Potential Partners

State Primary & Secondary Schools


In Victoria, the Department of Education and Early Childhood Development (DEECD) is the body responsible for all State Schooling: Primary, Secondary and Special Development schools.

What Do They Do?

Schools provide education to all children and young people from 5 years to 18 years. There is a broad curriculum offered, including literacy, numeracy, social studies, arts and physical education.
Some students have access to integration aides within their Primary or Secondary state school while others who have greater needs have access to the Special Schools.

Organisational Structure and Culture

Within Victoria, each Region operates independently of each other.
School Principals are directly accountable to their School Board and their respective Regional Manager. All individual school cultures vary considerably, yet most are strictly timetabled and are driven by bells and weekly commitments. All Victorian state schools operate within the Victorian Educational Learning Standards (VELS) Framework.

Why Might They be Involved in an FHL Project?

Schools are the key organisations for implementing FHL in communities across Victoria. Schools are where most of the young spend most of their time. Implementing whole-school strategies for emotional health and wellbeing is crucial for school communities and the FHL model provides a framework for enhancing this.

Which Positions/Programs within the Organisation Might Be Involved?

The Principal and/or Assistant Principal is the initial contact person. Staff involved with health and the arts are commonly involved, yet it depends entirely on the school and their commitments at the time.

Some Pointers for an Effective Relationship:

• It is essential for the leadership team to be engaged with the project.
• Highly organised and appreciate forward planning.
• “Hanging around” the staffrooms is invaluable for meeting the staff and understanding the culture.
• Also “being on yard duty” aids getting to know the school and it’s community.
• Be conscious of the “teaching and learning” outcomes that are expected of teachers, and how we can fit in with those.

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