Dr Zeynep Yaseen 

Principal

Dear Parents and Guardians,

Kind regards,  

Mrs Adeba Qasim 

Secondary School Coordinator 

We are thrilled to welcome everyone back to school for another exciting year. The playground and classrooms have been filled with bright smiles and renewed energy. It's heartwarming to see students in their fresh uniforms and shiny shoes and to witness the joy on parents' faces as they embark on this new chapter together. 

As the Welfare Team, our top priority is ensuring that every student feels safe, supported, and emotionally well as they navigate the school year. We understand that this transition can bring both excitement and challenges. Many students are adjusting to new teachers, classmates, and possibly even unfamiliar subjects, and it's normal for some to feel a little unsettled. 

In our efforts to create the most positive and growth-oriented environment for each child, we put great care into class placements, ensuring that students are not only in a setting where they can grow academically but also where they can thrive socially and emotionally. We consider personalities, strengths, and emotional needs to ensure a nurturing yet challenging space for every student. 

However, there are times when students might feel anxious or upset. This could be because they're in a class without their close friends, or they've heard something untrue or concerning about a teacher or class environment. As parents and guardians, your role in supporting them through these feelings is critical. Talking with your child about the new experience positively and reassuringly is crucial. Please encourage them to view change as an opportunity to grow stronger and more resilient. 

Throughout their schooling years, students will face new situations and challenges, and the best way to cope with these changes is to embrace them with an open mind and positive attitude. If your child is unsettled, please know that these feelings often pass quickly, and they can regain their confidence with your support. In rare cases where it takes longer, remaining supportive and patient is essential. Staying positive about school, even when challenges arise, can make a big difference in how your child responds to changes. 

Children are quick to sense how their parents are feeling. If they sense worry or uncertainty, it can amplify their concerns. We recommend maintaining a calm and optimistic approach, which can help reassure them that any difficulties can be overcome. Doing so reinforces their ability to adapt and face challenges head-on. 

At school, we are committed to providing the best welfare support possible. Our teachers, welfare team, and school leadership constantly review data, monitor student well-being, and work to ensure that any emotional or social challenges are addressed quickly and effectively. We are all invested in your child and their academic success and all aspects of their personal growth. 

As a community, we can create a supportive environment where every student feels valued, understood, and ready to thrive. 

Mrs Ayse Tokyurek

On Monday, the 24th of February, our school participated in the first round of the Islamic Debating Competition. Students had the chance to prep for the initial discussion of the day at home, and they enjoyed arguing about whether young people should engage in competitive and contact sports. The Stage 4 and Stage 5 teams were unlucky in their first debates but quickly regrouped over lunch to prepare for the second debates of the day. Year 8 put up a valiant fight but missed a win. Our Stage 5 team was victorious as they successfully argued that living in high-risk natural disaster areas should not be an obstacle to building housing in those areas. Both teams did well, especially all the first-time debaters who accepted adjudicator feedback and are striving to learn the art of “arguing politely.” 

Congratulations to our SWISSA teams as they progress through their Basketball tournament. I have seen our junior and open basketball teams work together and commit to representing our school in these tournaments. The determination and efforts shown in these games inspire us and sometimes make us, the coaches, wish we could jump in and participate with them as well. As Ramadan is around the corner, our SWISSA Basketball games will continue. As coaches, we sincerely wish our students the best in these tournaments, where they develop new friendships and make new memories that they will cherish forever.   

Mr Recep Oz

PDHPE Coordinator 

We have had a busy two weeks in the world of English at Maarif! Students are fully entrenched in their programs, and as I walk around the school, it is uplifting to see them engaged in topics that activate their critical thinking skills.  

Students have engaged in various activities, including gallery walks, class discussions, creative writing, empathy tasks, and text and idea analysis.  

Year 7 is working well on A Monster Calls, and we are proud of the way they are settling into high school and engaging with confronting concepts and ideas.  

Year 8 is working on understanding corruption in some third-world countries and the environmental impact of corruption and poverty on disadvantaged communities.  

Year 9 has been focusing on the Stolen Generation and how this impacts the stories of First Nations people, as well as considering their own stories. 

Year 10 continues its study of Bradbury's Fahrenheit 451, exploring the notion that dystopia is more recognisable than we think.

Year 11 are settling into the demands of Stage 6 as they continue to explore the connection between reading and writing. 

Parents are encouraged to look for assessment notifications and encourage their children to be organised and start working on assessments early. 

Ms Susan Naser, Mrs Canan Korkut, Mrs Melike Turgut

English Coordinator & English Teacher

Year 7 

Year 7 students have been actively studying digital technologies, focusing on netiquette and appropriate online behaviour. As part of their learning, students designed posters to educate their peers about the importance of respectful and responsible digital communication. Additionally, they explored the topic of computer-related injuries, discussing the significance of good posture and other ergonomic considerations to prevent long-term health issues. Moving forward, students will apply their knowledge of digital design by creating a website for their assessment task, allowing them to develop essential skills in website planning and development. 

Year 8 

Students worked in collaborative groups to apply their understanding of hardware and software by selecting suitable laptops for different users. They analyzed specifications, performance needs, and budget considerations to make informed decisions for students, gamers, video editors, and computer programmers. Each group justified their choices, demonstrating their ability to match technology to user needs. They explored how computational thinking helps tackle challenges such as droughts, floods, hunger, homelessness, and sustainability. They learned about the four key aspects of computational thinking: Decomposition, Pattern Recognition, Abstraction, and Algorithm Design. Students worked in pairs to prepare a poster demonstrating the four steps for solving problems through computational thinking. Students have also begun exploring Microsoft Excel, practising essential functions, and understanding how data organization contributes to problem-solving. In the coming weeks, they will continue to develop skills in data analysis, formulas, and spreadsheet design to enhance their digital literacy. 

Ms Beyza Nur Çelik and Mr Mitchell Gordan 

TAS Teacher

Year 7 

Year 7 Students continue exploring the roles and responsibilities of historians and archaeologists. They have developed the historical skills and concepts to differentiate primary and secondary sources. Year 7 history students will visit Chacivilizationsuseum to explore the vast artefacts of past civilisations.  

Year 8

Year 8 History students have been studying the historical foundations of the Ottoman Empire, focusing on the significance of architectural sites and art. Students have been actively participating in class discussions to complete assigned activities. In the next couple of weeks, students will investigate ancient Japan, focusing on the Shoguns, culture and practices of the time.    

Year 9

Year 9 students continue studying the motives and consequences of past civilisation groups and exploring challenging historical events. This week, they will commence the topic Making a Nation, investigating the extension of settlement, living conditions, and the development of laws and democracy in Australia.  

Year 10

In Year 10 History, students have examined the Cold War, focusing on its causes, key events, and global tensions. They explored Australia's role, including its alliances and involvement in the Korean and Vietnam Wars, and how fears of communism shaped national policies. 

 

Year 11

In Year 11 Legal Studies, students have been learning about different types of legal systems and sources of law. They have explored the adversarial and inquisitorial systems of trial and analysed how they function in various jurisdictions. They have also examined the foundations of the legal system, including common law, statute law, and equity, and how these principles shape justice and legal decision-making. 

 

In Year 11, Society and Culture, students analysed therole of social groups and institutions in shaping identity, values, and interactions. They explored how family, education, religion, and government influence individuals and communities, dcomparingdifferent cultures. 

Ms Burcin Taskin &  Ms. Aysha Imtiyas 

HSIE Teachers

Year 7

In our Year 7 art class, we explored the world of line art through various creative exercises. Students experimented with blind drawing, using their non-dominant hand and geometric line art to develop their observational skills and artistic confidence. We also delved into the works of influential artists like Pablo Picasso and Henri Matisse, learning how they used line art to create expressive and dynamic works. This exposure to the masters of line art not only broadened their artistic horizons but also helped them appreciate the power of simple lines in creating impactful artwork.

Year 8

Our Year 8 art class embarked on a journey of understanding Australian art history, the colour wheel, and the profound influence of colour on perception. Students initially examined how the colours in Australian paintings changed their emotional response to the artwork. As the year progressed, they grew in their understanding. They could experiment with monochromatic artworks, drawing different prompts using only one colour, to understand the impact of limited palettes. This hands-on experience was a testament to their growth in understanding and their better appreciation of the colour theory and its role in artistic expression.

Year 10

Year 10 students have been deepening their understanding of personal symbolism in art, investigating how symbols have been used across various historical art movements. As part of this exploration, they examined and interpreted symbolic imagery, analysing how artists have conveyed meaning through visual language. In developing their analytical skills, students worked through a step-by-step guide to critically examine Edvard Munch’s The Scream, considering its historical context, artistic techniques, and emotional impact. This foundational work in visual analysis will support their upcoming focus on collage, where students will begin constructing their first significant artwork for the year. This project will encourage them to experiment with layering and mixed media to create a piece reflecting their symbols and artistic intentions.

Ms. Noor Elmubasher & Mr Mitchell Gordon

Visual Arts Teachers 

Year 7 Music

Year 8 Music

Year 8 students have been making excellent progress with their ukulele practice. They have mastered four chords and incorporate rhythmic strumming patterns to enhance their playing technique. This foundational knowledge is applied as students work towards their upcoming composition and performance assessment tasks. In addition to their instrumental work, students continue to refine their aural and rhythmic skills, supporting their ability to compose and perform confidently.

Mr Mitchell Gordan 

Music Teacher 

It is excellent to see PDHPE teaching and learning in full swing as the term progresses! Students have shown much interest in the topics taught this term through Years 7 to 11. The transition phase has now moved into the active phase, where students are using prior knowledge and new knowledge to discuss, problem-solve, and provide strategies for the latest content being taught in class. The students are reminded to mentally prepare themselves for the upcoming assessment tasks that will be handed out soon in the following weeks. As a PDHPE department, we would like to see more students participate in our practical lessons. Research states that sedentary behaviours and prolonged sitting times in students are highly prevalent. We see students use that practical time to sit down and converse with their peers, which is very upsetting even after reminding them that practical lessons are equally important. However, students use that time to enhance their skills and learn spatial awareness in modified basketball games. Overall, it has been a good start to Term 1, and we hope to see plenty of success and great discussions in PDHPE classes.  

Mr. Recep OZ and Ms Aslihan Agyar

PDHPE Coordinator and Teachers 

Year 7 

Over the past few weeks, Year 7 Science students have been developing essential scientific investigation skills through hands-on activities, simulations, and experiments. Students explored the key sections of a scientific report, including Purpose, Hypothesis, Materials & Methods, Results, Discussion & Conclusion. They practised recording experimental data in tables and converting it into bar, column, pie, and line graphs to visualise trends. They learned the importance of accurate measurement and how to use scientific equipment effectively through hands-on experiments and simulations. To apply their knowledge of dependent, independent, and controlled variables, students conducted an experiment investigating how different water temperatures affect yeast growth. They carefully measured changes, recorded their observations, and analysed the results. By engaging in these scientific practices, students are building critical thinking and inquiry skills, preparing them for more advanced investigations in the future!  

Year 8

Students have been diving into the fascinating world of atoms and molecules this term. They engaged in two hands-on activities to help them better understand these concepts. The first activity involved using Lego blocks to model how just a few hundred atoms can be combined in various ways to create millions of different substances. This exercise helped reinforce the idea of molecular structures and chemical combinations. The second activity saw students using playdough to build molecules such as water, ammonia, hydrogen, oxygen, and nitrogen, giving them a tangible way to grasp molecular composition. Alongside these practical activities, students have also been learning how to interpret information from the periodic table, including identifying atomic and mass numbers. These activities are helping to solidify their foundational knowledge in chemistry and their understanding of how substances are formed at the atomic level. 

This term, our Year 8 students have been diving into the fascinating world of science, exploring the fundamental building blocks of our universe—atoms and matter! Through engaging lessons and hands-on activities, they have gained a deeper understanding of how everything around us comprises tiny particles that interact in various ways.

 

In class, students learned about the structure of atoms, including protons, neutrons, and electrons, and how these particles form elements and compounds. They explored the different states of matter—solids, liquids, and gases—and how changes in temperature and pressure can transform substances from one state to another. The discussions also touched on the importance of atomic theory in explaining chemical reactions and the composition of materials.

 

To bring these concepts to life, our young scientists conducted a simple yet effective mini-experiment using just a sheet of paper. The activity demonstrated the properties of matter and the role of physical and chemical changes. By tearing the paper into smaller pieces, students observed a physical change—the shape and size of the paper changed, but the substance remained the same. They also explored how burning paper results in a chemical change, producing ash, smoke, and new substances that cannot be reversed.

 

This hands-on experiment sparked curiosity and encouraged students to think critically about the science behind everyday materials. They reflected on how atoms constantly rearrange to form new substances, reinforcing their understanding of matter and its transformations.

Our Year 8 students have thoroughly enjoyed this interactive learning approach, and we are excited to see them continue their scientific explorations in the coming weeks! 

Year 9

We have been diving into the fascinating world of the digestive system. Students have learned about digestive organs and their functions through engaging, hands-on activities. We have also focused on understanding the role of villi in nutrient absorption and why diffusion is vital for the body’s proper functioning. These interactive lessons help students visualise where these organs are located and how they work together to keep us healthy. 

 

Looking ahead, we will expand our focus to include the respiratory and circulatory systems. Students will engage in exciting activities designed to deepen their understanding of how these systems function and how they are interconnected with digestion. Our goal is for students to appreciate the importance of these vital systems in supporting life and maintaining overall health. 

Year 10

We have just completed our topic on energy with a fun and engaging roller coaster activity. This hands-on experience allowed students to explore the concepts of kinetic and potential energy and understand energy conservation interactively and memorably. It was a fantastic opportunity for students to see how energy transfers and transforms in real-world scenarios. 
 
We have embarked on an exciting new journey into the living world, focusing on genetics and DNA structure. Students have creatively designed edible DNA models and crafted visual DNA structures to kick off this topic. These activities help them understand the fundamental building blocks of life while encouraging creativity and teamwork. 
As we continue through this unit, students will dive deeper into the fascinating world of genetics, exploring how traits are inherited and how DNA plays a vital role in the diversity of life. 

Year 11 Investigating Science 

Year 11 Investigating Science students are currently halfway through Module 1, focusing on the essential skills of recording observations through practical experiments. Recently, they conducted an experiment where they observed a candle being extinguished when a glass was placed over it, demonstrating how the candle burns out due to the lack of oxygen. They extended this experiment by placing the candle in a plate of water, noticing that the water level inside the glass rose as the oxygen was consumed. Students carefully recorded their findings in their notebooks. Additionally, they were assigned a research task on Firestick farming and bush medicines via Microsoft Teams. As part of their learning, they also experimented with gummy bears, measuring changes in their length when placed in different solutions such as water, salty water, and juice. These activities help strengthen their practical skills and scientific inquiry while deepening their understanding of how experiments are conducted and how results are recorded. 

Year 11 Biology 

Over the past few weeks, Year 11 Biology students have been actively engaged in hands-on activities, model-building, and scientific investigations to deepen their understanding of cell structure and function. Students explored organelles and cell structures. Using 3D models of animal and plant cells, they labelled organelles in small groups to reinforce their learning. To conclude this topic, students watched an animation demonstrating organelle functions and completed a quiz to assess their understanding. They applied their microscopy skills by observing yeast and leaf cells under the microscope. They recorded and drew their observations and answered five analytical questions based on microscope images. 

 

To visualise the fluid mosaic model, students used jelly and snacks to construct cell membranes, labelling each component according to its function. Students then experimented with a semi-permeable model in a solution, observing changes over time. Each group presented their findings, linking them to selective permeability and the fluid mosaic model. They also analysed a real-world case study on cystic fibrosis, discussing how the disease affects the cell membrane and how treatments target membrane dysfunction. 

 

Students develop a strong foundation in cell biology and scientific inquiry by combining theoretical knowledge with interactive activities and real-world applications. 

Year 11 HSC Chemistry

We are continuing our exploration of the properties of matter with a strong focus on physical separation techniques. Through hands-on experiments and interactive activities, students develop practical skills while deepening their understanding of how different materials can be separated based on their physical properties. These activities help bring scientific concepts to life and foster critical thinking and problem-solving abilities. 

In addition, we are delving into the periodic table and investigating the properties of elements. Students have been working on understanding atomic and mass numbers and how to perform related calculations. This foundational knowledge is essential for building a deeper understanding of chemistry. It prepares students for more advanced scientific concepts in the future. 

Year 11 HSC Physics

Year 11 Physics students are currently studying motion graphs and equations of motion. To ensure a solid understanding of these concepts, they have been given ample time in class to practice various questions on both topics. This hands-on approach allows them to apply theoretical knowledge to real-life scenarios. Additionally, students have used instructional videos to deepen their understanding of more complex concepts, such as relative velocity, providing a visual and engaging way to grasp these ideas. They have been assigned extension worksheets to enhance their learning further, allowing them to challenge themselves and solidify their skills. These activities are designed to support their understanding of the principles of motion and prepare them for future topics in the curriculum. 

Mrs. Derya Koc Kalkan, Ms Beyza Nur Çelik, Ms Anureet Kaur, Ms Asli Agyar and Miss Betül Koyinci

Science Teachers

Dr Zeynep Yaseen, Mr Bahadir Korkut, Ms Lark Lu, Ms Ying Li, & Ms Mariam El Maarraoui

Maths Teachers

Assalamu Alaikum wa rahmetullahi wa barakatuh

The Prophet Muhammad (SAW) said, "No people sit down in a house of Allah, reading the book of Allah and studying it together, unless Angels surrounded them, Peace descended on them, and Allah mentions them to those who are with Him." 

Our Secondary students were reciting their assigned Qur’an activity pages. This term, students are learning the fundamentals of Islam's faith and worship and completing the activity tasks learnt in the lessons. 

Mr Muhammed Ordukaya

Secondary Islamic Studies Teacher

 

Students engaged in hands-on activities that encouraged critical thinking and problem-solving and emphasised teamwork and innovation. They explored how design decisions impact usability, efficiency, and sustainability across different industries. Moreover, they delved into a stimulating discussion about the pivotal role of creativity and adaptability in designing anything from buildings to collaborative corporate projects. By connecting these disciplines, students gained a deeper appreciation for how innovation thrives when multiple perspectives and expertise come together, equipping them with valuable skills for future academic and professional endeavours.

Mrs Adeba Qasim and Ms Noor Elmubasher 

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.

Instagram: @australiamaarif 

Facebook: Maarif Australia 

Twitter: @AUmaarif

Youtube: @MaarifSchoolsOfAustralia