INTRODUCTION
Introducing Al Zahra College Al Zahra College is an Independent Primary School that commenced in February 1998 to provide alternative education options for the growing Muslim community in Australia. The College presently caters for Kindergarten to Year 6. It is a co-educational primary school striving for excellence in holistic education, undertaken in an Islamic environment and with a commitment to internationalism. The College motto Faith, Knowledge and Wisdom promotes excellence and quality learning in all areas of the curriculum, as well as within the Islamic faith, with particular attention to instilling high moral values in each student. The school curriculum of Al Zahra College addresses the standards set out by the NSW Board of Studies in all key learning areas. Additionally, the Arabic language, Islamic and Quranic studies are offered to students. The inclusion of our ethos and values in the
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school’s teaching programs provides all students with an opportunity to cooperate and work together in a harmonious environment, as well as understanding and appreciating the common ideals of the Islamic faith in a spirit of tolerance and understanding. Al Zahra College provides a learning environment in which each student is able to develop an understanding and respect for his or her own cultural background and take pride in whom he or she is. Consequently, the ability for students to respect other cultures is strengthened. Islam, by its very essence, is multicultural and Al Zahra College seeks to imbue all students with high moral values and respect for all people. Being an example of an Islamic educational option, Al Zahra College contributes positively to the cultural diversity of multicultural Australia and prepares students for effective participation, as Australian Muslims,
in community life. Al Zahra College acknowledges the traditional landowners, the Eora people. Since our establishment, a scholarship has been available for a Aboriginal student to undertake their school education at AZC. Al Zahra College maintains the relevant data to comply with reporting requirements of the NSW Minister of Education and Training, as well as the Australian Department of Education, Science and Training. This report includes the public disclosure of the educational and financial performance measures and policies of Al Zahra College.
2008 Staff Ahmad Mokachar
Contents
CHAIRMAN
Dr Ken Darvall
EDUCATION DIRECTOR
B.A., M. Ed Admin, Dip Teach, Dip Ab Ed, Ed D.
Miss Belinda Roberts
EARLY STAGE 1 TEACHER
B. Ed (Early Childhood)
Miss Noelle Johnson
STAGE 1 TEACHER
B.A., Dip Ed.
Miss Tania Dutrey
STAGE 1 TEACHER
B. Teach (Primary)
Mrs Angela Iliadis
STAGE 2 TEACHER
B.A., Dip Ed, M. Ed, Cert TESOL
Miss Raelene Quinton
STAGE 2 TEACHER
B. Ed, Dip Teach (Primary)
Mrs Sarah Jane Edwards
STAGE 3 TEACHER
B. Hist, PGCE (Primary).
Miss Alissa Jane Martire
STAGE 3 TEACHER
B. Ed (Early Childhood)
Mrs Melwyn Joudi
ESL TEACHER
B. Teach (Primary)
Sheik Mohammed Jaafar
ISLAMIC STUDIES
Ms Bassima Akra
ARABIC STUDIES
B.A.
Mrs Wendy Wu
LIBRARIAN
B. Lib, M. Lib
Mr Hussein Muslmani
I.T.
B. Comp Science
Mrs Anaya Matar
ADMINISTRATION
Ms Rania Ibrahim
ADMINISTRATION
Mr Hassan Salim
CARETAKER
Al Zahra College
3-5 Wollongong Rd Arncliffe NSW 2205 Telephone: 9599 0161 Facsimile: 9599 0162 Email: info@azc.nsw.edu.au Website: www.azc.nsw.edu.au
INTRODUCTION Al Zahra College 2008 Staff
2 3
REPORTING AREA 1 MESSAGES FROM KEY SCHOOL BODIES Chairman’s Message Prime Minister’s Address
4 6
REPORTING AREA 2 STUDENT PERFORMANCE IN STATEWIDE TESTS NAPLAN Tests 8 International Competitions and Assessments for Schools 9 REPORTING AREA 3 TEACHER STANDARDS AND PROFESSIONAL LEARNING Teacher Standards Professional Learning
10 10
REPORTING AREA 4 TEACHER ATTENDANCE AND RETENTION Teacher Attendance and Retention
11
REPORTING AREA 5 STUDENT ATTENDANCE Student Enrolment and Attendance
12
REPORTING AREA 6 ENROLMENT POLICIES AND PROFILES Enrolment Policy
13
REPORTING AREA 7 SCHOOL POLICIES School Policies
14
REPORTING AREA 8 IMPROVEMENT TARGETS Improvement Targets
16
REPORTING AREA 9 INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY Values Education 18 REPORTING AREA 10 ASPECTS OF SCHOOL LIFE Sport Excursions
20 22
REPORTING AREA 11 PARENT, STUDENT AND TEACHER SATISFACTION School Review
23
REPORTING AREA 12 FINANCIAL INFORMATION SUMMARY Income and Expenditure
23
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REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
Chairman’s Message At the conclusion of our tenth year, I can’t help but feel proud of how far we’ve come as a school and as a community. From humble beginnings in two small houses, we’ve grown up, just like the children we’ve championed along the way. This year’s greatest achievement has opened our horizons with a brilliant splash of colour. The extended playground now features courts for tennis, volleyball, basketball and the very popular mini soccer. There are new cricket nets in place and lanes have been marked for running and relay practice. And, when you’ve run yourself ragged, you may now relax in the dual gazebos, perfect for lunch or spectators. The inauguration of our school parliament has also been a highlight in 2008 and we have really set the benchmark for Civics education. We welcomed the ABC’s Compass program to witness our Parliament first hand
and they produced a 15 minute piece celebrating our good work. In the Prime Minister’s Address on the following pages, our first Prime Minister, Mustafa Al Kahi, will report on Parliament’s many achievements to date. Information Technology was a priority area this year and we have seen tremendous success with the introduction of a laptop for each Year 6 student. We have also introduced digital newsletters and our website has had a makeover. The more user-friendly design has received good feedback and is receiving more traffic. The laptop program will continue in 2009 and the website will be further developed to include a Parents’ Portal where things such as classwork samples and homework resources may be accessed. We have reached the half-way point in our 20 Year Plan and may now mark off Stage 2. The preschool, Al Zahra Kingdom, will be operational early
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next year and we have witnessed the metamorphosis of a building that has had many lives and purposes. Further stages of the 20 Year Plan will now be under focus with the Stage 4 High School plans fast-tracked to be developed during 2009. As part of our planning review, we are now more determined than ever to go international. In 2009, we will be working towards registering as an International Baccalaureate candidate school for possible authorisation in 2011. Teachers and parents have indicated support and my recent visit to China for an IB Regional conference has assured me that this will be the best move for our children and our school. When Dr Darvall returned from overseas, he confirmed his original recommendations drawing on the experiences he has gained. Let me take this opportunity to welcome Dr Darvall back as Education Director.
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
Ken has been involved with Al Zahra College since 2002 and, although he has been abroad for some time, he has never stopped supporting and liaising with us. I have the utmost confidence in his experience and legacy to help us grow for years to come. Ahmad Mokachar Chairman, Al Zahra College
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REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
Prime Minister’s Address It is my pleasure to report as the inaugural Prime Minister of the Al Zahra College Parliament. Developing student leadership has always been a priority of Al Zahra College since its doors first opened. In November 2007, rather than voting for School Captains, elections were called for the new School Parliament, an institution that reflected Australia’s democratic conventions. Consequently, at the end of the 2008 student elections, AZC had a democratically elected Prime Minister, Treasurer, Minister of Education, Welfare Minister and Sports Minister. As well, we had an Opposition Leader and Shadow Ministers, a Speaker, Sergeant-at-Arms and importantly, a Governor-General. In this model, all Year 6 students took an active part in student leadership experiences. We understand this is the first-of-a-kind school parliament and, until we are told otherwise, Al Zahra College is proud to be at the forefront of student leadership practices in New South Wales, Australia and globally.
Under the Al Zahra College model, staff was the Senate, where our Parliamentary Bills were approved prior to being ratified by the GovernorGeneral. This arrangement was the focus of questions from the many visitors who came to witness our
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inaugural year. Did we really make a difference? Were our own initiatives approved and implemented? Or were we really just a ‘puppet government’? Two major initiatives involved sport: developing the school playground to promote a wider range of sporting
REPORTING AREA 1: MESSAGES FROM KEY SCHOOL BODIES
opportunities; and the employment of a specialist PE teacher. While both initiatives were expensive to implement, my government secured bipartisan approval and the support of the Senate, despite the intense debate about sandpits. While we were busy inside parliament, there was always something going on outside. The ABC program, Compass, spent a day with us to include in an episode about Islamic Schools which was screened nationally in September 2008. We appreciated the positive responses from all over Australia, as well as internationally. This program was a catalyst for our Parliament and Al Zahra College being invited to Government House to receive the CEFA Award for the Most Outstanding Parliamentary Club in the Primary School section. We were extremely pleased to receive this award from the NSW Governor, Her Excellency Professor Marie Bashir, who visited AZC in 2003. We also welcomed the Administrator of the Northern Territory who opened and witnessed one of our parliamentary sessions. Apart from our correspondence with federal, state and local politicians, my colleagues and I had the opportunity to talk politics with Mr Barry O’Farrel, the NSW Opposition Leader, at the 15th of Shabaan Dinner in August. I am sure he appreciated my strategies for winning elections and gaining the support of the voters. I take this opportunity to thank our Governor-General, Jawad Saadi, Bilal Abou-Ghaida, the Opposition Leader, Zeinab Jomaa, the Speaker, as well as all my parliamentary colleagues who assisted me in ensuring a successful and historic parliamentary year. Mustafa Al Kahi Prime Minister
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REPORTING AREA 2: STUDENT PERFORMANCE IN STATEWIDE TESTS
NAPLAN Testing Results This year, the National Assessment Program – Literacy and Numeracy (NAPLAN) commenced in Australian schools. All students in Years 3 and 5 in schools across Australia undertook the same tests on the same days. Students had their skills assessed in Reading, Writing, Language Conventions (Spelling, Punctuation and Grammar), and Numeracy.
Year 3 ASPECT
% AT or ABOVE NATIONAL MINIMUM STANDARD
Overall Literacy
96
Reading
96
Writing
96
Spelling
96
Grammar & Punctuation
100
Overall Numeracy
100
Number
96
Measurement
100
These tests allow us to compare our students’ achievements against national standards and with students from other states and territories. It also allows us to monitor how students are progressing and support improvements in teaching and learning.
Year 5
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ASPECT
% AT or ABOVE NATIONAL MINIMUM STANDARD
Overall Literacy
100
Reading
88
Writing
96
Spelling
100
Grammar & Punctuation
100
Overall Numeracy
100
Number
100
Measurement
96
International Testing Results A select group of students participated in Writing, Spelling, Science and Mathematics competitions and assessments that were coordinated through the University of New South Wales. Students performed successfully in these testing programs and the following awards were achieved:
YEAR
CREDITS
DISTINCTIONS
3
6
1
4
6
2
5
12
3
6
3
2
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REPORTING AREA 3: TEACHER STANDARDS AND PROFESSIONAL LEARNING
Teacher Standards The table below shows the total number of staff responsible for delivering the curriculum as described by the Education Act 1990, and in terms of standard of professional competence as determined by the Minister for Education and Training. Category
Total
Teachers who have the teaching qualifications from a higher education institution within Australia or as recognised within the guidelines of the National Office of Overseas Skills Recognition (AEI-NOOSR)
10
Teachers who have the teaching qualifications from a higher education institution within Australia or as recognised within the guidelines of the National Office of Overseas Skills Recognition (AEI-NOOSR), but lack formal teacher education qualifications.
1
Teachers employed in NSW before 1 October 2004 who do not have qualifications as described above, but have relevant successful teaching or appropriate knowledge relevant to the teaching context.
1
Total Number of Teachers
12
Professional Learning This table lists the programs in professional training and development undertaken by staff in 2008. Curriculum Focus on Reading Studies of Asia ESL Scales Strategies after Reading Grammar Learning More About Ways to Teach it ESL Learners & the Mainstream Curriculum Mathematics K-3 Grammar and 4- 8 Grammar Workshop Low Literacy Learners Sharing and Caring Suitable Literature for Guided Reading Groups and Home Reading Reading With Stages 2 & 3 Learners Sustainable Schools Workshop NSW/ACT IB Coordinators' Meeting Implementation of MYP/ Modern School Building Design
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Reporting Foundation Statements A-E Grading Scale Understanding 2008 NAPLAN Reports Business Administration Registration & Accreditation Workshop CEFPIT Trade Training Maximising Advertising Returns Information Technology RM Easiteach Civic and Values NSW Parliamentary Program & Civics Education 4 R’s Welfare Child Protection Investigation Training
REPORTING AREA 4: TEACHER ATTENDANCE AND RETENTION
Teacher Attendance & Retention The average attendance rate per member of teaching staff was 96.7%. Teaching staff attendance is determined by calculating the average number of days absent due to illness, family and community service, injury (Work Cover) and leave without pay. Long term absences, such as maternity leave, long service leave or annual leave are not included.
The retention rate of teaching staff from 2007 continued to 2008 was 85%. The teaching staff retention rate is measured as the percentage of teachers who continued to be employed at Al Zahra College from the 2007 to 2008 academic year relative to the total number of staff in 2006.
Each year Al Zahra College staff participate in structured programs of teacher learning to enable them to maintain high professional standards. Programs are designed to: • support classroom learning, • identify changes to reporting requirements, • improve operational efficiency, • upgrade computer skills, • target values education, and • enhance student welfare.
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REPORTING AREA 5: STUDENT ATTENDANCE
Student Enrolment and Attendance The 2008 student enrolment and attendance data are set out below. Student Attendance Data
Attendance Rate Overall % Attendance
Kindergarten
96.2
Year 1
96.0
Year 2
94.7
Year 3
99.4
Year 4
95.6
Year 5
96.2
Year 6
95.0
TOTAL
96.2
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REPORTING AREA 6: ENROLMENT POLICIES AND PROFILES
Enrolment Policy Al Zahra College is a comprehensive co-educational K-6 school providing an education underpinned by religious values and operating within the policies of the NSW Board of Studies. At Al Zahra College all applications will be processed in order
of receipt and consideration will be given to the applicant’s support for the ethos of the school. Once enrolled, students are expected to support the school’s ethos and comply with the school policies to maintain their enrolment.
2008 Enrolments Kindergarten
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Total
Boys
20
20
18
13
17
12
10
110
Girls
10
15
13
10
6
13
7
74
Total
30
35
31
23
23
25
17
184
Procedures 1. Applications for enrolment as a pupil of Al Zahra College should be made by the parent or guardian on the Expression of Interest form provided by the College. 2. Al Zahra College processes all applications according to the school’s enrolment policy. 3. The College will consider each applicant’s supporting statement and interview responses regarding their ability and willingness to support the school’s ethos. 4. The College will consider each applicant’s educational needs by gathering information and consulting with the parents/family and other relevant persons. 5. Through a screening interview, the College will identify any strategies which need to be put into place to accommodate the applicant before a decision regarding the enrolment is made. 6. The College will inform the applicant of the outcome. Subject to availability, offers of a place will be made according to whether there are siblings of the student already at the school and the order of application. Continuing enrolment is subject to the student’s adherence to school policies and payment of all school fees.
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REPORTING AREA 7: SCHOOL POLICIES
School Policies Student Welfare Al Zahra College seeks to provide a safe and supportive environment that: • supports the physical, social, academic, spiritual and emotional development of students; • provides student welfare policies and programs that develop a sense of self-worth and foster personal development; and • minimises risk of harm and ensure students feel secure. We aim to have an holistic, cohesive and systematic approach to health and student well-being which will be reflected in curriculum, teaching and learning strategies, school organisation, policy, culture and service provision. We also seek to build strong, positive community links and partnerships. Consequently, Al Zahra College has in place a number of policies and procedures to provide for student welfare. Full details are available from the Main Office. Key excerpts from a
number of policies form part of the Staff and Parents’ Handbooks. Safety at School Policy including the Occupational Health & Safety Policy Al Zahra College recognises its obligation to take all reasonable precautions to provide and maintain, so far as practical, an environment that is without risks for employees, students and visitors. Child Protection Al Zahra College is firmly committed to the protection of children. Child protection is about safeguarding a child from exploitation in the workplace, a less than reasonable standard of care provided, emotional, sexual, physical and mental maltreatment, or economic neglect. Al Zahra College ensures that staff are trained at commencement in employment with regular refreshment of that training. Procedures to ensure the requirements of the four Acts that relate to Child Protection in NSW are in place. Critical Incident Management Al Zahra College has certain responsibilities by law for the duty of care of staff, students and visitors to the College. Procedures are in place in the event of an emergency.
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REPORTING AREA 7: SCHOOL POLICIES
Student Discipline Al Zahra College is committed to encouraging very high standards of student behaviour in areas such as manners, dress and appearance; behaviour in the classroom and on the sports field; correct use of the English language; respect for the property of others; and in the meeting of responsibilities. The small size, caring Islamic philosophy and employment of highly professional staff all help to foster at Al Zahra College, an atmosphere where school discipline is based on mutual respect between teacher and students. The College policy and processes for student discipline and behaviour management are provided
in the Staff Handbook. An appropriate outline of the policy and processes is also provided in the Parent Handbook. Complaints And Grievances The College policy for dealing with complaints and grievances includes processes for raising and responding to matters of concern identified by parents and/or students. These processes incorporate, as appropriate, principles of procedural fairness. The College policy and processes for complaints and grievances resolution is provided in the Staff Handbook. An appropriate outline of the policy and processes is also provided in the Parent Handbook.
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REPORTING AREA 8: IMPROVEMENT TARGETS
2008 Achievements The following improvement targets were addressed in 2008: Literacy and Numeracy • Prioritised early intervention resources; • Reviewed impact of dedicated literacy and numeracy sessions; • Increased participation levels in PRC; • Improved utilisation of BST data to enhance student achievement. Science and Technology • Identified key local Science and Technology resource people to enhance program; • Promoted annual Science Day for greater participation and involvement; • Targeted Science and Technology resource purchases. Information Technology • Trialed Year 6 laptop program; • Developed interactive whiteboard resources; • Enhanced further staff training to maximise benefits of information technology in the classroom. Sport • Developed and expanded playground to enhance sport and PDHPE programs. Student Welfare • Reviewed student standards and behavioural issues; • Monitored impact of playground development on student behaviour; • Enhanced Civics program. School Development • Built preschool for 2009 enrolment; • Considered option models for further development. AL ZAHRA COLLEGE | ANNUAL REPORT 2008 | PAGE 16
REPORTING AREA 8: IMPROVEMENT TARGETS
2009 Targets These improvement targets will be addressed in 2009: Primary Years Program (PYP) As an Interested PYP School, AZC will seek status as a ‘Candidate School’. This will involve staff training and curriculum development with a focus of establishing a Program of Inquiry.
Website and intranet portals Our website, www.azc.nsw.edu.au, is expected to be updated in December. The upgrade will focus on ensuring the website is dynamic in terms of current information and details; and establishing student and parent intranet portals so that parents are kept informed and students can access school work and resources from home. Early Childhood program The Early Childhood program will open in January to cater for Preschool students and long daycare needs. Special focus days Special focus days, such as International Day, Science Fair, etc will be held on a monthly basis. Service component The Citizenship Award will be restructured so that it reflects a service component. For younger students, this may entail school service while older students will be involved in community service activities. After-school activities program Additional activities will be included in the after school program such as Quranic recitation, and Arabic support. Special interschool focus camps Subject to funding, students in Years 4-6 will have the opportunity to participate in one of three inter-school camps throughout 2009. Sports program Our sports program will be improved by including swimming as a component (it must be noted that the logistics of segregated swimming in the Primary classes provide difficulties). Opportunities for inter-school sport will also be explored.
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REPORTING AREA 9: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY
Values Education Nine Values for Australian Schooling were identified for the National Framework for Values Education in Australian Schools. They emerged from Australian school communities and the National Goals for Schooling in the Twenty-First Century. Since 2005 there has been a federal advancement of Values Education. The very ethos of Al Zahra College, including our Islamic practices, facilitates values education. The National Framework for Values Education in Australian Schools identifies nine Values for Australian Schooling.
A wide range of activities have been conducted at Al Zahra College promoting values and their related fields. Responsibility and Resilience were addressed in 2008 with an approved program to teach children how to cope and deal with bullying. The Bully Busters put on a whole school performance in the hall that was both entertaining and instructive.
Care and Compassion
Care for self and others.
Integrity
Act in accordance with principles of moral and ethical conduct,
ensure consistency between words and deeds.
Doing Your Best
Seek to accomplish something worthy and admirable, try hard, pursue excellence.
Respect
Treat others with consideration and regard, respect another person’s point of view.
Fair Go
Pursue and protect the common good where all people are treated fairly for a just society.
Responsibility
Be accountable for one’s own actions, resolve differences in constructive, non-violent and peaceful ways, contribute to society and to civic life, take care of the environment.
Freedom
Enjoy all the rights and privileges of Australian citizenship free from
unnecessary interference or control, and stand up for the rights of others.
Understanding Tolerance and Inclusion
Honesty and Trustworthiness
Friday May 15 was Walk Safely to School Day, a community event seeking to promote road safety, public transport, the environment and healthy lifestyles. In order to implement a healthy lifestyle all students were provided with a healthy breakfast consisting of cereal and a piece of fruit. Health was also promoted with a visit from Healthy Harold and the team from Life Education, an approved program for primary students to teach them about alcohol and drug awareness. With the help of Miss Martire and the assistance of our local government, we were once again able to participate in the Clean Up Australia Day program. Forming part of our HSIE curriculum the program also enabled students to take our school values of respect, responsibility and care beyond the gates. It was evident that these
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Be aware of others and their cultures, accept diversity
within a democratic society, being included and including others. Be honest, sincere and seek the truth.
values are not limited to inside the school but cover the whole community as our students demonstrated when walking around the Arncliffe area. A thank you goes to our local government staff who, as part of the day’s preparation, informed our children about the necessary safety precautions and possible risks involved in smartening up our town. Our religious observances and practices are also linked to Values Education. We mourn on the Day of Ashurra for martyrs who took upon themselves the responsibility of a nation in the defence of their beliefs. Commemorations
REPORTING AREA 9: INITIATIVES PROMOTING RESPECT AND RESPONSIBILITY
the campaign which emerged from our Year 5 students as they highlighted the heart functions through their unit of work in Science and Technology, the Human Body. Sudden Infant Death Syndrome (SIDS) was also under focus. The majority of our children felt that the need for further research is vital and demonstrated that by donating to the SIDS Research Foundation.
remember values of social justice, fair go, care and compassion. The Prophet’s Birthday is also an auspicious occasion where values may be put into action. Students sponsor two orphans by contributing their pocket money for two weeks prior to celebrations.
Mrs Akbar and the Parent Committee surprised the whole school community this year by bringing out the talents of our girls through the beautiful drama they put together for Hijab Celebration, on the birthday of our Lady Fatima. The talent and virtue demonstrated, as their beautiful angelic voices rose, touched the audience, and the amazing handmade props made by the girls and the parents took us by surprise.
As part of this year’s Iftar Dinner we blessed the new early learning centre before its official opening. All students in Years 3-6 shared a supplication, prayer and meal together on the night of the birth of our beloved Imam Hassan Al Mujtaba on the 15th of Ramadan. The Board of Directors and staff were honored to serve the students on this important night. Our students were able to fundraise money for Cancer Research on Daffodil Day to encourage the work of the scholars and to remember and show compassion for people who suffer from this deadly disease. The heart foundation also had its share of generosity from our students, especially
Interactions with other schools allow all students to benefit from understanding, tolerance and inclusion. Students from St Brendan’s School came to visit. They attended the prayer session observing our students praying and then shared lunch together exchanging play and thoughts. Ongoing activities in the Interschool Harmony Committee have seen a multitude of opportunities for Values Education. Harmony Day was held at Arncliffe Park where noticeably more parents from our community attended than ever. Efforts to promote crossschool teacher associations were again put in place and Teachers’ Day was celebrated at Bexley Public School. Perhaps the highlight of this year’s interschool activities was seeing our boys and girls at Cronulla participating fully in a combined surf lifesaving program.
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REPORTING AREA 10: ASPECTS OF SCHOOL LIFE
Sport Sport at Al Zahra College was enhanced in 2008 as we welcomed a new sports teacher. Mr El Zein was responsible for teaching sport and a variety of sports skills throughout K- 6. Students have been encouraged to be more active participants in various games played at Fruit Break and Lunch. They have learnt the rules necessary to play and what it means to be a sportsperson. The new playground has not only provided students with more room to play and run around in but also wonderful and new opportunities to experience in playing different sports and learning new skills. In May, 2008, various students from Years 5 & 6 were selected to participate in the Soccer NSW Futsal 2008 Regional Championships at the Marrickville Community Recreation Centre. The students had a great day where they competed against a variety of schools across NSW. Whilst winners were recognised, winning wasn’t everything as Al Zahra College enjoyed the experience of being a part of this pinnacle event which showed the true meaning of sportsmanship. Our boys played exceptionally well and made it to the semi-finals but unfortunately lost by
one goal. However, the boys played with excellent team spirit and sportsmanship, depicting some of the values to which Al Zahra College aspires. Al Zahra College was very excited to hold its Athletics Carnival at Hurstville Oval in August. We were very privileged to have Bellfield College join us on this wonderful day. Not only could the children participate and compete against other children of their age but were welcomed and included as part of our family. It was lovely to see many parents who came to the busy and action-packed day. They not only helped support and watched their children partake in the exciting activities but joined in the parents’ race as well. The students thoroughly enjoyed the day by wearing their vibrant house colours and all got into the team spirit by shouting chants which accentuated their loyalty and commitment to their house. The teachers saw great team work and sportsmanship. We also saw students giving it their best and never giving up even though they were tired or exhausted from the running or the event in which they were participating. On Wednesday 2nd July, a number of students from Years 3, 4, and 5 were selected to participate in the St George Schools Carnival at Riverwood Park. The students had a great day competing in Rugby League against a variety of schools across NSW. The Year 5 boys played the schools of Athelstane and Riverwood and won both games. Unfortunately in the grand final game against Penshurst
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West, they lost. The boys were very disappointed but despite this, they played exceptionally well with great team spirit. During the presentation, the boys received a certificate. The Year 3/4 boys played Ramsgate and won both their games. In their third game they lost against a school in the U10’s division. Despite this loss, the boys won the grand final and won the competition for the U9’s Division. During the presentation, the boys received a medal and a trophy, which was a first ever for our school! We were all delighted and proud of their achievements and efforts. The Sport and Recreation Camp at Milson Island was a wonderful opportunity for Year 4 students to discover, interpret, reflect, observe, problem solve, work together with students from different backgrounds
REPORTING AREA 10: ASPECTS OF SCHOOL LIFE
to mix and make new friends, build their independence and most of all to have fun. The camp has been a great success because each individual child has made it their own, and that is through their participation and enthusiasm. Milson Island is a camp where they experience outdoor education activities such as abseiling, archery, bike safety, canoeing, rock climbing, fishing, fencing and so much more. These are activities that the children may never have experienced before because they live in the city. It is an opportunity for students to become more active and skilled in a variety of sports and to try something different. As a result of this, it is great to see the students who attend these camps, to be more involved with learning new sports and to develop one's skills further at school, with the after school sport
program and with their sporting clubs within the community. Going to camp is not a holiday, but it is definitely a worthwhile and memorable experience for both students and staff. The active after school sport program has been a success at Al Zahra College as it provides more opportunities for children participate in sports, outdoor activities. It widens the child’s interests and develops the child’s talent in sport. It helps them discover an innate talent for some activity and by becoming skilled at it, they receive recognition and appreciation that helps to boost self-esteem. Constant practice makes them more confident and the sense of achievement acts as powerful motivator for excellence. In this age of endless possibilities, the child needs a portfolio of skills besides academic
learning to succeed which is what Al Zahra College provides. Children acquire social awareness by working in a group. Teamwork is increasingly more important in sports. Team sports require children to work together to achieve a common goal and remove the focus from the individual to the team. They also learn how to become a responsible citizen by following rules. Socialisation is another skill that they pick up and they tend to shed any shyness or inferiority complex they might have and learn to adjust well in a group. Therefore, children who attend after-school programs develop better communication skills. They also learn how to think on their feet. Besides improving school attendance and academic performance, the programs reinforce school learning with practical applications.
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REPORTING AREA 10: ASPECTS OF SCHOOL LIFE
Excursions Excursions form an important part of teaching and learning in all years. The variety and scope of school excursions and trips keep getting better. Students travel interstate to enhance Civics education and learn more about our great country. Be it an incursion on school grounds, a day out or an extended trip, excursions allow students to be immersed in a topic and form valuable knowledge from which to build upon. Students had several opportunities to come up close and personal with all kinds of fauna with trips to Taronga Zoo, Sydney Aquarium, The Royal National Park, Featherdale Wildlife Park and visits from reptile and bug experts. The observatory, the Chinese Gardens, the IMAX, The Police Museum, The Powerhouse Museum, Wollongong’s Buddist Temple and Parliament House also received visitors from Al Zahra College. Historical locations and museums were explored and outdoor education was given a boost at the Milson Island recreation camp. The trip to Melbourne and Ballarat was a particularly exciting adventure, taking in a prison, the Chinese Museum, a science centre built for children, and plenty of recreation. One of the highlights was the day at the Australian Islamic Academy. Most importantly, the insights received by being immersed in the life of a gold rush town were immensely valuable for students tackling this topic in HSIE.
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REPORTING AREA 11: PARENT, STUDENT AND TEACHER SATISFACTION REPORTING AREA 12: SUMMARY OF FINANCIAL INFORMATION
School Review The Al Zahra College community participated in the 2008 College Review that was conducted in November. Using a Likert scale, respondents were asked to rate items (strongly agree; agree; disagree; strongly disagree) relating to: learning and teaching; student environment; leadership and management; community involvement; and their overall view of Al Zahra College. Key trends identified from this review process were: Student Environment Strengths • Students enjoy learning at AZC. • There is support for students if bullying or harassment occurs. • Parents understand the AZC student management policy. • AZC celebrates the achievements of its students. • Management of student behaviour is effective at AZC. • AZC sets high standards for student conduct.
Leadership & Management Strengths • AZC promotes its values. • AZC’s buildings and grounds are well looked after. • Parents have confidence in the management of AZC. • Parenting evenings provide useful information.
Learning & Teaching Strengths • Student learning is relevant to their needs. • Teachers encourage students to do their best. • Student reports are useful to parents. • Parents appreciate opportunities to meet staff before and after school to discuss any matters. Future Directions • Parents would appreciate additional opportunities for students, teachers and parents to meet together to discuss student progress.
Community Involvement Strengths • Communication between AZC and parents is effective. • The AZC newsletter contains useful information for me. • Parents have opportunities to be involved in AZC activities.
Income and Expenditure Income
Expenditure Fees & Private Income 32.04%
Commonwealth Recurrent Grants 44.54%
Salaries Allowances 58.53%
State Grants 23.42%
Non Salary Expenses 29.13%
Capital Expenditure 12.34%
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