Ed Support Level 1-Range 2

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 2

Occupation: Education and Training

Location: Southern Metropolitan

Reference:

Pakenham Primary School¿s vision is to create an inclusive school environment that empowers students to achieve their personal best socially, emotionally and academically. Our purpose is to create a learning environment where all students take responsibility for their learning in order to reach their personal best. We provide each student with the academic, social and emotional skills to become lifelong learners and successful participants in society. We aim to create an inclusive, positive and supportive learning environment reflecting a personalised approach to education.

Pakenham Primary School is centred in a rapidly growing area in the South-East growth corridor. The school will work in partnership with the local community to provide authentic learning opportunities for all students.

Pakenham Primary School opened in 2019 as was built to accommodate 475 primary school students. The school represents an innovative, collaborative and contemporary approach to education.

The school has two Learning Communities that have been architecturally designed to allow for a flexible learning space catering for a range of teaching and learning styles. Each Learning Community will house over 200 students and are designed to incorporate learning activities including Art, STEM, independent learning and flexible group work.

The Learning Communities create collaborative interior and exterior spaces providing rich and diverse learning environments. They include a number of physically enclosed and acoustically separate spaces. The intent is to create choice by providing multiple learning settings that can be used in numerous ways. Along the length of the Learning Community buildings there are several undercover areas that can also be used in conjunctions with interior spaces. There are multiple openings along the length of the building that open onto the Learning Street. The Learning Street promotes the inclusion of outdoor learning activities.

There is a dedicated building for Performing Arts and Physical Education. This building also houses the school cafe and can be used after hours by different user groups.

Pakenham Primary School acknowledges that the behaviour of staff, parents, carers and students has an impact on our school community and culture. We have a shared responsibility to create a positive learning environment for the children and young people at our school. Pakenham Primary School¿s three school-wide expectations of Be a Learner, Be Respectful and Be Safe reinforce our positive school culture.

Be a Learner

To be a learner at Pakenham Primary School, students need to value the importance of education, put their best effort into learning, utilise a range of learning strategies to achieve success, and demonstrate a growth mindset.

Be Respectful

To be respectful at Pakenham Primary School, students need to maintain an attitude that demonstrates respect for themselves, others, learning and the environment.

Be Safe

To be safe at Pakenham Primary School, students need to behave in a manner that exhibits safety towards themselves and others, both physically and emotionally, as well as the environment.

The school will ensure our expectations are demonstrated by:

• The provision of a balanced curriculum that caters for individual needs and abilities which encourages academic achievement and personal success
• Ensuring that the development of literacy and numeracy skills and the acquisition of critical thinking, problem solving and decision making strategies are a key part of our curriculum
• Students having a positive and happy attitude to their learning
• The continued development of positive school wide behavioural attitudes and relationships with all members of the school community
• Students, staff and community demonstrating a sense of pride and respect for our school
• The provision of opportunities that engage parents and the local community in the school.

At Pakenham Primary School we foster a belief that each student will be given the opportunity to achieve social, emotional and academic excellence. We aim to ensure each child learns the strategies, behaviours and attitudes of lifelong learners, along with the social skills needed to work, play and get along with others.

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.

[Attendance requirement for this position]

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.

Responsibilities may include:

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ , 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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:

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:

• 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

• 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

Applications close Tuesday 1 July 2025 at 11.59PM