About Manunda

Manunda Terrace Primary School is situated in the Northern Suburbs of Darwin. The school opened as Sanderson Primary School in 1984. The name change to Manunda Terrace Primary occurred in 1994 and is taken from the hospital ship Manunda which was bombed in Darwin Harbour during World War 2.

Manunda Terrace is a small multi cultural urban primary school catering for children from preschool to year 6.

The school has three teaching blocks with the space for up to four classrooms in each block. The preschool is attached to yellow block. There is a state of the art alternative teaching space that houses the school. library and computer room. There is a music room, engine room, administration block, a small assembly area, an oval and adjacent to the oval is a covered basketball court and a netball court.

In the quadrangle between two of the teaching blocks, students have access to a playground built in 2018 and an outdoor teaching space.

Our Vision

Manunda families and community hope for their children to have a strong sense of who they are; pride in where they come from; a love of learning and are confident in making choices about what they will become to the world.

Manunda families and community see strong connections that value diversity, inclusion and the resourcefulness of each other and external partners.

Manunda families and community are committed to developing constructive communications with each other across programs and to the wider community.

Our Purpose

  • To ensure all children are given every opportunity to reach their potential

  • To promote life long learning and for every child to experience success and a sense of personal worth

  • To provide a safe, supportive, creative and harmonious learning environment

  • To develop caring, independent learners and decision makers who will be responsible, contributing members of our society

  • To maintain an unrelenting focus on literacy and numeracy

Our Belief

  • Children come first and whatever their own individual characteristics, high expectations for all children are held. Numeracy and literacy success is critical across all levels.

  •  Classrooms are the most important places, characterised by warmth, acceptance, good humour and a sense of order and predictability. Cooperative, social and small groups skills are taught and developed.

  • Teaching, Learning and assessment acknowledges and respects individual children, their strengths, their needs and the approaches which engage, motivate and inspire them. Ongoing collaboration and reflective practice underpin quality programs.

  • Partnerships between the local community, families and the school enhance student outcomes. Strong relationships between parents and class teachers are critical to helping children get the best from their learning.

  • Through the provision of opportunity leadership qualities are nurtured and the contributions of all members of the school community maximised.