Overview Work Type: Fixed-term - Part-time Salary: Salary not specified Grade: Classroom Teacher Occupation: Health and allied health Location: Hume - Wodonga Reference: Location Profile The Flying Fruit Fly Circus School is an annex of Wodonga Middle Years College, and is physically located in the grounds of the Felltimber Campus, Hedgerow Court, Wodonga. The School in the Community
Our school is a selective-entry government school, catering for students from Year 3 through to Year 9. We share a unique and interdependent partnership with the Flying Fruit Fly Circus, based in Albury, NSW. The Flying Fruit Fly Circus is Australia¿s premier youth circus, internationally recognised as both a national centre of training excellence and an award-winning performing arts company. With state-of-the-art facilities, a dedicated selective school, and a full-time training program, the Circus supports young people aged 8 to 18 in developing their skills and talents. Established in 1979, the Circus has been inspiring generations of performers. In 1987, our school became its educational arm, ensuring that students can pursue both academic excellence and world-class circus training.
Curriculum
The school provides a challenging and comprehensive curriculum based on the Victorian Curriculum with flexibility to meet the needs of individual students and the demands of circus training and performance. The special focus is fostering creativity and individuality through Circus and the Arts. The primary students undertake a core program incorporating a literacy and numeracy block plus, integrated studies. The secondary students study a rigorous program of English, Maths, Humanities, Science, and Technology. All students study Visual Art and Japanese, delivered by specialist teachers. The Health and Physical Education component is covered by the students¿ participation in in-school training at the circus at least one afternoon per week.
The school has three classes, and the makeup depends on the intake of students. The school structure is a combined class of years 3, 4, & 5, a 6/7 class, and an 8/9 class. Facilities
The Flying Fruit Fly Circus School enjoys a purpose-built five-classroom facility completed in 2006. This is located at Wodonga Middle Years College ¿ Felltimber Campus. We have access to the Felltimber facilities when needed. Teachers are employed to undertake class and school-wide duties. There are numerous times when the students at the school tour nationally and internationally with the Circus.
Demographics
The School has an enrolment of up to 50 students. Membership of the Flying Fruit Fly Circus requires commitment from not only the students but also their families. Students come from the Albury/Wodonga area but also from all parts of Australia. Selection Criteria
* SC1 `Content of teaching and learning'. Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.
* SC2 `Teaching practice'. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.
* SC3 `Assessment and reporting of student learning'. Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.
* SC4 `Interaction with the school community'. Demonstrated high level interpersonal skills and communication skills. Demonstrated high level of capability to establish and maintain collaborative relationships with students, parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.
* SC5 `Professional requirements'. Demonstrated ability to influence and negotiate by gaining buy-in and ownership for ideas, gaining agreement to proposals, or involving experts or other third parties to strengthen a case.
Role The Royal Commission into Victoria's Mental Health System highlighted that primary schools provide opportunities to identify children with mental health and wellbeing challenges, who can then be referred to treatment, care and support. The Mental Health in Primary Schools initiative is being expanded to every government and low-fee non-government primary school in Victoria. By 2026 every primary school will be able to employ a Mental Health and Wellbeing Leader to implement a whole-school approach to wellbeing. The Department of Education has been piloting the Mental Health in Primary Schools initiative in Victorian schools since 2020 in partnership with the Murdoch Children's Research Institute and the Faculty of Education at the University of Melbourne. Evaluation of this pilot initiative has shown that 95 per cent of Mental Health and Wellbeing Leaders consider the Mental Health in Primary Schools model has improved their school's capacity to support students' mental health and wellbeing needs. Participating schools receive funding to employ a Mental Health and Wellbeing Leader, a qualified teacher, to work across the school to implement a whole-school approach to mental health and wellbeing for students, staff and families based on a broad knowledge of the needs of the school community. The role of the Mental Health and Wellbeing Leader is to:
* build capability of the whole school with regard to mental health and wellbeing (identification, promotion and prevention),
* provide support to staff to better identify and support students with mental health needs,
* establish clear pathways for referral for students requiring assessment and intervention, and monitor and evaluate student progress.
The role provides a proactive focus for the promotion and prevention of mental health and wellbeing through assessment and implementation of context-relevant programs, approaches and initiatives based on a broad and extensive knowledge of the needs of the school. The Mental Health and Wellbeing Leader role is not a clinical role and is not designed for direct intervention. The role is seen as a key conduit in creating referral pathways once a teacher or other staff member identifies a concern in the classroom. Mental Health and Wellbeing Leaders are provided training in mental health literacy, supporting emerging needs, and building school capacity and receive ongoing support and professional development through structured and regular Learning Communities Training is developed and facilitated by the Faculty of Education at University of Melbourne, supported by Murdoch Children's Research Institute. Responsibilities Operating in collaboration with their school, leadership and wellbeing team where relevant, the Mental Health and Wellbeing Leader will:
* Promote a whole school approach to mental health and wellbeing to students, staff and families
* Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
* Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to schools staff and classroom teachers to build their capabilities to embed mental health into the classroom.
* Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
* Proactively work with and support regional staff, school wellbeing and leadership teams, teachers, parents/carers and other external agencies to coordinate targeted mental health support for primary school students.
* Contribute to the school's existing wellbeing team.
Who May Apply Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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 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: 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
Qualification Requirements To be eligible for employment,