning.
Mernda Central College offers a seamless educational journey from Prep through to Year 12. The school is structured into four sub-schools to support students at every stage of their development:
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Junior School: Prep to Year 4
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Middle School: Years 5 to 7
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Aspire: Years 8 to 9
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Senior School: Years 10 to 12
Our College is committed to delivering the highest quality education for the young people of Mernda. Students are at the heart of everything we do. They engage in stimulating, relevant, and inspiring learning experiences designed to spark a lifelong love of learning and a strong sense of community connection. We maintain high expectations for all students and staff.
Inspirational teaching and quality learning are the cornerstones of Mernda Central College. Our dedicated staff support and challenge students to reach their full potential in a safe and engaging environment. Teachers work collaboratively within Learning Communities, embracing shared responsibility for all students and offering flexible teaching approaches that meet individual learning needs. Our teaching practices reflect 21st-century learning, with a focus on ICT-rich environments and personalised learning.
The College is recognised for its exemplary programs and is a leader in areas such as STEM, sport, literacy, numeracy, Japanese, visual arts, performing arts, and music. Our neighbouring aquatic centre, operated by Kings Swim, offers students access to a comprehensive swimming program through a high-quality facility.
Our curriculum and teaching strategies are designed to encourage students to aim high, take pride in their work, and strive for excellence.
Student leadership is a valued part of college life. Leadership opportunities are available across all year levels, supported by training and development programs. Students are encouraged to take initiative, contribute their voice, and help shape the future of the College.
Designed as a community hub, Mernda Central College fosters strong partnerships with the YMCA and Downer to provide shared facilities and community programs. The relationships between staff, students, families, and the wider community are a key strength of the College. Parent involvement in school life is highly valued and contributes significantly to the success of our learning community.
Our Vision
Mernda Central College empowers all members of the college community to aim high, show respect, behave safely, and value our community.
Our Mission
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Provide opportunities for all members to work collaboratively in accessing a seamless, personalised, and innovative education.
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Build a safe and supportive learning environment where all members are challenged and inspired to pursue their interests and achieve their full potential.
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Operate as a community hub to foster connected, curious, and tolerant global citizens.
SC1 Demonstrated capacity to perform duties consistent with a classroom support role, 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.
SC 4 Demonstrated ability to collaborate effectively within teams in order to drive the vision of the College
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.
This position is for 5 days per week - 8:30am - 3.00pm (open to negotiation)
Assist students on an individual or group basis in specific learning areas;
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Assist with the communication between students and teachers, particularly in the interpretation of instructions;
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Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
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Provide basic physical and emotional care for students;
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Participate in team meetings;
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Assist with the supervision of students at camps and on excursions as required
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Produce basic curriculum resources;
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Observe students and draw the attention of the teacher to them where necessary;
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Assist in the preparation of classroom equipment, materials and supplies as required;
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To undertake Professional Development activities to ensure the needs of students with particular disabilities and impairments are met;
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Act in accordance with the DET and Schools Child Safe Standards ie. Adherence with schools Child Safety Standards Code Of Conduct and awareness of Child Safe Standards and practices
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
