Dr Zeynep Yaseen 

Principal

Dear Parents and Guardians,

Kind regards,  

Mrs Adeba Qasim 

Secondary School Coordinator 

Social Media and Gaming: Effects, Safety, and What Parents Need to Know

Social media and gaming have become central parts of teenage life in today's digital world. Platforms like Instagram, TikTok, and Snapchat allow young people to connect, share, and explore different cultures. Similarly, gaming offers entertainment, social interaction, and educational benefits, whether on consoles, PCs, or mobile devices. However, while these digital activities have positives, they also come with risks. Students and parents need to know about the effects of social media and gaming, how to stay safe, and how families can work together to create a healthy balance. 

The effects of social media and gaming can be both positive and negative.

Social media allows teenagers to stay in touch with friends, meet people with shared interests, and participate in online communities. Gaming also provides a space for teamwork and communication. Many games improve problem-solving, strategic thinking, and coordination, while social media platforms can be valuable tools for learning and staying informed. Additionally, platforms like TikTok and YouTube allow young people to express themselves creatively through videos, art, and writing. However, excessive social media and gaming use can lead to issues such as reduced physical activity, sleep problems, and difficulty focusing on schoolwork. Online interactions can sometimes turn negative, resulting in cyberbullying, harassment, or exposure to harmful content. Studies suggest that overuse of social media may contribute to anxiety, depression, and self-esteem issues, particularly when individuals compare themselves to others online. Furthermore, some digital spaces expose young users to inappropriate or dangerous content, including violent or explicit material. 

Staying Safe Online

Safety should always be a priority on social media or online games. Here are key tips for students: 

• Protect Personal Information – Never share personal details such as your full name, address, school, or passwords. 
• Use Privacy Settings – Adjust privacy settings on apps and games to control who can see your information. 
• Be Cautious with Strangers – Not everyone online is who they claim to be. Avoid sharing personal details with strangers. 
• Think Before You Post – Anything shared online can be permanent. Avoid posting anything that could harm your reputation or others. 
• Take Breaks – To avoid screen fatigue and mental health issues, set time limits and take breaks from social media and gaming. 
• Report and Block – If you experience cyberbullying or encounter inappropriate content, report it and block the user. 

What Parents Need to Know

Parents play an essential role in guiding their children through the digital world. They should stay informed about the platforms and games their child uses, as understanding trends can help have meaningful discussions. Setting boundaries is also essential, as well as encouraging balanced screen time and promoting offline activities. Open conversations are key; talking to children about their online experiences, the people they interact with, and any concerns they have can foster trust and awareness. Using parental controls on devices and apps can help restrict content and monitor usage, providing an added layer of safety. Lastly, parents should lead by example by demonstrating healthy screen habits, balancing their own screen time, and prioritizing face-to-face interactions. 

Social media and gaming can be great tools for connection, learning, and entertainment. However, understanding the risks and adopting safe habits are essential. By working together, students and parents can create a positive digital environment where technology is used responsibly and safely.  

Mrs Ayse Tokyurek, and Mr Muhammed Ordukaya

Welfare Coordinators

Throughout Term 1, Year 11 students engaged in a structured wellbeing program comprising a series of targeted sessions to foster personal development and enhance mental wellness. Each week addressed a distinct area of psychosocial growth:

• Week 1: Stress Management
• Week 2: Mental Health and Wellbeing
• Week 3: Time Management and Balancing Academic and Personal Life
• Week 4: Developing Resilience
• Week 5: Cultivating Positive Leadership Skills

The program was designed to promote self-awareness, critical reflection, and the acquisition of practical strategies that students can implement across various domains of their lives. Students were encouraged to explore the interconnections between emotional regulation, academic success, and interpersonal effectiveness through guided discussions and experiential learning activities.

On Tuesday, April 8th, our Stage 4 and Stage 5 debating teams travelled to Malek Fahd Islamic School to participate in the Islamic Schools Debating Competition Gala Day. 

Teams had the opportunity to dedicate themselves to preparing their arguments for one debate the day before the gala. This debate tested students' ability to work as a team to create a model for their given topic and anticipate the opposing team's arguments before the debate began. This first debate was on the theme of Law and Order, and both teams, after rigorous preparation, came up against Al Noori. 

Stage 4 bravely argued against the topic 'That we should abolish all forms of prison for people under eighteen years of age', facing off against Alnoori Muslim School. The Stage 5 debate was a thrilling challenge, and our team's performance was commendable, even though we narrowly missed out on a win. Stage 4 showed remarkable resilience and dominated their opposition, emerging victorious.  

The second debate of the day was a unique challenge, an impromptu discussion. Teams were expected to prepare for one hour without any technology. This task, much harder than it seems, tested students' knowledge of topics relevant to their world. Both Maarif teams rose to the challenge and won this round of the Gala Day, impressing adjudicators with their well-thought-out arguments.  

Congratulations to both teams on their wins, particularly the students who had never debated before. We eagerly anticipate the next round in May, hoping to see even more impressive performances.

To celebrate Harmony Day, our students put in tremendous effort, embracing the powerful metaphor of bridges—symbols of unity, connection, and understanding. In a vibrant display of hard work and collaboration, each student designed and crafted a unique bridge, reflecting the core values of inclusivity and diversity that define this special day.

These miniature masterpieces represented more than just architectural imagination—they stood as visual reminders of the importance of reaching out, coming together, and celebrating the richness of our differences.

Adding to the spirit of cultural appreciation, students brought delicious dishes from diverse backgrounds to share with their classmates. The classroom was transformed into a joyful tapestry of flavours, stories, and traditions, allowing everyone to taste and appreciate the many cultures that make up our school community. 

Our students proudly represented the school this term at the SWISSA interschool sports competition, showing tremendous spirit, teamwork, and resilience across all events.
 
Congratulations to our Under 15 Girls’ team, who delivered a fantastic performance and secured 3rd place in their division! Their dedication, teamwork, and determination throughout the competition truly paid off, and they represented the school with pride and sportsmanship.

 
Other teams also put in strong efforts, with many close games and moments of brilliance. While luck wasn’t always on our side this time, every student gave it their all and showed outstanding commitment and enthusiasm on the field. The experience gained this term will only strengthen our teams for future competitions.
 

We are incredibly proud of all our students who participated in SWISSA. With continued training, teamwork, and passion, we’re confident that the next term will bring more tremendous success.
 
Well done to all involved!

Mr Recep Oz

PDHPE Coordinator 

Students from Years 7-11 have been finalising assessment tasks over the last two weeks and consolidating their learning as the term ends. Students should be proud of their efforts and the solid start to the year. We challenged them with new concepts and set the bar high in our expectations. Students rose to the occasion and impressed us with their insight and critical thinking skills.  

Year 7 

Students explored the conventions of the fantasy genre through the close novel study of A Monster Calls by Patrick Ness. They examined how the author uses narrative devices to tell an engaging and meaningful story and demonstrate character development. During their learning, students had opportunities to engage in potent and relevant discussions regarding the novel’s themes of family & growing up, loneliness & isolation, denial & acceptance, grief & loss, and the role of storytelling.  

Year 8 

Students explored the relationship between man and the environment by studying the novel, Trash by Andy Mulligan. They applied a range of critical reading and viewing strategies in response to several related texts, including Trash, the short documentary film Waste Not, the ABC series War on Waste, the feature documentary Waste Land, the photographic expose Running the Numbers and a series of suggested articles, blogs, media clips and websites related to this inquiry topic and a sustainability theme.  

Year 9 

Students explored Archie Roache’s autobiography this term, delving into the rich tapestry of personal narratives that illuminate the diverse human experience. Through the lens of autobiographies, students navigated the complexities of Indigenous perspectives, unearthing the profound connections between storytelling and cultural heritage. By engaging with these voices, students deepened their understanding of Indigenous histories. They cultivated a heightened appreciation for their heritage and a profound respect for the diversity that enriches our shared human story. 

Year 10 

Students studied Ray Bradbury’s Fahrenheit 451 in conjunction with its filmic adaption, Kurt Wimmer’s Equilibrium (2002). They gained a new and deeper appreciation for prose fiction and film texts and how they provide a voice for the authors’ experiences, beliefs, and experiences of the world. Events. They also considered how context shapes meaning and representation and discussed the effect of changing context on meaning in their critical and creative responses. Students will examine the impact of individuals responding to ideologies and critique the societies depicted in the texts. By comparing the novel in a comparative study of the film Equilibrium (2022) by Kurt Wimmer (or key scenes from other films) and short stories, students understood why ideologies are imposed and promoted and what happens when challenged.  

Year 11 

This term, students developed the skills and knowledge to appreciate, understand, analyse, compose, and evaluate texts. They had the opportunity to read and respond to various texts, including short stories, visual texts, poetry, discursive texts, TED talks, and speeches. Students learned to reflect on their reading, reflect on the writing process, and engage in the ongoing development of their writing.

Ms Susan Naser, Mrs Canan Korkut, Mrs Melike Turgut

English Coordinator & English Teacher

Year 7 

Year 8

This term in Year 8 TAS – Digital Technologies, students explored key concepts in computer science through hands-on and engaging activities. Students continued using Scratch to understand the coding logic with a fun, block-based platform that encouraged creativity and problem-solving. Through Codecademy, students began learning HTML as a foundational coding language. They created basic web pages and understood how structured text-based programming works. Last week, we compared digital and analog technologies, learning how data is stored and transferred in different systems. Students also discovered how computers connect and communicate through local area networks (LAN) and wide area networks (WAN), learning the basics of the internet and data sharing. Finally, to consolidate their learning, students participated in a fun and interactive Kahoot quiz that recapped all the term’s topics.

We're proud of the significant progress your children have shown this term and their curiosity. Thank you for your continued support! 

Ms Beyza Nur Çelik and Mr Mitchell Gordan 

TAS Teacher

Year 7 

Year 7 Students have successfully submitted their assessments relevant to historical cases. Students have developed ​​​essential historical skills​ and achieved outstanding grades. I wish Year 7 students an enjoyable holiday.   

Year 8

Year 8 History students have participated in groups and successfully conducted their virtual museum assessment with great understanding and insight into the Ottoman Empire. Their upcoming unit of work, 'The Mongolian Empire, will surely be another successful exploration of culture, trade, and invasion. I wish Year 8 students a safe and enjoyable holiday, confident in their abilities and accomplishments.  

Year 9

Year 9 students have completed the unit of work Making A Nation, demonstrating their understanding of the extension of settlement, living conditions, and the development of laws and democracy in Australia. Their successful submission of assessments this term is a testament to their hard work and dedication. I wish Year 9 Students a wonderful and safe holiday, knowing they have completed this term with satisfaction and readiness for a break.  

Year 10

 Year 10 History students have been learning about the development of democratic rights in Australia, focusing on the 1967 Referendum, a significant turning point in recognising Aboriginal and Torres Strait Islander peoples in the Constitution. Students have also investigated how voting rights were gradually extended to women, Indigenous Australians, and other groups and how these changes reflect Australia's commitment to equality. In addition, they have explored the concept of Reconciliation, examined its goals and challenges, and reflected on ways Australia can continue to work towards truth-telling and healing with First Nations communities.

Year 11

Year 11 Society and Culture students have been refining their ability to write high-quality extended responses. They began by annotating Band 6 sample answers, identifying the features of sophisticated reactions—such as clear structure, strong use of social and cultural concepts, and thoughtful analysis across the micro, meso and macro levels. Students then worked collaboratively to reconstruct a Band 3 response, improving its clarity, structure, and depth. This hands-on activity has been instrumental in helping students understand the expectations for senior writing and build confidence in their work.

Year 11 Legal Studies class recently had the exciting opportunity to participate in a mock trial at the Justice and Police Museum in Sydney. In this authentic setting, students entered the shoes of lawyers, magistrates, witnesses and jurors to conduct a criminal trial. This engaging experience helped deepen their understanding of court procedures, the criminal justice system, and the importance of legal principles like the presumption of innocence and the burden of proof. It was a valuable and memorable way to bring classroom learning to life.

Ms Burcin Taskin &  Ms. Aysha Imtiyas 

HSIE Teachers

As Term 1 ends, we want to celebrate our Visual Arts students' incredible creativity, hard work, and artistic growth. Each year, the group tackles unique themes and develops their skills with outstanding commitment. We couldn't be prouder of what they've achieved.

Year 7

Our Year 7 students started their high school Visual Arts journey with the unit Me, Myself and I, where they explored the world of self-portraiture. They investigated each of the elements of Art—line, shape, form, space, texture, colour, and value—while experimenting with a range of methods such as crosshatching and texture-based activities. From contour drawings to expressive recreations inspired by artists like Matisse and Doğançay, their sketchbooks blossomed with thoughtful and personal works. Their final self-portrait assessments were a testament to their technical development, showcasing a more profound sense of individual expression. I am so proud of how they've embraced the process. Even as the term ended, the students' creativity in creating portraits from posters and graphics was terrific! I cannot wait to see their creativity shine in Term 2 as we explore landscape art through watercolour painting!

Year 8

Year 10

Year 10 students have been making steady and thoughtful progress on their major self-portrait collage projects, which are due for submission next term. Seeing students' commitment and creativity in their work has been encouraging, with many demonstrating strong planning and a clear artistic vision. Students have been exploring how to effectively incorporate personal symbols, varied materials, and layered textures to create meaningful and visually engaging compositions. The classroom has been abuzz with experimentation and critical thinking as students refine their ideas and techniques. With some creative and innovative concepts already emerging, the final artworks promise to be expressive and unique representations of each student's identity. Students are encouraged to continue developing their pieces over the holiday break to ensure they are well-prepared to receive feedback and make any final adjustments early next term. 

Ms. Noor Elmubasher & Mr Mitchell Gordon

Visual Arts Teachers 

Mr Mitchell Gordan 

Music Teacher 

As we wrap up a vibrant and productive term, students across all year levels have been actively engaged in learning experiences designed to build their health, wellbeing, and physical literacy. Here's a look at what each year level has been exploring in Health and Physical Education:

Year 7

Year 7 students concluded the term by exploring the theme of transitions and changes, a fitting focus as they adjust to high school life. In our final lesson, students participated in a resilience workshop where they had open and honest conversations about how to face challenges, support one another, and develop positive communication skills. It was encouraging to see students build confidence and form stronger peer connections during this session.

Year 8

Year 8 students explored the topic "Be Healthy" this term, focusing on evaluating their movement competence and applying movement skills in dynamic situations. Through team-based games and activities, students investigated how various personal and environmental factors influence health. They demonstrated an increased ability to adapt movement skills, work collaboratively, and reflect on their health choices.

Year 9

Year 9 students examined various health-related issues and developed strategies to support their own wandoothers' wellbeing.. They explored ways to stay safe, active, and informed in an ever-changing world. The unit encouraged students to consider their role in shaping a healthier community and provided them with tools to make responsible and proactive health choices.

Year 9 – Physical Activity and Sports Studies (PASS)

In PASS, Year 9 students explored the importance of physical activity in everyday life and how it connects to lifelong health and wellbeing. They investigated the physical, social, and emotional benefits of staying active. They took part in both theory-based and practical lessons. Students also examined how sports and fitness influence identity, relationships, and decision-making. They enhanced their movement skills, teamwork, and personal goal-setting abilities through various sports and training activities.

Year 10 – Physical Activity and Sports Studies (PASS)

Year 10 PASS students explored two exciting modules this term. In Physical Activity for Health, they investigated the values, attitudes, and influences that affect participation in physical activity. Students identified barriers and proposed strategies to improve physical activity levels in their community, aiming to enhance overall wellbeing.

They also completed a module on Energy Systems and Health, exploring how the body produces and uses energy during different types of physical activity. Students analysed aerobic and anaerobic systems and applied their knowledge to practical sessions, improving their understanding of how the body fuels performance and movement.

Year 10 – Health and Wellbeing

Year 10 students investigated the themes of Healthy Wellbeing and Relationships, with a strong focus on bullying, harassment, and respectful relationships. They explored the impact of identity, empathy, and emotional responses in various social situations. Students reflected on transitions in their lives and how these affect their relationships and develop practical strategies to support their wellbeing and that of others.

Year 11 – Health, Movement and Science

Year 11 students explored Health for Individuals and Communities, focusing on how different factors shape health outcomes. They examined the complex interplay of social, economic, and environmental influences on health. They developed skills to evaluate health information and indicators. This unit encouraged students to view health through multiple lenses and think critically about addressing health issues at individual and community levels.

Basketball and Movement Skills Across All Ages

Throughout the term, every student from Years 7 to 11 has also participated in basketball. Through this sport, they developed fundamental movement skills such as dribbling, passing, and shooting and specialised movement skills involving teamwork, strategy, and spatial awareness. These activities have supported students in building physical confidence, coordination, and enjoyment of movement.

We are incredibly proud of the effort and enthusiasm shown by all students this term. We wish everyone a safe and relaxing break and look forward to another active and engaging term ahead!

Mr. Recep Oz and Ms Aslihan Agyar

PDHPE Coordinator and Teachers 

Year 7 

In the last weeks of this term, Year 7 Science students actively explored the six phase changes of matter—melting, freezing, condensation, evaporation, sublimation, and deposition. They did this through daily life examples, engaging class discussions, and worksheet activities, which kept them fully engaged in the learning process. 

We wrapped up the unit with our final topic: density. Students didn't just learn about density; they experienced it firsthand. They investigated the density of different liquids through practical, hands-on experiments and visual observations. They also solved related problems and applied their learning through targeted workbook practice. 

 

It's been a term filled with excitement and discovery as our Year 7 students delved into the world of Science and made discoveries along the way! 

Year 8

Our students have been diving deep into the building blocks of matter and have shown incredible curiosity, creativity, and scientific thinking along the way.

 

Throughout the term, students explored key concepts such as matter, atoms, electrons, protons, and the fascinating differences between metals and non-metals. We discussed how these invisible particles make up everything around us – from the iron in our breakfast cereal to the materials we use daily. The class also investigated the role of atoms in everyday life, learning how elements like iron are essential for human health and technology.

 

To wrap up our term, we had a colourful and bubbling final lesson that combined Science with a bit of fun and awe. Students took part in two eye-catching experiments that explored the interaction of substances.

 

In the first experiment, students poured milk into a dish, added a few drops of food colouring, and touched the surface with Morning Fresh dishwashing liquid. The result? A mesmerising swirl of colours burst apart as the soap broke the surface tension of the milk – an exciting visual way to understand how molecules interact and move.

 

In our second experiment, we explored density and solubility by mixing food colouring with oil and adding the mixture to water. Students watched in amazement as colourful droplets sank and danced like bubbles in a lava lamp. This hands-on activity helped students comprehend density, immiscibility, and the unique behaviour of different substances.

 

The year 8 students have genuinely embraced the spirit of scientific inquiry this term – asking big questions, testing ideas, and learning how the tiniest particles create the most significant changes. Their engagement and enthusiasm have made this term one to remember!

 

We're proud of all the young scientists and can't wait to see where their curiosity takes them next term. Until then, stay curious and keep questioning the world around you!

 

Year 9

We've completed the "Coordinated Body Systems" unit, a significant milestone in our students' learning journey. They've delved into the intricate workings of the body, understanding how it collaborates to digest food, absorb nutrients, and maintain balance. 

 

Our students have diligently revised by completing Education Perfect tasks, engaging in revision games, and tackling chapter review questions. These tasks are not just for practice but also to provide a solid foundation for their upcoming studies. 

 

I wish all my students a restful break as we wrap up the term. I encourage them to do light revision during the holidays to keep their learning fresh. 

Year 10

This term in Science, Year 10 students completed the Genetics unit. We explored key concepts such as DNA, inheritance, and genetic variation. To consolidate their learning, students worked through the chapter review questions, and all students were expected to complete these Education Perfect last week; we engaged in revision games and Education Perfect tasks to help reinforce understanding. Students who are absent during this time are expected to complete the assigned Education Perfect activities to stay current. 

I wish all my students a restful break as we wrap up the term. I encourage them to do light revision during the holidays to keep their learning fresh. 

Year 11

Year 11 Chemistry students completed Module 1: Properties and Structure of Matter this term. All students must complete the Module 1 chapter review questions over the break. This will help keep their learning fresh and ensure they are ready for the upcoming chapters, where this knowledge will be essential. 

 

This week, we also covered VSEPR theory and intermolecular forces. Students used 3D molecular Education in class to visualise the shapes of molecules and better understand how molecular geometry affects physical properties. 

 

Over the break, students are also expected to complete an Education Perfect task on periodicity, which includes topics such as atomic radius, electronegativity, electron affinity, and ionisation energy. This task must be completed before the new term begins. 

Year 11 Investigating Science 

As Term 1 ended, our Year 11 Investigating Science students finished strong, focusing on evaluating secondary sources and referencing within scientific reports. This crucial skill set helped students understand the importance of credible information in shaping scientific understanding. They analysed various sources and learned how to integrate them ethically and effectively into their investigations. We're incredibly proud of their significant growth in scientific literacy, a testament to their hard work and dedication. We can't wait to see how they continue to develop as critical thinkers next term.

Year 11 Biology 

We've completed Module 1: Cells as the Basis of Life, which included a deep dive into Photosynthesis and aerobic and Anaerobic Cellular Respiration. Students engaged with this content through infographics, diagrams, and animated videos, which helped them visualise and understand these vital processes. To consolidate learning, a quiz was conducted to identify key areas for review and to reinforce understanding. 

We also began Module 2: Organisation of Cells. In Chapter 4, students explored the structure and differences between unicellular, multicellular, and colonial organisms with real-life visual examples. The topic of cell specialisation and differentiation sparked curiosity as students began to uncover the complex organisation of living systems. It's been a term full of exciting discoveries and active learning.

Year 11 HSC Physics

As Term 1 comes to a close, our HSC Physics students wrapped up the term with an essential focus on forces and how to determine resultant force—a necessary foundation for success in the senior course. Students worked through vector analysis and Newton's Laws and applied real-world problem-solving skills to understand how the interactions between multiple forces influence motion. This concept is a building block for future topics like motion and energy and a core element of the HSC Physics syllabus. Their growing confidence in their calculations and conceptual understanding is a testament to their preparedness for the challenges of the year ahead.

Thank you for your unwavering support of children's Education. Your involvement is crucial, and we appreciate it greatly. We wish all students a restful and productive holiday. 

Mrs. Derya Koc Kalkan, Ms Beyza Nur Çelik, Ms Anureet Kaur, Ms Asli Agyar 

Science Teachers

Dr Zeynep Yaseen, Ms Lark Lu, & Ms Ying Li

Maths Teachers

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. 

This term has been an exciting journey filled with engaging lessons, meaningful discussions, and opportunities for our students to deepen their connection to their faith. 

 

This term, students participated in the spiritual journey of Ramadan. We had special classroom discussions on the significance of fasting, the benefits of self-discipline, and the rewards of charity (zakat). Students reflected on how Ramadan encourages a stronger connection to Allah and a greater awareness of those in need. The celebrations of Eid al-Fitr (Ramazan Bayramı), a festival that marks the end of Ramadan and is a time of joy, thanksgiving, and feasting, were also a beautiful conclusion to this season of worship, with students sharing gift exchange and expressing gratitude for the blessings received. 

 

We also reviewed the salah's key practices, how to perform it, and some of its rulings. Students had the opportunity to reflect on how this ritual shaped their spirituality. 

 

Our students have made significant strides in their Quranic studies, mastering the art of Tajwid. This meticulous attention to correct pronunciation and recitation ensures that each word is recited accurately, preserving the Quran's intended meaning. Their dedication and progress in this area are truly commendable. 

Your role as students of our Islamic community is crucial. We encourage you to continue seeking beneficial knowledge, strengthening your connection with Allah, and living out the teachings of Islam in every aspect of your life. Your contributions are invaluable, and we are proud to have you as part of our community. 

 

We eagerly look forward to the following term, which will be filled with more opportunities for spiritual growth and learning. May this break rejuvenate us all. We can't wait to continue this journey together in Term Two. 

Mr Muhammed Ordukaya & Mr Fahri Islek

Secondary Islamic Studies Teacher

Term 1 has been a fantastic start for our Year 9 and 10 Design and Technology students, who have engaged and immersed themselves in the dynamic and ever-evolving design world with an infectious enthusiasm and determination. 

What stood out most this term was the collaborative spirit within the classroom. Students worked together across different disciplines—bringing in ideas from science, humanities, and technology—to develop thoughtful design solutions. From early brainstorming to conducting research, developing work log books, and refining project plans, students demonstrated a strong sense of teamwork, creative thinking, and remarkable adaptability in facing challenges. They embraced the challenge of designing ethically and sustainably, showing a truly inspiring resilience.

 

We're incredibly proud of the students' initiative to explore the broader implications of their work. They showed great effort, research, and attention to detail in their assessment tasks, from cost analysis to material sustainability and market demand. Their project proposals are creative, imaginative, socially aware, and forward-thinking.

 

Mrs Adeba Qasim and Ms Noor Elmubasher 

Design and Technology Teachers

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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