Buninyong Primary School is a multi-campus school comprising sites at Buninyong, a rapidly expanding semi-rural town located 15 kilometres south of Ballarat, and Scotsburn, a small rural settlement 6 kilometres further south on the Midland Highway. The original schools, established in 1873 and 1879 respectively, were successfully amalgamated in 1994. While enjoying the benefits of easy access to Ballarat and close proximity to Mt. Clear College and the University of Ballarat, Buninyong Primary School retains the unique and friendly sense of community associated with a small town. Current enrolment is 690, with 54 at Scotsburn and 637 at Buninyong.

The school maintains a strong sense of community and there is a very high level of parental support and involvement. The school has an excellent reputation within its local community, an extremely professional staff and high performing students. The blend of youth and experience within the staffing profile provides opportunities for continuing to develop a highly skilled staff team and to continue to produce high level student outcomes.

The school offers every student a comprehensive seven year sequential program in all key learning areas. We have 4 classes at each year level with teachers within year level teams having common planning time each week. A whole school approach to the delivery of programs is a priority and provides a seamless transition from year to year for our students. A rich curriculum includes specialist programs in Art, Music, Physical Education and Japanese.

Being a large school, we are able to provide students with a broad range of extra-curricula activities, including a chess club, debating, leadership roles, camps, choirs, sporting competitions and performing arts events. The school has a strong history in terms of the use of Learning Technologies as a means of engaging students and promoting learning. In 2015 we commenced a BYOD program with students in grade 4, 5 & 6 participating in a 1:1 iPad program with our grade 6 students. Our Prep to grade 3 classes have a bank of ipads to share and we have electronic smartboards in every classroom. A succesful Outside of School Hours Program operates before and after school each day in the gym which is run by the school.

Facilities wise, we are well-equipped with the vast majority of our buildings being permanent. We have designated spaces for Music, Art, Library, PE and Japanese. We have worked hard on our school grounds in recent years and have created play spaces that are functional, interesting and cater for a wide variety of play options. As such, our yard at break times is full of action and is enjoyed by our students. Both school sites continue to be developed with particular attention to sustainability.

We believe that all students can and will learn effectively and grow in confidence and self-esteem as they achieve success in curriculum areas, acquire decision making and problem solving skills and learn to operate effectively as members of a team. Students are encouraged in the pursuit of excellence and each individual's talents and contributions are recognised and valued equally. Our school provides a supportive, flexible, caring and positive environment in which all children are treated with respect. Our high expectations of students, both academically and behaviourally, encourage them to achieve their full potential, developing skills which will enable them to adapt in a changing world and make a positive contribution to society. The school values of Honesty, Respect, Commitment, Optimism and Compassion guide behavioural expectations for everyone involved in our school.

The assistant principal reports directly to the principal.

Assistant principals have a primary responsibility for the management of significant areas or functions within the school to ensure the effective development, provision and evaluation of the school's education program. In exercising the responsibility, assistant principals will have the authority to make all significant decisions relating to the program, budget and staff relating to their area of designated responsibility within the framework of the school's strategic plan, policies and budget. Assistant principals will contribute to the overall management of the school through involvement in policy formulation and decision making.

The management of significant school program or functional areas in schools involve assistant principals in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.

Typically assistant principals will be responsible for the effective use of the teaching staff and program budget of a defined area of the school's operation and for the oversight and leadership of the educational programs provided utilising these resources.

Typically, assistant principals perform one or more of the following functions:


• supervision and coordination of the work of senior curriculum or level coordinators;


• allocation of budgets, positions of responsibility and other resources within the area of responsibility;


• supervision of the delivery of teaching programs;


• management of programs to improve the knowledge and experience of staff;


• responsibility for general discipline matters beyond the management of classroom teachers and year level coordinators;


• contribute to the overall management of the school;

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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.

Bacchus Marsh Primary School's purpose is to provide, in a nurturing environment, a quality education that challenges all students to attain their highest potential academically, socially and emotionally, creatively and physically. BMPS encourages students to respond to high expectations, to work effectively with others, and acknowledges that students learn best when they have confidence in their own abilities and a sense of personal worth. At Bacchus Marsh Primary School we run an investigation based Early Years program. Our school community is committed to the values of 'Respect, Learning, Kindness, Teamwork and Integrity'. Our vision for BMPS is to develop self-sustaining, life-long learners in a recognised centre of educational excellence. Bacchus Marsh Primary School offers a genuinely broad curriculum. Our students have access to a wide range of specialist programs including, Art, PE, History, Music, Kitchen, Garden, Chinese and Science.

Our key curriculum emphasis is on the development of literacy and numeracy within a wellbeing framework of Positive Education. We proudly run the Stephanie Alexander Kitchen Garden Program and are committed to the development of 21st Century learners through an inquiry pedagogy

We value all staff, students and parents modelling the traits of internationally minded members of our community, being inquirers, knowledgeable and caring people who create a better and more peaceful world through intercultural understanding and respect.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to facilitate structured Literacy and Numeracy Intervention with individuals and small groups of students, including the capacity to provide support and/or care to students where necessary..

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

• Liaise closely with classroom teachers, Learning Specialists, Curriculum Coaches and the school leadership team in the delivery of specific intervention programs in Literacy and Numeracy
• Record formative assessment data to track student progress within targeted intervention programs
• Engage in school-based professional learning and development to enhance Literacy and Numeracy intervention knowledge and skill
• Prepare learning resources in accordance with the specific intervention programs in use within the school
• Ensure work area, tools and resources are clean, tidy and well maintained
• Assist students on an individual or group basis in specific learning areas.
• Assist with the communication between students and teachers, particularly the interpretation of instructions.
• Provide basic physical and emotional care for students.
• Participate in team meetings.
• Assist in the preparation of student resources and equipment.
• Prepare basic curriculum support resources.
• Observe students and draw the attention of the teacher to them where necessary.
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
• Assist with communication between teachers and non-English speaking parents/students.
• Assist in the translation of documents.
• Assist in the preparation of equipment and purchasing of materials and supplies as required.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Hours for this position are 8.50am to 3.15pm Monday, Tuesday and Wednesday

• 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.