Bacchus Marsh College
Established in 1921, Bacchus Marsh College has a long and proud history with strong community links and partnerships. The College is an integral part of the community and the past record of our students in academic, cultural and sporting fields is noted with pride.
We are open to all by being inclusive. We have strong teacher efficacy - each and every student can and will learn from us. Our students strive to achieve their best and build resilience for the challenges that the future will bring.
Our College values are Respect, Responsibility and Effort. Being the only state secondary school servicing the town, Bacchus Marsh College provides a comprehensive and inclusive curriculum with a range of pathways to meet the interests and needs of a wide variety of students.
Key Features
* Literacy, numeracy and ICT are integrated into the teaching and learning program.
* A wide range of VCE and VET studies are offered to our senior students, including VCE VM provision, and access to School Based Apprenticeships.
* The Avenue' is an example of an alternate program that we offer to cater for our students and can include blended learning options to meet individual student needs.
We also have a diverse range of extra-curricular activities on offer. Ecolinc, a state-wide specialist science and mathematics centre, is an important part of the College, providing our students and staff with a range of opportunities to enhance levels of engagement and learning in science and mathematics.
We work in conjunction with the local Shire to operate joint use facilities, including a Recreation Centre. We have invested into ICT infrastructure and have developed a genuine 1:1 Netbook program.
Following capital works, our College now boasts state-of-the-art facilities including a Science, Technology and Year 9 Learning Community Centre; a Materials Technology facility including a project yard; Food Technology, Hospitality and VCE VM spaces; a dedicated space for our 'Avenue' program; and an extension to Ecolinc.
Our Library Resource and Study Centre has been modernised with further plans for refurbishments and the redevelopment of our oval and recreational spaces.
Learning Communities
Our College operates in Learning Communities (Year 7 & 8, Year 9, and Years 10-12) to ensure the development of all students, academically and socially.
We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose.
We continue to implement School-wide Positive Behaviours Support and Respectful Relationships and are committed to continuing to utilise this evidence-based framework for positive outcomes.
Role Responsibilities
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).
* Specific support tasks to achieve outcomes.
* 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).
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.