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ANNUAL REPORT
2019
DIANELLA
Vision
Our goal is for our youth to aspire towards excellence in both character and education.
We want our students to encounter new educational experiences that will serve their
future aspirations whilst maintaining a balance between academic pursuits and
Islamic Values
Annual Report 2019
From the Executive Principal
Assalamu'Alaikum wa Rahmatullahi wa Barakatuh
The academic year has flown by. It has been another great year
Masha’Allah for the Australian Islamic College — full of fun,
activities, challenges, and growth.
I am extremely excited to share the following excellent results of
Year 12 with you. In 2019, we had Top 2 students with 99 plus
ATAR; 3 students with 96 plus ATAR; 40% of our students achieved
90 plus ATAR and 55% achieved 80 plus ATAR with adjustment
factor which AIC students are privileged with. Alhamdulillah the
hard work, dedication and aspirations of our students and staff
have once again made us to keep our heads high in the South
Australian Muslim and mainstream Australian community. One of the AIC students received
University of Adelaide Principal Scholarship, Alhamdulillah.
Providing quality education, which is full of Islamic manners and values, is indeed a real challenge.
I ask Allah (SWT) to help us all accomplish the objectives we have set for AIC. I am sure that with
the grace of Allah (SWT), parental support, and the help of the community we will Insha’Allah be
able to face the challenges, and will achieve our goals.
Our primary goal is to ensure a real Islamic environment for each child, which is safe and
conducive to his/her academic and character development.
In order to provide quality education and maintain an environment that is conducive to learning,
AIC sets high academic, character and behaviour standards. True success comes if policies and
rules are properly enforced and the students and the parents wholeheartedly adhere to the
policies and procedures. We hope you will communicate with your child and his or her teacher
about study habits and homework, and ensure that your child arrives at school ready to learn
every day.
Jazak’Allah Khairan for entrusting your child to us and I look forward to improvements at AIC
every single day, Insha’Allah. At AIC, we are more than willing to do all what it takes to make our
schools outstanding institutions, where our students get both their souls and minds nurtured.
Such a mission won’t be possible to accomplish without your full support and cooperation.
Abdullah Khan
Executive Principal
Annual Report 2019
From the Principal
Dear Community,
السالم عليكم و رحمة هللا و بركاته
2019 has been a remarkable year for us at AIC- Dianella. Here are some of the
amazing things we have achieved:
Our NAPLAN results hit a record high
Mr. Robert Randall, CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA),
personally contacted the college to congratulate the college on its achievements.
In a written message, Mr. Robert Randall stated:
“I am pleased to advise that ACARA has identified your school as having demonstrated substantially above
average gain in reading and/or numeracy achievement, as measured by NAPLAN. On behalf of ACARA, I
would like to extend my congratulations to you and your school community on this achievement. “
Mr Randall noted that “Improvement in student literacy and/or numeracy of this magnitude is significant
and worthy of highlighting and acknowledging”
Our latest results highlight the extraordinary success of Dianella’s strategic initiatives. These include:
• Embracing Explicit Instruction as a whole school, teaching pedagogy.
• Implementation of the Daily Literacy Block, focusing on reading, writing and spelling.
• Using meaningful data to inform teaching practices.
AIC Dianella is extremely proud of our students’ results and feel they reflect earnest young people
committed to achieving their potential.
FULL STEAM AHEAD - DIANELLA IS LEADING THE CHARGE IN STEM
We are at the forefront of delivering innovative, STEM-based curriculum to our students.
Through-out the course of this year, students at the Dianella campus have had a plethora of activities to
stimulate their interest in STEM education. These activities have included:
The 2019 STEM Exhibition during Term 3 that showcased the innovations designed by each of the
classrooms within the school.
Annual Report 2019
The Principal’s Award for Innovation in STEM which was awarded to students that designed innovative
projects.
Most recently, the excursion to the 2019 Resource and Technology Showcase, where students with insights
into how artificial intelligence, augmented reality, data analytics and autonomous transport will change the
industry in years to come.
With future global employment predictions centred on STEM Education, these strategic exposures in STEM
education place our students in the perfect position to take a leading role in tomorrow’s world. Our girls,
taking an interest in STEM education is especially significant to us, as this is a rarity in our world.
Kind Regards,
Wahaj Tarin
Principal
Annual Report 2019
Preprimary students smash reading records!
A whole-school focus to build students’ literacy and numeracy skills, through the introduction of Explicit
Instruction has resulted in remarkable results.
The resounding success of Explicit Instruction can be seen in the progress our pre-primary students have
achieved this year. Whilst the national reading level is at level 5, Dianella students have not only smashed
that record but are now well above national average, with many of our students at level 10 reading. This
magnificent feat puts our pre-primaries well ahead of their national counterparts.
Setting our students on a trajectory of success at this early stage of education will ensure they continue to
be winners for life...the dream of every parent!
Annual Report 2019
Cooking up a storm
Our young teens at this well-established college are teeming with excitement as their academically rigorous
timetable is on the brink of taking a fresh twist.
For many high schoolers attending the Australian Islamic College in Dianella, the development of a new
home economics center was a long awaited vision realised.
Students keenly anticipate the use of this new facility in 2020.
Many have already shown a keen interest in cooking, and Health activities. We have introduced the
importance of food safety and hygiene practices. Students talk of flavour combinations they want to
explore. Others simply embrace the opportunity to cook on their own for the first time.
Talks are already underway for the introduction of Food and Technology classes next year. The school also
has its sights set on establishing elective choices such as Certificate III in Hospitality for Year 10 students. A
fresh goal for future culinary endeavours.
Our campus looks forward to holding its MasterChef competition next year to crown our very own culinary
sensation.
Festivals at AIC - Our students are awesome
Across the campus, students buzzed with excitement. Beaming smiles and echoes of laughter filled the air.
Children and parents loved our Eid Festivals. We had two, with the second being bigger and better!
Our students formed the backbone of the organising committee. This gave them a unique opportunity to
plan, organise and execute a perfect day. They set up stalls, sold food, managed their younger peers and
overall were just shining bright examples of excellence. We are really proud of their maturity and character.
A testimony to the great education and training our college provides.
Note of thanks must also go to our P & F committee and teachers who showcased the best our school has
to offer.
Annual Report 2019
More drama at Dianella
What if you knew that burning within you is a superpower beyond your wildest imagination? That was the
theme of our school production this year: “The REAL Incredibles’.
In Term 2, fifteen aspiring playwrights from Years 8 and 9 collaborated to create a script which has a
refreshing mix of history, humour and hocus-pocus. Since the middle of Term 3, rehearsals for 30 cast and
crew members from Years 7 to 9 have been underway to present a production that, enlightened and
entertained.
Great Expectation: 2020
Endless planning and preparation has been underway for 2020. Our school community is eagerly
anticipating the new academic year with lots of exciting developments about to be unwrapped. I take this
opportunity to wish you and your families a wonderful break and look forward to your continued support
next year.
May Allah bless you with the best of both worlds.
Warm Regards,
Ustadh Wahaj Tarin
Principal
Australian Islamic College Dianella
Annual Report 2019
School overview
The Australian Islamic College (Dianella) is a co-educational institution (K to Year 10) that provides a high
level of academic and Islamic integrated education. The College prides itself in employing teachers with the
best experiences and providing these teachers with the resources and opportunities to enhance their
professional development. The College has a distinctive mix of students from a wide variety of cultural and
ethnic backgrounds allowing students to develop a better understanding and appreciation for Australia's
multicultural society. Students are taught to be proud Australian citizens and to contribute in building a
prosperous, harmonious and safe Australia. The College provides a safe, friendly and stimulating learning
environment that has produced exceptional local and national results from the students over the years. The
running of the College as a united family helps to promote core values that are ingrained in the school rules,
behaviour management policy, classroom environment and teaching pedagogy. The College also prides itself
in actively integrating its students within the local community and with other schools in interfaith,
multicultural and sporting events that encourage dialogue and collaboration between cultures.
History
The Australian Islamic College (previously named the Muslim Community School) opened its doors in
February 1986. Our visionary founder Haji Abdallah Magar recognised that there was no faith based
educational institution catering for Muslim student and fearing that their rich heritage, both cultural and
religious, would be lost he established the first Islamic School in Western Australia with a modest network of
50 students and 3 teachers. The Australian Islamic College is now Western Australia’s largest and longest
running Islamic school with over 2600 students and 275 staff across three campuses in Dianella, Kewdale and
Thornlie.
Mission
Islamic Values and Academic Excellence for Success in this Life and the Hereafter
Vision
Our goal is for our youth to aspire towards excellence in both character and education. We want our
students to encounter new educational experiences that will serve their future aspirations whilst
maintaining a balance between academic pursuits and Islamic values.
School progress towards its goals in 2019
The 2019 school priorities were developed from an evaluation of the School Operational Plan & ACER recommendations. The priorities were:
- Implementing Explicit Teaching as a College-wide pedagogy
- Continuous improvement in the literacy and numeracy
- Effective teaching and learning across the College
Annual Report 2019
- Developing students to be independent learners, leaders and creative and critical thinkers
- Building teacher capacity through upskilling and mentoring
- Developing our partnerships with the Islamic and wider community
- Empowering parents as partners in the education of their children
The following are areas where visible progress has been made towards meeting the 2019 goals:
- Significant improvement in literacy and numeracy outcomes
- Adopting Explicit Instruction as the preferred pedagogy across the campus
- All lesson following the Explicit teaching structure, consisting of Warm Up, I Do, We Do, You Do and Plough Back.
- ICT integration across the curriculum and in daily lessons
- Implementation of the Literacy Block, focusing on Guided Reading, Spelling and Daily writing.
- 7 Steps to Writing is adopted as a whole school writing program
- Spelling Mastery implemented from Pre-primary to Year 3
- Daily Review implemented in lower primary
- Data driven teaching and learning improvements
- Implementation of fortnightly assessments
- Focus on differentiated learning and individual educational planning.
- Providing remedial help
- Student engagement and involving students in more leadership activities
- Enhanced training for teachers to cater for the WA curriculum.
- Design & Digital Technology.
- STEM Education.
- HASS curriculum.
- ACER assessments.
- ICAS tests
- BrightPath assessments
- On Entry assessments for Pre – Primary.
- Staff growth through sharing of best practices.
The following goals and priorities that may have been partially completed/implemented in 2019 with an expectation of completion in 2020:
- Continue using data to inform teaching and learning improvements
- Empowering parents as partners in the education of their children
- Student engagement and involving students in more leadership activities
- Staff growth through sharing of best practices by using IRIS software
- Use of ICT in online learning
Outstanding student and staff achievements
- Fundraising
- Drama play
Annual Report 2019
- Assembly presentations
- Public Speaking
- Debating competitions
- Poetry Slam
- Quraan competition
- Arabic Speaking competition
- ICAS achievements
- Houses and house captains
Future Outlook
The future outlook for Dianella is very positive. The school has maintained its numbers. There is demand for securing a place in our College. Enrolments are granted on a first come first served basis.
Major Focus:
- Continue to improve NAPLAN results
- Continue to focus on Explicit Teaching and delivering effective lessons
- Empower parents as partners in the education of their children
- Use valid testing and gather meaningful data to inform teaching
- Focus on phonemic awareness, fluency, understanding and prosody to improve reading.
- Focus on fluency, problem solving and reasoning to improve numeracy.
- Use research to inform best practices
- Integration of ICT capabilities in teaching, learning and assessment.
- Build teacher capacity and deliver professional development to support staff
- Provide a range of educational and support programs to support student’s academic, social, cultural and physical development.
- Extend student leadership program.
- Provide a highly effective learning support team which caters for students with learning needs.
- Full Implementation of the National Curriculum (ACARA).
- Maintain and enhance the academic standing of our school.
- Recommendations from ACER teaching & learning School Improvement Audit.
- Maintain the standard of good behaviour and welfare in our school.
- Public speaking and debating programs.
- Islamic Quizzes and Inter - School Quran competition.
- Integrate the study of Science, Technology, Engineering and Mathematics (STEM) into the programming
- Create an institution that demonstrates excellence in learning and behaviour.
Annual Report 2019
Targets:
- 90% of students perform at or above the National mean for their age group
- Many students perform one year above their year mean
- Support student to transition to online NAPLAN
- There is recognition of the importance of parents as partners in the education of their children
Strategies:
- Supporting staff through continuous refreshers and professional learning sessions
- Providing remedial help for struggling students and developing IEPs
- Differentiation in teaching to cater to below, at and above benchmark students
- Improving the pace and content of Warm ups to move information from short term to long term
- Improving validity of assessments and gathering meaningful data to inform teaching
- Goal setting
- A strong focus on typing as NAPLAN moves online- Typing club, incorporating typing into lessons
- Using online numeracy and literacy software
- Conduct a series of parent information evenings on specific aspects of literacy and numeracy strategies to support student learning at home
- Effectively implement role of School Captains and House Captains
- Effectively implement the School-Wide House System
- Further develop the Student Representative Council (SRC)
Annual Report 2019
Our school at a glance
School profile
Student enrolments
Table 1: Student enrolments at this school
Enrolment category 2019 on the
Notes:
1. Student counts are based prior Census enrolment collection.
2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
Total 783
Girls 474
Boys 309
Indigenous 5
Enrolment continuity (Feb. – Nov.) 38
Characteristics of the Student Body
Overview
Students attending AIC Dianella are drawn from 43 different ethnic and cultural background. Most students have ESL. There were 783 students attending AIC Dianella as of semester 2, 2019 (Census).
Average class sizes
Table 2: Average class size information for each phase of schooling
Phase of schooling 2019
Note:
The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.
Kindy – Year 3 28
Year 4 – Year 6 27
Year 7 – Year 10 26
Year 11 – Year 12 -
Curriculum delivery
Our approach to curriculum delivery
In Dianella, teaching and learning is developed around the Explicit Instruction model. Explicit Instruction is a structured, systematic, and effective methodology for teaching academic skills. It consists of 5 key components: Warm Up, I Do, We Do, You Do and Plough Back.
Annual Report 2019
We believe that ‘Every Child Matters Every Day’ and ‘All Children Can Be High Achievers’. We have established Six Givens for every learning environment. These are:
1.Strong Relationships
2. High Expectations and Excellent Classroom Practice
3. Excellent Bookwork and Daily Correction
4.Excellent Display
5.Excellent Classroom tone
6.Quality Feedback to Students
Curriculum offered
Kindergarten – Year 6
The school implements Australian Curriculum ACARA & WA curriculum across all levels of teaching and learning practices. Each year level engages in a comprehensive curriculum which covers:
- Early Childhood Framework Curriculum
- English
- Mathematics
- Technology and the Arts.
- Science
- HASS (Humanities and Social Science)
- Health and Physical Education
- Islamic Studies
- Quraan reading
- Arabic (Year 4-6)
Year 7-10 courses
- English
- Math
- Science
- HASS (Humanities and Social Science)
- Technologies
- Arabic
- Islamic Studies
- Quraan Reading.
Co-curricular activities
- Author visits
- Book Fairs
- Book week celebrations (Character Dressed Day)
- Guest Speakers
Annual Report 2019
- Intercampus Debating Competitions
- Intercampus Sport Competition
- Soccer and Footy Intercampus Competition
- Arabic Speaking Competition
- Quran Recitation Competition
- Interfaith Programmes
- Harmony Day Celebration
- STEM exhibitions
- Footy Eid Cup: Inter School / Campus tournament.
- School Carnival
- Eid Carnivals
- Volunteering Opportunities
- “Master Chef” Cooking Competitions
- Participation in ICAS
- Semester Awards
- Graduation Ceremony
- Positive behaviour certificates
- Sponsor an Orphan Campaign
- Emergency Bushfire Aid
- Woodside SciTech Science Award
- School Fete
- Incursions
- Excursions
- Sport Clinics
Excursions:
- Laser Tag
- Plays and Puppetry
- AMF Bowling
- Fremantle Prison
- Bouncer Sport Centre
- Perth Mint
- Caversham Wildlife Park
- Perth Zoo
- AQWA
- Kings Park
- Whiteman Park
- Latitude
Annual Report 2019
How information and communication technologies are used to assist learning
- Coding: Web design programming using HTML
- Python programming: Games creation
- Scratch: Simple apps and an interactive map
- Photo Editing
- Animation
- Typing Club
- Power Point
- Excel Test Zone Online
- MS Word, Excel and creation of spreadsheets
- Research
- PowerPoint
- IPad
- Laptops
- BeeBots
- Makey Makey
- Class Dojo
- Cyber Safety Workshop
Social climate
Overview
The Australian Islamic College Dianella is a safe and nurturing environment that epitomizes the notion of ‘every student matters everyday’, providing our students with the best opportunity to develop to their full potential intellectually, spiritually, socially and physically. An Islamic spiritual and religious practice is integrated into the education experience daily and informs the school rules as well as the disciplinary processes. Our behaviour management policy involves awareness of student rights, expected student behaviour and school rules. These are acknowledged by staff, students and parents.
Our programs build a sense of community by encouraging positive, respectful relationships between staff and students, providing opportunities for all students to be successful and are celebrated. We achieve this through hosting an array of events such meet the parents,
Our programs can help in building a sense of community and creating a positive school environment that students want to be a part of:
- Encourage positive, respectful relationships between staff and students
- Ensure students know that staff at the school care about them
- With the use of IEP’s implement strategies that address issues such as learning difficulties
- Encourage students to look after each other and promote peer tutoring
- Show genuine concern for students giving them specific attention
- Let them know that you want them to come to school
Annual Report 2019
- Greet students by name as they arrive at school.
- Plan extracurricular activities that children look forward to participating in.
- Structure opportunities for all students to be successful and celebrated at something
- Recognise the diversity of cultures represented at the school through special events such as Harmony Day, welcoming and induction days, greetings in various languages at the school entry.
- Fetes
- Leadership opportunities for students to further develop and enrich their confidence
- Encourage parents to be involved in the school through the P&F by mentoring children with homework, assisting in the classroom.
- Involve parents in school decision-making.
- Hold events such as ‘meet the parents’ evenings, parent orientation, new family inductions, parent and teacher interviews
- Encourage parents to be positive about attending school and to establish routines that help students get to school on time
As a Dianella family we share the common values of respect, responsibility, resilience, honesty, inclusion and doing your best. The school maintains a dynamic learning environment that has been purposefully constructed to allow each student to thrive spiritually, academically, socially and physically. We provide an environment where students feel safe, nurtured, recognized and affirmed. Our students are immersed in a culture of respect for others, regardless of gender, race or creed, but most importantly for themselves. We strive to live up to our vision, to be an inviting school that brings out the best in everyone, not just the most privileged or the brightest.
Our students are our best testimony - testimony to the fact that Dianella is a good school and an inviting place that brings out the best in everyone.
Our programs can help in building a sense of community and creating a positive school environment that students want to be a part of:
- Encourage positive, respectful relationships between staff and students
- Ensure students know that staff at the school care about them
- With the use of IEP’s implement strategies that address issues such as learning difficulties
- Encourage students to look after each other and promote peer tutoring
- Show genuine concern for students giving them specific attention
- Let them know that you want them to come to school
- Greet students by name as they arrive at school.
- Plan extracurricular activities that children look forward to participating in.
- Structure opportunities for all students to be successful and celebrated at something
- Recognise the diversity of cultures represented at the school through special events such as Harmony Day, welcoming and induction days, greetings in various languages at the school entry.
- Fetes
- Leadership opportunities for students to further develop and enrich their confidence
- Encourage parents to be involved in the school through the P&F by mentoring children with homework, assisting in the classroom.
- Involve parents in school decision-making.
- Hold events such as ‘meet the parents’ evenings, parent orientation, new family inductions, parent and teacher interviews
- Encourage parents to be positive about attending school and to establish routines that help students get to school on time
Annual Report 2019
Parent, student and staff satisfaction
Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.
Table 3: Parent opinion survey
Percentage of parents/caregivers who agree# that: 2019
• One of the main reasons for choosing the AIC for our children was for the Islamic values intergration 100%
• AIC consistently strives to improve its educational offer to students 84%
• AIC offers a broard and relevant cirriculum 88%
• I have confidence in the teaching staff at AIC 88%
• The buildings and grounds are well presented 88%
• The content of my childrens homework is appropriate for their year level 84%
Table 4: Student opinion survey
Percentage of students who agree# that: 2019
• I respect the leadership at AIC 53.5%
• I know what I have to do to improve my work at school 61.8%
• The library is a great place to visit and work 55.3%
• Doing my best at AIC is important to me 54.8%
• If I work hard I can achieve an award or prize at AIC 53.5%
Table 5: Staff opinion survey
Percentage of school staff who agree# that: 2019
• I have positive relationships with the students at AIC 91.2%
• The team/department is well managed and organised 78.9%
• My team/department members work productively together 86%
• I understand the personnel policies that directly affect me 78.9%
• I am committed to a long-term association with AIC 77.2%
Parent and community engagement
Australian Islamic College seeks to:
• Encourage parents to be involved in the school through the P&F by mentoring children with homework, assisting in the classroom.
• Involve parents in school decision-making.
• Hold events such as ‘meet the parents’ evenings, parent orientation, coffee mornings, open afternoons, new family inductions, grandparents’ day, parent and teacher interviews, or parent and community forums
• Encourage parents to be positive about attending school and to establish routines that help students get to school on time
Annual Report 2019
School funding
School income broken down by funding source
School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at.
How to access our income details
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
4. Click on ‘Finances’ and select the appropriate year to view the school financial information.
Note:If you are unable to access the internet, please contact the school for a hard copy of the school’s
financial information.
Annual Report 2019
Our staff profile
Workforce composition
Staff composition, including Indigenous staff
Table 8: Workforce composition for this school
Description Teaching staff* Non-teaching staff Indigenous** staff
Headcounts 54 20 -
Full-time equivalents 52.8 18.6 -
*Teaching staff includes School Leaders.
** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.
Qualification of all teachers
Table 9: Teacher qualifications for classroom teachers and school leaders at this school
Highest level of qualification Number of qualifications *Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate. Doctorate 2
Masters 13
Graduate Diploma etc.* 14
Bachelor degree 18
Diploma 5
Certificate 2
Professional development
Expenditure on and teacher participation in professional development
The total funds expended on teacher professional development in 2019 were $14,722.31
The major professional development initiatives are as follows:
- Briefing the Board
- SIRS Familiarisation Session
- Head Space: Be You
- Spelling Mastery
- Sharp Reading
- BeYou
- Teacher Kiosk
Annual Report 2019
- Students with disabilities in WA Independent Schools
- Child Protection: Including Mandatory Reporting of Child Sex Abuse
- Keeping safe- Child Protection Curriculum
- Gaming: When it becomes a problem
- The Fleming Effective Teaching Model Intellectual Challenge and High Performance
- Child Mandatory Protection
- Maths Headstart: Year 3-6 Focus
- Nationally Consistent Collection of Data on School Students with Disability (NCCD)
- Youth Mental Health First Aid 2019
- Leadership for schools’ excellence
- Seven Steps to Writing Success PD Coaches course
- STAWA Future Science Conference 2019
- Keeping safe Child Protection Curriculum
- Compliance with the code of conduct
- 6 Givens (Non-negotiables) for ever learning environment
- Bloom's Taxonomy: Constructing questions and activities
- 6 Givens-reflection on teaching practice
- Missouri School-Wide Positive Behaviour Support
The proportion of the teaching staff involved in professional development activities during 2019 was 100 %.
Staff attendance and retention
Staff attendance
Table 10: Average staff attendance for this school as percentages
Description 2019
Staff attendance for permanent and temporary staff and school leaders. 97%
Proportion of staff retained from the previous school year
From the end of the previous school year, 93% of staff were retained by the school for the entire 2019.
Annual Report 2019
Key student outcomes
Student attendance
The overall student attendance rate in 2019, school year was 92%.
Tables 11–12 show attendance rates at this school as percentages.
Table 11: Overall student attendance at this school
Description 2019
Overall attendance rate* for students at this school 92%
Table 12: Average student attendance rates for each year level at this school
Year level 2019 Year level 2019 Notes:
1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.
2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).
3. DW = Data withheld to ensure confidentiality.
Prep 91% Year 7 93.31%
Year 1 92.33% Year 8 92.53%
Year 2 92.13% Year 9 90.73%
Year 3 92.87% Year 10 92.26%
Year 4 94.30% Year 11 -
Year 5 93.61% Year 12 -
Year 6 90.92%
Performance of our students
Annual Report 2019
Student attendance distribution
Graph 1: Proportion of students by attendance rate
Description of how this school manages non-attendance
Western Australian Independent schools manage non-attendance in line with the Western Australian Department of Education procedures which outline processes for managing and recording student attendance and absenteeism.
• The school will contact parents via SMS message daily if a student has been marked absent. If no
contact has been received by the school from the parent, a note must be provided by the Central
office or a reasonable explanation from the parent directly on the day of the students return.
• Teachers are required to mark the class roll every morning before the start of the lesson: Morning
9:00am and afternoon by 1:30pm. Ensuring that any late students without a note be sent back to
the Central Office to get a late note. Roll marking is monitored daily.
• In the event that a student is absent from school without any explanation, Central office will; call
parents for absence explanation directly, letters sent out to parents and returned to Central office
with reasonable absence explanation.
• Strategies to increase attendance.
• Track Absences in real-time
• Boost Personalised Learning
• Gather Feedback
• Implement Rewards
• Increase Parent Involvement
88%
89%
90%
91%
92%
93%
94%
95%
Prep Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10
Chart Title
Annual Report 2019
NAPLAN
Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.
How to access our NAPLAN results
1. Click on the My School link http://www.myschool.edu.au/.
2. Enter the school name or suburb of the school you wish to search.
3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.
4. Click on ‘NAPLAN’ to access the school NAPLAN information.
Notes:
1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.
2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.
Student destinations
Early school leavers The destinations of young people who left this school in Year 10, 11 or before completing Year 12 are described below.
Australian Islamic College Dianella we have not had any students who leave education at the end of grade10. All of our students pursue further education and most of our year 10 students to transfer to the our Kewdale campus to continue their education, for Year 11 and 12 (as we are K-10). The school works closely with Kewdale campus to ensure the transition is smooth, this includes frequent visits to the campus throughout the year. Most students transfer to the Kewdale campus, with a small number continuing their education in other schools
