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AUSTRALIAN ISLAMIC COLLEGE

Annual School Performance Report

2009

THORNLIE

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

Website: www.aic.wa.edu.au Email: info@aic.wa.edu.au

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 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

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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. 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 learning area/class or a wider staff group they are expected to run an in-service session where they provide feed-back on their course.

Procedures

(1) Applications for a PD/PL activity are given to the Acting Principal or Head of Primary.

(2) The Head of Primary: � 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 she 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 she updates the running sheet, which he maintains, for PD/PL which is a current list of all staff intentions in regard to PD/PL.

� She then confirms staff permission to attend and reminds staff of their obligation to provide feed-back to appropriate colleagues.

� She 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 many other Professional Development events were attended by members of staff. Courses in 2009 were facilitated by the following organizations;

• AISWA

• The Catholic Education Office

Total expenditure on staff training and welfare across the colleges 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 0

Vice-Principal, Deputy Principal

Other Managers, Administrators

Senior Teachers 5 1

Other Teachers 27 3 6

Other Professionals

Maintenance or Support Staff 8 5 5 1

TOTAL 40 10 11 1

Indigenous Workforce: 0

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c) Staff Qualifications

A list of teaching staff qualifications is provided below. All teachers are WACOT registered and all non-teaching staff hold Working with Children Check clearance.

NO QUALIFICATION

1 PH.D IN EDUC. M.A. LINGNISTICS AND TRANSLATION, DIP IN TESOL, BAC. IN ENGLISH LANG.

2 BAC.OF ARTS - INDIA, BAC. OF EDUC - INDIA

3 B.A HUMANITIES, LON COMM CERT ADMIN, POST GRA CERT, TEACHING ESL

4 SENIOR CERT DEP OF INTERNAL AFF. DIP OF EDUC. DIP ED JNR PRIMARY

5 JNR PRI TEACHING DIPLOMA, DIP COMP LIT. BAC OF EDUC DEGREE.

6 DIP INFOR EARLY C/HOOD, BAC OF EDUC.CERT OF CHILDCARE, STUDY FOR MASTER

7 BAC OF EDUC, PATHWAY TO EMPLOYMENT, ADV EDUC, ADELAIDE COLL

8 BAC OF EDUC. (INDONESIA)

9 BAC OF BAC OF SOCIAL & POLITICAL/CERT IN SOCIAL WEL STUD, MAS OF SCIENCE

10 CERF. IN EDU DIP, B.A. HONS.POST GRA DIP, MAS EDUC.

11 BAC OF SOSE STUD, MASTER OF SOCIAL SCIENCE, GRAD OF DIPLOMA

12 DIP OF EDUC, MASTER OF ARTS, BAC OF ARTS, DIP OF COMP APP

13 B.A HON. DIPLOMA OF EDUCATION.

14 BAC OF ARTS MASS, MINOR IN INDONESIA, GRA DIP IN EDUC.

15 BAC IN EDUC

16 BAC. OF BUSINESS, , GRA DIP IN EDUC.

17 BAC OF EDUC, BAC IN COMM, MAS IN COMM, PRI PRI TEACHER EDUC, SENIOR SEC

18 BAC OF EDUC, BAC OF EDUC PRIMARY.

19 BAC OF ECONOMICS, BAC OF EDUC PRIMARY)

20 MAS OF EDUC.BAC.OF EDUC, BAC OF ARTS, DIP IN ANGLO INDIA TEACH

21 BAC. SCIENCE, MAS 22SCIENCE,SNR SCI EDUC, JNR & INTER SCI EDUC. PRI 22EDUC

23 BAC OF SCIENCE, DIP OF EDUC, DIP IN SYSTEM ANALYSIS, MAS IN INFOR TECH

24 DIP OF EDUCATION & BAC. OF EDUC - EARLY CHILDHOOD.

25 B.A IN ECONOMIC. M.A. IN PUBLIC POLICY, PH.D IN VALUES EDUCATION (PENDING)

26 BAC. OF SCIENCE, DIP IN EDUCATION.

27 BAC OF EDUCATION - MONASH UNIVERSITY

28 MADRASAH TALIM ULQURAN, TEE(HSC) BAC. COM

29 BAC.OF COMMERCE DEGREE IN ACCOUNTANCY.AUS BAC. DEGREE

30 BSC KNUST, GHANA, MSC UEL, UK, GRAD. DIP EDUC AUSTRALIA

31 BAC OF EDUC & ARTS, CERTIFICATE WORK PLACE ASS.

32 ISLAMIC STUDIES, QURAAN, HIFZ, ARABIC. SECRETARIAL & TEACHERS TRAINING.

33 MASTER OF SCIENCE, TEACHING RUSSIANFOREIGN LANG

34 DIP OF ISLAMIC STUD, DIP CERT ISLAMIC STUDIES, DEGREE ISLAMIC STUDIES

35 B.A HADITH & ISLAMIC STUDIES & ARABIC MINOR

36 DIP OF CHILDREN'S SERVICES, MADRASAH ATTENDANCE CERTIFICATE

37 MADRASAH SOUTH AFRICA, SHARIYAH COURSE, CERT TEACHER ASSISTANT, E.C.U. UNIVERSITY

38 CERT. OF COMMUNITY SERVICE, CERT CERT. IN YOUTH WORK

39 BAC. (HON) DEGREE IN SPORTS SCI, DIP IN HEALTH & FITTNESS

40 CERT III IN CHIDRENS SERVICES, CERT IV IN SPOKEN/WRI, ASSISTANT NURSE (UAE)

41 CERT III T/AID/ C ATERING , CERT OF OFFICE SKILL, BASIC BUSINESS COM.

42 DIP OF TEACHER ASSISTANTS. E.C.U . SPECIAL NEEDS E.C.U.

43 B.A (HONS) ARTS, INS INT'L LANG ENGLISH , COMMUNICATIVE ENGLISH.

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44 INTRO TO HEALTH/SAFETY. LITER & NUMBERCY. CURRI K-10, CHILDREN WITH SPE/NEED

45 BAC.DEG OF ARTS, CERT 3/4 SPOKEN/WRI ENG, CERT 1 IT,COMP CRS, CERT 1 IN WIDER.

46 LAW DEGREE, ESL TEACH/ ASSISTANT, CERT. 3 CHILDREN'S SERVICES, MULTICULTURAL BILIGUAL

d) Staff Attendance rate for 2009: 93.4 %

4. STUDENTS

a) Student Attendance

1. Rates of attendance for each year level –

High School

1. Year 7 – 95%

2. Year 8 – 91.3%

3. Year 9 – 90%

4. Year 10 – 94.2%

Primary

5. Year 1 – 91.5%

6. Year 2 – 94.4%

7. Year 3 – 93.9%

8. Year 4 – 97.2%

9. Year 5 – 96%

10. Year 6 – 97.1%

11. Year 7 – 95%

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b) 2009 NAPLAN Results

AUSTRALIAN ISLAMIC COLLEGE (Thornlie)

NAPLAN RESULTS 2009

Year 3 RESULTS

A.I.C.

MEAN

W.A.

MEAN

AUST.

MEAN

% OF

STUDENTS

ABOVE

NATIONAL

BENCH MARK

% OF

STUDENTS

AT BENCH

MARK

% OF STUDENS

BELOW

BENCH

MARK

READING 375 398 410 74.5% 24% 1.5% WRITING 379 403 406 83% 15% 1.5% SPELLING 416 392 405 88.5% 10% 1.5% GRAMMAR 368 400 421 74.5% 18% 7.5% NUMERACY 368 381 395 72% 22% 6%

Year 5 RESULTS

A.I.C.

MEAN

W.A.

MEAN

AUST.

MEAN

% OF

STUDENTS

ABOVE

NATIONAL

BENCH MARK

% OF

STUDENTS

AT BENCH

MARK

% OF STUDENS

BELOW

BENCH

MARK

READING 523 483 493 94% 6% 0% WRITING 522 479 481 90.5% 8% 1.5% SPELLING 572 478 488 92.5% 6% 1.5% GRAMMAR 524 484 502 90% 8.5% 1.5% NUMERACY 514 475 488 100% 0% 0%

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Year 7 RESULTS

A.I.C.

MEAN

W.A.

MEAN

AUST.

MEAN

% OF

STUDENTS

ABOVE

NATIONAL

BENCH MARK

% OF

STUDENTS

AT BENCH

MARK

% OF STUDENS

BELOW

BENCH

MARK

READING 503 536 541 66% 23% 11% WRITING 520 531 533 72% 17% 11% SPELLING 552 530 540 86% 14% 0% GRAMMAR 512 531 540 72% 20% 8% NUMERACY 536 538 544 91% 11% 0%

Year 9 RESULTS

A.I.C.

MEAN

W.A.

MEAN

AUST.

MEAN

% OF

STUDENTS

ABOVE

NATIONAL

BENCH MARK

% OF

STUDENTS

AT BENCH

MARK

% OF STUDENS

BELOW

BENCH

MARK

READING 582 575 579 82% 18% 0% WRITING 601 566 571 83% 14% 3% SPELLING 596 568 574 87% 7 % 6% GRAMMAR 578 567 572 73% 24% 3% NUMERACY 581 584 588 70% 24% 6%

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5. INCOME

Income Statement

INCOME BROKEN DOWN BY FUNDING SOURCE

(3 Colleges of the Australian Islamic College Perth)

KEWDALE THORNLIE DIANELLA ALL COLLEGES

$ $ $ $

INCOME 2009 2009 2009 2009

Gross Tuition Fees 511,396 292,037 334,116 1,137,549

Other School Fees & Contributions 292,908 47,225 26,523 366,656

Fully Paid Overseas Student Fees 387,841 0 13000 400,841

State Government Grants 2,403,440 1,006,366 1,336,593 4,746,399

Commonwealth Government Grants 6,953,717 2,908,409 4,207,503 14,069,629

Sponsorships & Donations 6,300 0 0 6,300

Interest Received 27,165 8,667 1,388 37,220

Profit on Sale of Non-current Assets 1,902,961 0 0 1,902,961

Inter-School Management Fee 531,623 -212,649 -318,974 0

Other Sundry Income 119,044 840 507 120,391

Rental Income 36,123 17,555 0 53,678

TOTAL INCOME 13,172,518 4,068,450 5,600,656 22,841,624

SOURCE : 2009 Audited Accounts

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 inter-school programs (sports, beliefs and values education, charity projects) and events. The college is an active participant in Harmony Week. A significant number of students from Thornlie regularly participate in the University of NSW Maths, Science, English, Writing and Spelling competitions. Students also engage in fund-raising for various causes and charities.

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a) Events in 2009:

� Whole School Poetry Competition

� New South Wales English, Writing, Maths, Science and Spelling

Competitions Yrs 3-10.

� Year 10 Tourism Expo

� First Aid Course for Students

� Luncheon and Special Presentation for Haji Al-Bassam and Family

� Ladies Gym Visits

� Peer Group Support Camp

� Penguin Island Day Trip

� Excursion to Marapana Park, Zoo, Kidz Paradise etc

� Rock Climbing & Indoor Volleyball

� Canoeing at Canning River

� Flower Arrangement Workshops

� Painting Canteen Area to Promote for Good Health

� Extra-curricular Activities (Drama and Arts & Crafts)

� Peer Group Parents and Community Iftar Invitation

� Eid Function Formal Luncheon/Celebration

� WAFL Clinic

� Awards Presentation 2009

b) Parents, students and Teacher satisfaction Parent, student and teacher satisfaction has been gauged through word of mouth and parent-teacher interaction at the college. Individual parent teacher meetings are held regularly and as per re quest by parents. Parents show strong satisfaction with the school with their strong attendance at school events including award ceremonies, functions and open days.

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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. Word of mouth promotion is strong in the parent community. 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. 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 exchange ideas. 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 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.