uWorkin

About the Company

Our client is a large well-known meat processing facility located in Bordertown South Australia. Our client understands well trained, motivated employees are the key to their success and are committed to offering a positive work environment with internal training and career progression opportunities.

To be considered for this position you need to have had experience in manual labour such as some heavy lifting, working on a fast process line, packing and labeling.

Applicants must be fit as the job entails reparative lifting and standing in an upright position for the full shift

About the Roles

• A number of positions available in various areas within the facility.
• Competitive starting hourly rates on offer for successful candidates.
• Career progression opportunities
• Must be reliable, punctual and have a positive attitude

Responsibilities

• Be safety conscious and able to follow workplace health and safety policies and procedures.
• Adhere to food safety and quality assurance requirements.
• Ability to listen to and follow instructions.
• Attention to detail

Criteria

• Work well in a team environment
• Have own reliable transport
• Ability to conduct physical work in hot and cold environment
• Work different shifts as required
• Possess a positive working attitude and not afraid to get your hands dirty

This role required you to participate in a Pre-Employment Medical, which includes Drug and Alcohol testing, and Q Fever vaccination.

No matter where you’re at in your career, we want to help you excel. If you have a passion for style, a commitment to hard work and love helping customers, we want to hear from you. From store managers to marketing – there’s so many ways you can be a part of Seed Heritage. See how you can be a part of us.

Our beautiful concept & concession stores are always on the lookout for committed, passionate and stylish talent to join us our exciting journey. Please email recruitment@seedheritage.com to learn more!

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Cabrini

Cabrini is a Catholic charitable organisation inspired by the spirit and vision of Saint Frances Xavier Cabrini and the Missionary Sisters of the Sacred Heart of Jesus. This order was founded by Saint Frances Xavier Cabrini who was canonised in 1946 and later proclaimed Universal Patron Saint of Immigrants. We are a community of care, reaching out with compassion, integrity, courage and respect to all we serve. With more than 4300 staff, 1000 accredited medical practitioners and several locations, we offer a range of employment opportunities to start, continue or advance your career.

The Role

We are seeking a highly motivated and enthusiastic Enrolled Nurse to join our team of dedicated nurses and support staff at Cabrini Brighton 1 North. The unit specialises in medical and oncology patient profiles, with occasional rehab patients.
The successful candidate will be required to work shifts and be available for weekend and nights as required. The position of part time hours would be considered for the right candidate.

Key Capabilities

• Commitment to quality patient care and outcomes
• Positive attitude and adaptable to change within an evolving service
• Excellent assessment, communication and time management skills
• Ability to work efficiently and respectfully within the team
• Legible Handwriting
• Flexibility with working hours
• Excellent written and verbal communication skills
• Well-developed organisational and prioritisation skills

Enquiries to: NUM Kim Rogers/ Anna Pettifer on 9508 5595/ 0479 189 243

Closing date: 23rd July 2020

To view the full position description, please click here

Cabrini offers

• Salary Packaging
• Professional development opportunities
• Employee Assistance Program (EAP)
• Close to public transportation

Cabrini is an equal opportunity employer
Cabrini is committed to providing a safe environment for children

Compassion – Integrity – Courage – Respect

Police Check – MANDATORY FOR ALL NEW STAFF TO CABRINI

As per Cabrini policy, a mandatory copy of a current (under 12 months) police record check must be provided prior to the commencement date.

Rosebud Primary School is a Victorian Government school located on the Mornington Peninsula. Our school is proud to be the ‘HEART’ of the community and instill the values of honesty, effort, attitude, respect and team-work in all that we do. We revolve around building gratitude and empathy, leading to resilience.

Our school strives to provide a dynamic and supportive learning environment that enables our students to fulfill their academic, social, emotional and physical potential.

Rosebud Primary School has developed a meaningful performance and development culture, and all staff commit to a personal development plan that links explicitly to the school’s Strategic Plan and Annual Implementation Plan. Our teachers work in year level teams. Each team has a coordinator who works closely with leadership on whole school improvements. We run professional learning communities and each team have an ‘expert’ in either Maths, English or Wellbeing. Rosebud Primary school has developed a clear and consistent instructional model and there has been significant learning in the areas of Reading, Writing and Mathematics.

Rosebud Primary School has a strong philosophy of implementing effective programs for all students. This includes our Targeted Learning Program where students from F – 6 are taught at point of need in Mathematics and English, with support from our Maths and English specialists. Our teachers plan collaboratively and use common assessments to identify student learning needs, enabling personalised, targeted learning. We are a lead school in Respectful Relationships and mindfulness is a vital component to all our classrooms from F – 6. Our strong focus on student wellbeing is further supported by a dedicated Student Wellbeing Officer.

Our student leadership program is a major pillar of our school and begins in Grade 3. We pride our school on the opportunities we provide in relation to student voice and our Junior School council is a vital component in making whole school decisions.

All students attend specialist programs in Physical Education, Art, Music, STEAM and Japanese. Our extensive array of enrichment and extra-curricular programs ensure all students are exposed to a range of learning opportunities. These include an extensive outdoor education / camping program for our students from F – 6, providing them with the skills to immerse themselves in our beautiful Mornington Peninsula environment. A variety of sport events, music lessons and school performances, student leadership programs, bike education, book week, maths night and a whole school festival, are just some of the wonderful extra-curricular activities available to our students. Our school is designed around featuring inter-connected open classrooms. Our playgrounds are located across the multi-level site and students have access to an oval, school farm and peace garden. We make extensive use of the Rosebud Foreshore, as well as the school’s multi-purpose hall and big shed.

Our school offers a welcoming, safe and inclusive learning environment for all our students and their families. We use a Restorative Approach when dealing with behavioural issues. We have implemented a highly successful lunchtime clubs program which includes sport, ICT, quiet rooms, music, arts and hands on learning.

We run Out of School Hours Care which is available for all school families, including Out of School Hours Holiday Care. We have a full time nurse on duty and have recently upgraded our sickbay area.

Despite rapid growth in student enrolments (now a student population of 596 in 2020), Rosebud Primary School has continued to nurture a calm and purposeful environment where all students feel safe and included. In 2020, we have 23 classrooms, with approximately 60 staff members across a range of full time and part time positions, offering diversity of experience, expertise and gender balance.

The strength of our home / school partnership is outstanding. We have high levels of parent input and involvement. This partnership is celebrated and embraced as an important element of the culture of the school. Our Parents Association, School Council, Op Shop, Market Committee and Facilities Committee are essential partnerships within our school. Our hardworking, committed fundraising team have enabled us to provide valuable resources, as well as our own school bus which is accessible to all students at no cost.

We value all members of our school community and promote HEART in all that we do.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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

Exford Primary School is situated in a semi-rural setting, which provides a safe, happy and friendly learning environment, which promotes pride, warmth and a sense of belonging. It is located 6 kms from Melton South on a 1.2 hectare site surrounded by farm land and 7 km from the housing estate at Eynesbury and less than 2 km from the Weir Views (Exford Waters and Seventh Bend) estate. Our current 2020 enrolment is 468 students.

Our staff are a dedicated team, with all teachers and ES staff sharing in the pastoral care of all children. We have a daily focus on the teaching of Literacy and Numeracy and our Project Based Learning. Our Leading Teacher – Educational Leader and Learning Specialist teacher work closely with our teaching staff in our continuing focus on professional learning and supporting our Professional Learning Teams.

We are in the early stages of planning for a school upgrade. Currently, the school has an administration building which supports well-resourced portable classrooms; we also have an Art room, a Library and an indoor Gallery. The playground and surrounds complement the country feel of the school. A covered adventure playground, a second playground, roofed Basketball court, grassed area, extensive gardens and all weather surfaces enhance the outdoor area. We offer OSH Club, providing Before and After School Care at our school. We have a real focus on environmental sustainability at our school, in which the children play a leading role.

Exford Primary School is committed to educational excellence and the development of a caring and stimulating environment:

1. Students are encouraged to share the responsibility for their own learning, enabling them to reach their full potential.

2. We value and actively promote partnership between parents and the school community.

3. Learning experiences are structure to meet students’ individual differences with achievements being recognised, promoted and celebrated.

4. Each child is encouraged to develop social skills, independence, self confidence, consideration and respect for others. The school promotes an awareness of consequences for actions.

5. Curriculum and teaching responds to the ever-changing needs of the world in which we live.

Comprehensive classroom programs are implemented by highly trained and dedicated staff who focus on the individual learning needs of each child on an individual basis, particularly in Literacy and Numeracy. A dedicated Specialist Program involving all staff, helps ensure the breadth of quality curriculum in accordance with the Victorian Curriculum. Our focus on an integrated teaching and learning environment is supported by the use of ICT resources. Our Strategic Plan (2017 – 2020) focuses on providing strong programs in Literacy, Numeracy, Student Voice and engagement. We implement a successful Integration Program catering for students with a range of learning needs and disabilities.

At Exford Primary School we actively foster an environment where the partnership between staff, parents and students is highly valued, with children at the centre of our thinking and our actions. We continue to work with other schools in the Melton area, local pre-school, primary and secondary colleges.

Our school values of Respect, Kindness and Personal Best are an intrinsic part of our School Wide Positive Behaviour program and we instil high expectations for all of our community members, children and adults.

Exford Primary School provides a comprehensive and rewarding curriculum that strives to meet the needs and interests of individual students. It provides a friendly and secure environment for its students, staff and parents.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.

SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.

SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.

SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.

SC5 A commitment to professional learning and growth.

SC 6 Demonstrated knowledge and ability to implement strategies to support children with disabilities, including those with a diagnosis of Autism.

Undertakes routine tasks that are usually 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.

Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.

Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee's position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

2nd 3rd or 4th Year Carpentry Apprenticeship

Skillinvest on behalf of a builder in Ballarat are seeking applications from self-motivated and enthusiastic 2nd, 3rd or 4th year apprentices.

This position is an excellent opportunity, and ideally the successful applicant will possess the following attributes:

• Able to cope with the physical demands of the job

• Able to work with your hands

• Good sense of balance and ability to work at heights

• Able to work as part of a team.

The successful candidate will be required to have a Current Drivers Licence or working towards obtaining one

Workers in the construction industry must undergo safety induction training and be issued with a Construction Induction Card (CIC)

For more information please call Shane Cross on 0418 564 890

To Appy: Written applications including a resume and a cover letter to be submitted via our website www.skillinvest.com.au by Friday 24th of July 2020

Skillinvest is an equal opportunity employer

Salary: $72,500 base + car allowance + phone allowance + competitive commission structure

Are you an organised, active listener that is curious by nature? Are you a resilient and innovative thinker, who looks outside the box to find a great solution? Then we want to hear from you!

People with a passion for media, entertainment and sports will certainly feel right at home in our vibrant and bustling office space - Sell iconic brands, such as the Hit & Triple M Network and PodcastOne Australia!

As a successful Account Manager, you'll have a proven track record of solution selling and success in expanding solutions offerings to customers. You'll have fantastic communications skills, be customer focused and able to work autonomously and as part of our fantastic team.

As our newest Account Manager, you WILL:

• Work with the wider Sales team to develop Radio advertising and digital campaigns
• Deliver exciting and challenging projects, monitoring deadlines and managing ambiguity
• Identify clients' needs, expectations and sell appropriate tailored services and solutions
• Effectively and collaboratively manage priorities, multi-task and work well under pressure
• Utilise SCA’s CRM to diligently document and track client communications

You will BRING:
• A passion for building relationships with small to medium businesses
• An ability to work autonomously within a collaborative team
• A creative spirit, approaching client brief with a positive can-do attitude and a drive to succeed

Most of all, SCA is a values driven organisation- If you genuinely live and breathe our values, you’ll be a perfect fit for SCA. We collaborate, take initiative, maximise creativity, have courage and act with integrity.

Still not convinced?

As part of Southern Cross Austereo, the benefits of working for us are countless – to name a few we provide flexible working arrangements, a focus on work-life balance, plenty of opportunity for internal progression, health insurance discounts, workplace banking programs, concert tickets, team 'days out', special client discounts throughout the year, social gatherings – the list goes on!

Keen? Apply now by submitting your resume and a cover letter, outlining your salary expectations.

PhD Scholarship in Social Science – Indigenous environmental leadership

Job No.: 609428

Location: Clayton campus

Employment Type: Full-time

Duration: 3-years and 3-month fixed-term appointment

Remuneration: The successful applicant will receive a Faculty of Arts Research Living Allowance, at current value of $29,000 per annum 2020 full-time rate (tax-free stipend), indexed plus allowances as per RTP stipend scholarship conditions here. For an international awardee, the Faculty will also provide a tuition fee scholarship and Single Overseas Health Cover (OSHC). There may also be additional opportunities to work as a research assistant on the project (in addition to the PhD research).

The Opportunity

This PhD scholarship is funded by Monash University’s Faculty of Arts, in connection to an Australia Research Council (ARC) funded project – Indigenous Water Futures: Exploring new scenarios for sustainable and autonomous environmental governance – being conducted by Dr Julian Yates. Working collaboratively with Indigenous environmental guardians, the project asks: how can Indigenous environmental futures be secured for the good of both sustainable environmental management and Indigenous environmental sovereignty? The project aims to understand the impact of emerging ‘models’ of Indigenous environmental governance, particularly by focusing on the role of Indigenous environmental leaders. Through collaborative processes of co-learning across contexts, the project aims to support Indigenous environmental futures by generating policy recommendations that are co-produced with Indigenous leaders.

The successful applicant would contribute to the wider project but will also manage their own distinct project. The topic will reflect a discrete issue of relevance to the project, such as the role of youth leadership and inter-generational issues; women’s leadership roles; similar processes of co-learning and policy influence in different contexts; the role of customary institutions or traditional knowledge in supporting sovereignty in environmental governance. The precise focus will be determined by the successful applicant in collaboration with their supervisors (also determined as part of the application process). Due to current circumstances, much of the project will be conducted remotely; prospective candidates should propose a topic that either requires limited travel or can be conducted remotely.

Expressions of interest are invited from emerging researchers with interest in areas such as autonomy and sovereignty in environmental governance; collaborative governance and co-planning; Indigenous leadership knowledges, and traditional ecological knowledges (TEK); water cultures and values; critical approaches to community-based development and resource co-governance; water law and policy analysis; Indigenous protected areas establishment and management.

Candidate Requirements

The PhD would be located within the Faculty of Arts Higher Degree by Research (HDR) program in Social and Political Sciences, with a disciplinary home in Human Geography. Scholarship holders must be enrolled full time.

Eligibility

Experience in working with Aboriginal or Torres Strait Islander communities in Australia or with First Nations communities in Canada is highly desirable, as is broader experience working in Indigenous contexts. Experience conducting community-engaged work (academic or professional) would also be considered an asset.

It is essential that the successful applicant is in a position to conduct this research on an immediate ongoing basis, given the ongoing circumstances related to the Coronavirus/Covid-19 pandemic. For example, this might mean being a member of an Aboriginal, Torres Strait Islander, or First Nations community, so that travel is not required, or an individual who is able to demonstrate extensive experience in conducting research (or other relevant projects) remotely, using information and communication technologies

This opportunity is open to any qualified candidate (of any nationality), and all applicants will be considered that meet the criteria for PhD admission at Monash University. Details of eligibility requirements, including English-language proficiency skills, to undertake a PhD in the Faculty of Arts are available here.

Enquiries 

Dr Julian Yates, Human Geography, School of Social Sciences: julian.yates@monash.edu

Submit an Expression of Interest

Prior to submitting an EOI, please contact Julian Yates to discuss the project.

EOIs should comprise:

• A cover letter that includes a brief statement of the applicant’s suitability
• A curriculum vitae, including a list of any published works, conference presentations and relevant work and research experience
• A full statement of academic record, supported by scanned copies of relevant certified documentation
• An outline for a research plan that responds to the scholarship application
• A copy of the applicant’s honours or masters thesis
• Contact details of two academic referees

Once you have discussed your EOI with Julian Yates, it should be sent, preferably in the form of a single attachment to an e-mail, to Ms Kinda Say, Senior Graduate Research Administrator, Faculty of Arts, at the following e-mail address arts-gradresearch@monash.edu. State “EOI-[your name]-Indigenous Water Futures” in the subject heading of the email.

Shortlisted candidates will be invited to discuss the project (over Zoom/Skype). The discussions will be conducted in English.

Closing Date

Monday 10 August, 2020, 11:55 pm AEST

#LI-DNI

Supporting a diverse workforce

With its success depending on attracting good people and nurturing their talent, this reputable firm is seeking suitable talent to join their team of professionals.

In this exciting role, you will be exposed to providing tax compliance and business advisory to a range of clients, from listed companies to individuals and partnerships with support and guidance along the way. This is a real opportunity to use your knowledge and experience to play a vital part in not only providing timely accounting solutions, but maintaining and developing client relationships.

To be considered for this role, you will have previous professional practice experience gained within a business services/taxation environment. CA/CPA qualified you will have well developed written and verbal communication skills and a genuine passion to continue your career in a sizeable public practice firm.

For a confidential discussion on roles within Professional Practice or further information on this opportunity please contact Benjamin Jotkowitz on 0419 008 500. Alternatively send your resume directly to benjamin@benneaux.com.au