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We have been active in the last couple of weeks. Maarif held its first Market Day with the Year 10 Commerce students, which was a great success. Even Year 5 students are now planning their own Market Day activities.
For those unfamiliar, Market Day involves Year 10 students taking Commerce subjects, planning their budgets and setting up their business stalls to sell products. Some students formed partnerships for their businesses. They calculated their profits and losses, and their hard work paid off. They ended up making a profit, raising over $5,000 on the day. This is a testament to their entrepreneurial spirit and dedication.
We thank our Commerce teacher, Mariam El Maarraoui, and the Year 10 students for their impressive effort!
We are all aware of the "R U, OK?" Our social committee recently celebrated the day to raise awareness about the importance of checking in on each other. During the event, we listened to our students and staff, acknowledging the significance of mental health and the need for support. As we all know, the global mental health situation is challenging, and we must continue to be there for one another. We are all aware of the conflicts involving people from other countries, and it is evident that we are not okay. But together, we can overcome these challenges.
Just a reminder: our term event, Peygamber'e Özlem Gecesi, 'The Longing for the Prophet,' in honour of Mevlidi Nebevi, will be held on the last day of the term, Thursday, September 26. Please book your place soon, as it is nearly sold out!
https://www.trybooking.com/CTZIO
Thank you for being so supportive, and I wish you a fantastic final two weeks before the school holiday!
Best regards,
Dr Zeynep Yaseen
Principal
Dear Parents and Guardians,
This term has been busy with activities, and the past fortnight was no exception, as our students and staff stayed engaged in a wide range of events and programs.
During Week 7, we celebrated Anti-Bullying Week, which included a special Campaign Day. The anti-bullying activities were valuable in raising awareness and encouraging kindness throughout the school.
Our students have been actively involved both inside and outside the classroom. We are particularly proud of our students who represented Maarif at the esteemed ACIES Carnival. Their dedication and sportsmanship brought honour to our school and inspired the entire school community.
In Week 7, we hosted the ACER Scholarship Test , providing a platform for our academically gifted students to showcase their abilities. This test is a testament to our school's commitment to nurturing and recognizing academic talent.
During Week 8, our students enthusiastically participated in the Jump Rope for Heart event, which promoted fitness and heart health. We also marked R U, OK? Day, encouraging our community to continue meaningful conversations about mental health and well-being at school and home. We urge families to keep these discussions going regularly to support the mental health of our students.
Students had the opportunity to participate in Poetry Excursions, a unique experience that encouraged them to explore their creativity through the power of spoken and written words. This initiative is part of our ongoing efforts to promote self-expression and creativity among our students.
The Year 11 Subject Selection Surveys have been completed for our senior students, and Subject Selection Interviews were scheduled for Week 8. These interviews are an essential step in helping students choose their future path.
Our Boys and Girls SWISSA Oztag competition continues to bring excitement each week, with our teams performing exceptionally well. The Soccer and Oztag Sports Academies have been running weekly, providing our students with ongoing opportunities to sharpen their skills. Meanwhile, students attend weekly tutoring sessions to stay on top of their academic work.
Our Year 10 students successfully hosted their Market Day, which created a lively and energetic atmosphere around the school. Our students showed great initiative, running their small businesses with creativity and professionalism and gaining valuable insight into the challenges of entrepreneurship. We want to thank Ms Ergul Ubaydin, Mr Hasan Alca, Ms Mariam El Maarraoui, and our P&C Member, Ms Aysun Caliskan, for their help and support for Year 10 Market Day.
As we near the end of the term, students are working hard to complete their Term 3 assessment tasks. We want to remind parents that Parent-Teacher Interviews will be held in Week 10. We strongly encourage all families to book appointments with their child's teachers via Sentral to stay informed about their progress.
Kind regards,
Mrs Adeba Qasim
Secondary School Coordinator
Our athletes demonstrated great perseverance and dedication, with many achieving personal best in their respective events. It was a proud moment for the school as they showcased their athletic abilities, positive attitude, teamwork, and school spirit.
During Week 7, International Maarif schools of Australia held Bullying Awareness Week, fostering a strong sense of community and commitment to creating a safe, inclusive environment.
The school foyer was beautifully decorated, serving as a reminder of the importance of kindness and respect. Throughout the week, students engaged in meaningful class discussions and activities to raise awareness about bullying and promote positive peer relationships. On Friday, 6 September 2024, the school community took a unified stance against bullying by wearing blue shirts and t-shirts to celebrate Campaign Day.
Adding to the day's excitement was a Year 6 fundraising event, which was a great success. Various food stalls were set up, providing delicious treats, while anti-bullying bracelets and a hair braid stand added a fun and meaningful touch to the occasion.
On Saturday, 7 September 2024, International Maarif Schools of Australia hosted the ACER Scholarship Test for Secondary students. The ACER Tests are designed to identify scholarship candidates by differentiating among students, providing a valuable opportunity for our students to demonstrate their academic potential.
The secondary-level ACER test comprised four distinct sections:
Test 1 and 4: Written Expression: This portion of the test focused on students’ ability to express their thoughts and emotions in writing. Presented as two separate tasks, the students were given topics to showcase different writing styles. They were assessed on what they communicated and how effectively they expressed it. Topics included narrative, conversation, discussion, and reflective pieces, challenging students to explore their creativity and critical thinking.
Test 2: Humanities (Comprehension and Interpretation): This test required students to engage with written and visual material, drawing from subjects such as English, Art, History, Geography, and Social Studies. The aim was to evaluate the student’s ability to interpret and critically assess the provided material. No prior knowledge in these areas was necessary, as all relevant information was included in the test. Students were expected to analyse various text types, including fiction, non-fiction, poetry, drama, diagrams, and maps, applying critical thinking and judgment.
Test 3: Mathematics: This section assessed mathematical and scientific problem-solving abilities. Students were tasked with analysing and interpreting mathematical information, evaluating key details, and identifying relationships between data. The test focused on applying mathematical reasoning to solve problems and evaluate solutions.
We are proud of all the students who participated in this challenging assessment and eagerly await the results—best of luck to all our participants.
Exploring Trigonometry in Year 10
This term, our Year 10 students have been exploring the fascinating world of Trigonometry. We've covered vital concepts such as Pythagoras' theorem, trigonometric ratios, and methods for finding unknown sides and angles in triangles. Students are also learning how to apply these skills to real-world problems, including bearings and calculating angles of elevation and depression.
Students researched famous buildings in Turkiye or Australia as part of their assessment. They calculated their chosen structure's surface area and volume using measurement data. This week, they presented their findings through engaging PowerPoint presentations that showcased their mathematical understanding and research skills.
It's been an exciting journey, and the students have demonstrated great creativity and effort in applying trigonometry to real-world scenarios. We look forward to seeing them continue to excel in the term ahead!
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 have deeply engaged in the theory and practice of gardening and agriculture technologies in the past few weeks. Their learning journey has combined hands-on experiences with thoughtful reflection and collaboration.
Students regularly monitored their seeds, checking if they needed watering or were ready to be transferred to soil. Those with germinated plants either moved them to garden beds or transplanted them into small pots provided by the teacher. Students recorded detailed observations in their TAS workbooks, tracking plant growth and the pre-germination period. They contributed to a "Gardening Dictionary" by suggesting words. Then, the students took notes as the teacher explained the word definitions using AI image search tools for visual support.
In the garden, students sketched the layout of their plants in the raised beds, considering factors like irrigation, spacing, and herb benefits. They addressed potential problems, such as managing watering needs during holidays, ensuring adequate space for each plant, and staying safe while gardening. These reflections were guided by worksheet questions, allowing students to develop practical solutions.
Students explored urban agriculture through a scientific article titled "Urban Farms and Their Benefits: Producing Food in the City." They discussed its benefits, such as enhancing biodiversity and supporting city residents. They analyzed techniques such as hydroponics and aquaponics and brainstormed ways to engage in urban farming within their communities.
To wrap up their lessons on agriculture technologies, students took a Kahoot test. Any extra time in class was spent tending to the garden beds—watering plants, adding mulch, and observing the exciting developments in their garden. Students were thrilled to witness the growth of their first cherry tomato and the appearance of pink petals of strawberry flowers.
Year 8
Year 8 students delved into Turkish cuisine by preparing Abagannuc (Burnt Eggplant Dip) and Paçanga Böreği in the first two weeks of their cooking sessions. They didn't just cook; they explored these traditional dishes' rich history and origins. Students completed worksheets that covered various aspects such as the ingredients, nutritional information, preparation, and cooking processes. They also reflected on their experiences, sharing their thoughts on the flavours and techniques. In week 3, the students took on the challenge of making Bazlama, a soft Turkish flatbread. After following the recipe and cooking the bread, they tasted their creations and discussed the texture and flavour.
They reviewed a kitchen safety poster and selected specific rules to create safety signs. After designing their signs using colourful markers and papers, they participated in a gallery walk to observe and provide feedback on each other's work.
The class also explored how astronauts eat in space. Following a presentation on food preparation technology for space missions and a video of astronauts eating on the ISS, students answered questions on exit cards to reflect on what they learned. These activities helped students understand both the practical aspects of kitchen safety and the advanced technologies involved in space food preparation.
Ms Beyza Nur Çelik
TAS Teacher
Students have been exploring the importance of protecting landscapes and world heritage sites. They have learned about the unique value of these sites, both culturally and environmentally, and the various strategies used to safeguard them from human impact and natural threats. Through class discussions and activities, they are gaining an understanding of why conservation efforts are crucial for preserving these landscapes for future generations.
Year 8 Geography
Students have been studying severe storms, which include thunderstorms, tropical cyclones, and tornadoes. They are learning about the formation of these extreme weather events, the geographical processes behind them, and their impact on both local and global communities. Students are gaining an understanding of how different types of severe storms develop, the potential damage they can cause, and the importance of preparedness and response strategies to minimise risks to people and the environment.
Year 9 – Geography Biomes
Year 9 Geography students have displayed their creativity as Biome Food scientists by creating 3D models of dishes. Students had the opportunity to highlight how diverse biomes worldwide contribute to the significance of sustainable production methods derived from the ingredients. Students investigated the importance and influence of fertile soil, climatic conditions, and topography of biomes.
Year 10 – Geography Environmental sustainability
Year 10 Geography students submitted their assessment tasks assessing the causes, extent, and consequences of natural environments. Furthermore, students highlighted various human processes that have resulted in changes in the natural environment. Students designed their creative campaign to display their research.
Ms Burcin Taskin & Ms. Aysha Imtiyas
HSIE Teachers
During PDHPE, our students actively engaged in various essential topics that supported their growth and well-being.
- Year 7 students have focused on healthy eating and understanding its vital role in their physical and mental health. They’ve learned about the impact of nutritious food on their busy, active lives and how it supports their well-being inside and outside school.
- Year 8 students are not just learning but thoroughly enjoying their lessons on coaching a team. They’ve been immersing themselves in the fundamentals of leadership, teamwork, and the responsibilities of being a coach, which we believe is a testament to their enthusiasm for sports and collaborative activities. Year 9 students have been exploring the serious topic of illicit drugs and their effects on the body. Through their lessons, they have gained important insights into the risks associated with drug use and how it can affect both short-term and long-term health.
- Year 10 students are focusing on respectful relationships with both parents and peers. They’ve been learning strategies to communicate effectively, manage conflicts, and foster positive relationships, helping them navigate this critical stage of development.
Students have been participating in weekly sports lessons on Thursday.
Ms Aslihan Agyar, Mr Yusufhan Diler, Mr Talha Sen
PDHPE Teachers
This week, we are discussing chemical reactions and continuing to explore chemistry more deeply. On this journey, we are accompanied by our textbook, activity book, and many other studies shared on Teams.
Our 10th graders have completed their energy and chemical reactions research and have now started exploring a bit inside the atom. They are doing deep research on the historical development of atomic models. They are preparing to present them to us in the coming days.
Mrs. Derya Koc Kalkan
Science Teacher
Year 7 Advance Turkish
This week, we worked on correct pronunciation and self-expression skills with our Year 7 advanced Turkish students. The students played a fun classroom game to express what various professions do verbally and the tools they use. After a listening activity where they learned about professions, we played "Spin the Wheel, Who Am I?" to reinforce their knowledge. In this game, students asked their classmates six questions on the board to guess the profession. These activities helped our students enjoyably develop their language skills.
Additionally, these activities allowed our students to express themselves more comfortably. We focused on correct pronunciation and fluent speaking in language learning to boost their confidence. The students also worked together through in-class activities, further developing their communication skills.
Year 8 Beginner Turkish
This week, with our Year 8 beginner-level Turkish students, we learned how to express personal hygiene routines and the materials used during cleaning. After learning basic vocabulary related to personal hygiene during the lesson, the students completed various activities utilising this knowledge. Upon completing all the activities, they could correctly express the materials used in personal hygiene and their functions. As we continued the lesson, we reinforced the importance of staying healthy by having the students create posters on "What Should Be Done to Stay Healthy?" These posters allowed the students to express what they learned creatively while supporting their language skills and visual communication abilities.
Sever Meyra Biçer (Turkish Teacher)
YEAR 7 BEGINNER TURKISH
The Year 7 beginner Turkish students continue to learn" "How is the weather?" After learning about seasons and months, they are now learning about weather events.
They have learned phrases like 'it's sunny/cloudy/rainy/windy' in the past weeks. Now, they have extended this topic and learnt to use verbs describing weather events such as 't 'rains',' 'headwind blow',' he shines', 'and 'it knows'. Ey also made sentences explaining which clothes they wore in which weather conditions.
Again, students learnt past tense expressions. Using words such as yesterday, today, and tomorrow, they asked questions about the weather and answered them by analysing the weather map.
YEAR 8 ADVANCED TURKISH
The Year 8 students continue working on the 'Sh'p'ing TimTime'e'.
They grouped the products in a market brochure according to their kilo, litre, quantity and bunch characteristics.
In the grammar section, they learnt the conjunctions (both .... hem ... - ne ... ne ... - ya .... ya/or ....) and used them in sentences. After completing the examples in the book, they wrote similar examples in their notebooks.
In the listening lesson, they watched the video 'Th' 'journey of BreBread'ad' and extracted the words they did not know. Then, they listened to the listening text 'Do'e'tic Goods Week' and answered the questions about the text.
YEAR 9 ADVANCED TURKISH
The Year 9 students started the 'Ne's'TimTime'e'.
They prepared a news text by choosing one of the two visuals given. They paid attention to answer 5N1K (What? Who?, Where?, When?, How?, Why?) questions in their news.
They examined the TRT News website and did exercises about news sources and types. They focused on what to pay attention to in a news item.
They identified the type of news by reading sample news texts on health, weather, technology, and education. They extracted unfamiliar words from the news texts, wrote their meanings in their notebooks, and answered questions about the news.
Zeliha Uzun (Turkish Teacher)
Year 10 Advanced Turkish Students
Kariyer Planı
Year 10 students read the text about future professions and discussed the topic. They gathered information about various jobs and personality types. They conducted a detailed analysis of which personality types are suited for which jobs and what personality types are common among professionals in different fields. They read various articles and learned what individuals should consider when choosing a career. They filled out a survey designed for them and, by discovering their personality types, discussed whether their dream jobs matched their personalities. When subject selection and future planning occur, such a topic has captured the students.'
Ayşegül Şeyma Akdemir
Turkish Language Teacher
It is nearing the end of the term, and the students Have Been handed out assessment tasks. They are working towards their goal of finalising their artwork and research tasks. Even so, I am highly impressed with the students' tenacity and inventiveness as they continue to improve their creative reflections and skills as the term ends soon.
Year 7
It's been a joy to witness the dedication of our Year 7 students in their day-to-day progress. Each piece they create reflects their growing technique and confidence, a testament to their hard work and commitment to improving their skills. I'm sure you, as parents, are as proud as I am to see this momentum.
Year 7 Visual Arts students are working on a fun and creative project where they'll make a sculpture from mainly recycled materials, focusing on a social issue of their choice. They can explore topics like the environment, poverty, or Indigenous rights or choose a different problem with teacher approval. Once their sculpture is complete, they'll take a photo and create an A3-sized poster, including the photo, their research, and their steps to make their artwork. Posters can be made using Canva or Word and must be handed in as a hard copy. If needed, digital submissions will be accepted. Please remind your child to submit their work on time and ensure it's all their effort!
Year 8
The steady improvement in our Year 8 students' sketches and artwork is truly impressive. Their daily practice and dedication have led to noticeable growth, and it's exciting to see their creativity and skills flourish with each task they complete. This growth is a promising sign of their future progress.
Year 8 students are working on an exciting street art portfolio project! They'll photograph or source five different types of graffiti from their neighbourhood or famous artists, ensuring all images align with Maarif School Values. Each photo must be labelled with a title, date, location, and a brief subject description.
As part of the portfolio, students will create a billboard proposal inspired by an artist from class, tackling a real-world issue or a topic they're passionate about. They'll write 500-750 words explaining why their graffiti artwork would make a great billboard. Students will also recreate two of their chosen graffiti examples as highly refined A4 artworks.
The completed portfolio for Year 8 students will be submitted as a stapled booklet. Timely submission is crucial to avoid penalties, and we strongly encourage students to showcase their originality. Plagiarism will not be tolerated; we expect all work to be the students' own.
Year 9
The students have been making fantastic strides in their daily sketches and projects. Their consistent efforts are paying off, and it's lovely to see them becoming more comfortable and expressive in their artwork. I'm eager to see how their skills continue to evolve.
Year 9 students are working on an inspiring art portfolio project focused on a hero of their choice. The portfolio will tell the hero's story through five artworks, showcasing the students' creativity and mixed-media skills. Three artworks will be portraits, while the other two can be any artwork, all using mixed media.
The portfolio will include:
- A front cover with a title, class, and year designed to set the tone for the project.
- An artist statement introducing the student and their artistic journey.
- A statement about their chosen hero, highlighting their achievements and struggles.
- The five artworks have an artist statement and a bibliography at the end.
Students will submit their portfolios and sketchbooks in a display book to show their progress. Remember, on-time submission is essential, and plagiarism is strictly prohibited.
Year 10
Observing how the student's artistic abilities have developed through their regular sketching and creative assignments has been excellent. Their hard work and dedication shine through in their day-to-day progress, and I'm excited to see how much more they'll achieve.
Year 10 students are embarking on an exciting digital art project. They'll create five digital artworks, showcasing their creativity and artistic skills. While students can transform existing artworks into digital pieces (as long as they follow Maarif Values and show apparent changes), I strongly encourage them to design their original work.
The portfolio will include:
- A front cover with a title, class, and year set the project's tone.
- An artist statement introducing the student and sharing their inspiration.
- Five digital artworks, including:
- A cereal box (Vector Art)
- A travel poster (Vector Art)
- An abstract art piece (Distudent's, Mixed Media allowed)
- A webcomic (Vector Art)
- A dreamlike scene (Digital Photography)
- Each artwork will have a corresponding artist statement and bibliography.
Students will submit the completed portfolio in a display book, and their sketchbooks will show progress. Remember, timely submission is crucial, and we encourage you to showcase your originality. Plagiarism will not be tolerated.
Ms. Noor Elmubasher
Visual Arts and Music Teacher
In Year 7 and 8 Music, students are making significant progress as they dive into the rich world of global cultures. They are studying worldwide music and traditions, exploring a variety of cultural festivals, traditional instruments, and musical styles, and gaining a deeper understanding of how music connects people across different societies. This hands-on approach helps them appreciate the diversity of world cultures and encourages them to think about how music can reflect and shape cultural identity. It's an exciting journey, and their progress is evident, broadening their musical knowledge while fostering curiosity about the world.
Year 7
For their upcoming Music assessment, Year 7 students will research a musical instrument from a specific country that hasn't yet been studied in class. They'll create a poster that includes a drawing of the instrument, its cultural background, and the flag of its country. Along with the poster, students will submit a 1-page report (at least 500 words) covering the instrument's name, evolution, cultural significance, and how it is played. The report should be typed and include a bibliography with at least five sources. The poster and report should be submitted digitally via Teams or USB; no hard copies should be accepted. Their work will be assessed based on its accuracy, depth of research, and creativity. Timely and original work is essential.
Year 8
Year 8 students will work in pairs for their upcoming assessment to create a presentation on a musical parade from around the world. Each pair will be assigned a country and parade, which the teacher must approve before starting. The presentation, to be made using PowerPoint or Google Slides and lasting 1-2 minutes, should cover the parade's history, key dates, themes, influences, and examples of performances and music styles. So far, during the last two weeks, the students have been working on their research and presentations in class so they are prepared when it's time for the presentations.
The file should be uploaded to Teams with the students' names. Along with the presentation, students will submit a poster featuring the parade, including the country's flag and key imagery related to the event. Both the presentation and poster must be submitted on time in class.
Ms. Noor Elmubasher
Visual Arts and Music Teacher
Assalamu Alaikum wa rahmetullahi wa barakatuh,
The Prophet Muhammad (SAW) said, "If anyone recites a letter from Allah's Book, he will be credited with a good deed, and a good deed gets a tenfold reward. I do not say that 'Alif-Lam-Mim' is one letter, but 'Alif' is a letter, 'Lam' is a letter, and 'Mim' is a letter."
Our secondary students on the Mushaf were in a group reciting their assigned pages and taking turns. Elif Ba book students recited their assigned activity pages with the Qur'an suppQur'anacher. Students practised memorising Duas of Salah and repeating the words after the teacher.
Mr Muhammed Ordukaya
Secondary Islamic Studies Teacher
Mrs Adeba Qasim
Design Technology 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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