The local area has a significant history - both before and since European settlement. It is important for this history to be known and valued by the students and community. The college will encourage these values and it is expected that the official naming of the college will reflect this.

The college has a futures orientation, designing and negotiating programs to equip students for their future, both as local and global citizens. The College reference group thought carefully about the needs of the young people in the area and developed a list of the skills; values; attributes and competencies that they will need to thrive and contribute to their future world.

This is a unique opportunity to create an environment that supports students to become: Life long learners, resilient, inquirers, self responsible, deep thinkers, communicators, numerate, ICT literate, environmentally aware, accepting of differences, socially responsible, collaborative, creative, global citizens, persistent, problem solvers, and responsible risk takers, organised, physically and mentally healthy.

The first years of the College is a time to establish structures, procedures and processes.

A great deal of flexibility is required by all members of the new College. Buildings have come on line progressively for the first two years of our development alongside the development and provision of learning resources and curriculum materials.



As our new College develops a community profile, including shared benefits and values, a differentiated curriculum is being developed and implemented to meet the diverse educational needs of all students. Staff will develop a curriculum model that is child centred and operates in a learning environment that encapsulates complimentary alignment of space, pedagogy, beliefs and values. The developed facilities reflect current educational approaches to teaching and learning through the provision of open flexible learning areas capable of catering for a range of student groupings.

As a member of staff at the College, staff combine vision, skills, energy and enthusiasm, working in a harmonious team that will work effectively with the local community to create a college environment that is cooperative, caring, encouraging of community involvement and which celebrates success.



Alkira Secondary College placed in the growth corridor of the City of Casey will grow rapidly. As a result it will adopt a "Schools within a School" approach, where students are grouped into small learning communities, within the broader school model.

Each learning community will eventually comprise two learning neighbourhoods of between 100-150 students. These neighbourhoods will cater for students' core classes and provide the base for their management and welfare as a group, giving students a sense of belonging to a close network of students and teachers within a bigger school setting.

Teacher teams will provide personalised academic, wellbeing and mentoring support to small groups of students in each neighbourhood, which will help develop a culture of high expectations underpinned by commitment and hard work.

The layout of the College is based on contemporary principles in school design. The learning neighbourhoods include open planned classrooms for up to 25 students, work spaces for small groups, for flexible spaces for art and science in junior levels and links to specialist areas for Design and Technology Studies, Health and Physical Education, and the Performing Arts.

They feature open, large scale learning areas, interview spaces that substitute as a work space for 3-4 students, links to the outdoors environment and breakout areas for a range of teaching and learning activities.