Location Profile
Bridgewood Primary School and Integrated Child and Family Centre opened in January 2018. Located in the Cardinia Shire, this new school provides for families within Pakenham and Officer, including emerging estates within the south east growth corridor. Bridgewood complements the overall Officer Education Precinct, located adjacent to the site shared by Officer Secondary College and Officer Specialist School.
Through strong local governance and partnership, Cardinia Shire agreed to contribute land (0.4ha) and a $3 million capital investment towards this facility, to build and deliver a fully integrated child and family centre within the school setting. The Shire contracted Early Childhood Management Services to manage and deliver the kindergarten services. The early learning spaces are within the same building as the Foundation learning space, facilitating full integration of early learning and primary schooling. There is shared planning space for Kindergarten and Foundation staff, supporting professionals to collaborate and deliver enhanced learning, development and wellbeing opportunities for every child and family.
Bridgewood Primary School caters for Foundation to Year 6 students housed in four Learning Communities. The school is designed for a long-term enrolment in excess of 450 students with a peak enrolment of approximately 900. Current 2025 F-6 enrolments are 557. The Integrated Child and Family Centre comprises two Kindergarten rooms (three and four year old kindergartens) and a community space along with consulting rooms for Maternal and Child Health and visiting practitioners.
Bridgewood Primary School is part of a ground breaking precinct that is the embodiment of lifelong learning and community ownership. At the heart of this facility, it is recognised that the child is a competent learner from birth and this will drive professionals to deliver opportunities that encourage children to expand their capacities and deepen their understanding of the world. There are high expectations for every child.
Cardinia Shire has been instrumental in establishing support for this type of joined up approach. As a fully integrated facility, it allows for first contact at birth with the provision of fully operational Maternal and Child Care Health service, continuing through the availability of a range of parenting support programs including community and supported playgroups, new parents groups, Kindergarten, and specialist services such as speech and language, early intervention, Out of School Hours Care and primary schooling.
In addition to our strong partnership with the Cardinia Shire, Bridgewood is also fortunate to be supported through a partnership with the Colman Foundation, Our Place. A Community Engagement Coordinator was employed in 2018 through Our Place to support Bridgewood¿s commitment to community engagement. A second Community Engagement Team member was employed in 2019.
Teaching spaces allow for full implementation of a Professional Learning Community (PLC) approach. Learning Community Mentors (teachers) use a cycle of Diagnose, Intervene and Evaluate to frame their PLC inquiries. Learning Communities are designed around modifiable spaces that accommodate varied teaching and learning approaches, fluid groupings, and shared ownership. Responsibility for student learning across the community is shared by the team of mentors.
A high level of collaborative skills are necessary for effective teaching and learning within the learning communities at Bridgewood. Teaching methods used are evidence-based and consistent throughout the school. We plan to further activate student agency within learning and student voice within the community.
The Bridgewood Primary School Vision is `Improving outcomes for every child, every day¿.
Our commitment to student growth and achievement is paramount. Our teaching and learning programs are rigorous and consistent throughout the school. We have a strong focus on fundamental skill development, as well a deep commitment to applied learning. Teachers at Bridgewood commit to a PLC approach, which means a high level of collaboration. They commit to ongoing continuous improvement.
Bridgewood is a Leader In Me site. We have adopted Stephen Covey¿s 7 Habits of Highly Effective People/ Franklin-Covey¿s 7 Habits of Happy Kids throughout the school. All teaching staff receive training in the 7 Habits. The language of the 7 Habits is used throughout the school and explicit lessons are taught as well as the language being embedded throughout the school.
Our specialist programs for 2025 are Art, Physical Education, Chinese, Music and STEM.
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
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 ApplyIndividuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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:
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 EmploymentThis 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.