Overview

Work Type: Ongoing - Part-time

Salary: Salary not specified

Grade: Education Support - Level 1, Range 2

Occupation: Education and training

Location: Melbourne - Northern suburbs

Reference: 1550998

Location Profile

Vision: We deliver high quality education for every student so they can thrive now and in the future

School motto: From Little Things Big Things Grow

School values: Caring, Honesty, Excellence, Respect and Responsibility

Epping Views Primary School commenced in 2008. The school is located on a 3.4 hectare site in the Lyndarum Estate, North Epping within the city of Whittlesea. Epping Views Kindergarten is situated opposite the school on the corner of Lyndarum and Mansfield Street. The school also operates an Out of School Hours and Vacation Care Program. Over the last few years enrolments have been decreasing due to the reduction of the school zone, with new schools opening in the local area. The enrolment in 2026 is 570 students operating across 26 classes and comprising straight grades from Foundation to Year Six. The overall socio-economic profile, based on the Student Family Occupation and Education Index (SFOE) in 2026 is in the low-medium band.

The school community encompasses a rich multicultural heritage and a diverse socio-economic population. A large percentage of the school population is from a cultural and language background other than English with 60% of our students speaking a language other than English at home. There are approximately 50 languages spoken by staff, students and families. 1% of our students are from an Aboriginal and/or Torres Strait Islander background. We provide an Education Support (ES) member in the office to assist our Arabic-speaking community. A number of other staff members assist with translation for languages other than English such as Hindi and Macedonian. The school places a great emphasis on making new staff, students and parents feel settled and a part of our school community. We have a recently established Community Hub to foster positive relationships and involvement from our community and to support families with the achievement, engagement, and wellbeing outcomes of students, specifically our students from refugee backgrounds and diverse language backgrounds and their families.

Epping Views Primary School is committed to delivering a high-quality teaching and learning program that supports every student to achieve their best. The Victorian Teaching and Learning Model 2.0 (VTLM 2.0), supports our focus on implementing explicit teaching aligned with how students learn most effectively.

Our Prep - 2 students participate in daily phonics instruction demonstrating our commitment to evidence-based literacy instruction and building strong foundations in early reading. Explicit teaching in literacy and numeracy is complemented by Investigations which incorporates critical questioning, investigation, application, reflection and evaluation skills developed through investigative play.

All year levels use the Victorian Lesson Plans to teach English and Mathematics to promote consistency across the school. These lessons are designed to

- activate students¿ prior knowledge

- clearly articulate learning objectives

- explain and model new material in small chunks (I do) before supporting student application (we do, you do)

- enable and scaffold at-level learning

- use assessment and feedback to monitor learning progress.

Our specialist programs include Performing Arts, Visual Arts, LOTE-Italian, Physical Education, STEM and Library. Additional programs are delivered in Language Support, Tutoring and Literacy and Numeracy Extension through the Victorian High Ability Program (VHAP).

The school embeds a School Wide Positive Behaviour Support Framework (SWPBS) alongside daily morning meetings to support belonging and engagement and to develop a positive, safe and supportive learning culture. To support this strong focus, the Wellbeing Team includes the Wellbeing Assistant Principal, Disability Inclusion Leading Teacher, Wellbeing Coordinator, Mental Health and Wellbeing Leader and dedicated Wellbeing Education Support Staff.

The buildings and facilities have been designed to allow for maximum utilisation of space. This enables collaborative teaching in common areas as well as specific class spaces and break out areas. Considerable external access allows for outdoor learning,



easy and safe access to toilets, appropriate resource storage areas and central resource/library centres to the main teaching areas. Student learning is supported by the structured use of technology including iPads for Junior School students and Chromebooks for students from Years 4 to 6.

Selection Criteria

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.

Role

[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

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

Who May Apply

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

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 (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.

Child Protected 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 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

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Conditions of Employment

- 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 https://www2.education.vic.gov.au/pal

Applications close Tuesday 10 November 2026 at 11.59pm

Posted

28 October 2026

📌 Integration Aide (West Melbourne)
🏢 Government schools
📍 West Melbourne