International Maarif Schools of Australia eNewsletter

Dear Maarif Parents,

Our students were delighted to be chosen for Maarif leadership team for 2024. They proudly wore their badges and felt the pride of leadership. Our role model leaders will help us to organize our school in positive ways.

Being a leader is about teamwork, caring for others, and supporting your team. Otherwise, being a leader is no different from being a boss, which none of our students like. The proud moments during the announcement of the school leaders were shared happily with their friends. They all cheered and celebrated their classmates' happiness. It made us more powerful and proud to see that we are teaching our values to our students. They are truly embracing our cultural and religious values. It is easy to be upset with someone’s misfortune, but being happy for someone else’s happiness is hard. Our students have succeeded in achieving the hardest part.

On this occasion, I wish you all a happy Eid al-Adha and hope you have a wonderful holiday.

Bu vesileyle hepinizin Kurban Bayramı'nı kutluyor ve hepinize iyi bayramlar diliyorum.

Thank you to our parents who always support our school ethos and values.

Best regards,

Dr Zeynep Yaseen

Principal

Dear Parents and Guardians,

Welcome to the Secondary School newsletter.

We are honoured to announce that International Maarif Schools of Australia had the privilege of hosting His Excellency Mr. Ersin Tatar, President of the Turkish Republic of Northern Cyprus. Distinguished guests, including the Turkish Ambassador, Mr. Ufuk Gezer, and a delegation from the Turkish Republic of Northern Cyprus accompanied the President. This memorable visit provided a wonderful opportunity for our students and staff to engage with esteemed leaders.

We are exceptionally proud of our Stage 4 and Stage 5 debate teams, who have performed outstandingly in the Islamic Debating Competition. The Stage 4 team won one debate, and the Stage 5 team won both of their debates. Congratulations to both teams and their coach, Ms. Susan Naser. We hope to see our team continue to excel in the debating competition.

The Maarif Sports Academy continues in Term 2, offering sports including soccer, oz tag, cricket, and rugby. Our students have shown great enthusiasm and skill in these activities.

The SWISSA competitions are ongoing, and we are thrilled to announce that our SWISSA girls' soccer team recently won their game. Our boys' team is also performing exceptionally well. Team training sessions take place every Monday and Wednesday, and we commend our students for their hard work and dedication.

Additionally, selected students participated in the prestigious AICES Cross Country event, representing Maarif with pride and excellence. We are proud of our athletes for their impressive performances.

Our students have been diligently working on various assessment tasks, showcasing their dedication and hard work both inside and outside the classroom. We encourage all students to prioritize and focus on completing these tasks to the best of their abilities.

At Maarif International School, we believe in the importance of open communication between students, parents, and teachers. We encourage parents to stay engaged and involved in their children's education, ensuring a supportive and collaborative environment for all.

If you have any questions, please feel free to contact me on adeba.qasim@maarif.nsw.edu.au

Warm regards,

Mrs Adeba Qasim

Secondary School Coordinator

Maarif had the honor of hosting the President of the Turkish Republic of Northern Cyprus, His Excellency Mr. Ersin Tatar. Accompanied by the Turkish Ambassador, Mr. Ufuk Gezer, and a delegation from the Turkish Republic of Northern Cyprus, President Tatar was warmly greeted with a special ceremony reflective of Turkish culture.

The event began with the Turkish and Australian National Anthems, followed by the Maarif Marsi. Speeches were delivered by the school Principal, Dr. Zeynep Yaseen, Mr. Necmi Uzun, Director of the International Maarif Schools of Australia, Ambassador Mr. Ufuk Gezer, and President Mr. Ersin Tatar.

Adding a touch of cultural flair, the Maarif Seymen Group and the Maarif Choir performed captivating folk dances and traditional songs, accompanied by the melodic tunes of the bağlama.

President Tatar engaged with our students, answering their questions, and toured our classrooms to witness the dynamic learning environment at Maarif. His interactions with students and staff enriched the visit, and he expressed his admiration for the quality of education Maarif provides to students from diverse ethnic backgrounds.

Before concluding his visit, President Tatar honored us by signing the Maarif Guest Book, expressing his appreciation, and extending an invitation to meet the Maarif excursion group in Lefkosa this summer.

We are immensely proud to have hosted His Excellency Mr. Ersin Tatar and are grateful for the opportunity to showcase our school's vibrant community and exceptional educational environment.

We are delighted to announce the class prefects for the year 2024! A special assembly was held to mark this important occasion, where the selected students were awarded their badges by Dr Zeynep Yaseen, symbolizing their new roles and responsibilities.

7A- Melih Yenice, Mustafa Mohsin

7B- Ishtiyaq Mohammed

8A- Mohamad Abu Rashed, Sare Aytekin

8B- Ismail Karakoc, Safiye Turkmen

8C- Mariama Ibrahim

9A- Sena Ergun, Furkan Dalkilic

9B- Aminah Taha, Sahra Ornek

10A- Maysam Zraika, Raid Alameddine

10B- Elif Ozal, Irem Ates

The role of a class prefect is a prestigious one, involving a range of additional responsibilities aimed at enhancing the school environment. Prefects are expected to exemplify student leadership and serve as role models for their peers.

We are confident that all class prefects will excel in their roles and contribute positively to the school community.

Congratulations to all the new prefects! We look forward to seeing your leadership in action and the positive impact you will undoubtedly make throughout the year.

On the 23rd of May, our Stage 4 and 5 debating Teams competed in rounds 3 and 4 of the Islamic Debating Competition hosted by Alnoori Islamic School in Greenacre.

The topics were quite challenging with Stage 4 debating the negative of the topic : AICS (Affirmative) Maarif (Negative)That we should not allow employers to view or ask for the criminal records of prospective employees. Despite a great effort, the team missed out on a win for this debate but fared much better in round 4 where they won their debate against MFIS Beaumont Hills (Affirmative) - Maarif (Negative): That we should ban the advertising of makeup and beauty products.

Our Stage 5 team performed exceptionally well and won both debates on the day. Their first debate of the day AICS (Affirmative) - Maarif (Negative): That we should build public housing in areas of high socio-economic wellbeing displayed the team’s ability to effectively analyse social disadvantage in our society. This level of insight and analysis was evident in the second debate of the day, MFIS Beaumont Hills (Affirmative) - Maarif (Negative): That we should force all tv shows and movies to be blind cast (where roles are cast without considering the actor’s ethnicity), and saw the team take home the win.

Congratulations to our dedicated debaters who have done our school proud and have proven themselves to be the team to watch in this competition.

Students at Maarif Tutoring Academy continue to excel and demonstrate remarkable dedication to their studies, pushing themselves to achieve their academic goals.

Each week, they engage with the learning material, showing growing and significant confidence in their abilities.

Our tutoring sessions are designed to provide a supportive and enriching learning environment. We are continuously impressed by the students' dedication, willingness to ask questions and seek clarification.

Malak Hussein, Akasya Uluc, Acelya Karagoz, Manzur Uzun, Dilan Inan, Xavier Kaarsberg, and Liyana Nabouche represented Maarif at the prestigious AICES Cross Country.

Our students showcased their talents and determination on a challenging course. Each runner gave their best effort, demonstrating the values of perseverance and teamwork.

We are incredibly proud of their performances and the way they represented our school. Their participation in such a notable event highlights the importance of physical fitness and the spirit of friendly competition. Beyond the races, the event provided our students with an opportunity to bond with peers from other schools and build lasting friendships.

Maarif Sports Academy continues every week. Students continue to actively participate and excel in various sports activities. Our academy offers a diverse range of sports including cricket, soccer, rugby, and oz tag.

At the Sports Academy, students not only learn the rules and techniques of each game but also the importance of teamwork. Whether it's cricket, soccer, rugby, or oz tag, our young athletes are developing essential skills that extend beyond the playing field.

Students at International Maarif School recently participated in an Oodie/Hoodie Day to raise funds for the Year 6 graduation. The day saw students donning their favorite oodies and hoodies, transforming the campus into a vibrant sea of cozy and colorful attire.

The initiative was met with enthusiasm across all grades, with students eager to showcase their unique styles while contributing to a worthy cause. The funds raised during the event will go towards organizing a memorable graduation ceremony for the Year 6 students, marking a significant milestone in their educational journey.

Teachers and staff also joined in on the fun, wearing their favorite oodies / hoodies.

Students are immersing themselves in the rich cultural heritage of playing the bağlama, a traditional Turkish string instrument.

As students become more comfortable with the bağlama, they move on to more complex pieces and techniques. They practice regularly, working on improving their dexterity, rhythm, and musical expression.

We are proud of the dedication and enthusiasm our students show in learning the bağlama. Keep it up!

Through playing chess, children enhance their critical thinking and problem-solving abilities. The game requires them to think ahead, plan their moves, and anticipate their opponent’s strategy, fostering mental discipline and strategic thinking.

Children eagerly look forward to their recess time, where they can immerse themselves in exciting matches. The friendly environment encourages them to laugh, enjoy, and bond with their peers.

We are proud of the progress our young chess enthusiasts are making.

Year 7 students have been reading the play "Honey Spot" by Jack Davis this term. They have explored its main themes and messages, focusing on the importance of acceptance and respect while discussing issues of racism and displacement and their impact on individuals. For their assessment task, students created multimodal presentations addressing the question, "Why is it important to read the play Honey Spot?" They produced outstanding work, recording their voices in their PowerPoint presentations to clearly justify the need to address issues like racism.

Years 8-10 have continued to appreciate and enjoy the wonderful Shakespeare and students are doing an amazing job reading and engaging in a version of English that is 400 years old! Students are enjoying reading aloud and analysing the motivations and actions of some very colourful characters. For example, is it really Lady Macbeth’s fault she married the weak and power-hungry Macbeth? Or, how much power is too much and to what extent will leaders go to in order to gain it? Is love such a complicated thing and what happens when love is not reciprocated?

Assessment tasks are due over the coming week and teachers are looking forward to reading and viewing student work as well as gaining insight into their interpretations of these canonical texts.

Ms Susan Naser & Mrs Canan Korkut

English Coordinator & English Teacher

The last two weeks year 7 have been studying cellular respiration and photosynthesis. Two biological processes in which matter and energy flow through the biosphere. These two processes are responsible for the exchange of oxygen and carbon dioxide between living organisms and the environment. Also, students started building a model of plants cells. They studied what is a model in a scientific context and what are the advantages and disadvantages of the scientific model.

For year 8, students studied interactions in ecosystems. They explored how an organism’s patterns of behaviour are related to the nature of that organism’s ecosystem, including the kinds and numbers of other organisms present, the availability of food and resources, and the changing physical characteristics of the ecosystem. They have also studied why organisms compete and how it relates to the competition on the limited resources. Also, they explored Symbiosis (a relationship between two or more kinds of organisms that lasts over time).

Students participated in the Food Allergy Week and done activities to raise awareness of food allergy including anaphylaxis. And what to do to improve safety for people who live with food allergies.

In Science -Year 9, we learned many interesting facts about ecosystems in the last couple of weeks. Several biotic factors were examined including predators, parasites and fungi. Additionally, numerous abiotic factors were focused upon, including water, temperature, and light. We also looked at how changes in these biotic and abiotic factors affect the population size of many species as well as their birth rate, death rate, emigration and immigration.
In Year 10, we learned about the 118 elements of the periodic table. How these elements are arranged in the order of atomic numbers, i.e. the number of protons in their nuclei. We learnt that most of the weight of an atom is centred in its nucleus, that the protons are positively charged, while the electrons are negatively charged. In relation to “learning how to learn”, we continued our work on the PAL, RAP, for CAP methodology, by focusing on the CAP part: Computer Assisted Presentation. This is done through the use of many computer tools such as the smart board, Teams, and Pearson’s e-book. In fact, since Paced Active Learning (PAL), and Regularly Assessed Performance (RAP) are relatively time consuming, CAP comes to the rescue by offering much needed timesaving.

Mr Bilal Almadi & Mr George Hassoun

Science Teacher

Our Year 7 students have successfully completed their Ancient Egypt unit and are currently preparing for their half-yearly exams this week., We encourage you to support your children in their revision efforts. Looking ahead, we are excited to delve into the rich history of Ancient India, where students will explore its vibrant culture, innovations, and historical significance. Thank you for your continued support and engagement in your child's learning journey.

As we conclude our fascinating exploration of Japan under the Shoguns, our year 8 students are now preparing for their half-yearly exams this week. They've worked hard and are ready to showcase their knowledge. Following the exams, we will embark on an exciting new unit on Mongol Expansion, delving into the rich history and impact of the Mongol Empire. Thank you for your continued support, and we look forward to another engaging term of learning!

We’ve successfully reached the middle of the school term, students have covered a substantial amount of content and outcomes from the syllabus in Year 9 and 10 History. Year 9 students are required to prepare for their upcoming half-yearly exams as they’ll be assessed on historical sources, extracts and a variations of events that occurred during World Wars. Year 10 students are required to prepare for their upcoming half-yearly exams as they’ll be assessed on historical sources, extracts and a variations of events that occurred throughout the Vietnam War.

Ms Burcin Taskin & Ms Sumeyye Islek

HSIE Teachers

Maths Online

Our Year 10 students have enthusiastically begun their revision for the upcoming half-yearly exams. This important assessment will cover five comprehensive chapters, challenging them to apply the knowledge they have gained throughout the term. Their dedication and motivation are truly inspiring. They have been actively engaging in study sessions and group discussions, demonstrating a strong commitment to their academic success. We wish them all the best of luck as they prepare to showcase their hard work and understanding. Keep up the great effort, Year 10!

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

Maths Teachers

Welcome to week 6 of the 2nd Term; we are getting closer to our goal of completing another fantastic term. Many students in years 7 and 8 have completed the first part of the Assessment Task: sew a small pin cushion! During this time, the Assessment Tasks Notifications have been handed out to the students. We are also starting to work with sewing machines and other ways of hand stitching.

Year 8 will focus on the following topics:

Properties of fibres
Students complete a mind map to show the different types of textiles.
Students learn about the different properties of fibres, including natural and manufactured fibres.

Year 7 will focus on the following topics:

Classification of textiles
Students learn about the classification of textiles.
They learn about how textiles are made. Students participate in a brainstorming activity to explain what textiles are.

If you have any issues or concerns, please email me, and I will respond as soon as possible. 

Ms Noor Elmubasher

TAS Teacher

This week, our Year 8 Visual Arts students focused on Rembrandt. Through this exploration, students gained valuable insights into Rembrandt's artistic journey, from his early works to the masterpieces of his later years.

Students began by examining Rembrandt's early paintings and etchings. They explored the subjects and themes, noting his initial techniques and how he captured light and shadow even in his formative years.

Moving forward, the focus shifted to Rembrandt's later works. Students analysed how his style matured and evolved.

A significant part of the study was dedicated to understanding Rembrandt's unique techniques.

Throughout the week, students traced the evolution of Rembrandt's style. They noted the shift from the meticulous detail of his early years to the more expressive and loose techniques of his later period.

Year 7 Music lessons have focused on how music affects film. Students have continued to work on their composition task and develop a melody for their chosen scene.

Year 8 Music students delved into the compositions of the talented Jeannie Tesoro. The focus was on understanding and analysing various musical elements that are crucial to appreciating and creating music.

Key Areas of Focus

Pitch: Students explored the highs and lows of musical notes, examining how pitch affects the overall feel and emotion of a piece.
Structure: The structure of Tesoro's compositions was broken down to understand the organization and form, helping students appreciate the flow and development of musical ideas.
Duration: By studying the length of notes and silences, students learned how duration contributes to the rhythm and pace of a piece.
Dynamics: The students analysed the variations in loudness and softness within Tesoro's works, gaining insights into how dynamics create contrast and interest.
Texture: The layering of sounds was a key focus, with students identifying different textures and how they enhance the richness of a composition.
Tone Colour: Finally, students explored the unique timbres and qualities of different instruments and voices used in Tesoro's music, learning how tone colour adds depth and character.

Year 9 and 10 Commerce students are continuing to explore the topics “The economic and business environment” and “Law, society and political involvement”. As the exam approaches in week 7, it's important for students to revise regularly and thoroughly. We appreciate the support and encouragement from parents in helping their children succeed.

Ms Mariam El Maarraoui

Commerce Teacher

Year 7 Beginner Turkish

We continue the subject of shopping with our year seven students.

We are working on sample shopping dialogues. Students act out the dialogues by filling in the blanks. They use the words of greeting and farewell that they should say in a shopping dialogue. They learn the names of vegetables, fruits and foods and ask the price. They also use words such as kilo, gram, quantity. They recognise Turkish currencies and make calculations with them. They learn the departments of the supermarket and ask and answer where to find which product.

Year 7 Advanced Turkish

This week, we had discussions about student clubs with the advanced year 7 Turkish students. Our students expressed their predictions in long and complex sentences about what could be in the student clubs, what students could do in these clubs, and why they might have chosen them. In class, students shared their thoughts on which student clubs they would choose, and listening, students asked each other questions about this. Students continue to improve their reading skills with the texts they read and their writing skills with the paragraphs and responses they write.

Year 8 Beginner Turkish

In the film 'Yerdeki Yıldızlar' we watched with the 8th-grade students, they expressed the characters' emotions and the words and sentences they learned with the correct pronunciation. They answered questions about the scenes during the viewing with short and simple sentences. This week, students expressed the weather conditions and the countries on the given map verbally and in writing. They worked on pronouncing and correctly using the words they used in their expressions. Beginner-level Turkish students actively participated in the listening activity by listening to the radio and answering questions. While answering the questions, they first gathered information from the visuals, titles, or provided texts related to the passage to improve their listening skills. Then, they filled in the blanks in the text while listening. They answered questions about the text according to the listening passage.

Year 8 Advanced Turkish

We have been working with our year eight students on proposing, accepting, rejecting and expressing opinions.

While looking for answers to the question ‘What should we do?’(Ne Yapalım?), we talk about fun activities that can be done with friends. We learn to express our opinion by using the words ‘I think’ (bence) and ‘you think’ (sence). We ask questions using the request pattern (-let's, -let's)( -alım, -elim) and give positive and negative answers. We also try to improve our writing by writing our sentences.

Year 9 Beginner Turkish

Year 9 beginner Turkish students answered the 5W1H questions related to the text they read in their notebooks. While answering, they found the answers from the text using the keywords given in the questions and answered them with correct grammar rules. We checked the answers together on the board, and the students helped each other by providing the correct answer along with the reasoning for the wrong answer. During these activities, the students formed sentences using comparison sentences about seasons and weather conditions. To use the correct expressions in their sentences, they first expressed the weather conditions and temperatures of the cities in the given tables both verbally and in writing. Then, they wrote their comparisons in their notebooks.

Year 9 Advanced Turkish

This week we have been working with our Year 9 students on planning an activity and inviting their friends to this activity. Our students planned an activity that they could do with their friends at the weekend and told each other about these activities. Then they wrote an invitation to their friends and invited them to this activity.

We wrote sample texts on the board and the students wrote the sample text on the board and their own invitations in their books and notebooks.

In order for our students to improve their reading and writing, we do reading and writing activities at every opportunity.

Year 10 Beginner Turkish

In their notebooks, Year 10 beginner Turkish students diligently answered the questions given by the teacher based on a text they read. They found the answers by using keywords from the questions and ensured the use of correct grammar. Afterward, we reviewed the answers together on the board, and the students confidently supported each other by providing the correct answers and clearly explaining any mistakes.

During the activities, the students also confidently formulated sentences using comparison sentences about seasons and weather conditions. To ensure the use of the correct expressions, they expressed the weather conditions and temperatures of the cities from given tables, both verbally and in writing. Then, they confidently wrote their comparisons in their notebooks.

Year 10 Advanced Turkish

A lesson about the conquest was conducted with 10th grade students on the occasion of the 571st anniversary of the Conquest of Istanbul. The students were given information about Sultan Mehmed the Conqueror and Istanbul. They did some reading on the topic and watched videos about the conquest and beautiful Istanbul to refresh old knowledge and add new information. Additionally, it was essential to mention Hagia Sophia. Information about the history of Hagia Sophia, the symbol of the conquest, was obtained from a book about Hagia Sophia Grand Mosque.

Ms S. Meyra Bicer

Turkish Language Teachers

Year 7 students are participating in an anti bullying program in PDHPE lessons.

The project began as an extension of the PDHPE curriculum, which emphasizes the importance of social and emotional well-being. Throughout the term, students have been exploring themes related to personal development, including the impacts of bullying and the importance of respectful relationships. The poster-making activity provided an engaging way for students to apply what they’ve learned in a creative and meaningful way.

Ms Aslihan Agyar, Mr Yusufhan Diler, Mr Talha Sen

PDHPE Teachers

Year 9 students have learning about the fascinating world of agriculture, with a special focus on the integration of Indigenous knowledge into modern farming practices. They have explored how traditional wisdom can enhance contemporary agricultural techniques and sustainability. Additionally, students have investigated the wide range of careers available in the agricultural sector, gaining insights into the diverse opportunities this field offers.

Year 10 students have been concentrating on the incorporation of Indigenous knowledge into Design and Technology. They have studied various ways in which traditional practices influence modern design principles. Furthermore, students have explored the various career paths available in the field of design, broadening their horizons and inspiring future aspirations.

Both Year 9 and Year 10 students have continued to engage in the practical components of their Design and Technology curriculum. Through hands-on projects and real-world applications, they are developing essential skills and bringing their creative ideas to life.

Mrs Adeba Qasim

Design and Technology & TAS Teacher

Secondary Islamic Studies

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 to all those who follow him.

The Prophet Muhammad (SAW) said, "The best of you are those who learn the Qur’an and teach it to others.”

Our Secondary students were reciting their assigned pages as well as repeating after the teacher. Some rules were explained and shown on the board.

Mr Muhammed Ordukaya

Secondary Islamic Studies Teacher

We request that our parents and/or carers be extra cautious during school drop-off and pick-up times. Please ensure NSW Government rules regarding road safety are being followed and adhered to at all times.

This means:

- Respecting the road rules and signs, and driving within the speed limit of 40km/h in a school zone.

- Parking safely in designated parking areas or in drop off/pick up zones.

- No double parking, as it is dangerous and illegal.

- Three-point turns and U-turns are not permitted in school zones, as not only is it dangerous for students and other vehicles but also causes traffic congestion.

- Follow the directions of our school crossing supervisors.

- Give way to our School Bus drivers.

Thank you for your cooperation.

Road_Safety.pdf

Road_Safety _pdf 1.68 MB

2024_Maarif_Calendar.pdf

2024_Maarif_Calendar _pdf 3.35 MB

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