1
Please describe your experience providing first aid in a school, childcare, or community setting. Include relevant qualifications and certifications, including but no limited to CASES21 and Compass experience.
2
Provide an example of your experience suporting others with medical conditions such as asthma, abaphylaxis, diabetes, epilepsy, or allergies.
3
Describe how you build positive relationships with others, including students,staff, parents/carers.
4
Outline your experience maintaining accurate records, administering medications, managing first aid supplies, and ensuring compliance with relevant policies, procedures, and legislative requirements.
Selection Criteria
1
Please describe your experience providing first aid in a school, childcare, or community setting. Include relevant qualifications and certifications, including but no limited to CASES21 and Compass experience.
2
Provide an example of your experience suporting others with medical conditions such as asthma, abaphylaxis, diabetes, epilepsy, or allergies.
3
Describe how you build positive relationships with others, including students,staff, parents/carers.
4
Outline your experience maintaining accurate records, administering medications, managing first aid supplies, and ensuring compliance with relevant policies, procedures, and legislative requirements.
Role
[Attendance requirement for this position]
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or skilled field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3.Management of staff to achieve the expected outcomes is a key responsibility.Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
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 **** (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.
Responsibilities
Responsible for providing first aid assistance to students, staff, and visitors, maintaining accurate health and incident records, managing first aid supplies, and ensuring compliance with school health and safety procedures. Liases with parents, carers, and emergency services when required, while contributing to a safe and caring school environment.
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 (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) ******
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 safe 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:

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
Location Profile
Areyoupassionate aboutstudentwellbeingandmaking apositivediffereneeveryday?BartonPrimary School is seeking a caring,organised,and proactive
First Aid Officer
to join our team.
Inthisrewarding role, youwillbeattheheartofour schoolcommunity,providingfirstaidsupport tostudents,managing medical records andmedication requirements,and helping to create a safe andnurturing environment.
AtBartonPrimary School,weprideourselves onourwelcoming culture,strong community connections,and commitment tosupporting both staff andstudents.This isa fantastic opportunity tojoinacollaborativeteam where your contributuon is valued and where no two days are ever the same.
Bartonhasbuiltaninclusivewellbeingapproach thatcelebratesdiversity. Webelievethatastrongfoundation inwellbeing enhances student engagement and overall academic achievement. In partnershipwithour teaching andlearning MTSS,Wellbeing andInclusion haveseveral practices at each level.
AtTier1:
BartonisaSchool WidePositiveBehaviour School, whereourschoolvalues
Be
Safe
Be
a
Learner Be Respectful Be Kind
underpin our expected student behaviour.Using our values of expectations with bothpositively acknowledge behaviour through 'Classroom Dojo' butalsoexplicitly teach andreteach behaviour.
Tosupport ourSWPBS program weutilisetheRights,Resilience andRespectfulRelationship program to explicitly teach and model Social Emotional Learning.
Our classroom routines are formed and reinforced by trauma informed practice.Theschool utilises current researchtocreateclassrooms thatareconsistent, predictableandhavestrongtaughtroutines.
AtTier2:
OurYouthWorkerteamwork acrossTier2and3.AtTier2.Theyimplement intervention groups supporting identified students from thePLC inbuilding social and emotional groups.
AsaCommunity HubAustralia school,weoffer arange ofprogramforparents.Theprograms aimto support members within our community learning English and Vocational skills.
Theschoolhasseveralengagement opportunities forstudents whomayrequireadditionalopportunities toconnect with school examples oftheseare Melbourne City Soccer,Human Power Vehicles,FEAST Cooking Program,Girls Literacy Circle and Lunch Time Clubs.
AtTier3:
OurYouthWorkerprogramatTier3supportsstudentsindividuallywiththingsliketransitions,de-escalation and 1:1 check ins.
TheInclusion teamsupports inawiderangeofwaysincluding supporting familieswithdiagnosis, applying for funding,creation oflearning plans and supporting teachers withadjustments in the classroom.
Tosupport consistency anddevelopment ofthese areaslhighquality professional development, peer mentoring and coaching is available to all.
BartonPrimary School isalarge primary schoolinCranbourne,intheCityofCasey,5kmfromthemain street of Cranbourne. The current enrolment is **** students.
Thecurrent schoolprofile includes fivePrincipal Class,threeLearning Specialists,threeLeading Teachers,seventy-fiveTeachers,fiveYouthWorkers,thirtyEducationalSupportStaffandnineAdministration Support.
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📌 First Aid Es 1-3 (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne