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28
March
SWAN HILL WINDSCREENS COLLISION REPAIR CENTRE - Swan Hill, VIC
We have a vacancy for an Office Administrative Assistant to join our fast-paced team of 16 on a full-time basis or part time for the right candidate. ...
Source: Swan Hill Connect U
28
March
SWAN HILL WINDSCREENS COLLISION REPAIR CENTRE - Swan Hill, VIC
Administration & Secretarial
Source: Swan Hill Connect U
We have a vacancy for an Office Administrative Assistant to join our fast-paced team of 16 on a full-time basis or part time for the right candidate.
ABOUT US:
With over 40 years in business, we are an award-winning collision repair centre and O'Brien windscreen fitters who pride ourselves on being Swan Hill's Recommended Repairer for most major insurance companies in the car insurance industry.
We believe in providing friendly, efficient services to all customers, especially in the difficult time of an accident. This is enhanced by the confidence that all repairs we undertake are of the highest quality. Swan Hill Windscreens Collision Repair Centre lead the automotive & panel repair industry in Swan Hill in service with quality and professionalism.
ABOUT SWAN HILL:
Enjoy your tree change to the Mallee experiencing endless sunsets right on the Murray River, weekend country and river getaways and live in a thriving family friendly community with a great range of entertainment, retail and dining options. You will be tempted by abundant fresh produce the Mallee is famous for, including award-winning wineries, all offered farm gate direct or at regular farmers markets throughout the region. To learn more about Swan Hill please visit https://dreamswanhill.com.au/ and https://www.swanhill.vic.gov.au/community/your-community/new-residents/
ABOUT THE ROLE:
This role will include all aspects of administration including:
- Answer and direct phone calls, emails, and other correspondence
- Assist in invoicing using Xero and ordering of parts including windscreens
- Assist and perform additional tasks as needed
- Filing, record and data management
- Greet clients and visitors with a positive, helpful attitude
REQUIREMENTS:
To be considered for this role you will need:
- Ability to work both unsupervised and within a team environment
- High standard of written and verbal communication skills
- Willing to learn multiple platforms
- Great organisational skills
- Knowledge of cars is an advantage but not essential
WHY CHOOSE US?
- Ongoing on-job training
- Above award wages and excellent working conditions
- Job Security in an expanding family business
- Equal opportunity workplace
If this sounds like something you’re interested in, then we would love to hear from you so please apply today by clicking “Apply now” or emailing admin@shwcrc.com.au
28
March
Schools (Government) - Kerang, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numerac...
Source: uWorkin
Schools (Government)
28
March
Schools (Government) - Kerang, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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.
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 marrung@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 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Pyramid Hill College is situated in the Shire of Loddon, 100 kilometres north of Bendigo and approximately 240 kilometres north of Melbourne. The school was founded in 1876 and services the rural town of Pyramid Hill and adjacent communities.
The school currently has an enrolment of 100 and 20% of the student population are from non-English speaking backgrounds. The SFOE index was 0.41 in 2023. The staffing profile of Pyramid Hill College includes a principal and assistant principal, 12.36 full time teaching staff and 5.52 full-time equivalent Education Support (ES) staff.
The Pyramid Hill College community is committed to providing an inclusive, caring and rigorous learning environment that engages our students and challenges them to reach their full potential; academically, socially, emotionally, physically and creatively. Students are empowered to demonstrate and value knowledge and skills that will support them, as life-long learners, to participate in and contribute to a wider community. We promote a positive school culture that ensures staff, students and parents feel valued, have meaningful opportunities to contribute to the school, and can effectively engage in the learning journey.
Pyramid Hill College¿s values are respect, learn and community.
Values Statement:
We are respectful of self, others and the environment. (We are thoughtful with our words and actions.)
We are learners who strive for excellence. (We challenge ourselves to do our best.)
We are community minded and embrace diversity. (We foster a sense of community and belonging for all.)
The School Wide Positive Behaviour Support (SWPBS) and the Resilience Project strongly underpin the wellbeing program.
The school grounds include a BER which provides a library, open-plan classrooms and several flexible learning spaces for students. In addition to a gymnasium the grounds include courts, oval, shaded play areas, outdoor learning spaces and an extensive farm area incorporating a vineyard, orchard, vegetable gardens and chicken pens. The school delivers an approved curriculum framework based on the Victorian Curriculum which is highly differentiated to meet the personal learning needs of individual students.
All teaching staff members are part of the Victorian Professional Learning Communities (PLC) initiative and a School Improvement Team (SIT) in Literacy, Numeracy or Wellbeing. The College conducts a Hands-on learning program for students in Years 5-8. Students in Years 9-10 have the opportunity to undertake Victorian Certificate of Education (VCE) Units 1 and 2, Vocational Education and Training (VET) courses and School Based Apprenticeships. Students in Year 9 attend the North Central Trade Training (NCCTC) in Charlton to participate in various technical subjects. Students in Year 10 also undertake a range of VET subjects at the NCTTC one day a week.
Schools (Government)
28
March
Schools (Government) - Ouyen, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numer...
Source: uWorkin
Schools (Government)
28
March
Schools (Government) - Ouyen, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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.
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 marrung@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 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Program Benefits
This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria as noted below.
Payments and support on offer, subject to eligibility criteria:
- A commencement incentive payment (pro-rata for positions less than full-time) to the amount of:
- $25,000 (before-tax) if the position is for a school located within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas, or
- $50,000 (before-tax) if the position is for a school located within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- $10,000 (before-tax) annual retention payments (pro-rata based on 1.0 FTE), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
Eligibility for Targeted Financial Incentive (TFI) program payments:
- The successful candidate must be a new employee to this school.
- The successful candidate is committing to a minimum of 2 years of employment at this school.
- The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
- Where the successful candidate has previously received commencement TFI payments totalling less than $50,000 (before-tax), an amount of up to $50,000 (before-tax), minus the total amount of commencement TFI payments previously received, may be offered provided other criteria is met.
- The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
- The successful candidate does not at present ordinarily reside within `Outer Regional Australia (Vic.)' or `Remote Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
- Only applicable for positions attracting a $25,000 (before-tax) commencement incentive payment: The successful candidate will also not at present ordinarily reside within `Inner Regional Australia (Vic.)', per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area').
Further information regarding the Targeted Financial Incentives (TFI) program is available on the department's website at https://www.vic.gov.au/targeted-initiative-attract-more-teachers
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
Murrayville Community College is a Prep to Year 12 school situated in an attractive setting in the rural township of Murrayville, close to the South Australian border in the northwest of the state. The College serves the town of Murrayville and the large surrounding area with a population of 600 along with the district of Pinnaroo in South Australia, which has a population of 1400. The College forms an important part of the social and economic life of the town. Aesthetically the school has great appeal and provides an excellent educational environment for its students. The school offers extensive choices to all students, VET, VCE and VCAL courses. Students have one to one computer access, and the school has well-appointed classrooms enhanced by interactive whiteboards and video conferencing facilities. The College is an integral part of the Mal lee Education Cluster of schools where teacher development through collaboration is encouraged and supported. The grounds and recreational facilities are extensive, attractive, and well maintained. The township is fortunate to have quality affordable teacher housing.
Murrayville is located 110km west of Quyen, 210km from Mildura, 565km from Melbourne and 276km from Adelaide, 16km inside the Victorian/South Australian border. The nearest primary school is at Pinnaroo, some 26 kilometres away in South Australia, from where there is an intake at the beginning of Year 8 each year. The current enrolment is 80 students.
The area is essentially a wheat and sheep farming region with a substantial and increasingly diversified agricultural and economic base. There is an expanding interest in tourism due to the proximity of world class national parks. Because of its unique geographic location, the College is strongly selfsufficient. The town itself is tree lined and beautiful and offers access to many services. Cooperative effort, community involvement and commitment to community well-being mean that the College is a valued resource, with facilities and expertise shared within the community. At Murrayville the students are immersed in an environment that values communication, relationships, and personal accomplishment. The young
people are offered a stimulating, connected and caring space to grow. We pride ourselves on the way we expose students to learning that interests them, is varied and flexible, providing the direction and means to create true citizens of the world.
Schools (Government)
28
March
Pentarch Holdings Pty Ltd - Ultima, VIC
We are seeking qualified Maintenance Fitters to join our Ultima team on a secure permanent basis. Apply now to register your interest! About Us Join...
Source: uWorkin
Pentarch Holdings Pty Ltd
28
March
Pentarch Holdings Pty Ltd - Ultima, VIC
Trades & Services
Source: uWorkin
We are seeking qualified Maintenance Fitters to join our Ultima team on a secure permanent basis. Apply now to register your interest!
About UsJoin our team and be part of a diversified group with over 30 years of experience leading the way in the forestry, agricultural, and permaculture industries. We're dedicated to the sustainable management of natural resources and have a long-standing commitment to responsible and functional use of these resources in our businesses. At the Pentarch Group, you'll have the opportunity to contribute to pursuing new ideas, support local communities, and help shape a business that focuses on a sustainable future. Your skills and passion can make a real difference by building on our decades of expertise. Visit www.pentarch.com.au to learn more.
About the Position
We are seeking a qualified Maintenance Fitter who is looking for a new challenge within a growing company. You will report into our General Manager, Operations and will be responsible for the maintenance of site plant and equipment to a high standard, which will enable maximum production levels to be sustained at our Ultima Site.
This is a Permanent Full-Time position which will help to work toward delivering zero production down time. We are looking for a self-motivated individual to join our fantastic team. This is a Monday to Friday position 5:45am starts. We also require a candidate who is willing to work occasional weekends when required.
Key responsibilities include but not limited to:
- Both breakdown and preventative maintenance of site plant equipment including Hay Press components and other relevant machinery.
- The use of sound judgement when making decisions regarding maintenance with due regard to employee health and safety.
- Working to ensure that any breakdown time is as short as possible, this may involve both quick fixes to ensure production is maintained and conducting thorough repairs between shifts.
- Ensuring that good housekeeping standards are continually maintained.
To be successful in this role you will have:
- A qualification in Engineering - Mechanical Trade or other relevant field is essential.
- Experience as a maintenance fitter working within a production environment is highly advantageous.
- Knowledge of occupational health and safety issues and a high regard for employee safety.
- Demonstrated ability to effectively communicate with other fitters, supervisors and other key stakeholder.
- Self-motivated with drive and commitment to complete work to a high standard.
- Willingness to adapt to changes for continuous improvement in processes.
In return, we offer:
- Secure, permanent work.
- Opportunities to grow your current skills, knowledge, and career.
- A supportive team and positive work environment.
- An Immediate start for the right candidate.
- Competitive pay, full-time benefits, and overtime opportunities.
Successful Applicants must be have full working rights in Australia.
To join us and become a vital part of our mission apply now.
Pentarch Holdings Pty Ltd
28
March
Tradewind Australia - Swan Hill, VIC
Job Description 🌟🚀 Exciting Opportunity Alert! 🚀🌟 Are you ready to lead with passion and purpose in the heart of Swan Hill? 🔍 Sexual Assault and...
Source: uWorkin
Tradewind Australia
28
March
Tradewind Australia - Swan Hill, VIC
Any Industry
Source: uWorkin
- 📅 Employment Type: Full-time, ongoing contract, SCHADs 8, ONSITE (no WFH options)
- 🚺 Gender Preference: Services are geared towards female-identifying clients.
- 📝 Psychometric Test Requirement: Candidates will be asked to undergo a psychometric test.
- 🌟 Leadership Role: Essentially the PM on the ground, reporting to Jason in Mildura.
- 👥 Team Oversight: Oversee approximately 20 staff, with 3 direct reports.
- 🌈 Service Focus: Family Violence Crisis, Case Management, Counselling, and TOD (although TOD technically has its own leadership team).
- 🎓 Educational Requirement: Bachelor's of Social Work or equivalent qualification is essential.
- A leadership style that inspires and empowers, with a focus on team wellbeing and development.
- Strong operational and service management skills, with a keen eye for detail and quality assurance.
- The ability to think strategically and creatively, driving innovation and continuous improvement.
- Excellent communication and interpersonal skills to engage with diverse stakeholders effectively.
- While experience in family violence is beneficial, candidates from various community spaces with strong leadership skills are encouraged to apply.
- 💰 Competitive Salary: $120k - $125k + super + salary packaging.
- 🏡 Vibrant Location: Swan Hill offers a unique blend of community spirit and natural beauty.
- 🔒 Stability: Enjoy the security of a permanent contract and the opportunity to make a meaningful impact.
Tradewind Australia is Melbourne's fastest-growing agency recruiting for the Social Services sector. We pride ourselves on the strong and long-standing relationships we have formed with our clients and candidates.How to apply:To apply, follow the link provided or apply on our websiteAlternatively, email your resume toFor any queries regarding the position or application process, contact the Family Services Team on 03 9081 0562.TRADEWIND AUSTRALIA IS PROUD TO BE AN EQUAL OPPORTUNITIES EMPLOYER.We welcome applications from people who reflect the diversity of the organisations we partner with, and the people they support. We encourage people of Aboriginal and Torres Strait Islander background and people with disability and lived experience to apply.Get similar jobs like these by emailBy submitting your details you agree to ourConsultantShare this jobYou know how people say, "come to me with solutions, not problems" ...we're not like that.
Tradewind Australia
27
March
State Government of Victoria - Swan Hill, VIC
About the role: An opportunity for one (1) x Mental Health Clinician to be part of our Health and Wellbeing Hub for the Western Region Hub located in...
Source: uWorkin
State Government of Victoria
27
March
State Government of Victoria - Swan Hill, VIC
Health, Medical & Pharmaceutical
Source: uWorkin
- Deliver high quality mental health and wellbeing support to employees in an integrated and relational model which involves being present and visible around police stations.
- Work collaboratively in a multidisciplinary team of health, safety and wellbeing professionals and providing clinical expertise to the team.
- Deliver clinical interventions such as wellbeing conversations, brief interventions and case co-ordination in accordance with the Victoria Police clinical governance framework.
- Facilitate preventative and proactive interventions such as group based reflective practice.
- Provide advice and guidance to managers to uplift capability in the management of employees experiencing mental health issues.
- Overnight travel may be required for this role.
- Demonstrated experience working collaboratively with other members in a multidisciplinary team.
- Demonstrated knowledge of prevalent mental health and wellbeing issues and best practice approaches.
- Demonstrated experience in the delivery of short-term mental health interventions and group based reflective supervision.
- Proven ability to engage, build rapport and have difficult conversations with a range of stakeholders including clients and managers.
- Full registration as a Psychologist with AHPRA; or registration as a Social Worker with AASW; or registered Mental Health Nurse with AHPRA; or Occupational Therapist with AHPRA and endorsed for mental health practice by OTA.
- Competitive salary including annual leave loading under the Victorian Public Service Enterprise Agreement
- Generous leave entitlements including paid parental leave
- Opportunity to purchase leave
- Flexible working arrangements
- Employee Assistance Program and a range of internal services to support you
- Salary packaging options via superannuation contributions or a novated vehicle lease
- One (1) x full-time, ongoing position available.
- This position is located in Swan Hill or Mildura.
- This position requires regular travel, applicants must hold a current Drivers License.
- Applicants must be an Australian Citizen, Permanent Resident or hold a valid work permit or visa.
- The successful applicant will be required to undergo pre-employment checks which may include fingerprint checks and misconduct screening.
- Resume
- Completed application form – the word document (2. Application form) for you to complete and attach to your submission, is attached to the job advertisement.
State Government of Victoria
26
March
Private Company - Swan Hill, VIC
Business Traineeship - Certificate III Business Murray Mallee Training Company together with a local Swan Hill business, have a great opportunity for ...
Source: uWorkin
Private Company
26
March
Private Company - Swan Hill, VIC
Any Industry
Source: uWorkin
Company: Murray Mallee Training Company Ltd
Location: Swan Hill VIC
Private Company
26
March
Private Company - Swan Hill, VIC
About Us We are a growing Financial Planning business with offices in Echuca, Swan Hill & Bendigo. We provide high quality service and advice to our....
Source: uWorkin
Private Company
26
March
Private Company - Swan Hill, VIC
Any Industry
Source: uWorkin
About
Us
We are a growing Financial Planning business with
offices in Echuca, Swan Hill & Bendigo. We provide high quality service and
advice to our...
Company: Rich River Wealth
Location: Swan Hill VIC
Private Company
26
March
Private Company - Woorinen, VIC
Forklift Driver - Stonefruit farm - Woorinen, VIC Work type: Full time Salary: $63,000 -... Company: Cutri Fruit Trusco Pty Ltd Location: Woorinen ...
Source: uWorkin
Private Company
26
March
Private Company - Woorinen, VIC
Manufacturing & Industrial
Source: uWorkin
Forklift Driver- Stonefruit farm - Woorinen, VIC
Work type: Full time
Salary: $63,000 -...
Company: Cutri Fruit Trusco Pty Ltd
Location: Woorinen VIC
Private Company
26
March
Private Company - Kerang, VIC
Baking Apprenticeship - Certificate III Baking Murray Mallee Training Company together with a local business in Leitchville are looking for a motivat...
Source: uWorkin
Private Company
26
March
Private Company - Kerang, VIC
Any Industry
Source: uWorkin
Baking Apprenticeship - Certificate III Baking
Murray Mallee Training Company together with a local
business in Leitchville are looking for a motivated person to undertake...
Company: Murray Mallee Training Company
Location: Kerang VIC
Private Company
26
March
Schools (Government) - Swan Hill West, VIC
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numera...
Source: uWorkin
Schools (Government)
26
March
Schools (Government) - Swan Hill West, VIC
Education, Childcare & Training
Source: uWorkin
Selection Criteria
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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.
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 marrung@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
Other Information
End date can be earlier by negotiation.
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile
HHD Unit 3 & 4 Teacher to teach Unit 4 and revision of Unit 3 & 4 for the examination. Class size ¿ 5 students. All enquiries welcomed, flexibility available.
Tyrrell College is a P-12 school located in the Mallee town of Sea Lake, which is about 400 kilometres north-west of Melbourne. The community is mainly farm-based and the area is well known for its rich grain farming. Our purpose is to provide a safe, positive and challenging environment where everyone aspires to aim high and become responsible, caring and contributing community members.
Our three pillars are the development of high quality teaching and learning practices where learning is differentiated and progress is evidence based, and relationships between all community members are embedded and aligned with the College values of Respect, Responsibility, Honesty and Aiming High. Partnerships with the wider community and parents are an essential and vital part of the College¿s operation. The parents, community, staff and students have high expectations of the College and the outcomes it provides for the students.
The College has excellent facilities set in a large, well-maintained precinct. The adjoining Community Centre provides for sporting and cultural activities and a Building the Education Revolution funded primary wing is an outstanding facility. The Student Family Occupation (SFO) index is 0.46 with 140 enrolled students.
For some years now, the College has had a strong focus on agricultural opportunities for students. In 2011, the school was recognised for its achievements and forward thinking with a National Australia Bank Schools First National Award ($500 000). Through this program the College is agricultural manager of two land holdings of 60 and 70 hectares each on different sides of Sea Lake, with VCE and VET students having opportunities in food and livestock production, some related opportunities for P-6 students, a core subject in Year 8, and an elective in Years 9-12. In 2022, the College was the successful applicant of the Secondary Schools Agriculture Fund in late 2022, securing funding of $200,000. This funding will aid Tyrrell College to deliver a hands-on agricultural program that provides a focus on the overall growth of agricultural industries. We hope to inspire our students to explore the many different pathway opportunities in the industry. As part of this project the school will create a new agricultural learning facility where an innovative and practical curriculum leveraging our existing resources, equipment, land, and industry connections, can be delivered.
The College has composite classes in F-6 and each year level from 7 to 12 is comprised of one class of students. VCE classes operate with one class per study. The College has implemented Pr1me Maths, which is an Internationally recognised contemporary mathematics program. Foundation to Year One students follow the Little Learner¿s Love Literacy program whilst SRA Spelling Mastery is taught three times a week to those in Years Two to Six. This is a research-proven program that uses the evidence-based Direct Instruction method to enable teachers to deliver highly interactive, structured lessons that help students learn dependable spelling skills. Intervention consists of maths tutoring and both Minilit and Macqlit for reading, spelling and phonics.
The College places a great emphasis on a fully-documented curriculum, which is rigorous and personalised, and is currently in the process of finalising the College-wide instructional model. The Victorian Curriculum and VCE curriculum inform curriculum delivery and the College's organisational structures for student learning. In 2023, the College is introducing exciting new studies in VCE, VET and Vocational Pathways to facilitate the new Senior Secondary Pathways Reform. Students at the College also have access to subjects through Virtual Schools Victoria and other external providers. Students can also access shared VCE subject delivery through our neighbouring school partnerships.
The College continues to advance its Agriculture programs (F-12) and digital teaching and learning profile with a College-wide 1-1 digital device program. All students in Foundation to Year 6 are allocated a school-managed iPad and have access to a small hub of laptops, as well as the computer lab. Students in Years 7 to 12 have a BYO 1-1 device of their choice, as well as access to the computer lab. Promethean boards have been installed in classrooms in both the primary and secondary areas. The curriculum offers studies in Digital Technologies (F-7), STEM (3-6 and Year 9) and VCE computing studies including Software Development and Systems Engineering. Students learn to apply code using floor robots and Lego robotics kits, and also have access to 3-D printing and drones.
The small student numbers provides a platform for relationship building between students and students, and students and teachers. Teachers have opportunities in this small school context to know students well, to spend more individual time with students, and to personalise learning for every student. Students participate in an extensive range of cultural, academic and sporting activities, including visiting performances, drama workshops, College productions, camps and excursions, and inter-college sports.
26
March
Schools (Government) - Ouyen, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and...
Source: uWorkin
Schools (Government)
26
March
Schools (Government) - Ouyen, VIC
Education, Childcare & Training
Source: uWorkin
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 is Monday to Friday from 8:30am to 3:30pm
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
- 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.
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 marrung@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
Location Profile
Murrayville Community College is a Prep to Year 12 school situated in an attractive setting in the rural township of Murrayville, close to the South Australian border in the northwest of the state. The College serves the town of Murrayville and the large surrounding area with a population of 600 along with the district of Pinnaroo in South Australia, which has a population of 1400. The College forms an important part of the social and economic life of the town. Aesthetically the school has great appeal and provides an excellent educational environment for its students. The school offers extensive choices to all students, VET, VCE and VCAL courses. Students have one to one computer access, and the school has well-appointed classrooms enhanced by interactive whiteboards and video conferencing facilities. The College is an integral part of the Mallee Education Cluster of schools where teacher development through collaboration is encouraged and supported. The grounds and recreational facilities are extensive, attractive, and well maintained. The township is fortunate to have quality affordable teacher housing.
Murrayville is located 110km west of Ouyen, 210km from Mildura, 565km from Melbourne and 276km from Adelaide, 16km inside the Victorian/South Australian border. The nearest primary school is at Pinnaroo, some 26 kilometres away in South Australia, from where there is an intake at the beginning of Year 8 each year. The current enrolment is 80 students.
The area is essentially a wheat and sheep farming region with a substantial and increasingly diversified agricultural and economic base. There is an expanding interest in tourism due to the proximity of world class national parks. Because of its unique geographic location, the College is strongly self-sufficient. The town itself is tree lined and beautiful and offers access to many services. Cooperative effort, community involvement and commitment to community well-being mean that the College is a valued resource, with facilities and expertise shared within the community.
At Murrayville the students are immersed in an environment that values communication, relationships, and personal accomplishment. The young people are offered a stimulating, connected and caring space to grow. We pride ourselves on the way we expose students to learning that interests them, is varied and flexible, providing the direction and means to create true citizens of the world.
Schools (Government)
26
March
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd - Robinvale, VIC
Our valued client Giofrelle Nominees Pty Ltd atf D & MA & R & P Giofrelle Family Trust No 1 Trading as Happy Valley Fruits based in Robinvale Victoria...
Source: uWorkin
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd
26
March
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd - Robinvale, VIC
Trades & Services
Source: uWorkin
The role includes but is not limited to:
- Preparing drawings, plans and designs for mechanical engineering work under the direction of Mechanical Engineers
- Conduct root cause analysis, fault-finding and diagnosing efficient solutions to machine breakdowns
- Installs, removes, inspects and repairs mechanical spare parts like bearings, seals on typical mechanical equipment.
- Performs major overhaul of equipment with or without external contractors and vendors.
- Disassembles, assembles, observes, repairs, tests, collects data and prepares reports on equipment, as tasks related to maintenance.
- Maintaining non-electrical safety, process and utility equipment.
- Perform power plant rigging, and lifting equipment necessary for safely handling heavy machinery and materials.
- Advise and assist engineering and scientific professional staff in the design of advanced and complex mechanical equipment or system.
- Troubleshoot process equipment, automation issues that may arise at the manufacturing line.
- Ensuring that products meet compliance regulations.
- Troubleshooting mechanical issues.
- Carry out work instructions as given by Supervisor, work specifications, equipment operation.
- Supports improvement projects.
- Fabricates and repair parts by using machine shop tools and equipment.
- Controls downtime by performing routine preventative maintenance requirements, daily equipment inspections, and monitoring machine operational performance.
- Perform duties consistent with established safety rules and procedures.
- Installing and commissioning new equipment as directed.
- Understand customer change request and provide schedule
Desirable traits and will highly be regarded:
- Strong mechanical aptitude and problem-solving skills.
- Proven experience as a Mechanical Technician or similar role.
- Knowledge of mechanical systems, tools, and equipment.
- Ability to read and interpret technical manuals and blueprints.
- Knowledge in wide variety of machine diagnostics software highly regarded
- Documentation skills, must be able to maintain accurate records of maintenance service history
- Strong attention to detail and a commitment to quality work.
- Excellent communication and teamwork skills.
- Safety-conscious mindset.
- Self-motivated, organised, punctual and reliable
- Must have great work ethics
If you meet the above criteria and would like to be considered for this position, please apply now!
Salary: Guaranteed annual earnings of at least $70,000 + Super
Summary of role requirements:
- Flexible hours available
- More than 4 years of relevant work experience required for this role
- Working rights required for this role
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd
26
March
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd - Robinvale, VIC
Our valued client Giofrelle Nominees Pty Ltd atf D & MA & R & P Giofrelle Family Trust No 1 Trading as Happy Valley Fruits based in Robinvale Victoria...
Source: uWorkin
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd
26
March
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd - Robinvale, VIC
Trades & Services
Source: uWorkin
The role includes but is not limited to:
- Sets up and operates machine tools to shape and form metal stock and castings to fine tolerances, using detailed drawings and specifications.
- Studying drawings and specifications to determine suitable material, method and sequence of operations, and machine settings
- To operate all equipment ensuring that machinery is kept running to maximum efficiency and that all documentation is completed as required.
- Fits, assembles, grinds and shapes metal parts and subassemblies to fabricate production machines and other equipment
- Fitting fabricated metal parts into products and assembling metal parts and subassemblies to produce machines and equipment
- Checking fabricated and assembled metal parts for accuracy, clearance and fit using precision measuring instruments
- Setting guides, stops and other controls on machining tools, setting up prescribed cutting and shaping tools and dies in machines and presses, and setting controls for textile machines
- Forming metal stock and castings to fine tolerances using machining tools to press, cut, grind, plane, bore and drill metal
- Cutting, threading, bending and installing hydraulic and pneumatic pipes and lines
- Preparing pattern mechanisms to control the operation of textile machines used to spin, weave, knit, sew and tuft fabric
- Diagnosing faults and performing operational maintenance of machines, and overhauling and repairing mechanical parts and fluid power equipment
- May erect machines and equipment on-site
Desirable traits and skills that will highly be regarded:
- Trade Qualifications and +5 years relevant experience
- Excellent level of experience in CNC Machine operation including profile cutting and drilling
- Knowledge and ability to read engineering drawings
- Able to work productively, largely unsupervised
- Willing to operate new equipment
- Excellent problem solving and reasoning abilities
- Reliable, self-motivated with a great work ethic
- A self-starter, with an ability to take direction
- Excellent problem solver and reasoning abilities
- Operate forklift (desired but not essential)
- A strong team player
- Strong communication skills
- Great work ethics
Salary: Guaranteed annual earnings of at least $70,000 +Super
Summary of role requirements:
- Flexible hours available
- More than 4 years of relevant work experience required for this role
- Working rights required for this role
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd
26
March
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd - Robinvale, VIC
Our valued client Giofrelle Nominees Pty Ltd atf D & MA & R & P Giofrelle Family Trust No 1 Trading as Happy Valley Fruits based in Robinvale Victoria...
Source: uWorkin
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd
26
March
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd - Robinvale, VIC
Trades & Services
Source: uWorkin
The role includes but is not limited to:
- Perform regular scheduled maintenance service on a range of vehicle
- Repairing and replacing worn and defective parts and reassembling mechanical components, and referring to service manuals as needed
- Testing and adjusting mechanical parts after being repaired for proper performance
- Complete and maintain service and inspection documentations ensuring its compliance
- May inspect vehicles and issue roadworthiness certificates or detail work required to achieve roadworthiness
- May respond to vehicle or equipment breakdown service calls
- Maintain a safe and clean work environment
Desirable traits and skills that will highly be regarded:
- Strong mechanical knowledge on a wide variety of vehicle and equipment
- Mechanical Technician trade qualification or equivalent
- Ability to work well both independently and in a team environment
- Strong diagnostic abilities
- Self-motivated, organised, punctual and reliable
- Strong communication skills
- Must have great work ethics
If you meet the above criteria and would like to be considered for this position, please apply now!
Salary: Guaranteed annual earnings of at least $70,000 + Super
Summary of role requirements:
- Flexible hours available
- More than 4 years of relevant work experience required for this role
- Working rights required for this role
Apprise Consulting Pty Ltd on behalf of Giofrelle Nominees Pty Ltd
25
March
Rumbold's Auto Electrical - Kerang, VIC
Rumbold's Auto Electrical is a fast paced Auto Electrical Business located in Kerang Victoria.
We are seeking a 1st Year Auto Electrician Apprentice...
Source: Swan Hill Connect U
25
March
Rumbold's Auto Electrical - Kerang, VIC
Trades & Services
Source: Swan Hill Connect U
Rumbold's Auto Electrical is a fast paced Auto Electrical Business located in Kerang Victoria.
We are seeking a 1st Year Auto Electrician Apprentice.
The successful applicant must have the following qualities.
- Hard Working
- Genuine Interest in the auto electrical field
- Honest
- Ability to work well in a team
- High attention to detail
- Attend and complete Trade School in Swan Hill (in weekly blocks)
The applicant will need to have completed year 10 minimum.
Please drop resume into Rumbold's Auto Electrical 27 Tate Drive Kerang VIC 3579.
Applications close 5.00pm on Friday 12th April 2024
25
March
Fruitmaster Australia - Robinvale, VIC
Fruit Master Farm Operations Pty Ltd is a national table grape producer and marketer. Our facility in Kenley, Victoria requires a qualified full time ...
Source: uWorkin
Fruitmaster Australia
25
March
Fruitmaster Australia - Robinvale, VIC
Other
Source: uWorkin
Salary is $70,000per annum plus superannuation.
The applicant should have a relevant formal qualification or at least a minimum of 5 years full time work experience as a grower in a large organization or large farm. The applicant must be committed to working in regional Victoria.
The applicant will be responsible for the following tasks:
- Organising and conducting farming operations, such as collecting, storing, grading and packaging fruit and reporting to the National Farms Manager
- Planning and coordinating the production and marketing of fruit from soil preparation to harvest, taking into account environmental and market factors
- Selecting and planting vines in accordance with Fruit Master development plans for land
- Maintaining crop production by cultivating, de-budding and pruning, and maintaining optimal growing conditions
- Directing and overseeing general farming activities such as fertilising, pest and weed control
- Maintaining farm buildings, fences, equipment and water supply systems
- Maintaining and evaluating records of farming activities, monitoring market activity, and planning crop preparation and production as required by Fruit Master senior management
- Selecting, training and supervising staff and contractors when required
Summary of role requirements:
- Looking for candidates available to work:
- Monday: Morning, Afternoon
- Tuesday: Morning, Afternoon
- Wednesday: Morning, Afternoon
- Thursday: Morning, Afternoon
- Friday: Morning, Afternoon
- More than 4 years of relevant work experience required for this role
- Working rights required for this role
Fruitmaster Australia
25
March
Shine Bright EYM - Swan Hill, VIC
Organisation: Shine Bright EYM For Provider: Shine Bright EYM Closing date: 10.05.2024 Primary role: Certificate III Educator Posi...
Source: uWorkin
Shine Bright EYM
25
March
Shine Bright EYM - Swan Hill, VIC
Education, Childcare & Training
Source: uWorkin
Description
Shine Bright EYM – Swan Hill North Kindergarten Certificate III Position Available Position: Certificate III Educator (Part-time) – 19.13 hours per week (Monday and Wednesday sessions) Location: Swan Hill North Kindergarten Employment conditions: VECTEA 2020 Our mission is to make every moment matter. Shine Bright EYM is one of Central and Northern Victoria’s leading not-for-profit, community based early year’s education providers. Our vision is to be an organisation that champions for children now, for a better tomorrow through ‘The Shine Bright Way’. Shine Bright EYM core purpose is to foster a healthy and active early childhood community working together to provide quality education and care for young children. Each kindergarten has an Educational Leader supported by a team comprised of Bachelor, Diploma and/or Certificate 3 Qualified Staff. We also have a designated Early Years Advisor (Bachelor Trained and Experienced) for each kindergarten who actively supports the staff through regular visits. We offer:
- Above-award non-contact time for Diploma & Cert III Educators.
- A supportive environment, where your professional development will be encouraged.
- Supportive Employee Assistance Program.
- Uniform allowance and employee referral program.
- Certificate III in Early Childhood (or ACECQA approved equivalent)
- Knowledge of the Early Years Learning Framework and National Quality Standards
- Current Victorian Working with Children Check
- Experience working with children desirable
- Experience working in kindergarten settings desirable.
- Professionalism
- Collaborative Generative Thinking
- Open to Complexity
- Meaningful Documentation
- Foregrounding First Nations Perspectives
Shine Bright EYM
23
March
Schools (Government) - Swan Hill West, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and s...
Source: uWorkin
Schools (Government)
23
March
Schools (Government) - Swan Hill West, VIC
Education, Childcare & Training
Source: uWorkin
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
- 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.
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 marrung@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 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Location Profile
Nyah District Primary School was formed in 1997 as a result of the amalgamation between Nyah West Primary School and Nyah Primary School (closed 1996). The school is situated in the township of Nyah West which is approximately 30 kilometres north of Swan Hill in the Loddon Mallee region.
The school has a current enrolment of 53 students, offering a bus service to the wider area of the local community. Nyah District has a strong community connection, with our motto being "Together we Learn". The school enjoys a strong community identity and sense of ownership. It features high parental involvement, with a commitment to the best educational programs and appropriately resourced facilities.
All members of staff work as a team to provide the best possible learning opportunities and well-being for all students. Our goal is to provide a safe and happy environment and comprehensive education which enables each child to reach their academic, social, emotional and physical potential.
23
March
Schools (Government) - Ouyen, VIC
Selection Criteria SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and s...
Source: uWorkin
Schools (Government)
23
March
Schools (Government) - Ouyen, VIC
Education, Childcare & Training
Source: uWorkin
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 is Monday to Friday 8:30am to 3:30pm.
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
- 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.
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 marrung@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
Location Profile
Murrayville Community College is a Prep to Year 12 school situated in an attractive setting in the rural township of Murrayville, close to the South Australian border in the northwest of the state. The College serves the town of Murrayville and the large surrounding area with a population of 600 along with the district of Pinnaroo in South Australia, which has a population of 1400. The College forms an important part of the social and economic life of the town. Aesthetically the school has great appeal and provides an excellent educational environment for its students. The school offers extensive choices to all students, VET, VCE and VCAL courses. Students have one to one computer access, and the school has well-appointed classrooms enhanced by interactive whiteboards and video conferencing facilities. The College is an integral part of the Mallee Education Cluster of schools where teacher development through collaboration is encouraged and supported. The grounds and recreational facilities are extensive, attractive, and well maintained. The township is fortunate to have quality affordable teacher housing.
Murrayville is located 110km west of Ouyen, 210km from Mildura, 565km from Melbourne and 276km from Adelaide, 16km inside the Victorian/South Australian border. The nearest primary school is at Pinnaroo, some 26 kilometres away in South Australia, from where there is an intake at the beginning of Year 8 each year. The current enrolment is 80 students.
The area is essentially a wheat and sheep farming region with a substantial and increasingly diversified agricultural and economic base. There is an expanding interest in tourism due to the proximity of world class national parks. Because of its unique geographic location, the College is strongly self-sufficient. The town itself is tree lined and beautiful and offers access to many services. Cooperative effort, community involvement and commitment to community well-being mean that the College is a valued resource, with facilities and expertise shared within the community.
At Murrayville the students are immersed in an environment that values communication, relationships, and personal accomplishment. The young people are offered a stimulating, connected and caring space to grow. We pride ourselves on the way we expose students to learning that interests them, is varied and flexible, providing the direction and means to create true citizens of the world.
Schools (Government)
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