Department of Education Victoria – Trafalgar VIC
3d ago , from Department of Education & Training Victoria
Trafalgar Primary School is a vibrant, inclusive, and community-oriented school located in regionalVictoria, approximately 120 kilometres east of Melbourne. Nestled at the foothills of the StrzeleckiRanges, the school serves the township of Trafalgar; one of the fastest growing areas in school¿s vision- Together, empowering learners to follow their passion and make powerfulcontributions to the lives of others- is lived through a strong commitment to fostering an inclusiveand supportive learning environment. This is anchored by the school¿s values: Be Safe, BeRespectful, Be a Learner, which underpin its Behaviour Curriculum and approach to student management.
Trafalgar Primary School employs a dedicated and diverse team of 47 staff, including teachers,learning specialists, tutors, and Education Support staff. The school offers specialist programs inMusic, Visual Arts, Health and Physical Education, STEM (Science, Technology, Engineering and Maths) and Performing Arts. A broadrange of sporting opportunities ensures students remain active and engaged, including annualswimming lessons and exposure to both mainstream and emerging sports.
Trafalgar Primary forms part of a dynamic education precinct, alongside the co-located EarlyLearning Centre and High School. This supports strong transition pathways and cross-campuscollaboration.
At Trafalgar Primary School, our Teaching and Learning approach is grounded in the Science of Learning and designed to ensure every student experiences high-quality, evidence-based instruction, every day, in every classroom. We are committed to a low-variance, highly coherent instructional model that provides clarity for teachers and a predictable, supportive learning environment for students.
Central to our practice isExplicit Direct Instruction (EDI). Teachers systematically present new content in small, manageable steps, modelling the learning, checking for understanding, and providing guided and independent practice. EDI ensures that core knowledge is taught clearly, misconceptions are identified early, and all students have the opportunity to succeed, regardless of their starting point.
Our curriculum is intentionallyKnowledge-Rich, ensuring that students build deep, connected, and culturally relevant understanding across all learning areas. Knowledge is sequenced deliberately across year levels so that students develop strong background knowledge, vocabulary, and conceptual understanding.
In Literacy, we deliver aSystematic Synthetic Phonics program grounded in the Orton-Gillingham approach, which provides structured, cumulative, multisensory instruction in phonics, morphology, and spelling. This ensures that all students develop essential decoding and encoding skills, supporting fluent reading and writing. Our approach aligns fully with the Department of Education¿s position on the teaching of reading and the broader body of research on effective early literacy instruction.
Together, these elements form a cohesive and highly effective Teaching and Learning approach that reflects the Science of Learning: explicit instruction, cumulative practice, spaced review, and the deliberate building of knowledge over time. Through this model, Trafalgar Primary School is ensuring that all students are safe, respectful, and engaged learners who can thrive academically and beyond.
Selection Criteria
SC1




Demonstrated experience in providing high-quality occupational therapy assessment, intervention and evidence-based practice to support children with diverse learning, sensory, motor and functional needs within an educational or paediatric setting.
SC2
Demonstrated ability to develop, implement and evaluate individual and small-group intervention programs that improve student participation, independence, engagement and educational outcomes.
SC3
Highly developed communication and interpersonal skills, with the ability to build positive collaborative relationships with students, families, teachers, external agencies and multidisciplinary professionals.
SC4
Demonstrated knowledge and experience supporting inclusive education through Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs), reasonable adjustments, assistive technology and sensory regulation strategies.
SC5
Excellent organisational and time management skills, including the ability to manage a varied caseload, prioritise competing demands, maintain accurate records and contribute positively as part of a multidisciplinary wellbeing team.
Role
The Occupational Therapist plays a vital role in supporting student learning, wellbeing and participation by providing high-quality occupational therapy services within an inclusive educational setting.
Working collaboratively with school leadership, teachers, families and external professionals, the Occupational Therapist will assess students' sensory, motor, functional and self-regulation needs, develop evidence-based intervention programs, and build staff capacity to support successful participation in the classroom and school environment.
The role contributes to whole-school inclusive practices and supports students across all tiers of intervention through consultation, direct therapy and collaborative planning.
Responsibilities
The Occupational Therapist will:
Conduct occupational therapy assessments to identify sensory, motor, self-regulation, functional and participation needs affecting student learning.
Develop, implement and evaluate individual and small-group intervention programs using evidence-based practice.
Provide recommendations and reasonable adjustments to improve student participation within classroom and playground environments.
Support the implementation of sensory regulation strategies, environmental modifications, movement programs and assistive technology where appropriate.
Collaborate with teachers, Education Support staff, school leaders, families and external agencies to develop coordinated support plans.
Contribute to Disability Inclusion Profiles (DIPs), Individual Education Plans (IEPs) and Student Support Group meetings.
Build the capacity of school staff through coaching, professional learning and modelling effective strategies to support inclusion.
Maintain accurate assessment records, case notes and reports in accordance with professional and departmental requirements.




Manage occupational therapy resources and contribute to the ongoing development of whole-school inclusive practices.
Work collaboratively within the school's multidisciplinary wellbeing and inclusion team to improve educational and wellbeing outcomes for students.
Who May Apply
Applicants must:
Hold a recognised tertiary qualification in Occupational Therapy.
Demonstrate a commitment to evidence-based practice, inclusive education and collaborative multidisciplinary teamwork.
Hold (or be eligible to obtain) a current Victorian Working with Children Check and satisfy all Department of Education employment requirements.
Hold (or be willing to obtain) an ADOS-2 and or MIGDAS-2
Diversity and Inclusion
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 (seeWorkplace 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*******@
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.
Child Safe Standards
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 protected standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

DE Values
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:

Other Information
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
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks' notice.
#J-*****-Ljbffr

📌 Occupational Therapist (Victoria)
🏢 Department of Education Victoria
📍 Victoria