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Dear Maarif Parents,
As we anticipate a high enrollment demand at our school next year, we would like to remind you of our school's rules and regulations. While we have many prospective parents on our waiting list eager to benefit from our school's high standards of education and values, we have noticed that some current students are not fully embracing these opportunities. Instead, they are disregarding our values, not respecting our valued teachers, and creating a hostile learning environment that disrupts both teaching and the learning experience of others.
In response to these concerns, we have adopted a stricter approach towards students who do not follow teachers' instructions and contribute to a disruptive environment. As part of this approach:
- Families of students displaying inappropriate behaviour will receive a warning letter outlining the concerns.
- If the behaviour does not improve to meet the school's expectations, a second warning letter will be issued.
- A third warning letter will result in the termination of the student's enrolment. This decision will be final and non-negotiable.
Please understand that no private school wishes to reduce its student numbers. However, if such a decision is made, it reflects the school's commitment to maintaining the quality of education for the entire community, and it is not taken lightly.
Additionally, certain behaviours will not be tolerated at our school. Students who persist in such behaviour may not have their enrolment renewed for 2025 or, in some cases, may not be permitted to continue in Term 4 of 2024.
We appreciate your cooperation in upholding the standards and values that make our school a positive and productive learning environment.
I am very proud that our school is in the SchoolNews Magazine, Term 3; in the Principal Speaks column, I had the opportunity to write about the benefits of bilingual education and the success we have witnessed in our students. To read the full article, please click Principal Speaks: Why bilingual schools in Australia? - SchoolNews - Australia (school-news.com.au)
Last week, our executive team had the privilege of spending two days with colleagues at the Research-Invested Schools Annual Conference. This event sparked numerous ideas and fostered exciting new connections within our community. The program was rich with workshop sessions, school tours, 'discussion walks,' and a panel discussion at some of Sydney's most prestigious schools, including The Scots College, Pymble Ladies College, and Barker College.
Key insights from the conference included:
- Navigating Asymmetry in School-University Partnerships: Prof. Nick Hopwood drew on Anne Edwards' work (2017, 2023) to emphasize the importance of shared knowledge, relational expertise, and relational agency in transformative partnerships.
- Collaborative Research on AI in Education: Prof. Matt Bower challenged us to explore opportunities for collaboration in researching the role of AI in school education.
- Flourishing at Individual and Systemic Levels: Prof. Tyler VanderWeele, Director of Harvard's Human Flourishing Program, presented three pillars of individual and systemic flourishing.
These insights and connections will undoubtedly contribute to our school community's growth and development.
As a reminder again, this term event Peygamber’e Ozlem Gecesi, "The Longing for the Prophet," for Mevlidi Nebevi, will be held on the last day of the term, Thursday, 26 September. Please remember to book your place before it fills up: https://www.trybooking.com/CTZIO
Our ACER scholarship test for Years 7-11 (in 2025) will be on 7 September 2024, and applications will close on Sunday, 25 August 2024. Please see the link below: ACER Scholarships
Best regards,
Dr Zeynep Yaseen
Principal
Dear Parents and Guardians,
We are almost approaching the middle of Term 3! It has been a fast-paced and productive term, filled with many exciting events inside and outside the classroom.
Our Maarif Stage 5 Debating Team has advanced to the Grand Finals of the Islamic Debating Competition. Their journey has been marked by hard work, dedication, and outstanding teamwork. We are incredibly proud of their achievements and wish them luck in the grand finals.
Our Maarif Oztag teams continue to make us proud with their exceptional performances. Both teams have shown great sportsmanship, with the latest round resulting in impressive victories. Their hard work and dedication on the field are truly evident.
We are excited to announce the Year 10 Work Experience program, where students will embark on a one-week work experience journey. This is a beautiful opportunity for our students to explore careers they are passionate about and gain valuable insights into the working world. We believe this experience will open new horizons for our students and contribute to their personal and professional growth.
We look forward to seeing them engage in this rewarding experience.
We believe in a holistic approach to education. Many incursions and excursions are regularly organized for the students. To ensure students receive the maximum benefit from the activities, we kindly remind parents to promptly provide permission for student excursions and incursions via Consent2Go. Timely consent ensures students do not miss these fun and enriching opportunities.
We continue encouraging our students to uphold Maarif's values inside and outside the classroom. We are proud of our student's hard work and dedication as they earn Maarif Values cards and receive subsequent awards.
As always, we believe in the importance of open communication. If you have any issues or concerns, please do not hesitate to contact your child’s subject teachers. We are here to support you and your child’s educational journey.
Thank you for your continued support and involvement in our school community.
If you have any questions, please feel free to contact me at adeba.qasim@maarif.nsw.edu.au
Kind regards,
Mrs Adeba Qasim
Secondary School Coordinator
Our Maarif SWISSA Boys' and Girls' Oztag teams made us all incredibly proud with their outstanding performances in their latest games. The Boys' Oztag team displayed exceptional skill and teamwork, securing a decisive victory with a score of 7-2. Their hard work, dedication, and determination were evident on the field.
The Girls Oztag team also delivered an impressive performance, winning their game with an incredible score of 7-1. Their commitment to the sport and each other truly shone through, leading to this well-deserved success.
We are immensely proud of all our players for their dedication and sportsmanship throughout the competition. These victories are evidence of their hard work, and we encourage them to continue training hard, staying fit, and maintaining their enthusiasm as they continue in the weekly competition.
The Maarif Stage 4 and Stage 5 competed in the semifinal round of the Islamic Schools Debating Competition on Thursday, August 15th, in what can only be called nail-biter debates!
Both teams prepped for their first debate at school the day before. Stage 4 debated the negative of the topic “Assuming a limited foreign aid budget, that Australia should only give foreign aid to countries in the Asia Pacific”. They were up against Unity Grammar and, despite putting up a good fight, were knocked out of the competition by their worthy opponents.
The Stage 5 team argued the negative for “That we should abolish the Permanent 5 in the UN Security Council”. Their opponents were also a Unity Grammar team, and the strong arguments put forth by our team saw them take home the win and progress to the final round of the day against Malek Fahd Islamic School, Greenacre Campus. This was an impromptu debate, and as per the rules of the competition, no electronics or other resources were permitted. Students had to rely on their collective world knowledge to develop their argument. The topic was “We should fine families with a high environmental footprint (e.g., use non-electric cars, use lots of electricity/ water, etc.) Despite hiccups in finding a room to prepare, the team came out on top after deliberations by two adjudicators. They have now secured a place in the Grand Final in September.
Win or lose, our debaters are all winners for turning up and trying hard. The topics for this round were challenging, but both teams carried themselves with grace and made our school proud.
Well done!
Mr Bahadir Korkut, Ms Lark Lu, Dr Zeynep Yaseen & Ms Mariam El Maarraoui
Maths Teachers
Ms Susan Naser & Mrs Canan Korkut
English Coordinator & English Teacher
Year 7
Year 7 students engaged in activities that provided hands-on learning experiences and encouraged critical thinking, collaboration, and practical application of knowledge in agriculture and food technologies.
Students collaborated to design informative posters highlighting countries and their major import and export products. This activity helped them understand global trade dynamics.
They created diagrams illustrating the properties of various foods and vegetables. They explored healthy food intake recommendations for different age groups. Before starting their gardening design portfolio, students learned key terms like soil and seed. They debated whether the soil was living or nonliving, supporting their arguments with justifications. After watching a video on soil formation, they took notes on the soil's components and formation process.
Students watched a video on seeds and took notes on the essentials for the germination process. They also reviewed the NSW seasonal planting calendar, noting what to plant in August and September. Students researched different gardening methods to prepare for their design portfolio, choosing the best and explaining their choice.
Year 8
Year 8 students performed activities that provided practical knowledge and fostered critical thinking, research skills, and collaboration. Students developed a holistic understanding of the subject by exploring the intersection of nutrition and technology in agriculture, preparing them for future lessons and projects in agriculture and food technologies.
Students watched an informative video about macro and micronutrients such as carbohydrates, proteins, fats, and vitamins and minerals. This activity helped them understand how these nutrients contribute to various bodily functions and well-being.
They also classified fruits and vegetables by their colours using informative posters, exploring the health benefits of each group. When classifying fruits and vegetables by colour, students learned that each colour group provides unique health benefits. For example, they discovered that red fruits and vegetables, like tomatoes and strawberries, are rich in antioxidants that promote heart health. In contrast, green ones, like spinach and broccoli, contain nutrients that support vision and bone health.
Using the GRASP technique, students took on the role of Agronomists to research and present the latest technological tools used in plant production. They focused on tools for planting, soil or crop management, and harvesting. The GRASP technique deeply immersed students in their roles as agronomists. They conducted thorough research on modern agricultural technologies, which included studying advanced planting equipment, soil sensors for optimal crop management, and efficient harvesting machines.
Ms Beyza Nur Çelik
TAS Teacher
Ms Burcin Taskin & Ms. Aysha Imtiyas
HSIE Teachers
Oztag Triumphs and a Special Thanks
Dear Parents, Students, and Staff,
We're delighted to share some great news about our recent Oztag games! Our school's teams played enthusiastically and skillfully, and we are proud of their achievements.
Our girls' Oztag team performed exceptionally, securing a solid 7-1 win against St. Mark's. Their teamwork and determination were evident throughout the match, and seeing their hard work pay off was beautiful.
The boys' team also had a brilliant game, winning a 7-2 victory over Redeemer Baptist School. Their strategic play and team effort were critical to their success, and they've been trying to prepare.
We want to send a heartfelt thank you to Redeemer Baptist School for their kindness. With the weather not playing ball, we needed to move our games, and Redeemer Baptist School graciously offered their facilities. Their support ensured our students could play in good conditions, and we appreciate their generosity.
We also want to thank St. Mark's and Redeemer Baptist School for the fantastic matches. Both schools played well and showed outstanding sportsmanship, creating a positive and enjoyable competition. This respectful and spirited play helps our students thrive.
Congratulations again to our girls' and boys' teams for their impressive performances. Thank you to all the players, coaches, and supporters who make these events unique.
Best wishes,
Ms Aslihan Agyar, Mr Yusufhan Diler, Mr Talha Sen
PDHPE Teachers
I am Derya Koc Kalkan, the new Science teacher for Years 9 and 10.
During these two weeks, our students have made significant progress in the following topics, demonstrating their dedication and understanding.
Year 9
We use a Pearson textbook and activity book while doing the activities and try to reinforce their learning with extra worksheets. In the eighth week, they will take an assessment test based on all these learnings. This week, they are also getting feedback with mini quizzes.
- Scientific understanding changes and is refined over time through a process reviewed by the scientific community.
- The periodic table contains the atomic structure and properties of the elements used to organize them.
Year 10
Students are expected to design their research project(SRP) this term. We primarily learn about the project objectives and do class research to reach our research question and design our experiment. The study aims to investigate innovative approaches to enhance the sustainability of energy production and chemical processes. The Student Research Project (SRP) will identify a specific problem related to energy sources.
As an exciting addition, students in Years 7 to 10 will participate in a thrilling Science Excursion Show on the day of Science Week. During the presentation, we learned about air pressure and chemical reactions, which resulted in explosive and fun outcomes, and we even mentioned the water cycle.
Mrs. Derya Koc Kalkan
Science Teacher
Year 7 – Advanced Turkish
Year 7 advanced Turkish students had the opportunity to reinforce their vocabulary by applying what they learned daily. While discussing their daily routines, they expressed the time correctly. Through activities in the Maarif Turkish textbooks, they connected their routines with accurate time expressions. They paid close attention to the text during listening activities, continuously improving their Turkish listening and comprehension skills. They answered questions carefully and expressed these answers in writing, adhering to proper grammar rules.
Year 8 – Beginner Turkish
The Year 8 beginner students started this term by learning vocabulary related to illnesses and personal hygiene. After learning words and expressions related to body parts and diseases, students are making a solid effort in class to communicate easily with Turkish speakers at school, particularly when they need to express an injury or illness. During listening activities, they use simple sentences to convey the character's illness, the reason for being sick, their consultation with the doctor, and what they must do at home. Through these activities and their interactions with their teacher, the students are steadily improving their Turkish speaking skills by effectively using the new vocabulary they have learned.
Year 9 – Beginner Turkish
The Year 9 beginner Turkish students learned to ask for and provide information about health conditions, express illnesses or injuries, and report complaints. They also developed essential language skills, such as asking for and giving information about the start of an event, using polite expressions (thanking and responding to thanks), offering advice, and issuing warnings. They reinforced these lessons through reading passages and various activities. For example, by analysing the health condition of a character in the reading texts, they used appropriate language structures to express the situation and give advice. They also practised communication skills by thanking each other and responding politely.
Year 10 – Beginner Turkish
The Year 10 beginner Turkish students learned about illnesses, hospital terminology, and how to ask for and express information about health conditions this term. They reinforced this knowledge through reading passages and various activities. For example, the students verbally and in writing described the complaints and illnesses of patients shown in the provided image. Additionally, to further solidify their learning, they wrote and acted out dialogues between a doctor and a patient, which helped to develop their language skills. These activities enable students to communicate more fluently and confidently about health-related topics in Turkish.
Sever Meyra Biçer (Turkish Teacher)
Year 8, Advanced Turkish Student
Year 8 students continued reading and doing activities on Professions. They learnt about the piloting profession by reading the "u Eller Kimin?" text. They investigated the similarities and differences between piloting and some professions similar to piloting. They learnt the names of many professions, what these professions do, what kind of tools they use and their places. They corrected the wrong sentences given.
They watched the Bakkal Amca video and wrote about the professions described in it, including their uses and activities.
Year 7 Beginner Turkish Students,
Year 7 students continued their "ahvaltı ZZamanı'unit. They read the text "ıtır, Çıtır ve Pıtır Piknikte" and learned unknown words. While learning the food names, they also learned to use adjectives such as cheap, expensive, sweet, sour, salty, unsalted, and delicious to form new words.
They examined the menu of Tadıgüzel Pastanesi, acted out the given dialogue, and wrote new dialogues. Again, they wrote new sentences about food and drinks by examining this menu with the adjectives they had learned.
Zeliha Uzun (Turkish Teacher)
Perili Köşk
Year 10 students worked on the stories of Ömer Seyfettin, a prominent Turkish writer and short story author known for his contributions to modern Turkish literature. They read the story "Erili Köşk" and watched a short video. While watching, they arranged the events chronologically and analysed time, place, and characters. They also discussed the lessons they learned from the stories.
Hobbies
The students played a game in pairs where the topic was hobbies. By flipping a coin to determine heads or tails, they moved 1 or 2 steps forward and then had to talk about the image they landed on. The photos could represent hobbies they liked or were not interested in. They also asked each other about the images, and the first team won the game to finish.
Ayşegül Şeyma Akdemir
Turkish Language Teachers
As we approach the middle of the term, the students' artistic endeavours grow with their creativity. Every day, when working on the daily prompts for their sketches before the lesson starts, it has been amazing to see how creative some of the students turn up in their works. Recently, the upcoming assessment tasks have been a primary discussion during the lessons and will be the focus for the visual art students for the next few weeks. Rest assured, we are closely monitoring and evaluating their progress to ensure they receive the support and guidance they need.
Year 7
The year 7 students have been making significant progress in their understanding of art styles, drawing inspiration from the works of Doris Salcedo, Atsuko Tanaka, and Leo Sewel. They have dissected the 'Electric Dress,' 'Boxer,' and 'Teddy Bear,' unravelling the meanings behind these artworks and discussing the transformation of objects into art. They will create their own found objects and paintings in the upcoming lessons.
Year 8
Over the past two weeks, the Year 8 students have thoroughly enjoyed exploring the diverse graffiti styles and studying the works of influential graffiti artists worldwide, including Banksy. In the upcoming weeks, we will delve into the assessment task, exploring how different graffiti styles can be executed using our resources without defacement.
Year 9
The Year 9 students have shown exceptional enthusiasm for learning and outstanding creative abilities. We have begun their portrait assessment task, focusing on understanding the anatomy of the face and how to sketch the features accurately. This foundational knowledge will enable them to depict their chosen heroes for their portfolio with a deep understanding of facial structure. In the coming weeks, we will explore mixed-media forms.
Year 10
In this class, we have been looking over the works of the artists Tamara Dean and R E A for their artworks in digital art and photography. During the lessons, the students had a chance to interpret the digital photographs of Tamara Dean and learn how photographs are a way to show a story with just a frame. With the R E A, we had a chance to examine how the treatment of Aboriginal and Torres Strait women was displayed in the digital vector works to show the dark irony behind their professions and identities. For the coming weeks, we will look into how we will move ahead with our assessment task with digital art.
Ms. Noor Elmubasher
Visual Arts and Music Teacher
Year 7
In the last few weeks, when it came to the world's cultures, we focused on a few things different from what we had known from previous lessons. We took a glance at Japanese folk music and how, in the movie 'Kubo and the Two Strings', a beautifully animated film set in ancient Japan, the scenes involving the shamisen, a traditional Japanese musical instrument, along with the musical elements, were designed to portray the emotions further. We then went on to learn about Indian Folk music, mentioning the ancient, medieval and modern kinds of music that were important to India's heritage and culture.
Year 8
Year 8 has been a whirlwind of fun and learning! We've had a blast working on the parades, especially the Waikiki Parade, which honours those involved in Pearl Harbor and celebrates Hawaii's Polynesian identity. And who could forget our exploration of the Holi festival? We've learned its significance in Hindu belief and how it brings people together, breaking down social barriers and allowing everyone to join the merry-making. Learning about different cultures has been a joyous and exciting experience.
Ms. Noor Elmubasher
Visual Arts and Music Teacher
Our Year 9 students have been busy over the past few weeks, diligently working on their greenhouse projects. Each student has crafted their unique greenhouse, demonstrating their practical skills and understanding of sustainable design. Seeing their engagement and enjoyment of the hands-on experience has been inspiring. The results are excellent.
Meanwhile, Year 10 students have taken on an exciting challenge: designing and creating lamps using recycled materials. This project has allowed them to explore the potential of upcycling, turning what might have been discarded into beautiful, functional pieces. The variety of lamps produced is truly impressive, each unique and thoughtfully constructed. It’s lovely to see how these projects come together, highlighting the students’ resourcefulness and innovation.
Mrs Adeba Qasim
Design Technology Teacher
Assalamu Alaikum wa rahmetullahi wa barakatuh,
All praise be to Allah (SWT), and may peace and blessings be upon His beloved Prophet Muhammad (SAW), his family, companions, and all those who follow him.
In Islamic Studies, our Secondary students learn the importance of manners and good character in Islam. Students are learning one aspect of mannerism per week, as well as stories of Islam, such as stories of the Prophets, Companions, the life of the beloved Prophet (saw), and other stories mentioned in the Qur'an, and reflecting on these stories on how we can implement them into our daily lives.
Students in Islamic Studies learn duas from the Qur'an and memorise them. They also understand and apply one rule from the Elif Ba book and one Tajweed rule. They display these rules on the board and explain how they can be practically applied daily.
Mr Muhammed Ordukaya
Secondary Islamic Studies Teacher
We request that our parents and/or carers be extra cautious during school drop-off and pick-up times. Please ensure NSW Government rules regarding road safety are being followed and adhered to at all times.
This means:
- Respecting the road rules and signs, and driving within the speed limit of 40km/h in a school zone.
- Parking safely in designated parking areas or in drop off/pick up zones.
- No double parking, as it is dangerous and illegal.
- Three-point turns and U-turns are not permitted in school zones, as not only is it dangerous for students and other vehicles but also causes traffic congestion.
- Follow the directions of our school crossing supervisors.
- Give way to our School Bus drivers.
Thank you for your cooperation.
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