• Plans and structures learning in both indoor and outdoor environments using a variety of materials and equipment to facilitate students' development; promotes language development through story telling, role play, songs, rhymes and informal discussions held individually and within groups; observes students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities; discusses students' progress with parents; participates in community and family support programmes as appropriate.

• Works indoors in teaching spaces within schools, community and culture facilities.

• Occasionally works outdoors to teach educational programmes.

• Adequately lit, heated, ventilated and clean, well maintained workspaces.

• Sedentary to light physical work.

• Frequently sits when teaching some activities, preparing teaching materials, completing administration tasks or in discussion with staff, parents and/or children.

• Stands and walks frequently around the teaching spaces to teach, monitor and interact with children and to provide individual support to pupils.

• Occasional bending, squatting or crouching is required in educational settings involving young children.

• Occasional stretching and twisting movements are required to write or draw on whiteboards, hang children’s work on walls and demonstrate practical activities.

• Occasional lifting, pulling or carrying is required within a sedentary to light physical demand range.

• Occasional to frequent repetitive hand and finger movements are required when using writing tools including pens, chalk and when using computers.

• There is frequent use of office and learning equipment and materials including art materials, books and toys, language materials, video players, games, books, music, computers, telephones, educational toys, outdoor play equipment.

• Driving may be required on an occasional basis.

• Mental skills necessary include a high level of cognitive functioning and teaching, behaviour management and supervision, communication, interpersonal, creativity, programme development, organisational, administrative, computing, problem solving and decision-making capabilities.

• A relevant tertiary qualification or at least five years applicable experience (ANZSCO Skill Level 1). In some instances particular experience and/or on-the-job training may be required.