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We are continuing with a hectic Term 4! We have finalized enrolments for our new Prep and Kindergarten students for next year, and they recently completed their two-day orientation at school. They met their teachers, explored their classrooms, and participated in a school tour. Like us, they are very excited to start school next year.
We celebrated the 101st Anniversary of Cumhuriyet Bayramı, commemorating the proclamation of the Republic of Türkiye. On October 29, 2024, we held a special event at the school, where Maarif students formed a star and crescent, captured from above by drone. If you have not seen our students’ Ay Yıldız (Star and Crescent) display, I highly recommend watching it on social media. We thank all our students and teachers for their contributions, especially Mr. Korkut and Ms. Aygar from our high school team, for their dedicated efforts in planning the Ay Yıldız formation.
I would also like to revisit a topic that is very important to me. My thanks go to the parents who prepared their children carefully and helped us proudly represent the school. Unfortunately, some students still come to school in torn, untidy or dirty clothes. This is reflects poorly not only in our school but also in the community. Please ensure that all uniforms are worn with pride, are clean and tidy, and are not faded or bleached. Term 4 should not prevent your child from wearing the uniform correctly.
We are also very excited about our end-of-year events for Primary and Secondary school students. On the night, we will present a variety of awards. Both events are free of charge, and attendance is compulsory for all students and parents.
Thank you for your support, and have a fabulous Term 4!
Best regards,
Dr Zeynep Yaseen
Principal
Dear Parents and Guardians,
Our school celebrated Cumhuriyet Bayramı with great pride, marking the 101st anniversary of the Republic of Türkiye. Students beautifully formed the Ay Yıldız and participated in singing, poetry recitations, speeches, and traditional performances.
Our Year 6 students were warmly welcomed to secondary school through A Day in the Life of Year 7, which introduced them to high school's academic and social environment. Our Year 10 students recently completed the All My Own Work program, equipping them with essential skills for academic honesty. They participated in Work Experience during Week 4, gaining valuable insights into the workforce.
For our Year 9 students, the Elective Subject Selection Information Session is scheduled for Monday, October 11 2024. This event will take place in two sessions:
- 4:00 pm - 4:55 pm: Students with surnames A
- 5:00 pm - 5:55 pm: Students with surnames I-Z
This session is designed to provide students and families with important information on elective options for Year 10, and we encourage all Year 9 students to attend.
The Years 7-10 Boys and Girls Camp will be held from November 11 to 13, 2024. This camp is a fantastic opportunity for students to develop outdoor teamwork, resilience, and friendships.
We are also excited for the upcoming School Athletics Carnival, where students will participate in various events and compete for their Houses. Students are encouraged to dress in their House colours, and we look forward to a day full of energy, team spirit, and fun.
As we approach the end of the term, assessment tasks are being handed out to students. We encourage students to contact their teachers with any questions or concerns. We believe in open communication, so don't hesitate to contact your child's subject teacher if you want to discuss any aspect of their learning.
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
Turkish Republic Day, celebrated on October 29, marks the proclamation of the Republic of Türkiye in 1923. This day is not only a celebration of freedom and democracy but also a profound affirmation of our national identity and heritage. It serves as a reminder of the values that unite us as a community and inspire us to strive for a brighter future.
This year, we proudly celebrated the 101st anniversary of Republic Day. As Maarif Schools of Australia, we were committed to commemorating this special day in a festive atmosphere that reflects its profound meaning and significance.
The distinguished attendance of Ms. Belgin Ergüneş, the Consul General of Sydney, and many esteemed guests made the event even more special. As we commemorated the 101st anniversary of our Republic's proclamation, we reflected on the core values that define our nation—freedom, democracy, equality, and progress—which continue to guide us today.
The celebration was a school-wide event, with all students actively participating in bringing the spirit of the Republic to life. One of the most memorable moments was when the students formed the iconic crescent and star, a powerful representation of the Turkish flag. Each student contributed to this formation, symbolizing unity, national pride, and the strength of our Republic's symbols.
Throughout the ceremony, Maarif students passionately recited poems, sang anthems, and showcased the richness of Turkish culture through traditional dances. Each performance reflected the dedication and effort of the students, whose enthusiasm filled the atmosphere with a strong sense of national pride and unity.
Our Year 10 students embarked on an exciting journey into the professional world, participating in a week-long work experience program. This unique opportunity allowed them to step into various industries, gain firsthand insight into their fields of interest, and immerse themselves in real-world work environments.
Throughout the week, students worked diligently alongside industry professionals, learning about the day-to-day operations of their respective fields and the skills and attitudes essential for future success. Each student returned with industry-specific knowledge that will undoubtedly inform their career aspirations and educational pathways.
The feedback from both students and employers has been overwhelmingly positive. Our Year 10 students impressed their supervisors with their eagerness to learn and professionalism. Many expressed how the experience expanded their understanding of potential career paths, offering invaluable clarity as they consider their futures.
On 20 October 2024, our students completed the All My Own Work program, a comprehensive course that covered four essential modules. This program prepared them for the academic rigour and integrity expected in senior high school and instilled in them the importance of academic honesty. The program introduced students to core topics such as ethical research practices and proper attribution, equipping them with skills crucial for success in Years 11 and 12.
On Tuesday, November 5th, 2024, our Year 6 students experienced an exciting glimpse into their future with the much anticipated "A Day in the Life of Year 7." This program allowed them to spend the entire day immersed in the secondary school's academic and social environment, engaging with Year 7 content and activities designed to prepare them for the next chapter of their educational journey.
Our students participated in classes tailored to introduce them to the structure and expectations of high school. This hands-on experience taught them valuable skills to help them thrive academically and socially in their transition to secondary schooling.
In preparation for this day, our Welfare Coordinator, Mr. Bahadir Korkut, held a helpful Q&A session with Year 6 students on Thursday, 31st October. Mr. Korkut guided the students through the general expectations of secondary school, answering their questions and addressing any uncertainties they may have had. This session provided clarity, helping to ease any anxieties about the shift to high school life.
Students have been incredibly enthusiastic and engaged in their learning in the English classroom! Assessment notifications have been handed out, and it's heartening to see everyone so involved in their academic progress.
Year 7 has started discovering the magic of Maleficent and how fairy tales have been adapted to suit different audiences' contexts.
Year 8 is learning about resilience in the face of adversity in Tim and Tigon and the power of friendship, especially with pets. Students learn that life can be challenging, but the key is not to give up!
Year 9 has completed the first viewing of Black Panther and is discovering it is no ordinary superhero movie! They are already picking up on notions of colonialism and the universal desire for freedom. They also learn that the lines between villain and hero can often be blurred.
Our Year 10 students are developing their critical thinking skills as they continue to question the role of the media in the contemporary world. They constantly question what they see and read to enable themselves to be well-informed in an evolving world.
Students have completed a range of hands-on tasks and group work to delve into the world of their texts, learning to discuss and analyse the issues that impact our lives while developing their literacy skills. It will be interesting to see them develop and grow throughout the term!
Ms Susan Naser & Mrs Canan Korkut
English Coordinator & English Teacher
Year 7
Students focused on materials and the characteristics that influenced their selection. They identified criteria for choosing materials, such as durability, flexibility, and suitability for different applications, and took notes on their TAS workbooks.
To deepen their understanding, students examined the materials traditionally used by Aboriginal and Torres Strait Islander Peoples daily. They explored the unique properties of natural materials like animal hides, plant fibres, and stones, discussing why these materials were chosen and how they were adapted for practical use.
Students then focused on tools—what they are, their functions, and how they aid in tasks. They learned about traditional tools crafted by Aboriginal and Torres Strait Islander Peoples and noted the skills and ingenuity involved in creating functional items from available materials.
To apply their knowledge, students engaged in hands-on activities. They created "water striders" using various materials, testing which materials could float or remain stable on water. This experiment demonstrated how material properties affect performance.
Finally, students made baskets using materials mimicking the traditional basket-making techniques used by Aboriginal and Torres Strait Islander Peoples. This project allowed them to experience firsthand the skill and patience required to work with natural materials.
Through these activities, Year 7 students gained a deeper appreciation for the thoughtful selection of materials and the resourcefulness of Indigenous technologies. They also developed practical skills and insights into how materials and tools are integral to culture and survival.
Year 8
The teacher introduced the concept of motion, and students observed and classified different types of motion in their surroundings. Students labelled and categorised examples of motion, comparing their answers in pairs and as a class. In a Pendulum Lab, students used a Phet simulation to investigate oscillatory motion. They also engaged in a creative project on automata toys, where students planned, designed, and built their moving toys to illustrate various types of motion.
The concept of energy was introduced next. Using another Phet simulation, they explored the principles of potential and kinetic energy on a virtual roller coaster, noting energy changes throughout the ride. This activity culminated in a project where students designed, built, and tested model roller coasters, evaluating their designs for stability and effectiveness in demonstrating energy transformation.
Finally, students explored engineered systems developed by Aboriginal Peoples in groups. Using the Jigsaw method, each student became an "expert" on one engineered system and shared their knowledge with peers in teaching groups. This activity provided insights into the resourcefulness and innovation present in Indigenous engineering practices.
Through these hands-on projects, simulations, and group activities, Year 8 students gained a solid foundation in motion, energy, and engineering while appreciating the contributions of Indigenous technologies.
Ms Beyza Nur Çelik
TAS Teacher
Year 7 has focused on building foundational skills, such as using 4-grid references to pinpoint map locations, interpreting climate graphs to understand regional weather patterns, and navigating with longitude and latitude coordinates. They also practised basic directional skills, allowing them to navigate maps better and build a solid spatial awareness. Students participated in a PEEL Paragraph organisation activity to support their learning, where they were given mixed-up sentences from a paragraph. They were asked to identify and rearrange each sentence in the correct PEEL order. These skills serve as a basis of geographical knowledge, setting students up for success in future studies.
Year 8 Geography
Year 8, on the other hand, has been exploring the dynamic world of tourism. They've been investigating different types of tourism, from eco-tourism to cultural tourism, and considering the diverse reasons people travel. They've also been examining the impacts of tourism, engaging in discussions about how tourism can boost local economies and foster cultural exchange while posing challenges, such as environmental strain and cultural shifts. By critically analysing these aspects, students gain a broad perspective on tourism's global significance and hone their critical thinking skills. This intellectual growth is a testament to their increasing maturity and understanding of the world. They've also been practically applying their knowledge, creating travel itineraries and designing travel brochures that showcase their knowledge of the subject.
Year 9 – Geography
This term, Year 9 students have explored the unit "Changing Places." They have developed methods to understand the changing nature of places. They have progressed, comparing megacities and exploring the advantages and disadvantages of urban areas. The objective for the remainder of the term is to build their skills to complete their upcoming Geography yearly exam successfully.
Year 10 – Geography
Ms Burcin Taskin & Ms. Aysha Imtiyas
HSIE Teachers
Our students have shown exceptional dedication to their artistic pursuits over the past few weeks. They have diligently painted, drew, and created new art pieces for their future works. Their commitment and the latest methods and art forms they have acquired are advantageous for their education.
Year 7
The Year 7 students had the chance to create monoprints based on their print-making lessons! They could make prints of their work with foliage and fauna found around the school while learning how to monoprint with ink and rollers. Their works are inspiring, especially seeing how they layered them and used their knowledge of the primary colours to create stunning effects. Their ability to apply their knowledge to create such exquisite effects is awe-inspiring and a testament to their growing skills.
Year 8
The Year 8 students have been working on learning about the values and techniques involved in sketching with graphite pencils. By experimenting with different graphite grades, they're developing an understanding of how to create light and shadow, essential for adding depth and realism to their work. They are learning about blending techniques, cross-hatching, and gradient scales to build confidence in shading any object. This foundational skill will be crucial as they move toward their upcoming assessment, where they'll apply these techniques in creating detailed, lifelike portraits. This practice will strengthen their grasp of texture and contrast and encourage them to see how light interacts with surfaces—a skill they'll continue to use in future art projects!
Year 9
The Year 9 students have been enthusiastically delving into the world of watercolour techniques as they explore the theme of Human Nature in their artwork. They've practised various methods, including dry on wet, wet on wet, blooming, and even spraying, each bringing unique textures and effects to their pieces. By experimenting with how water and pigment interact, they learn how to convey mood, movement, and emotion in their work. Exploring new techniques is an exciting part of their learning journey, and we can't wait to see how it shapes their future art projects.
Year 10
Since Year 10 was on work experience this week, they weren't in class, but they've been focusing on researching public art spaces as part of their project. This research will help them gain insight into the impact and purpose of public art within communities. When they return, they'll work on designing their concepts for public art installations, using their research as inspiration. This project will allow them to explore how art can transform shared spaces and communicate with a broader audience, providing valuable context for their upcoming assessment task.
Ms. Noor Elmubasher
Visual Arts and Music Teacher
Year 7 Advance Turkish
Year 7 advanced Turkish students continue to enhance their reading and speaking skills using various resources. This week, we focused on the video The Journey of Bread by TRT Documentary, working on listening, note-taking, and speaking skills. The students practised taking structured notes from the video, organising their thoughts, and sharing their impressions verbally. These activities are helping to build both their language proficiency and critical thinking skills. We are proud to see the progress they're making each week, with noticeable improvements in their performance.
Year 8 Beginner Turkish
Year 8 beginner-level Turkish students have started learning expressions and vocabulary related to celebrations, such as birthdays and national and religious holidays, and how to express their emotions in these contexts. The students first learned various emotions and practised talking about how they felt. They then conversed with their classmates, asking how they felt and discussing these emotions. Through these activities, they are developing both their speaking and writing skills. These exercises help students improve their ability to express themselves fluently and accurately in Turkish daily and on special occasions.
Year 9 Beginner Turkish
Our Year 9 beginner-level Turkish students have been learning how birthdays, graduations, and national and religious holidays are celebrated in Turkey. They practised expressing themselves with simple sentences about these special occasions using a prepared text. The students also took notes in their notebooks on expressions they could use during celebrations. They practised what to say for different events and later created greeting cards appropriate for each celebration, reinforcing what they had learned. These activities contribute to students' language development, strengthening their Turkish speaking and writing skills while enhancing their cultural awareness.
Year 7 Beginner Turkish Students
The seventh-class pupils are currently engaged in an exciting learning process. In their lessons, they learn the names of clothes, when and in which season they are worn, and adjective phrases. They read the text 'Izo Buys Winter Clothes' and identified the adjective phrases in this context. This activity made a significant contribution to the development of students' grammar skills. The students found this activity particularly engaging, and it helped them understand the concept of adjective phrases better.
The students created new adjective phrases by combining colours and adjectives, such as small and big, with the names of clothes and other words they knew. For example, by making combinations such as 'red hat' and 'big jacket', they expanded their vocabulary and reinforced their knowledge of grammar. Such activities enable students not only to learn grammar but also to have practical knowledge that they can use in daily life. This process improves their language skills and supports their creative thinking skills.
Year 8 Advanced Turkish Students
Eighth-year students realised that they should use the (-den daha)) form when making sentences comparing four people in terms of height, weight and age. After watching the video 'Chef Roka's Yummy Egg Recipe', they answered the questions about the egg recipe given in the video. Afterwards, they wrote the egg recipe in order. Since we teach the 'Mealtime' unit, students read texts on giving and receiving recipes. Again, they listened to the listening text 'Kepse Pilaf with Meat from Esma' and made a list of ingredients and listed the steps of the recipe.
The students were given verbs related to cooking (chop, slice, cut, add, eat, cook) and some doublings and asked to make sentences by matching the doublings with appropriate verbs. This activity was done as a competition, and the person who made the most correct sentences was given a Value card, a reward system we use to encourage active participation and learning in the class.
Year 9 Advanced Turkish Students
As you know, the third week was Republic Day week. We celebrated the 101st anniversary of the founding of the Republic of Türkiye. Ninth-class students watched videos about the day's meaning and importance and participated in the ceremony. Grade 9 A students Eleyda Kopuz and Talia Bas recited the poem 'Towards the Mediterranean' in front of special guests, parents, and friends, showcasing their excellent language skills and confidence.
Ninth-grade students read 'My Family Album' and answered questions to explain the text. They realised what they could say about physical and character traits. They learnt to describe people according to their physical and character traits. Then, they made sentences about how they were as children. They used the learnt past tense form while making these sentences.
Year 10 Beginner Turkish Students
In the Year 10 class, beginner Turkish students have been making significant strides in learning how to plan for the future. They have read and analysed the text 'What will Temel do in the coming years?' in detail, allowing them to grasp future tense expressions and develop their sentence skills. Their ability to use the future tense correctly, as demonstrated by the example sentences in the text, is a testament to their progress.
For the rest of the lesson, students practised writing the given sentences in past, present, and future tense. Then, they made sentences about what they would do in the future. This exercise helped them understand the differences between the tenses and use each tense correctly.
Learning to plan the future was not just a grammar exercise for the students but also an opportunity to develop their ability to imagine and express their thoughts about the future. These activities improved their grammar and self-expression skills, inspired them to plan for the future, and concretely expressed these plans.
Year 10 Advanced Turkish Students
Year 10 students read a text titled "Listen to the World" and learned about the world's complaints. We discussed what we can do to address different kinds of pollution, and by reading an interview about water, they gained a better understanding of its importance. We discussed the effects that drought could have in the future. We discussed the significance of water conservation and what can be done to save water.
Additionally, we held celebrations on the occasion of the 101st anniversary of the Turkish Republic. Our students once again recalled the significance of both national and religious holidays. These events allowed us to reflect on our heritage and the values that shape our identity. It was a moment for students to discuss the importance of these celebrations in fostering unity and pride in our history.
Zeliha Uzun (Turkish Teacher), Sever Meyra Biçer (Turkish Teacher) Ayşegül Şeyma Akdemir
In recent math competitions, students from Year 7 to Year 10 achieved outstanding results. Their exceptional performances demonstrated solid mathematical skills and dedication, highlighting their hard work and commitment to excellence.
These students tackled challenging problems, showcasing their critical thinking and problem-solving abilities. The achievements have brought immense pride to their school and set a high standard for future competitions. Their success motivates other students and fills us with pride, inspiring us to strive for excellence in mathematics and beyond. Such accomplishments contribute to fostering a culture of academic success and resilience.
Mr Bahadir Korkut, Ms Lark Lu, Dr Zeynep Yaseen & Ms Mariam El Maarraoui
Maths Teachers
This week, our unique Personal Development, Health, and Physical Education (PDHPE) program has been instrumental in equipping students with essential life skills in resilience, health, and safety. Here’s an overview of what our students have been working on:
Year 9 students are engaged in resilience-building activities, exploring ways to manage stress and tackle challenges confidently. Through their PDHPE workbooks, they’re practising valuable techniques for handling life’s ups and downs.
In Year 10 PASS, students study the theory behind team sports, focusing on strategies and collaboration. This module enhances their ability to think critically about teamwork, a vital skill on and off the field.
Year 7 students are learning about personal and online safety, a crucial topic today. This unit emphasizes making safe choices and understanding risks to help them develop healthy boundaries in both digital and physical environments.
Focusing on nutrition and well-being, our Year 8 students are exploring balanced diets and the importance of regular exercise. This foundation supports them in making health-conscious choices that promote lifelong wellness.
Year 10 students are analyzing health risks and their broader social impacts, encouraging them to consider how health choices affect themselves and the wider community.
Year 9 PASS students are introduced to outdoor activities, building practical skills and an appreciation for outdoor fitness. This introduction aims to inspire a lifelong interest in adventure and health.
Our PDHPE committee is committed to fostering resilience, health education, and safety within our school community. We lay a foundation for students to thrive inside and outside the classroom. Through these varied topics, we’re proud to prepare our students with skills far beyond the school setting.
Ms Aslihan Agyar, Mr Yusufhan Diler
PDHPE Teachers
Water Week runs at the end of October. It is an opportunity to promote why water is essential for life and how being water-wise will help ensure we meet the needs of future generations. With the active participation of students, educators, and community members, we could carry out various water-related activities. For instance, students in year 8 and year 7 carried out water filtration experiments to understand how water in New South Wales is recycled and how we have clean tap water. They tested five filtration apparatuses: sand, coffee filter paper, Paper Town, Chux wipe and cotton wool. They concluded that the best filtration apparatus was coffee filter paper because it must have had the smallest pores through which water travelled.
This week in Science, our Year 9 students explored the fascinating topic of Sound. Through interactive lessons, independent reading, and hands-on experimentation, they better understood sound waves, their properties, and how sound travels. Here's a summary of what we covered:
- Interactive Learning: Students explored the properties of Sound through Education Perfect, where they learned about sound waves, frequency, and amplitude.
- Independent Study: They read pages 102-110 in the Pearson Science Coursebook and completed revision questions to reinforce their understanding.
- Experiment: Students conducted the String Telephone experiment, observing how sound travels through different mediums.
Next week, we'll focus on how we hear and the detailed properties of sound waves.
This week in Year 10, students dove into an exciting and vital study of Earth's natural cycles, explicitly focusing on the water, carbon, and nitrogen cycles. Understanding these cycles is essential for life on Earth, and it helps students appreciate how different elements and compounds move through the environment.
Modelling the Water, Carbon, and Nitrogen Cycles
This week, we dedicated our science lessons to exploring the water, carbon, and nitrogen cycles. Students learned how these cycles work and why they are crucial for sustaining life. Activities included:
We introduced each cycle's components, processes, and role in ecosystems. Students examined how water moves through precipitation, evaporation, and condensation, how carbon cycles through respiration, photosynthesis, and fossil fuels, and how and how nitrogen is fixed, assimilated and returned to the soil.
Students worked in groups to create physical models of each cycle. Using creative materials, they represented the movement of water, carbon, and nitrogen through the atmosphere, biosphere, hydrosphere, and lithosphere. This hands-on approach helped students visualize complex processes and better understand the interconnectedness of their cycles. They discussed how human activities, such as pollution and deforestation, impact these cycles and explored potential solutions.
Thank you for your continued support!
Mrs. Derya Koc Kalkan and Ms. Hira Tariq
Science Teachers
Year 7
The Year 7 students have begun exploring the different elements that shape Music beyond just the notes on a page. They've been introduced to foundational concepts such as;
- Time Signature
- Tempo
- Tonality
- Tones
- Semitones
- Chords
Each of which contributes to the overall feel and structure of a piece. Alongside these basics, they've also started the Australian Music unit, focusing on Indigenous Music and the unique instruments used in traditional performances. By learning about the rich history and cultural significance of Indigenous Music, students gain a deeper appreciation for Australian Music's diversity and its role in expressing identity and storytelling.
Year 8
The Year 8 students have been taking part in a listening quiz to prepare for their upcoming assessment, designed to gauge their understanding of different instruments and their respective families within the orchestra. Students solidify their knowledge of various instruments' distinct sounds and roles through this quiz. This week, they focused on the String Family, studying its instruments and learning about its crucial role in the orchestra. Students gain insight into how these instruments contribute to the orchestra's overall harmony and depth by exploring strings' unique qualities and versatility.
Ms. Noor Elmubasher
Visual Arts and Music Teacher
Assalamu Alaikum wa rahmetullahi wa barakatuh,
The Prophet Muhammad (SAW) said, "He who reads the Qur'an while it's hard on him will have double the reward."
This underscores the profound importance of reciting the Qur'an, which connects us to our faith and brings spiritual upliftment.
Our secondary students were reciting and memorizing their assigned pages. Some rules were explained and shown on the board to ensure clarity and confidence.
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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