Early Childhood Educators and Room Leaders, preschool directors and Special Education Teachers are excluded from this unit group. Early Childhood Educators and Room Leaders are included in Unit Group 4311 Early Childhood Educators and Room Leaders. Preschool directors are included in Occupation 141231 Children's Education and Care Service Director. Special Education Teachers are included in Occupation 251431 Special Education Teachers.

The occupations in this unit group have a skill level corresponding to the qualifications and experience below.

• Skill Level 1: Bachelor Degree, higher qualification, or at least five years of relevant experience

Registration or licensing is required.

Early Childhood Educators and Room Leaders, preschool directors and Special Education Teachers are excluded from this occupation. Early Childhood Educators and Room Leaders are included in Unit Group 4311 Early Childhood Educators and Room Leaders. Preschool directors are included in Occupation 141231 Children's Education and Care Service Director. Special Education Teachers are included in Occupation 251431 Special Education Teacher.

• Kindergarten (Pre-primary School) Teacher
• Preschool Teacher

• Develops and delivers educational programs based on an approved learning framework
• Promotes the safety, health, wellbeing, learning and development of young children
• Provides pedagogical leadership
• Coaches, mentors and supervises staff
• Builds and maintains strong reciprocal relationships with young children and their families
• Complies with service policies and national and/or state-based education legislation
• Works in partnership with families, community members and external agencies to promote the education, care and wellbeing of children
• Maintains records of each child's learning, wellbeing, development, participation and progress, and communicates this with families

Special Education Teachers are excluded from this unit group. Special Education Teachers are included in Occupation 251431 Special Education Teacher.

The occupations in this unit group have a skill level corresponding to the qualifications and experience below.

• Skill Level 1: Bachelor Degree, higher qualification, or at least five years of relevant experience

Registration or licensing is required.

Special Education Teachers are excluded from this occupation. Special Education Teachers are included in Occupation 251431 Special Education Teacher.

• Delivers differentiated learning programs in literacy, numeracy, the humanities, arts, science, technology and physical education to primary school students
• Guides discussions and supervises students' work in class
• Employs effective classroom management skills to maintain a safe, supportive and positive learning environment
• Prepares, administers and reviews assessment tasks to evaluate students' progress
• Maintains records of students' progress
• Discusses students' progress with parents and students, and prepares written reports on a regular basis
• Participates in staff meetings, educational conferences and workshops
• Contributes to the development of curriculum programs and resources
• Performs extra-curricular tasks, such as assisting with sport, concerts, excursions and special interest programs

Special Education Teachers are excluded from this unit group. Special Education Teachers are included in Occupation 251431 Special Education Teacher.

The occupations in this unit group have a skill level corresponding to the qualifications and experience below.

• Skill Level 1: Bachelor Degree, higher qualification, or at least five years of relevant experience

Registration or licensing is required.

Special Education Teachers are excluded from this occupation. Special Education Teachers are included in Occupation 251431 Special Education Teacher.

• Delivers differentiated learning programs in one or more subjects to secondary school students
• Employs effective classroom management skills to maintain a safe, supportive and positive learning environment
• Develops students' interests, abilities and coordination by way of creative activities
• Guides discussions and supervises work in class
• Prepares, administers and marks tests, projects and assignments to evaluate students' progress, and records the results
• Discusses individuals' progress with students and parents, and prepares written reports on a regular basis
• Seeks advice from School Counsellors and senior teachers
• Participates in staff meetings, educational conferences and workshops
• Liaises with parents, the community and business groups
• Participates in extra-curricular activities such as sport, school concerts, excursions and special interest programs

Social educators are excluded from this unit group. Social educators are included in Occupation 422231 Disability Support Worker.

The occupations in this unit group have a skill level corresponding to the qualifications and experience below.

• Skill Level 1: Bachelor Degree, higher qualification, or at least five years of relevant experience

Registration or licensing is required.

Specialist Teachers (Vision Impairment) and Teachers of the Deaf are excluded from this occupation. Specialist Teachers (Vision Impairment) are included in Occupation 251432 Specialist Teacher (Vision Impairment). Teachers of the Deaf are included in Occupation 251433 Teacher of the Deaf.

• Assesses students' abilities and limitations with regard to intellectual, sensory, physical, social and emotional disabilities, or specific problems of language and culture
• Develops and implements individualised learning, behaviour and wellbeing plans to maximise students' growth
• Teaches students with physical, social, intellectual, emotional and linguistic needs
• Enhances student engagement through enriched differentiated and individualised learning programs
• Administers various forms of assessment and interprets the results
• Prepares and maintains students' data, and records and submits reports as required
• Advises, instructs and counsels parents and teachers on the availability and use of special techniques and therapies that benefit students' growth

Registration or licensing is required.

• Supports and promotes inclusion and equitable access, participation and engagement of vision impaired students in education and learning
• Works in a multidisciplinary team with students, parents and carers, teachers, school learning and support staff, eye health and allied health professionals, and other stakeholders
• Supports teachers to develop learning plans, and provides reasonable adjustments to the curriculum, teaching and learning strategies, assessment, educational materials and the learning environment for vision impaired students
• Supports student acquisition of vision-specific skills, including skills in compensatory access to information, communication and literacy, sensory efficiency, technology, orientation and mobility, independent living, social interaction, recreation and leisure, career education and self-determination
• Provides information and professional learning for school staff on evidence-based best practices in education for students with blindness and low vision
• Supports school staff in interpreting assessments and recommendations for clinical and functional eye health, literacy and learning media, and optical and assistive technology for learning
• Facilitates the timely provision of textbooks and instructional materials in alternative formats, including braille, large print and digital/audio
• Contributes to school documentation of vision impaired student information

Registration or licensing is required.

• Uses teaching strategies based on knowledge of the implications of hearing loss on students' physical, social, emotional and cognitive development to improve student learning
• Develops teaching activities that incorporate reasonable adjustments based on individual language levels, spoken and signed language modes, communication systems, and multimedia technology such as captions
• Develops modifications to the curriculum and assessment needs to support the full participation of students who are deaf or hard of hearing, and those with additional disability
• Applies knowledge and understanding of the expanded core curriculum for students who are deaf or hard of hearing, which may include managing personal audiological devices, and working with educational Interpreters and note takers

The occupations in this unit group have a skill level corresponding to the qualifications and experience below.

• Skill Level 1: Bachelor Degree, higher qualification, or at least five years of relevant experience

Registration or licensing is required.

• Provides activities that focus on literature, the promotion of reading and literacy development to meet the interests and needs of school students
• Delivers programs on digital and information literacy that support curriculum knowledge, understanding and skills
• Provides activities that promote enquiry-based learning, critical and creative thinking, digital literacy and ethical understanding in curriculum areas
• Provides physical and intellectual access to information and ideas, including library facilities, material resources and pedagogical programs and services (physical and digital), for school teachers and students
• Manages schools' physical and digital learning spaces where reading, enquiry, research, critical thinking, imagination and creativity are central to learning and teaching
• Resources the curriculum and leads services and programs that are developed collaboratively with school staff
• Undertakes programming, collection development and outreach to support students across a full range of abilities, and welcomes diverse cultural, linguistic, religious and other unique groups into the school libraries
• Liaises with other library groups in the broader community