ANNUAL REPORT 2012 · that will include the Umrah for both boys and girls. Year12 Results: 20% of Year 12 Graduates scored above 90 ATAR Score, and 40% of the graduates scored above

Australian International Academy

ANNUAL REPORT 2012

Determination Advancement Faith

Academy Vision

The Academy Vision is to have

graduates who are well prepared and self-motivated

to advance Australia and to participate effectively

as world citizens with Muslim values.

Having such a vision in mind, the Academy offers a broad and well balanced curriculum with global

perspectives to students in primary, secondary

and post compulsory levels.

In a Muslim environment, Islamic Education and extra-curricular components complement the

general education program and produce a comprehensive contemporary curriculum that

satisfies students' needs and realises the vision.

AUSTRALIAN INTERNATIONAL ACADEMY ANNUAL REPORT 2 I PAGE


A I A Vision 1

Academy Overview 3

Governance

School Administration

Board Chairman’s Remarks 4

Academy Head’s Report 5

Head of Melbourne Senior Campus 6

Head of King Khalid Primary Campus 7

Commonwealth Reporting Requirements 8

Student Outcomes, National Assessment Program Data

National Benchmarks

Senior Secondary Outcomes, VCE and IB

On-Track Data

Post School Destinations

Student Attendance

Student Retention

Community Feedback 12

Professional Engagement 13

Staff Attendance & Retention

Professional Qualifications

Professional learning

Staff Professional Appraisal

Value Adding 14

Extra-Curricular Programs

Values, Interfaith and Harmony Programs

Leadership Programs

Financial Report 16

AUSTRALIAN INTERNATIONAL ACADEMY 1 I PAGE


GOVERNANCE AIA is an incorporated association and is governed by a Board of Trustees and an Academy Board. The Board of Trustees is responsible for the financial and the property management and also sets the strategic direction of the Academy and all its Campuses. The Academy Board is responsible for over-seeing the Campus management and its financial operation, the safety and welfare of students and staff, and the education programs and the policies of the Campuses.

The Operational matters of the Campuses are dele- gated to the Academy Head (Director General of the Academy) assisted by Campus Heads, School Heads and Assistant Heads.

Members of the Board of Trustees: • Dr. Omar Lum President & Trustee

• Dr. Amjad Hussain Trustee

• Dr. Adnan Abdel Fattah Trustee

• Mr. Salah Salman AM Secretary & Trustee

• Mr. Adam Aydemir Trustee

The Board of Trustees meets 4 times each year or as many times as required.

Members of the Campus Board in 2012: Dr. Justin Brown Chairman Mr. Tarek Elsawi Treasurer Mr. Salah Salman AM Head of Academy

Secretary; Dr. Amjad Hussain Member Mr. Nadeem Hussain Member Ms. Fayzah Saleh Member Mr. Salim Boyaci Member Mr. Kenan Erdal Member Mr. Abdulrahman Asaroglu Member Mr. AbdulKarim Galea Head of Melbourne Senior

Campus (ex -officio) Ms. Leyla Mohamoud Head of King Khaled Coburg

Campus (ex –officio); Mrs. Mona Abdelfattah Head of Strathfield Campus

(ex-Officio)

The Campus Board and its Finance Committee meet seven times each year.

SCHOOL ADMINISTRATION The Academy’s Melbourne Campuses are managed on a daily basis by the Academy Senior Management Team which includes the following members: • Salah Salman AM Academy Head

• Abdul Karim Galea Head of Melbourne Senior Campus

• Ken Erdal Head Of Senior School

• Maha El Sayegh Assistant Head Of Senior School

• Gafiah Dickinson Head of Middle School

• Sirin Sezer Assistant Head Of Middle School

• Leyla Mohamoud Head of King Khalid Coburg Campus

• Rabia Hussein Assistant Head Of King Khaled Coburg Campus

• Angela Florio Assistant Head Of King Khaled Coburg Campus

• Fayzah Saleh Senior Financial Manager ASSOCIATIONS ISAA Islamic Schools Association of Australia

AIA is an active member of the Islamic Schools Association of Australia (ISAA) and subscribes to the articles of the Islamic Schools Charter. ISV Independent Schools Victoria

AIA is an active member of Independent Schools Victoria (ISV) and is involved in numerous ISV programs including the National Partnerships Program which is administered by ISV.


Dr. Justin Brown

Assalam Alaikum Wa Rahmatullahi Wa Barakatu

Greetings to staff and parents from the Academy Board. This Year we welcome new members to the Board including Brs Abdurrahman Asaroglu, Tarek Elsawi, Nadeem Hussain (re-elected) and Sr Mona Abdel-Fattah. For the first time, the Sydney Strathfield Campus is represented on the Board by Sr Mona Abdel-Fattah (Campus Principal) and Br Abdurrahman Asaroglu (School Imam) and the Board looks forward to a more active role with the Academy’s Sydney Campuses.

We thank outgoing Board member Sr Rubina Shahid for her contribution to the Board in the last two years. The board also wants to give special thanks to Dr Amjad Hussain who has stepped down as Board Chairman after several years in this position and has provided valuable guidance and wisdom to the Academy drawing on his broad professional and organizational experience. I am grateful that Br Amjad will continue to serve on the Board after he has stepped down from his position.

There have been exciting developments across the AIA campuses this year. In Melbourne, work on the library facility at the Primary Campus and the Science and Language Centre at the Secondary Campus was finally completed and the facilities

are now in use. In Sydney, there will now be two campuses. The Strathfield Campus continues to operate and the Kellyville Campus will be enrolling the first students in 2013 insha’allah. This is a tribute to the patience and perseverance of the Academy management over the years. The role of the Board is one of setting the long term future for the Academy and maintaining oversight (not management) of the Academy’s operation. It is about helping achieve the best outcomes for students in keeping with the mission and values of the Academy. Board members are appointed to represent the interest of the school as a whole rather than individual stakeholders. Insha’allah the Board will be able to continue its good work in this coming year.

Board Chairman


Salah Salman AM

Head of Academy

We are living in the age of the digital revolution, where education institutions are the main beneficiaries of the new advancements in technology. Schools have become the centers and providers of the new technology in today's learning. The new approach to teaching and learning has extended beyond classroom boundaries whereby new mediums such as laptops, iPhones and iPads etc, have taken over the traditional teacher centered classroom practices. In this new era, the speed of incoming information and the amount of knowledge available to students in the classroom has become much faster and more abundant. Also, students have become more involved in their own learning at different stages, and as a result, the learning outcomes have improved.

The Digital Education Revolution: Fortunately, all our Australian Campuses in Sydney and Melbourne have benefited greatly from the Digital Revolution Program which is funded by the Federal Government. Now we have a computer for every student in Years 9 to 12. Also, as a part of the Academy's development strategy in the Technology Age, every student in Years 5, 6, 7, 9 & 10 has access to laptops or iPads in different subjects.

New Challenges: Nowadays, our Academy, similar to many other good quality schools, is facing new challenges. Schools are expected to provide a progressive and diversified curriculum that incorporates the new advancements in technology together with the new approaches in classroom

teaching and learning. In addition, building student's character and developing his/her spiritual values, artistic and sportsmanship skills occupy a central position in every school's curriculum. Capital Works: Our Campuses in Melbourne were lucky to be funded through the Commonwealth Government BER and the BGA Programs to build the Primary School Library, the School Hall and the two story building at Coburg Campus and also the Science room and Language Facilities at Melbourne Senior Campus. These new buildings have added excellent facilities to both Campuses . Umrah Program: The Program for Umrah and the students visit to Abu Dhabi Campus has been going for the last two years for boys only from Sydney and Melbourne Campuses. Alhamdulellah, as from next year this Program will be open for both boys and girls. The Education Ministry of the Kingdom of Saudi Arabia has approved an education program that will include the Umrah for both boys and girls. Year12 Results: 20% of Year 12 Graduates scored above 90 ATAR Score, and 40% of the graduates scored above 70 ATAR Score. All of our graduates received tertiary offers. The top student score was a perfect 99.95. Other 99+ students were Mohammad Barakat (99.85) and Emil Khalid (99.35). Congratulations to all our 2012 graduates.


AbdulKarim Galea

Riding the Waves of Change

I recently saw a series of photos of Australian

classrooms, one photo taken each decade starting with the 1950s and the last in the early 2000s. The remarkable thing was how similar all the pictures looked – the biggest difference was the fashion of the teacher’s hair and clothes. Despite the huge changes occurring in the world outside, Australian classrooms changed very little over the second half of the 1900s and what was happening inside of them probably changed even less.

That doesn’t mean that Australian education was not good or that it was falling behind the rest of the world – International PISA testing places Australian education near the top in all areas. But the revolutionary change that was transforming the world was not making a big impact on our education systems – until now. What I am referring to is the technological revolution which has transformed in less than 20 years, how we all work and play. It is now impossible to do anything in Australia without interacting in some way with technology.

Walk into a classroom now and you will see the changes – technology has at last caught up with education. You are likely to see students engaged with technology in an ongoing way just as you do if you walk into any office, supermarket, petrol station or entertainment venue – or any home. Now, instead of learning about technology, students will be using technology as part of their learning. Each student might have a laptop or tablet or iPod connected directly to the Internet – that vast repository of information that can answer any question, show any part of the world, explore unknown domains and enlighten about every conceivable topic. Students are likely to be manipulating digital content, sending messages and documents via email, communicating with someone on the other side of the world with video or reading a difficult to obtain book.

Parents may find it difficult to relate to education in this new environment as it is very different to the classrooms of their youth. But no matter how difficult to comprehend, it is impossible to hold back the tides of change. Children are now being born into this new world of technology and it must infuse their education experiences also. Though the way ahead may not be clear, parents and teachers can still depend on the core values which help determine what they want for their children, and they can still be confident that technology will not corrupt those values as long as school and family work together towards common aims. Children will come out of their school experience prepared for the world in which they must work and live. In the end, it is the personal qualities which will define who they are, not the technology. As long as the Islamic environment is preserved and children are given love and support, they will flower into the kind of adults we would like them to be while developing the capabilities which will allow them to thrive in a technological world. We have no option but to embrace technology and to find the benefit that change provides. The waves of change cannot be halted, but those who learn how to ride the waves rather than being swamped by them, will in the end, make a new world.

Head of

Secondary Campus


Ms. Leyla Mohamoud

The Experience of Growing Up Among Worlds, Who am I?

Before we can answer that question, we need to take a closer look at the world in which we grow up, a world filled with cross-cultural transition and high mobility. These a two related but distinct forces play a large role in shaping the life of a Third Culture Kid (TCK).

We recognize, of course, that TCK’s aren't the only ones who experience cross-cultural differences of high mobility. In large metropolitan centers, children may live their entire lives in one place with neighbors from a variety of ethnic or racial backgrounds and become aware of cultural differences at an early age or a child may also experience high mobility within their own country.

So what makes the TCK experience different from that of these children or adults? Children who grow up amid people from many cultures in one locality usually learn to be comfortable with the relatively stable diversity. When non-TCK children move within the same culture, they miss old friends and grieve the loss of familiar people and places, but they don’t have to learn basic cultural rules and practices when they unpack in the next city. The language remains the same, the currency still works, and they already probably know who the Prime Minister is.

This brings us to the significance of culture. Culture is a system of shared assumptions, beliefs and values. It is the framework from which we interpret and make sense of life and the world around us. No group can be cohesive without its members sharing a basic consensus in the deeper dimensions of culture.

One of the major developmental tasks that help us to form our sense of identity and belonging is to successfully learn the basic cultural rules of our society while we are children, to internalize those principles and practices as we move through adolescence, and then use them as the basis for how we live and act as adults. Parents, community, school and peers are all part of the cultural process whether the members of

those groups think about it or not. When everyone in a community holds the same basic values and customs, each group unthinkingly reinforces the next group’s instructions. Parents communicate both the “above water” and below water” cultural norms in various ways. They do it by example, dressing differently for a business meeting than for tennis match, or speaking respectfully of others. They do it by correction, or they do it by praise; and in a community like ours, other adults reinforce what the parents teach at home because the rules are uniform. The same characteristics such as honesty, hard work and respect for adults bring approval. Although culture isn’t taught from a book, no education system develops in a cultural vacuum. A curriculum, along with how it is taught, is a direct reflection of the cultural values and beliefs of the society. Those who believe in the curriculum do so because they feel the values and practices it emphasizes are correct. As long as the community is in basic cultural agreement, the school will reinforce its views and practices because teachers and administrators will make choices for what is taught that are consistent with what parents and others in the community believe and teach. Thus the IB Primary Years Programme preaches this aspect through profiles and attitudes to prepare students to act locally and think globally. However, enjoying the journey is one of the best aspects of a TCK lifestyle. It emphasizes the importance of enjoying the adventure of living! Parents of TCK’s don’t need to wake up at 3:30am and feel terribly guilty because they have imposed a horrible experience on their child by leaving their home land or marrying into another nationality. Ironically, the richness of their lives can become so routine that Third Cultural Kids and their families forget to notice it.

Head of Primary Campus


Student Outcomes—NAPLAN National Assessment Program

2012 NAPLAN Data

2012 NAPLAN: Students performing at or above the National Benchmarks

Year 3 Reading Writing Spelling Grammar & Punctuation Numeracy

99% 100% 100% 100% 100%


95% 98% 100% 91% 98%


98% 98% 99% 98% 99%


96% 91% 98% 89% 95%


Comparison Groupings

AIA Average %

Lowest GAT

Northern Average %

Victoria Average %

AIA Average %

Lower – middle

Northern Average %

University 29% 29% 25% 67% 52%


AIA Average %

Upper-middle Northern Average%

Victoria

Average%

AIA

Average %

Highest GAT Northern

Average %

University 100% 66% 63% 91% 81%

Summary of results are as follows.

Total number of Year 12 students 67 Median TER for all students 66.40 Median TER for IB Diploma 90.55 Top TER score 99.95 TER scores above 90 20% TER scores above 70 40 %

University Offers 83%

TAFE / VET Offers 17%

Any Tertiary Offer 100%

University Enrolled 70%

Senior Secondary Outcomes, VCE and IB Diploma

All Year 12 students were enrolled in either the IB Diploma or VCE program in 2012. All students completed their studies and received either of the IB Diploma, IB Certificate or Victorian Certificate of Education.

On Track Data VTAC post 2012 Year 12 Destinations. The published Data by the Department of Education on Post-Year 12 destination showed that 100% of AIA Year 12 Graduates received a tertiary offer. 83% of students

Students who received an offer of Tertiary Placement 100 %

have received university offers and 70% accepted the offers and enrolled in university courses. The remaining graduates were admitted into TAFE Courses.

On Track Data of Student Destinations The On Track Data comparisons of AIA student University placements as compared with Northern Metropolitan Region schools and the State across GAT (General Achievement Test) comparison bands, and SES (Socio-Economic Scale) comparison bands were not available at the time of publication, so the following tables are the latest available

Destinations of year 12 graduates by SES (Socio-Economic Scale) quartile


AIA Average %

Lowest SES

Northern Average %

Victoria Average %

AIA Average %

Lower – middle

Northern Average %

Victoria Average %

University 79% 51% 45% 53% 49% 46%


AIA Average %

Upper-middle Northern Average%

Victoria

Average%

AIA

Average %

Highest SES Northern

Average %

Victoria

Average %

University 75% 52% 51% 100% 54% 60%

Destinations of year 12 graduates by GAT (General Achievement Test) quartile

Victoria Average %

47%

Victoria Average %

79%


Tertiary Offers Received by Year 12 Graduates in 2012

The University of Melbourne 22 %

Monash University 10 %

La Trobe University 35 %

RMIT University 19 %

Australian Catholic University 5 %

TAFE 6%

Other Universities 3 %

Student Attendance

Student Retention 87 students completed Year 10 in 2010 and 68 completed Year 12 in 2012, a retention rate of 78%. AIA offers two academic programs for our Year 11 and 12 students. These are IB Diploma and VCE. At the end of year 10, students with guidance from the school, choose their courses and subjects for VCE and IB Diploma.

Students leave at the end of Year 10 for various

reasons, including to seek a school with subjects not offered at this school, to transfer to a more suitable program such as VCAL which is not offered at AIA, to gain a desired a scholarship or a desire for Vocational courses not offered at AIA.



Parent Feedback Information Sessions Information Sessions are Held for all year levels at the beginning of each school year. Courses and policies are explained to parents and priorities for the year are set.

All relevant staff are in attendance so that parents have the opportunity to ask questions and comment on issues that they wish to raise. After each session, all teachers make themselves available to answer questions and take feedback from parents. Reports back by teachers are very positive and parents appear to be very satisfied with the school’s policies and programs.

Parent/Teacher Interviews

Parent/teacher interviews are held with the distribution of Term 1 and Term 3 Reports, the whole day becoming a pupil-free day to encourage maximum participation. Parents and teachers discuss student progress in all learning areas and raise any concerns they might have. Parents are also encouraged to raise any welfare issue with year level coordinators or senior staff on the same day. Feedback from these days is very positive with a high level of parent satisfaction being reported.

School Board

The School Board represents parent interests and all parents may bring issues of concern to the Board for discussion. Elected Parent Representatives also work in the community to ensure any concerns come to the Board for resolution. A small number of issues were raised and dealt with promptly by the Board.

Open Days

Parents are invited to attend Open Days at least two times each year and on each day, two sessions are available. Senior staff meet with parents formally before a school tour and parents are invited to raise any concerns and to ask questions. The tour takes parents into classes at all levels so they can see day-to-day teaching and learning, and parents are free to visit any classroom. Parents can raise any concern or ask questions at an informal session afterwards. Parents universally report a very high level of satisfaction with their experience of the functioning school.

Portfolio Exhibition Week

As part of the IB MYP Program (years 6-10) students present their Portfolio of Work for the year for parent

inspection. In addition, Personal Projects which represent a major piece of work completed over an extended time, are presented. Students also present their work to their parents. All Portfolios and Projects are on display for two weeks and parents and visitors are welcome at any time. All reports indicate a very high level of parent and visitor satisfaction with the range and standard of work on display.

Student Led Conferences

At year 5, parents are invited by their child to a Student Led Conference where the students explain and discuss their Portfolio of Work in detail with their parents. The work is also displayed in each classroom and other classes are invited to tour the displays. High levels of parent and student satisfaction are reported throughout this process. Student Feedback

Class Surveys of Teacher Performance Classes are surveyed on the performance of their teachers in term 3. More than 30 items are surveyed and teachers are surveyed in three of their classes to provide comprehensive student feedback on teacher performance. Most classes report a satisfaction level of more than 80%. Student Representative Council The Student Representative Council contains representatives from every class at all year levels under the direction of the Student Leadership Team made up of senior students. The SRC meets regularly and concerns can be raised through the SRC on any issue. Senior School Forums are also held every month for years 10-12 students to allow an expression of interests and to discuss issues of concern. Staff Attitudes A Staff Welfare Committee represents staff concerns and all Senior Administrators maintain an ’open door’ policy to respond to staff concerns.

Education Community Feedback National Partnership Program The school has been visited regularly by a number of consultants engaged by the ISV through the National Partnership Program for a number of years, and all consultants report high levels of satisfaction with the work being done by the school.


Staff Attendance and Retention Leave, Other Purpose Leave and Carer’s Leave taken by staff members at the Coburg and Merlynston Campuses in 2012 averaged approximately 11.4 days.

The combined teaching Staff retention for the 2012 school year was more than 94% for the Melbourne Secondary and Coburg Primary Campuses.

Professional Learning At AIA we view Professional Development as an ongoing professional training requirement. The program includes training staff in school management, classroom management, subject expertise and other relevant areas. In order to maintain a high quality of teaching staff, AIA implements a comprehensive Professional Development program which includes:

• A two-hour Professional Development block every week where guest speakers and professionals share their expertise, knowledge and ideas.

• Pupil-free days for staff before the return of students for the new year.

• Staff attend a wide range of external workshops and in-services in their areas.

• Staff attend International Baccalaureate IB (PYP Primary Years P-5, MYP Middle Years 6-10, & DP Diploma 11-12) conferences and workshops (local, interstate and overseas) each year.

• Staff attend VCE Victorian Certificate of Education training and workshops and work on cross-marking with other schools.

• Visiting Specialists work within the school to improve staff capacity in a number of areas.

• Peer training and work-shopping to improve overall skills.

• Support Staff attend courses related to their area of work.

National partnership Program AIA has been involved in the National Partnership Program for low SES schools for all of 2012. A number of consultants are appointed to work with the school on school improvement projects. In 2012 the NP program focused on Numeracy and the development of digital learning within the school. All year 5 and year 7 students were in possession of a personal iPad and all year 9 students of a school laptop. A great deal of work

was done through the NP Program in developing teacher understanding and expertise in the use of technology in teaching and learning. Staff Professional Appraisal All Academy Staff undergo professional appraisal every two years. Staff members are appraised from different perspectives which include self-assessment, appraisal by an immediate supervisor, by a senior staff member/coordinator, by the Academy Head/ external assessors, and by student surveys. Each Appraisal Form consists of a set of rubrics designed to assess competency and performance in a number of teaching areas including:

A Planning and Preparation B Management of the Learning Process C Assessment and Testing D Professional Practice E Leadership All teachers are appraised against the 26 rubrics in A - D which evaluate teaching practice, and all staff with wider leadership and program management responsibility are evaluated against the 18 rubrics which make up the Leadership section of the appraisal instrument. Staff must maintain a pre-determined level of competence in leadership to retain positions of responsibility.

Appraisals are carried out primarily by external consultants who have good experience with teacher and support staff appraisal. All Teaching and Non-Teaching staff are appraised. The Staff Appraisal System has been designed to help members of staff to identify their own areas of strength, areas that need improvements, and areas that need immediate attention. The Appraisal Program works closely with, and complements the Academy’s Staff Professional Development Program. At the end of the appraisal period, all assessed staff members receive a Feedback Report.


Service throughout their school lives as an integral part of

Extra-curricular Programs High Resolves: A great number of students in years 8 and 9 have the opportunity to participate in the highly regarded High Resolves citizenship leadership training program which prepares them for participation as responsible world citizens.

Junior Students: The Boy’s Adventure Club and Girl Guides troupe at the Secondary campus, and the Boy Scouts and Girl Guides at the Primary Campus offer our Junior students a wide range of engaging novel out-of-hours experiences. Year 6 students also participate in the After School Communities program which enables them to participate in friendly sports and games competition with neighboring schools several times each week.

Staff Engagement: AIA has seen a genuine commitment from staff and students themselves to achieve high standards through extra-curricular engagement. The Academy is fortunate to attract dedicated staff who continue to contribute positively to the school culture and environment. Students are offered extensive after-school and holiday classes in areas such as Drams, Science, Mathematics, Arabic Language, VCE and IB subjects and Qu’ran study. Out of hours activities for social development are also frequently offered for student engagement.

Extra-Curricular Programs: A high level of commitment is shown by staff through participation in areas such as interfaith dialogue and values groups, camps, chess, school choir, drama, debating & oration

Sports: Students have the opportunity to be involved in a variety of sports programs outside timetabled classes. Sports such as football, soccer, basketball, and regular sporting activities such as interschool sports allow students the opportunity to develop skills right up to professional engagement. Our students also participate in local sports associations and in an Association made up of Islamic School. Students are provided with a wide and extensive range of activities within which they might explore and develop their talents and interests.

GALWAY Association: AIA is an active member of a group of nine Independent schools known as the GALWAY Association which organizes interschool events in a range of cultural areas including, art, drama, debating, chess and student leadership.

Debating: One of the most important programs for personal development is the Debating competition. AIA fields teams in the DAV (Debating Association of Victoria) competition and the GALWAY competition with a high level of success in 2012 in wins and best speaker awards.

Community Service: All students participate in Community

developing in them a sense of responsibility to others and to the world in which they live. Community and Service is also an integral part of all IB Programs. Values Interfaith and Harmony Programs Throughout 2012, our students participated in a series of interfaith and values forums. In all these sessions students discussed issues regarding cultural identity and cultural values. Key ideas revolved around answering the question, what makes a good Australian and what makes a good global citizen?

The sessions have fully engaged young people and have gone a long way in complementing the goals of nurturing in our students a balanced and open minded attitude regarding some of the contemporary issues of our world.

The following, is a reflection of AIA engagement: Middle years (Year 6-10) • Inter school visits program with Camberwell Girls, Mt

Evelyn Christian School, Korowa Girls Grammar. • Intercultural cluster Project with St. Monica’s College

(Epping) and at Federation Square (Melbourne city). • Harmony Day activities at AIA Senior Campus.

Year 11 • Harmony Day Program • Visitors from The Friends School – Tasmania • Year 11 at Harmony Day Session with SMC (Epping) • Intercultural dialogue with Scotch College Leadership Programs The Student leadership Team is very active and students arrange regular student forums to allow students a voice in the functioning of their school. Student Representative Council and Class Captaincy teams also provide students with opportunities to expand and develop leadership. Leadership courses are provided to students and opportunities to interact with student leaders from other schools enrich their understanding of leadership potential and helps them to develop confidence and skill. Students often represent the school in interview situations and when visitors come to the school.

The Student Leadership Team organizes a wide variety of charity fund raising activities, special events such as Multi- cultural Day, visits by guest speakers drawn from many areas of achievement, events such as World’s Greatest Shave , Pink Ribbon breast cancer week, Royal Children’s Hospital Good Friday Appeal and awareness raising for students.


•o -• •o••

Values Interfaith and

Harmony

Ms. Fayzah Saleh

2012 was another successful year for AIA. During the year much has been achieved and AIA continued its commitment to providing support to parents, students and staff. 2012 has also seen another milestone with the successful completion of Capital Works across the Academy.

The Graphs below indicate AIA’s financial performance in 2012, and provide a glimpse of how AIA successfully runs its operation. To ensure the financial viability of the Academy, the Finance Department followed clear and established guidelines throughout the year to improve the school’s performance in the most efficient and effective way.

AUSTRALIAN INTERNATIONAL ACADEMY ANNUAL REPORT 16I PAGE

AIA Students are:

Inquirers

Communicators Risk-Takers

Thinkers

Principled

Caring

Knowledgeable

Open-Minded

Reflective


Melbourne Senior Campus 56 Bakers Road,North Coburg, Victoria 3058,Melbourne Australia Tel: +61 3 9350 4533 Fax:+6139344731 Email: [email protected]

King Khalid Coburg Campus 653 Sydney Road,Coburg, Victoria 3058,Melbourne Australia Tel:+61 3 9350 0833 Fax:+61 3 9355 8768 Email: [email protected]


mailto:[email protected]




Advancement

Australian International Academy

Faith Determination

Documents

ANNUAL REPORT 2012 · that will include the Umrah for both boys and girls. Year12 Results: 20% of Year 12 Graduates scored above 90 ATAR Score, and 40% of the graduates scored above