About Us

 

HISTORY OF ALTONA NORTH PRIMARY SCHOOL

Altona North Primary School was built in 1965 to serve a growing community from an industrial area and, at its peak, had a population of 1100 children. The school serves a strongly multicultural community covering 20 nationalities. In recent years the school has credentialed itself with an excellent educational program, a strong focus on performing arts and sustainability and has earned the complete respect of the local and broader community.

 

SCHOOL VISION

Altona North Primary School is about students, staff, families and the community working cooperatively together to develop positive attitudes, skills and the ability to confidently meet life's challenges.

 

SHARED VALUES

At Altona North Primary School our shared values are;

Respect - to show politeness and have consideration for others.

Excellence - to strive to be better.

Acceptance - to be responsible for your own actions and decisions.

Community - A multicultural group of people living amongst each other sharing responsibilities and accepting diversity.

Honesty - to be truthful and sincere.

 

SCHOOL GOALS

The school’s central purpose is to provide experiences which help students to develop:

  • A sense of themselves as learners and the desire to continue their learning.
  • Sound Literacy and Numeracy skills.
  • The ability and inclination to think clearly, independently and critically.
  • The capacity to make informed decisions and take responsibility for them.
  • The ability to respond creatively to the demands of the changing world.
  • The ability to relate theory to action and to relate learning in school to life beyond the school.
  • Skills in communication through a variety of means of expression.
  • A sense of worth and self-esteem.

 

TEACHING AND LEARNING STATEMENT

At Altona North Primary School, we believe children learn most effectively under the following conditions.
When:

  • The environment is stimulating and supportive.
  • There is an awareness of children’s individual differences and meaningful learning experiences are structured to meet these needs.
  • Children are given time to actively participate, experiment and take risks.
  • Children are given the opportunity to become progressively independent and responsible for their own learning.
  • There is a common understanding, expectation and encouragement of the learning process throughout the school community.
  • Both children and their contributions are valued.
 

 

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