The Grange P-12 College is a multi-campus school located in Hoppers Crossing in the outer Western Suburbs of Melbourne in the growth corridor of the City of Wyndham. The College is culturally diverse, with our students coming from 58 countries and speaking over 60 languages.
The College has successfully implemented the School Wide Positive Behaviours Framework (SWPB) and the values of Respect, Learning and Working Together are embedded in our practice. We have embedded Marzano¿s High Reliability Schools¿ Teaching and Learning Framework across P-12, which provides a highly structured and explicit approach to Teaching and Learning. All staff utilise the Four-Part Lesson Plan, High Impact Teaching Practices and differentiated teaching plans.
All teaching staff are members of a Professional Learning Community who work collectively to develop curriculum and analyse data to ensure work is at an appropriate level for all students. Our focus is to ensure each student is successful at school and is able to complete Year 12, progressing to their chosen pathway in either tertiary study, training or full-time work.
We have a Sports Science Academy Program specialising in Rugby, Netball, Volleyball, Cricket and Gymnastics. This program operates from Year 4 onwards with pathway partnerships around Sport Science and tertiary institutions. We are currently completing Capital works program to provide extensive facilities for the Sports Science Program. Similarly, building works are completed to support a developing Performing Arts Program.
The College offers Performing and Visual Arts, Music, Sport, Language (Hindi) and ICT (Virtual Reality facility), There is also a High Achievers Program from Year 7 to 12 and we continue with a Voice coach for both Callistemon and Deloraine Campuses. This will further strengthen our Performing Arts development.
The Grange P-12 College offers smooth transitions through the various stages of schooling: P-4; 5-8 and 9-12. Students moving into Prep are immersed in a strong transition program, providing a seamless orientation program into school from kindergarten, day care or home. All students have access to a well-resourced pathways program from Year 4. A range of intervention programs also exist across the College to support student learning as well as individual learning plans for students in Year P-6. All Year 6 students undertake a weekly elective program at the Secondary Campus to familiarise and establish highly supportive transition to Year 7
There are many options in the later years of schooling for VCE, VCAL and VET. Students in Year 10 can access vocational and VCE programs and we are well resourced with a Trade Training Centre focused on automotive studies, as well as VET courses in Hospitality and Hairdressing.
The Grange P-12 College has a supportive and encouraging ethos enabling students to engage in a sense of belonging within our school community. Similarly, staff are highly supported by well-resourced Sub School Teams, Wellbeing Teams and Professional Learning Communities. This year we will be introduced a Year 9 Inspire Program to develop student confidence, resilience and focused academic preparation for senior years of schooling. The program encourages active student participation via outdoor education camps, engagement with local community, a range guest and programs to develop positive relationships with community. Similarly, the DET Marrung strategy strongly supports engagement, positive attendance and pathways planning for our Koorie students.
Our College is compliant with The Victorian Governments Child Safe Standards. The Grange P-12 College is committed to safety and wellbeing of all children and young people. This is the primary focus of our care and decision making. The Grange P-12 College has zero tolerance for child abuse. The Grange P-12 College is committed to providing a child safe environment where children and young people are safe and feel safe, and their voices are heard regarding decisions affecting their lives. Particular attention is paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability. Every person involved in The Grange P-12 College has a responsibility to understand the importance and specific role they play individually and collectively to ensure the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.
At The Grange P ¿ 12 College our school community aims to provide all students with an educational setting that:
¿ Is engaging, challenging and caters for individual needs
¿ Is safe and promotes positive wellbeing
¿ Meets individual academic and pastoral needs and prepares students for higher education and/or employment
¿ Promotes participation and empowerment of children. Develops effective communication skills, promotes a sense of belonging to our community
¿ Is underpinned by our College Values of Respect, Learning and Working Together.
The following initiatives support our aims:
¿ A strong focus on building high-level skills in Literacy and Numeracy across The College P-12 and specialised classes to cater for individual learning needs, including MYLNS and TLI Programs.
. PLC structures across the College P-12 support and drive common teacher practice.
. Inclusive Support Program P-12 - Rainbow (P-2) Gold (3-6) Deloraine (7-12) that provide targeted individual learning and engagement programs for both PSDMs and unfunded students with additional needs
¿ An innovative STEM (Science, Technology, Engineering and Maths) Program that encompasses students solving complex problems by working collaboratively on projects that utilises leading edge technologies such as
coding, robotics, 3D printing etc. at our Callistemon Campus
¿ A specialised program focusing on Sports and Science. Students will experience highly individualised programs around Soccer, Volleyball and Rugby. These specialised programs will be supported via relationships with sports
clubs and Deakin and Victoria Universities. Students are offered specialised electives tailored around: Exercise Science, Health and Wellbeing, Human Movement and Sports Science. All of these programs are designed to
lead into VET, VCAL and VCE Study.
¿ We maintain strong partnerships with the National Rugby League and Rugby Victoria to develop an elite coaching program for students from Years 4-12 and this year developed a relationship with Western United Soccer
Club.
¿ Students engage in our Athletes Development Program two mornings per week
¿ A highly effective ¿School Wide Positive Behaviour Program¿ across Preps to Year 12. School Counsellors are embedded across the College
¿ A comprehensive Information Technology program that has created a more dynamic learning environment.
¿ A High Achievers Program (HAP) Program from Year 7-10 is designed to enrich and extend students learning. This year, the College introduced a new program for Year 9 students focusing on increased engagement with
school, as well as targeted literacy and numeracy strategies. In addition, the College continues to address the learning needs of students performing below expected levels, via literacy and numeracy interventions.
¿ A language program encompassing the Hindi culture at Years Prep ¿ 8.
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.
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.
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Conducts routine scientific procedures and/or data collection, collation, and analysis
- Applies basic scientific principles to enable the performance of a variety of interrelated technical tasks
- Provides specialised knowledge that is relied upon to deliver support services, under direction (e.g. information technology and technical support in science laboratories, food technologies and libraries)
- Contributes to a small project team providing technical support to a school/s
- Conducts training and/or instruction with respect to scientific processes
- Prepares experiments or use of equipment and conducts demonstrations, where required, under direct supervision
- Undertakes relevant occupational health and safety requirements and, where necessary, risk assessments within the relative work area
- Undertakes low/medium risk tasks as defined by the Departmental Risk Matrix or its successor
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
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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
