Overview

Wodonga Middle Years College is a student-focused learning community specialising in Middle Years teaching and learning aligned with both the Victorian Curriculum and Victorian Teaching Learning Model (VTLM). With approximately 1,000 students across two campuses, the College offers the advantages of a large school while maintaining strong, supportive relationships between students, staff, and peers.

Motto

Every Student, Every Opportunity, Success for All

Vision

Government secondary schools in Wodonga are student-focused learning communities where graduates develop confidence, optimism for the future, and a commitment to personal achievement and global citizenship.

Mission

Wodonga Middle Years College is committed to developing graduates who are:

- Confident, capable, and self-motivated learners
- Respectful, empathetic, and inclusive members of diverse communities
- Effective communicators who build positive relationships
- Persistent and resilient problem-solvers
- Critical, creative, and analytical thinkers
- Adaptable and responsive to change
- High-achieving individuals who set and pursue ambitious goals
- Digitally literate and future-ready
- Prepared to successfully transition to further education and career pathways
- Active contributors to both local and global communities

Values

Our culture is underpinned by the core values of Resilience, Respect, and Aspiration , which guide all aspects of school life.

Teaching and Learning

We create inclusive and engaging learning environments where students develop strong literacy, and numeracy skills. Students engage in a broad range of core subjects, complemented by applied learning in the Arts and Technology. Extension opportunities are provided through our Academic Advancement Program to support and extend high-achieving learners.



Our curriculum planning and instructional model is guided by VTLM 2.0, ensuring consistency and best practice across learning areas. Teaching practice is strengthened through ongoing reflection and collaborative improvement cycles called teaching sprints.

Student Wellbeing and Inclusion

Student wellbeing is central to our work. The College provides a comprehensive, multi-disciplinary support structure including:

- House Leaders and Assistants
- Wellbeing professionals, including social workers and inclusion staff
- Doctors in Schools program and a school nurse
- Koorie Education Support and Defence Transition Mentor
- Careers practitioners

We adopt School Wide Positive Behaviour Support (SWPBS), Positive Classroom Management Systems (PCMS) and restorative practices to promote a safe, respectful, and inclusive learning environment, where consistent expectations and positive relationships support student wellbeing and engagement.

Programs and Opportunities

Students benefit from a wide range of co-curricular and enrichment opportunities, including:

- Instrumental music, choir and ensemble programs
- Performing arts in drama and dance
- Intercampus and interschool sport, including state representation
- Camps and excursions that enhance learning beyond the classroom

Selection Criteria

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.





SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining cooperative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Role

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student

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📌 Classroom Teacher - English/PE (City of Wodonga)
🏢 Government schools
📍 City of Wodonga