Department of Education - Victoria

Altona College welcomes all staff, students and families into a rich learning environment. Our vision for effective education is focused on a careful balance of student Achievement, Wellbeing and Engagement (AWE). Recognising that these three pillars are essential in providing a stable school experience, we attempt to carefully monitor and respond to the needs of each student, to build upon our use of practices and strategies that are most likely to yield the strongest outcomes, for the greatest number of learners.

Our three pillars are pursued as follows:

• Achievement is pursued through the acquisition of knowledge, skills and capabilities that will adequately prepare our students to lead satisfying, productive lives. We prioritise achievement in terms of learning growth and academic performance assessed against the appropriate curriculum. We also recognise that achievement is a broad concept pursued by students in other areas such as sport, arts, STEM and many other extra-curricular pursuits, many of which contribute strongly to student wellbeing and engagement.
• Wellbeing includes the pursuit of connection, personal health and the resilience required to bounce back from difficult experiences. A carefully curated curriculum focuses on the development of Personal and Social capability through a range of age-appropriate topics including social skills, personal organisation, mental health, inclusion and so much more. In addition, a broad range of supports and interventions are available to students, ensuring that this pillar is strengthened throughout a child's school journey and supported in times of need.
• Engagement balances both personal agency and integrity with active participation in opportunities to enrich and extend each students' learning experience. Reflective of these pursuits, our values of Innovation, Integrity and Respect emphasize our commitment to the development of empowered individuals who are open minded, compassionate and considerate of the diverse world they are being prepared to shape. Students are supported to develop a sense of independence, school pride while working towards the development of a clear purpose and destination (pathway).

Set close to Altona Beach, our College predominantly serves residents of Altona and Seaholme, sharing the 3018 postcode. Due the tight proximity of our enrolments, a large percentage of our students walk or ride to school, with many families making a regular habit of walking to and from school together. In addition, bus services and proximity to both Altona and Westona train stations mean that additional enrolments are attracted from families in other areas of Hobsons Bay, subject to capacity. As housing demands and affordability shifts in the area, many families who commence their education at the College also choose to move further away while still retaining their enrolment.

With three primary schools located within the Altona College secondary zone, our overall enrolment consists of approximately 3 secondary students for every one primary. Most of our secondary enrolments come from our local primary schools and are often already known to our own year 6 graduates, highlighting strong local connections that are supported through sport, arts and community service organisations. 

Our enrolment continues to grow, but is expected to stabilise in the coming years. Projections suggest that our Primary enrolment will range between 250 - 325 students over the coming years, while the secondary school could accommodate up to 865 students if current enrolment trends continue.

If you're ready to work with purpose, lead with integrity, and grow as part of a supportive, forward-thinking team, we invite you to join us at Altona College - where your impact will truly matter.

Nathan Guthridge 

Principal

 

SC1    Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2    Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.    

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.