First Aid

Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne.
The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students.
Cranbourne West Secondary College is a new secondary school in the rapidly growing suburb of Cranbourne opening in January 2021 with 198 Year 7 enrolments.
Currently, the College has 1150 students across Year 7 to Year 10 and is anticipated to grow beyond 1450 students in 2025 as we commence our first year of Senior School, Year 11.
Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents' demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state of the art facilities in STEM, Visual Arts, Physical Education, and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion Cranbourne West Secondary College delivers the highest quality of education for all learners.
As a Supported Inclusion School, Cranbourne West Secondary College sets a strong culture of inclusion at a whole-of-school level.
The innovative and evidence-based school design is flexible and allows schools to have students with special needs in the classroom with their peers, utilize smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students.
We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice.
Our College will demonstrate a strong commitment to outstanding post-school outcomes for all students, be that University or other further study, apprenticeships, traineeships, or full-time work.
School Vision and Values Cranbourne West Secondary College fosters a love of learning.
We respect inclusion, diversity, and indigenous heritage.
We aspire for continuous improvement in all our students as they grow into adulthood.
We live by our motto, diversis viribus - 'strength through diversity'; our values are intrinsically linked to this motto as we ASPIRE every day: Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay.
Acceptance is good
Sincerity - the quality of being open and truthful Perseverance - is not giving up.
It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people.
To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others, and the school environment.
Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.
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 coordination 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 specialized 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 judgments 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, specialized student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities This role consists of working within First Aid and back up support to the Office as directed by the Office Manager.
Duties could include but are not limited to: Provide first aid to students Administer medication Complete documentation for first aid attendance and communicate with parents Organize first aid requirements for excursions and camps, including follow up of forms/documentation required Monitor and complete tasks related to compliance of first aid - e.g., action plans, training of self and others, medications and dates Cover lunch breaks and absences in the office - high level customer service and communication skills required Work as a team with the office to ensure both first aid and the office duties are completed in a timely manner Duties as directed by the Business Manager Who May Apply Individuals 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 recognizes 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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ****** 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.
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.
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.
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