Teacher
About Studio
Schools of Australia Ltd
Studio Schools of Australia (SSA) was
established in 2019 to deliver a ground breaking new model of Indigenous
secondary education for students in remote communities across northern
Australia. SSA’s model is built on proven evidence of what works for Indigenous
students, their families and communities, combining personal and social development,
academic learning, and a jobs ready approach with a central focus on Indigenous
identity and culture. SSA is now in a consolidation stage, focusing on the
effective and sustainable operation of its two schools – Yiramalay Studio
School and Manjali Studio School.
SSA’s mission is to enable Indigenous
students to lead their own advancement and to take a valuable and meaningful
place in their own communities and within Australia.
SSA is committed to being a child safe
environment, and we actively promote the safety and wellbeing of all students.
All staff are committed to protecting students from abuse or harm in the school
environment.
Overview
The school’s mission is to empower Indigenous students to shape a
future grounded in pride, belonging, and achievement. The learning environment
is practical and hands-on, guided by a holistic educational philosophy that
integrates academic, cultural, personal, and community-focused learning.
Learning is embedded throughout the day, with a strong focus on health,
wellbeing, and meaningful engagement.
The school’s framework, known as the Four Circles of Learning,
provides a holistic approach to education:
·Indigenous
Language and Culture is
the mother circle, grounding students in their cultural identity and building
self-worth and confidence.
·Academic
Learning develops
intellectual capabilities and promotes independent learning for future success.
·Personal
and Social Learning
supports students in building a positive self-concept and envisioning
themselves as strong Indigenous leaders.
·Enterprise
Learning fosters
initiative, responsibility, and community-mindedness, preparing students to
contribute meaningfully to their local communities.
Teaching here is grounded in a Two-Way learning model, where
teachers are also learners—learning from students, the land, Elders, and one
another. Learning on Country is central to the program, connecting students
with traditional knowledge and practices. Through guided, experiential learning
with teachers, mentors, and local Elders, students explore their environment,
history, and culture, while building critical skills in literacy, numeracy,
communication, and vocational pathways.
Key
Responsibilities
·Develop
and deliver lessons that promote inquiry and incorporate on‑country,
experiential, and hands‑on learning across a variety of educational contexts
·Use
curriculum frameworks to design developmentally appropriate programs that
foster each student’s holistic development
·Where
possible and culturally appropriate, embed Aboriginal languages into daily
classroom practice
·Remain
flexible and open to teaching across multiple subject areas
·Provide
targeted instruction within a literacy intervention program to support
students’ language development
·Collaborate
closely with students to implement Individual Learning Plans
(ILPs), monitoring and documenting NCCD requirements alongside
student progress
·Use
technology effectively to enhance teaching and learning, as well as to report
on student engagement and achievement
·Actively
contribute to the school’s co‑curricular program, including afternoon, evening,
and weekend activities
·Use
assessment data to inform instructional decisions and drive ongoing improvement
in student learning outcomes
·Contribute
to the development, evaluation, and refinement of curriculum and teaching
resources
·Exercise
appropriate care and discretion when supporting students experiencing personal,
social, or behavioural difficulties
·Liaise
with relevant colleagues on matters of student wellbeing and pastoral care
·Fully
engage in continuous professional learning, reflective practice, and
performance review processes
Skills and
Capabilities
·Bachelor’s
degree (or equivalent) with current or eligible registration with the Teacher
Registration Board of Western Australia (TRBWA)
·Genuine
interest in Aboriginal culture and commitment to working respectfully with
Aboriginal students and communities
·Demonstrated
experience delivering engaging, differentiated curriculum for diverse learners,
including EAL/D and students with learning challenges
·Passion
for helping young people thrive, building trusting relationships and promoting
personal growth and resilience
·Strong
understanding of student assessment practices and ability to provide accurate,
meaningful reporting on learning outcomes
·Excellent
interpersonal, communication and collaboration skills for effective teamwork in
a dynamic school environment
·Confident
use of technology to support learning, communication and school systems
·Strong
organisational skills, adaptability, and capacity to manage workload and
personal wellbeing in remote or high-demand settings
Desirable
·Experience teaching Aboriginal
students and working in remote or culturally diverse settings
·Familiarity with positive education
and/or trauma-informed practices
·Experience teaching in TAFE, VCAL, or
similar vocational learning programs
·Manual driver’s licence and 4WD
experience, or willingness to undertake accredited training
·Current First Aid certification, or
willingness to obtain it
Employment
Due to
Australian immigration regulations, applicants must have Australian work
rights. We especially welcome applications from Aboriginal and Torres Strait
Islander people and people from diverse cultural backgrounds.
Applicants
will be required to provide a current WA Working with Children Check (WWCC) and
National Police Check (NPC).
All appointments at Studio Schools of
Australia are subject to child protection legislation and pre-employment
screening.
