AUSTRALIAN ISLAMIC COLLEGEinfo.aic.wa.edu.au/sites/aic_main/files/Annual...

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AUSTRALIAN ISLAMIC COLLEGE

Annual School Performance Report 2009

Kewdale

PO BOX 252 Cloverdale Western Australia 6985 Tel: (618) 9362-5340 Fax: (618) 9355-2988

Website: www.aic.wa.edu.au Email: [email protected]

Dianella College: 81 Cleveland St. Dianella Tel: (618) 9375 9770 Thornlie College: 17 Tonbridge Way, Thornlie Tel: (618) 9493 2718

Kewdale College: 139 President Street, Kewdale Tel: (618) 9362 2100

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1. INTRODUCTION -THE COLLEGE

a) Background Until 1994 The Australian Islamic College (AIC) was the only Muslim School in the State of Western Australia. Founded in February 1986, it started with 50 children and 2 teachers in a rented location at 151 Brisbane St, North Perth. From its humble beginnings it has steadily expanded to over 2480 students in 2009 (across the three colleges). We now have a body of teaching and supporting staff of over 300. Students from Kindergarten to Year 12 study at the college. The year 1990, marked a very significant event in the history of our school - the official opening of the school at its premises at 17 Tonbridge Way, Thornlie by the then Minister of Education, Dr. Geoff Gallop. A second College opened at 20 Surrey Rd, Rivervale in 1992. Dianella Primary school was purchased in January 1996 to form a new College called Australian Islamic College (North of the River). The students at Rivervale were transferred to Dianella during 1996. In 2000 we acquired the Kewdale Senior High School site to accommodate the increasing number of students and established our Ladies and Boys Colleges. AIC provides both segregated and co-education facilities. The college implements the curriculums of the Department of Education in addition to Islamic studies, Arabic and the integration of Islamic morals and values in all facets of college life. YEAR COLLEGE 1986 Started Brisbane Street Muslim Community School 1990 Thornlie College Opened 1994 AIC Intensive English Language Centre Opened 1996 Dianella College Opened 2000 Kewdale College Opened 2003 Dianella Teach Building 2004 Development of New Kindy Building 2005 Development of New Pre Primary building 2007 Opening of the New Primary

2. VALUES ETHOS & PHILOSOPHY a) College Philosophy Students and teachers, whether Muslim or not, are encouraged to derive maximum personal and professional benefit from their experience at AIC. The College seeks to provide an enriching academic environment, under the umbrella of Islam integrating all aspects of day to day life. The AIC provides guidance for religious, cultural, vocational

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and recreational matters. The college further seeks to ensure that all associated with AIC realise their full potential, spiritually, intellectually, socially and emotionally. The College Mission Statement is to assist students to: “Achieve success in this life and in the hereafter”. AIC aims to help develop the individual through obedience to God (Creator of the heavens and the earth) and by encouraging a positive attitude and familiarity with three facets:

• The ability to think in a logical manner within a God related values framework • To be familiar and up to date with technological skills, and • To obtain confidence and understanding in the spiritual, personal and community

aspects of development. As a consequence the aim of the colleges is to create a school environment which instills in its students love and obedience to Allah (swt) (Creator of the Heavens and the Earth) and Islamic morals and values in accordance with the practice of the Prophet Mohammed (peace be upon him), and to enable them to benefit from the teachings of the Holy Quran in their daily life. The Australian Islamic College strives to provide the highest Islamic moral guidance along with quality education to prepare students for further education and equip them to succeed in the ‘real world’ and also be of benefit to broader society. b) College Goals

1. To develop a new generation that is God loving and God fearing and will, be successful in this life and the hereafter.

2. To provide quality education following Australian and West Australian curricula

and sound Islamic teachings.

3. To develop a good Islamic moral outlook amongst all students.

4. To give Muslim children the opportunity to learn and to practice their faith in a school environment.

5. To help students grow a respect and appreciation for their own culture and the

culture of others.

6. To encourage harmony, unity and mutual understanding between parents and students, teachers and the community.

7. To develop balanced and pleasant personalities of students.

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8. To select qualified teachers. Each teacher must inculcate moral and scholastic

growth in each student and endeavour to promote a classroom environment in which the children can learn to know, love and serve Allah (swt) and our country, Australia as practicing Muslims.

c) College Policies To provide an environment based upon the principles of Islamic society and education. Islamic society and education are based on the principles of Islam, Iman (faith) and Tawhid (oneness of God) - to draw one closer to Allah (Creator of the Heavens and the Earth) and to be productive Australian citizens.

1. To provide programs and courses that primarily emphasise proficiency in English (the language of instruction) as well as the applied sciences of mathematics, science and computing.

2. To provide a current and challenging curriculum of studies in line with the Department of Education requirements.

3. To broaden the curriculum by integrating it with Islamic morals and values. 4. To meet moral, religious, philosophical and academic requirements according to

Islamic beliefs and values. 5. To provide opportunities to engage in activities that promote physical well being;

and to develop interest, abilities and positive attitudes. 6. To integrate actively into the Australian community as a whole by interschool

relations (visiting and inviting other schools) and participating in community activities and events.

3. STAFFING

a) Professional Development Policy

Introduction All staff at the Australian Islamic College (AIC) are encouraged to apply for any professional development/professional learning (PD/PL) that is appropriate to their teaching duties and their current level of professional or personal development. Staff are encouraged to support any initiatives undertaken by the Curriculum Council (CC) or Independent Schools of Western Australia (AISWA) that will further their personal or professional development and benefit either directly or indirectly the College. For example the College has, in the past, staffed school based moderator services for the CC and staff have sat on syllabus committees. Further to this, three years ago the College organised an immersion program whereby the CEOWA allowed some of our staff to join the staff of one of their schools for a week. In most cases AIC staff attends PD/PL that are provided either by the Association of Independent Schools of Western Australia (AISWA) or the CC however, under some circumstances, some staff attended courses offered by the Catholic Education Office of WA (CEOWA). Where and when a need arises AIC will provide PD/PL from internal and external sources.

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Each Wednesday afternoon one hour is set aside for PD/PL. The Wednesday afternoon sessions consist of rostered departmental meetings, religious awareness activities, and briefings on current or upcoming significant issues. Whenever staff undertake a PD/PL that is relevant to either their department or a wider staff group they are expected to run an in-service session where they provide feed-back on their course. The Dean of Students administers the College’s PD/PL Programme. He is responsible for publicising future events seeking out staff he feels should attend particular events and receives requests from staff who wish to attend a particular in-service session. Procedures

(1) Applications for a PD/PL activity are given to the Dean of Studies. (2) The Dean of studies:

Evaluates whether the request is appropriate. Checks current bookings to determine staffing needs for the particular

time slot. When appropriate discusses the two points above with the Acting

Executive Principal. If the request is declined he either meets with the staff member

concerned and justifies the decision or notifies the person concerned in writing giving an indication that further discussion is possible if appropriate.

If approved he updates the running sheet, which he maintains, for PD/PL which is a current list of all staff intentions in regard to PD/PL.

He then forwards an update copy to all members of the Senior Management Team, Front and Central Office.

He then confirms staff permission to attend in writing and reminds staff of their obligation to provide feed-back to appropriate colleagues.

He then follows up to ensure that this feed-back session has been undertaken.

2009 Overview Whole school staff professional development occurs on a weekly basis for a one-hour period (40 hours) In addition all teachers participate in professional development opportunities at system and school level during staff development days and staff meetings There were 78 Professional Development events were attended by members of staff (teachers and HOLA’s). Courses in 2009 were facilitated by the following organizations;

• AISWA • The Catholic Education Office • Curriculum Council • AGQTP • AFL

Total expenditure on staff training and welfare across the college in 2009: $17,527

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b) Staff Profile

Australian Islamic College - Staff Profile

Occupational full time % part-time % total employees %

Category female male female female male female female male female

Principal 1 100 0 1 0 100 Vice-Principal, Deputy Principal 0 0 0 0 0

Other Managers, Administrators 2 1 67 0 2 1 67

Senior Teachers 4 8 33 0 4 8 33 Other Teachers 62 20 76 10 3 77 72 23 76

Other Professionals 0 0 0 0 0 Maintenance or Support Staff 17 20 46 10 14 42 27 34 44

TOTAL 86 49 64 20 17 54 106 66 62

Indigenous Workforce: 1

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c) Staff Qualifications A list of teaching staff qualifications is provided below. All teachers are WACOT registered and hold Working with Children Check clearance.

NO POSITION QUALIFICATIONS

1 KINDY B TEACHER TEACHERS CERTIFICATE, ASSOCIATESHIP IN ART TEACHING

2 KINDY C TEACHER

GRAD DIP IN EDUCATION BACHELOR OF APPLIED SCIENCES MAJOR TESL CERTIFICATION COURSE

3 PREPRIMARY A TEACHER GRAD.DIPL OF EDU.IN EARLY CHILDHOO BACHELOR OF SOCIAL SCIENCE IN HUMAN SERVICES

4 PRIMARY PRINCIPAL

BACHELOR OF PHYSICAL EDUCATION POSTGRADUATE DIPLOMA MASTER OF EDUCATION MANAGEMENT

5 YEAR 1B TEACHER BACHELOR OF ARTS (PRIMARY EDUCATION)

6 YR 3 NEW ARRIVAL TEACHER

BACHELOR OF EDUCATION (PRIMARY) CERT III MUSIC INDUSTRY SKILLS STUDENT MEMBER, AUSTRALIAN COUNSELLING ASSOC.

7 YEAR 3A TEACHER DIP.EDU EARLY CHILDHOOD

8 YEAR 2A TEACHER

GRAD DIPL. EDU MEDICAL RECEPTIONIST COURSE (AMA) BA SCIENCE

9 YR 2 NEW ARRIVAL TEACHER GRAD DIP OF EDU (PRI) MASTERS IN APPLIED LINGUISTICS

10 YEAR 5B TEACHER BACHELOR OF EDUCATION (PRIMARY)

11 YEAR 6G TEACHER BACHELOR OF EDUCATION (PRIMARY)

12 COMPUTING TEACHER

BACHELOR OF EDUCATION (TEACHING CHILDREN WITH SPECIAL NEEDS)

13 PREPRIMARY B TEACHER BACHELOR OF EDUCATION (EARLY CHILDHOOD EDUCATION)

14 KINDY A TEACHER

BACHELOR OF ARTS MASTER OF ARTS BACHELOR OF EDUCATION

15 YEAR 1C TEACHER

BACHELOR OF EDUCATION (PRIMARY) BACHELOR OF ARTS SECONDARY EDUCATION CERT

16 YEAR 6B TEACHER BACHELOR OF EDUCATION, BACHELOR OF SCIENCE, MASTER OF SCIENCE

17 YR 1 NEW ARRIVAL TEACHER DIPLOMA PRIMARY DILPLOMA IN EARLY CHILDHOOD

18 YEAR 2B TEACHER BACHELOR OF ARTS

19 YEAR 1A TEACHER CERTIFICATE IN EDUCATION (PRE-PRIMARY & PRIMARY) CERTIFICATE IN PRE-SCHOOL MANAGEMENT

20 NEW ARRIVALS ENGLISH/SOSE TEACHER YRS 8-9 B. ED HONS

21 REMEDIAL / RELIEF TEACHER GRAD DIPLOMA IN TEACHING (EARLY CHILDHOOD) 22 YEAR 4B TEACHER BCOM, WACOT REG

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23 REMEDIAL / RELIEF TEACHER BACHELOR DEGREE, DIPLOMA OF EDUCATION

24 YEAR 3B TEACHER BACHELOR OF ARTS, MASTER OF ARTS, GRAD DIP EDUCATION

25 YEAR 5G TEACHER BACHELOR OF ARTS DIPLOMA IN EDUCATION

26 YEAR 4G TEACHER BACHELOR OF EDUCATION (ESL / PHYS ED) CERTS 3 & 4 OF BUSINESS STUDIES 5151

27 ISLAMIC STUDIES / ARABIC TEACHER YRS 8-10

BA IN ISLAMIC JURISPRUDENCE MASTERS OF COMPARATIVE LAWS

28 ISLAMIC STUDIES / ARABIC TEACHER YRS 8-12

PhD IN AGRONOMY/CROP PHYSIOLOGY MASTER SCIENCE IN FIELD CROP RESEARCH BA SCIENCE IN AGRICULTURAL SCIENCE/PLANT PRODUCTION

29 MATHS / NAR TEACHER YRS 8-10

MASTER OF PHILOSOPHY (PHYSICS) BA OF EDUCATION (PHYSICS & MATHS) MASTER OF SCIENCE (PHYSICS) BA OF SCIENCE

30 PHYSICAL EDUCATION TEACHER YRS 8-12 MASTER OF EDUCATION MANAGEMENT

31 MATHS TEACHER YRS 8-12 GRAD DIP SECONDARY EDUCATION

32 MATHS TEACHER YRS 8-12 B.SCIENCE (ENG) 1ST CLASS HONOURS

33 HUMANITIES/SOSE TEACHER YRS 8-12 DOUBLE MAJOR HISTORY & POLITICS GRAD DIPL OF SECONDARY EDU

34 PHYSICS / SCIENCE TEACHER YRS 8-12

BSC CHEMISTRY (HONS) CERT OF EDUCATION CERT OF FURTHER EDUCATION

35 PRINCIPAL PhD. DOCTOR OF BUSINESS ADMIN. DOCTOR OF MATHS EDUCATION

36 ENGLISH/NAR/ARABIC TEACHER YRS 8-10 PhD (DOCTOR OF EDUCATION Pending); DIPLOMA IN ENGLISH

37 COMPUTER / ARABIC TEACHER YRS 8-10 BSC, MASTER INFO TECH, GRAD DIP ED

38 ARABIC TEACHER YRS 8-12 DOCTOR OF PHILOSOPHY

39 SOSE TEACHER YRS 8-10 BACHELOR OF EDUCATION (EARLY CHILDHOOD STUDIES)

40 SCIENCE / CHEMISTRY TEACHER YRS 8-12 B.SCIENCE WITH HONOURS (BIOCHEMISTRY) DOCTOR OF PHILOSOPHY(PHD) IN BIOCHEMISTRY.

41 ENGLISH NAR TEACHER YRS 8-10

BACHELOR OF ARTS HIGHER DIPLOMA IN EDUCATION (HDE)

42 SCIENCE / PHYSICS TEACHER YRS 8-12

MASTER OF SCIENCE(PHYSICS) BA OF EDU(SCIENCE & MATHS) BA OF SCEINCE(PHYSICS & MATHS)

43 HOLA, MATHS/DIS.M/FOU.M/APP.M TEACHER YRS 8-12

PROFESSIONAL ENGINEER, GRAD. MEMBER OF THE INSTITUTION OF ENGINEERS. B.ENG IN MECHANICAL (MASTER DEGREE IN ENGINEERING )

44 DEAN OF TEACHERS, ENGLISH TEACHER

CATHOLIC TEACHER'S CERT. TEACHER'S CERT B. OF ED

45 MATHS/D&S MATHS TEACHER YRS 8-12 MECHANICAL ENGINEERING PROD.DEPT

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46 HOLA, HUMANITIES ECO/ACCOUNTS TEACHER YRS 8-12

DIPLOMA EDU FURTHER DIPLOPA IN EDUCATION

47 DEAN OF STUDENTS, SOSE/P&L TEACHER YRS 8-12

MASTER OF ED. GRAD DIP OF ARTS POSTGRAD DIP IN CURRICULUM & ED. TECH DIP. OF RELIGIOUS ED B. ED DIP OF TEACHING CERT. OF TRANSPORT PHYSICAL DISTRIBUTION MGT LEADERSHIP & REL ED. RESOURCE PERSON COURSE

48 HEALTH / SCEINCE TEACHER YRS 8-10 GRADUATE DIPLOMA OF SECONDARY EDUCATION BACHELOR OF NURSING

49 ENGLISH TEACHER YRS 8-12 DIPL.SECONDARY TEACHERS BA.EDUCATION

50 SOSE/SCIENCE/MLM TEACHER YRS 8-11

BACHELOR OF EDUCATION (SECONDARY) CERT III IN FINANCIAL SERVICES CERT III IN HUMAN SERVICES

51 SOSE/COMPUTER/MLM TEACHER YRS 8-11 DBS, ADBS, B.COMM, GRAD DIP EDUCATION

52 SCIENCE / CHEMISTRY TEACHER YRS 8-11 BA. SCIENCE IN MINERAL(EXTRACTIVE METALLURGY)& CHEMISTRY

53 SCIENCE/MATHS/MATHS IN PRAC TEACHER YRS 8-11 BSC, MASTER BIOLOGY, GRAD DIP ED

54 MATHS / NEW ARRIVAL TEACHER YRS 8-10 BACHELOR OF SCIENCE (MATHEMATICS MAJOR) GRAD DIP IN EDUCATION MATH

55 ACTING PRINCIPAL, ECONOMICS / SOSE TEACHER

BSS. IN SOCIAL SCIENCE(HONOURS) MSS. MASTER IN ECONOMICS (SOCIAL SCIENCE) MEC. MASTER IN ECONOMICS ,CERT IV. WORKPLACE AND ASSESSMENT, POST GRAD CERT IN EDUCATION MASTER OF EDUCATION

56 ARABIC / ISLAMIC STUDIES TEACHER YRS 8-10 BACHELOR OF ENGLISH (FOUR YEARS) BACHELOR OF ARABIC & ISLAMIC STUDIES

57 SOSE/SCIENCE/ISLAMIC STUDEIS TEACHER YRS 8-10 BSS. HON &MSC BIOLOGICAL SCIENCE,GRADUATE DIP.INFORMATION SYSTEM

58 HEALTH / PHYS ED TEACHER YRS 8-12

BACHELOR OF SPORT SCIENCE, GRAD DIP EDUCATION, DIPLOMA OF REMEDIAL MASSAGE

59 SOSE BACHELOR OF ARTS (ANTHROPOLOGY) GRADUATE DIPLOMA OF EDUCATION(SECONDARY)

60 ENGLISH TEACHER YRS 8-12 BA, DIP ED

61 MATHS / SCIENCE TEACHER YRS 8-10

BACHELOR OF SCIENCE (COMPUTER STUDIES) GRADUATE DIPLOMA IN SECONDARY EDUCATION

62 ENGLISH / SOSE TEACHER YRS 8-12 M.A ENGLISH LITERATURE

63 ENGLISH / SOSE TEACHER YEAR 7

BACHELOR OF EDUCATION CERT II IN IT (APPLICATIONS) TWO YEAR BACHELOR DEGREE IN COMMERCE

64 EAD BACHELOR OF ARTS & EDUCATION DEGREE

65 SCIENCE / CHEMISTRY TEACHER YRS 8-12 MSC

66 PHYSICAL EDUCATION TEACHER YRS 8-10 B HON DEG IN SPORT SCIENCE (LAT)

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67 SCIENCE/CHEMISTRY/MATHS TEACHER YRS 8-12 B. OF APP. SCIENCE GRAD. DIP OF ED.

68 ENGLISH / SOSE TEACHER YRS 8-11 BACHELOR OF EDU/ENG LIT BACHELOR OF SOCIAL SCIENCES

69 COMPUTER / APP INFO / ESL ENGLISH TEACHER YRS 8-12

POST GRADUATE DIPLOMA IN EDUCATION MAJOR:ESL, MINOR:INFO TECH MASTER OF ARTS

70 HISTORY/SOSE/ENGLISH/ENGLISH LIT TEACHER YRS 8-12

B. A ENG & COMPARATIVE LIT & ED STUDIES DIP.ED (ENG MAJOR, SOSE MINOR)

71 ENGLISH / ESL ENGLISH / MULTI MEDIA TEACHER YRS 8-12

DIPLOMA.EDUCATION BA ARTS

72 SCIENCE / MATHS TEACHER YRS 8-10 BACHELOR OF SCIENCE (EDUCATION)

73 COMPUTER/SCIENCE/ COMPUTER SCIENCE TEACHER YRS 8-12

GRAD DIPLOMA OF BUSINESS(MAJOR INFO SYSTEM) BA.SCIENCE(MAJOR CLINICAL NUTRITION & DIET)

74 SCIENCE / SOSE TEACHER YRS 8-10

GRAD DIPLOMA IN EDUCATION (SECONDARY) BACHELOR OF SCIENCE (MEDICAL SCIENCE)

75 SOSE / ENGLISH TEACHER YRS 8-11

POST GRAD DIP OF EDUC (SECONDARY) BACHELOR OF SOCIAL SCIENCE BACHELOR OF ARTS

76 ENGLISH / NEW ARRIVALS ENGLISH TEACHER YRS 8 - 11

BACHELOR OF ARTS DEGREE ENGLISH MAJOR GRAD DIPLOMA OF EDUCATION ENGLISH MAJOR

77 MATHS / DIS.MATHS YRS 8-12 TEACHER

BA EDUCATION(MATHS & TEACHING SUBJECTS) MASTER OF PHILOSOPHY(MATHS) MASTER OF SCIENCE(MATHS) BA ARTS MATHS & COMP STUDIES,CERT OF PROFICIENCY DIPLOMA

78 NEW ARRIVALS ENGLISH TEACHER

TEFL/TESL DIPLOMA.ENG LANGUAGE CENTRE DIPLOMA MATHEMATICAL EDU CERT OF EDUCATION

79 SOSE / CAREER ENT TEACHER YRS 8-12

BA.ARTS(ENG,HISTORY,PSYCHOLOGY) HIGHER DIPL.IN EDUCATION (HISTORY & SCHOOL GUIDANCE) MASTER OF SOCIAL SCIENCE

80 NEW ARRIVALS ENGLISH TEACHER B.A IN ENGLISH LITERATURE

81 RELIGIOUS STUDIES PRIMARY TEACHERS CERTIFICATE

82 RELIGIOUS STUDIES BACHELOR DEGREE IN HISTORY/ARABIC

83 RELIGIOUS STUDIES BACHELOR OF ISLAMIC STUDIES

84 ISLAMIC STUDIES / BELIEFS&VALUES / RELIGION LIFE TEACHER YRS 8-12 BA IN ISLAMIC STUDIES & ARABIC

85 ISLAMIC STUDIES / ARABIC TEACHER YRS 8-10 ALIM COURSE- ISLAMIC STUDIES

86 ISLAMIC STUDIES / BELIEFS&VALUES / RELIGION LIFE TEACHER YRS 8-11

M.A ISLAMIC STUDIES(PSYCHOLOGY, PHILOSOPHY OF EDU.,CURRICULUM PLANNING, COMPARATIVE EDU.,ENG) B.A EDU.PSYCHOLOGY, PRINCIPALS IN EDU, SCHOOL ORGANISATION & HEALTH EDU.,HISTORY OF EDU.,METHOD OF TEACHING,GU

Staff Attendance rate for 2009: 94%

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4. STUDENTS

a) Year 12 Retention and Results

In 2009 we had 67 Year 12 graduates TEE Students 49 CAF Students 18 Overall retention is approximately 75%

b) Post –School Destinations - Year 12 Graduates of 2009 22 are attending Curtin University 7 are attending UWA 17 are attending ECU 2 are attending Murdoch 2 have deferred their studies 1 is doing a University Preparation Course

c) Student Attendance 1. Rates of attendance for the whole school – Total 92.33% 2. Rates of attendance for each year level –

High School 1. Year 7 – 91.15% 2. Year 8 – 94.55% 3. Year 9 – 92.57% 4. Year 10 – 91.53% 5. Year 11 – 88.98% 6. Year 12 – 88.55% 7. NAR – H – 95.33%

Primary 8. Kindy – 92.94% 9. PP – 92.17% 10. Year 1 – 92.18% 11. Year 2 – 91.98% 12. Year 3 – 94.97% 13. Year 4 – 94.13% 14. Year 5 – 92.93% 15. Year 6 – 93.77% 16. NAR-P – 93.72%

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51% scored above 75 TER. This is 5.3% increase on the previous year.

YEAR % SCORING 89-100 % SCORING 79-100

2009

17

23

d) 2009 NAPLAN Results –AIC Kewdale

YEAR 9 NAPLAN 2009 No. above No. No.

Min Nat Std

At MinNS

Below National Min NS

Reading 57.5% 21% 19%

Writing 56.0% 22% 21%

Spelling 64.8% 25% 10.20%

Grammer 59.3% 25% 16%

Numeracy 71.8% 19.50% 5.90%


Min Nat Std

At MinNS


Reading 67.7% 13.55% 18.75%

Writing 80.0% 3.10% 16.80%

Spelling 83.3% 0% 16.70%

Grammer 73.3% 9.30% 17.30%

Numeracy 68.8% 9.30% 17.30%

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Min Nat Std

At MinNS


Reading 60.4% 8.60% 31.40%

Writing 81.3% 9.80% 8.55

Spelling 83.3% 9.50% 8.50%

Grammer 62.5% 23.90% 13.60%

Numeracy 77.1% 13% 10%


Min Nat Std

At MinNS


Reading 74.6% 7.20% 14.50%

Writing 85.2% 0.00% 14.50%

Spelling 85.5% 0% 14.50%

Grammer 74.6% 10.90% 14.50%

Numeracy 78.2% 7.20% 14.50%

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e) Summary & comparison

Attendance Policy See Appendix 1 on page 20

NATIONAL ASSESSMENT PROGRAM – LITERACY AND NUMERACY RESULTS 2008-2009

(NAPLAN)COMPARED WITH PRIVATE AND GOVERNMENT SCHOOLS

AVERAGE % OF AIC STUDENTS ABOVE NATIONAL STANDARD

AIC COLLEGE YEAR 3 09 08

YEAR 5 09 08

YEAR 7 09 08

YEAR 9 09 08

TOTAL 09 08

KEWDALE AIC 80% 78% 73% 78% 75% 73% 62% 65% 72% 74% THORNLIE AIC 78% 82% 93% 77% 77% 77% 79% 87% 82% 81% DIANELLA AIC 97% 95% 91% 87% 85% 87% 91% 83% 91% 88%

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5. INCOME

Income Statement

INCOME BROKEN DOWN BY FUNDING SOURCE

6. VALUE ADDED In addition to the excellent academic results, the Australian Islamic College places great emphasis on the holistic development of our students. Morals and values training and spiritual development are incorporated into the college ethos. Students engage in many inter-school programs (sports, beliefs and values education) and events. The college is an active participant in Harmony Week and students regularly participated in Public Speaking competitions (First Place 2005), Leadership Training and National Writing Competitions. Students also engage in fund-raising for war-stricken and disaster stricken areas.

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a) Events in 2009:

Poetry Competition Belmont City College and Australian Islamic College Artlink Project Creative Art Competition WAFL One Day Clinic Excursion to Marapana Park, Zoo etc English Narrative Writing Competition WACA Cricket Clinic Library Scholastic Book Fair Harmony Day Premier’s Summer Reading Challenge New South Wales English & Science Tests Academic Task Force Visit to St Mary’s Anglican Girls School 2009/2008 Summer Reading Challenge New Arrival Cooking Classes Long Tan Leadership & Teamwork Award- 3 students awarded from Year 10 to 12.

Edith Cowan University- Personal Excellence Awards- 2 students from Year 11 to 12

MS Readathon AIC Open Day Building Bridges Conference & Together for Humanity Program (with Carmel and St Mary’s Schools).

Numeracy Week Qur’an Competition

b) ESL training Our student population sees a large number of new-arrival families to Australia. Many students require intensive English training which the college provides through its network of dedicated ESL Teachers. Students generally advance into the mainstream relatively quickly and we have seen many students achieve academic excellence in English in their senior years of schooling. One of the most common feedbacks we receive from students is their appreciation of the support they receive from the AIC teachers/staff. Students express their association with the school as their time with the ‘AIC Family’ and appreciate the environment which allows them to freely practice and build their faith in conjunction with their academic endeavors.

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c) Parents, students and Teacher satisfaction Parent, student and teacher satisfaction has been gauged through the receipt of positive correspondence, word of mouth and parent-teacher interaction at the college. Parent meetings are regularly held for significant events for each year level including transition programs etc. Parents show strong satisfaction with the school by supporting with strong attendance school events including school fetes, award ceremonies and openings. The Australian Islamic College’s engagement with the Western Australian community is extensive. The College does not see itself as separate from the community but as an intrinsic part of it. The College participates in interschool sports carnivals and has hosted and participated in around 300 visits with other schools. The College has also hosted Western Australia Police Academy Recruits for four years in the past as part of their training programme. In 2009 two of our 2008 Year 12 graduates were received awards from their Tertiary Institutes for academic achievement. Yasmin Ahmed received the UWA Excellence Award from more than 150 commencing undergraduates while Mutaqim Eid received a Engineering Excellence Scholarship and a Top TER Award from Curtin University. Year 10 students from Belmont City College and The Australian Islamic College also collaborated on the ARTZINE project in conjunction with Gowrie Community Services. Students developed a online blog and magazine titled All for One/One for all. The aim of the project was to bring together students of different faiths/beliefs and explore issue of harmony, culture and beliefs. Word of mouth promotion is strong in the parent community and new arrival families are generally encouraged to enroll their children at the AIC due to its intensive ESL program. There are also instances of families who have moved their children to other school but then returned back to the AIC for a multitude of reasons including the strong morals and values training the college and the strong sense of community. The administration also received on average 10 inquiries a month from families overseas who plan to enroll their children at one of the three AIC colleges as international students or as PR’s migrating to Perth. Staff satisfaction is ascertained by the strong sense of commitment demonstrated by the staff towards the college and the students. The regular weekly staff meetings allow the opportunity for teaching staff to discuss and pass on matters regarding the performance of the schools.

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At the AIC, knowledge is not divided into sacred or secular and the need to acquire knowledge is considered a duty for all. Keeping these important points in mind, the AIC is strongly committed to the mental and spiritual development of our students. By focusing on the academic and spiritual qualities, we strive to achieve Success and Happiness for our students in their future endeavors. Success for us is not defined purely by high academic achievement or material gain. While these features are a contributing factor, we believe that Spiritual Development, Human Relations, High Morals/Values and a genuine Sense of Belonging and Concern for each other contribute to the success of an individual. These factors in turn create a sense of contentment and happiness- something that cannot be achieved with material or worldly gains alone. We aim for our students to graduate as morally upright individuals who achieve their optimal academically and become valued contributors to society. Our graduates are now doctors, physiotherapists, engineers, pharmacists and much more. Students are given the opportunity to express concerns and voice their opinions in all school related matters. Graduates regularly keep in contact with the school teachers and express positive sentiments in relation to their school experience at the AIC. Students express their satisfaction with the college with their enthusiastic participation in the schools activity and their strong sense of belonging to the college. We asked other students what they like about the AIC and this is what they had to say: ‘I attended a public school and although it was a really good school it just can’t compete with AIC for that special place in my heart. Upon arriving at AIC I was truly mesmerized by the caring and Islamic atmosphere. And all this is here – available to anyone who takes the time to get to know it’ Safaa Idris ‘I’ve been in the Australian Islamic College all my schooling life, from Year 1 to Year 12. It has provided me with the best education and got me through my Tertiary Examination and now, to where I am-studying Dentistry at UWA’ Ahmadzia Ahmadzad ‘I attended AIC from 1996 to 2006 and am currently studying Cartography at Curtin University. The Australian Islamic College changes my life in every way possible. It taught me religion, respect and unbelievable moral values. I was a laid back student who didn’t enjoy studying much, yet the AIC environment helped me graduate with above average educational standards and I’m thankful for that’ Sarwa Ali

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And from parents/community- ‘I feel so proud to see significant performance of AIC when I was comparing the NAPLAN result among the schools in Western Australia. It is quite a great achievement for our Muslim community and gives more confidence to enroll our children in a Islamic School. I was not very confident enrolling my son before comparing and researching the results throughout all local schools in my residence. Now I am confident to enroll my son into AIC’. M. Tajuddin ‘My two daughters are a living example of your efforts. One has studied Psychology and the other is in her third year of Chiropractic. They have not only performed well academically, but are excellent in morals and conduct. All gratitude goes to your institute’ Imraan Husain

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APPENDIX 1 Attendance Procedure ABSENTEES COMPLIANCE

1. Absentees

The absentees are entered using the AIC Info System. The system should be updated daily by all class teachers for every period that they teach. Relief teachers should enter their absences too if they can. If for any reason there is a problem with entering the absentees, please bring your student list to Central Office so that it can be entered and the problem rectified. The deadline for entering the absentees for Periods 1- 3 is 12.30pm each day. Failure to enter absentees in a timely fashion or to submit absentees to Central Office will be followed up first by a memo and then by negative points. It is essential that the school is up to date and accurate in the recording of absentees, as it is a government requirement for registration. Failure to attend to this can result in de-registration and even prosecution. We appreciate your attention to this.

Absentees should be entered under the ‘Daily Absentees’ button. Any students that are late can be marked as late. Students should provide a note that they

have obtained from Central Office. This note should be marked with the reason for being late. This reason should be entered against the student in the reason column. All students that are late without a note, should be sent to the Central office with a Intra-Campus Student Movement Permission Slip.

Points accrue for lateness or wagging. The later a student is, the more points they accrue. Teachers should be accurate in their recording of how late a student is. “Going easy” on a student will not reinforce punctuality. There is no need to enter negative points for a late student as the system does it automatically if you enter them as late.

Lates are also checked from the late sign-in book from Central Office. If a student is so late that they have missed a period this counts as a missed period and gets picked up by the system.

Parent notified absents and sick bay attendees are also entered by the Central Office so that there is an accurate record of which student is where. If a teacher sends a student to sick bay or the student is leaving to go home or going off the school grounds, the teacher should enter that student as absent for that period. The teacher should also put the reason in the reason column, and if necessary, make a note in the teacher’s notes column. Some students say that they are going to sick bay or home when they are really wagging. Proper record keeping allows the school to keep track of that student’s movements.

Students going on a holiday for any duration must inform the Central Office. If they inform a teacher, the teacher must tell Central office.

Teachers who are running excursions should leave a list of all attendees with Central Office. The teacher responsible for this is the teacher that has organised the excursion. If a student does not turn up for the excursion, Central Office must be notified. The deadline for this list is the day of the excursion.

If a student is sent to B5 for in-school detention, the sending teacher is responsible for entering these details into the system. If a student is going to B5 or in-school detention for more than one period, or is in school detention all day, the teacher responsible for entering the absentees is the initiating teacher. If a student needs to be out of class during class time for any purpose, they must be accompanied by a Intra-Campus Student

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Movement Permission Slip. These slips are available from Central Office. Teachers are to pick them up themselves to avoid possible forging by students.

1.1 Assembly Absentees Lists of students from each year and each gender are available from the Central Office every Monday for Co-ordinators to pick up. The Co-ordinator marks the absentees on this list and returns it to Central Office for entering into the AIC Info System. It is then picked up every day and the same process followed. 1.2 SMS notification to parents Parents are notified of their child’s absences via SMS after period 3 has ended. All parents of children that are away for the first three periods are contacted using the SMS Broadcast Website. A copy of the Absentees for the day is converted into a Coma Delimited File (CSV) and merged and uploaded to the SMS website for bulk SMS delivery. After the messages are sent out a print out is generated and kept for record purposes. This process is undertaken by the Central Office staff. A report of SMS replies is also downloaded and printed out. The information in the report is put into the absentee system via the “Absentees Report” button under “Daily Followup”. 1.3 Negative points for lateness Students are automatically given negative points by the system for their lateness to class and a weekly tally of students’ negatives are pinned up on the notice boards outside the Central office. The data is exported from AIC Info into excel format and the students ID number, and the accrued negatives are displayed. 1.4 Entering Absentees As previously mentioned, absentees are entered under the ‘Daily Absentees’ button in the AIC Info System. All teachers will submit their absentees online even if they are relief for a class.

1.5 Follow-up with parents if a student has left AIC Every so often a student appears to have left the school. The parents of these students should be informed by a letter that their child has been absent from school and asked to account for their child’s whereabouts. This is to be preceded and followed by a phone call. If no correspondence is forthcoming the student is to be removed from the register at the Principal’s discretion, according to Department of Education guidelines. If a teacher is told that a student is left or on holiday, they must inform Central Office. 1.6 Forms If a student is going to be late or absent for any reason the school needs to be informed in writing. Forms for absences can be picked up from the Central Office or a parent/guardian can write a note with the name of the student, ID number of student, duration of absence and signature of parent or guardian. 1.7 Registry Books The registry books are updated every holiday at this time, although they will be phased out in future. Until then Co-ordinators are required to sign the registry books before each term ends. 1.8 Unknown Student Movement Report After a student appears to have left the school, all attempts must be made to follow up on the student’s whereabouts by trying to get transfer notes or something in writing. If this is not successful the student is place into a spreadsheet entitled Unknown Student Movement Report. This is then authorised by the Principal and sent to the Department of Education and Training with a Referral to School Attendance Officer form attached.

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2. Attendance The School Education Act 1999 requires compulsory aged students to attend school, or participate in an educational program of a school, on the days on which the school is open for instruction, unless a written arrangement has been entered into for the student. Failure to do so constitutes a breach of the Act and is detrimental to the student’s learning outcomes and future participation in society. Everyone has a part to play in ensuring that a student is attending regularly and making the most of their learning opportunities here at the College. These stakeholders include but are not limited to: 1. Parents/Guardians 2. The Student themselves 3. The Principal 4. The Dean of Studies 5. Heads of Learning Areas 6. Year Co-ordinators 7. Teachers 8. Absentees officer 9. Other administration staff 10. Peers 11. Members of our community

In point one of this document the absentee procedure outlined the steps to take to collect absentee information. In point two we will look at the procedure to follow when a student is not attendance compliant. 1.2 Attendance Percentage If a student’s attendance percentage drops below 90% attempts must be made to restore regular attendance. 1. Identify which students are not regularly attending. This is done by entering into the Student

Absentees in the AIC Info System . There is a list of students with the highest number of absent days. Check their number of absent days as a percentage against the number of instruction days and calculate the percentage. This should be done on a weekly basis.

2. Make an excel spreadsheet of all students with attendance levels lower than 90% and start a plan to restore attendance.

3. Make a copy of this list and give to the Principal and to the Dean of Studies. 4. Inform the student’s year Co-ordinator. The co-ordinator should talk to the student and

impress upon the student the need for them to be responsible for their own learning. 5. Send letters to the students Parents/Guardian outlining their responsibility for the student’s

attendance. 6. Telephone Parents/Guardian to follow up.

These steps should improve the student’s attendance percentage, however there are students and families who cannot or will not comply. There are many reasons for this and some of them include: 1. Disengagement with the learning environment. 2. Family issues 3. Cultural difference 4. Health reasons 5. Extra-curricular activities.

Where a student’s attendance is not improving the following steps must be taken: 1. Fill out and update regularly an Attendance Intervention Record. It records the times you

have made contact with the stakeholders. 2. Fill out and update regularly an Attendance Intervention Checklist. It records the steps you

have taken to ensure the student’s attendance compliance.

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3. If all reasonable steps have been taken to ensure compliance have not resulted in improved attendance, refer the student to the College’s School Attendance Panel. Refer to the School Attendance panel in this file.

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The Australian Islamic College (Perth) PO BOX 252 Cloverdale Western Australia 6985

Tel: (618) 9362-5340 Fax: (618) 9355-2988 Website: www.aic.wa.edu.au Email: [email protected]

Dianella College: 81 Cleveland St. Dianella Tel: (618) 9375 9770 Thornlie College: 17 Tonbridge Way, Thornlie Tel:

(618) 9493 2718 Kewdale College: 139 President Street, Kewdale Tel: (618) 9362 2100

Date:………………

Dear Parents,

It is a Government Requirement that every school account for the attendance of all students of compulsory school age. We would appreciate it, if you could please give the reason for your child’s recent absence and sign in the appropriate place below for our records. --------------------------------- SR NASREEN AHMED Pease fill and return this slip to school as soon as possible. To The Principal, This letter serves to inform that ……………………………………… in year…….. was absent from (date…………. To …………..). This absence was due to: Thank you. ……………………….. Parent’s signature

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