The Australian International Academy of Education declares and affirms that school programs and teaching practices embrace the following important principles: The promotion of peace, harmony and understanding through intercultural interactions. All Australians have equal rights before the law. We reject any form(s) of discrimination based on race, religion or sex. The rule of law and the respect of the rights of others. The values of fairness, openness, sharing and giving a hand, looking after neighbours, tolerance, understanding and acceptance. People are free to choose and practice their religions. But we reject those who preach violence and hatred in the name of any religion. The right of individuals to enjoy the freedom of speech, expression and association. But we reject verbal and written abuses and transgressions against others under the cover of freedom of speech and expression. The Australian system of democratically elected governments and councils is the best that serves the interest of all Australians.

Assalamu Alaykum Wr. Wb.

Dear Parents / Guardians & Students,

As the sacred days of Dhul Hijjah approach, I extend my heartfelt wishes to all our esteemed parents and staff who are embarking on the blessed journey of Hajj. May your pilgrimage be accepted, your prayers answered, and your hearts filled with peace, renewal, and divine mercy.

I ask that you kindly keep our students, our school community, and the entire Ummah in your duaa during these holy moments. Your supplications are a gift we deeply cherish.

As we prepare to welcome Eid Al-Adha, may this sacred occasion illuminate your hearts, enrich your homes with serenity and joy, and draw you ever closer to Allah’s infinite mercy and blessings.

Eid Mubarak to you!

Faith, Trust, and the Future: A Message to Our Parents

I understand that change can bring uncertainty, especially when it concerns your child’s future. As we move forward with the decision to offer the International Baccalaureate (IB) as the sole academic stream for Year 11 students from 2026, we do so with complete confidence that this is a decision made for the benefit of our students, intellectually, spiritually, and holistically. I ask you to place your trust first in Allah (SWT), and then in our collective commitment as educators who have always prioritised what is best for our learners.

This was not a decision taken lightly. It came after deep consultation, careful planning, and a heartfelt desire to equip your children with the skills, character, and mindset needed to succeed in a world that is evolving rapidly. The IB fosters critical thinking, resilience, independent learning, and global awareness, all while upholding the values of integrity and purpose that align beautifully with our Islamic principles.

I also understand that some families may feel hesitant, fearing that the IB may be "too hard" for their children. But I want to reassure you our teachers will work tirelessly to prepare your children for this journey. We are already investing in staff training, curriculum design, and academic support structures to ensure a smooth and empowering transition. However, our efforts alone are not enough, we need your full support.

Rather than opting for what may seem like an easier path elsewhere, we encourage you to work with us to build your child’s resilience, perseverance, and belief in their own potential. These are not just skills for school, they are traits for life. Let us model and nurture a growth mindset, where challenges are embraced as opportunities, effort is celebrated, and each student is empowered to rise beyond self-doubt.

Together with trust, faith, and unity, we can help our students not just succeed, but flourish.

Peace and Unity

Considering the recent conflict between India and Pakistan, our hearts are heavy with the pain that war and unrest bring to all people, regardless of their nationality or background. At AIAE-CSSC, we stand united in our commitment to peace, compassion, and mutual respect. We recognise that our school is home to students and families from both nations, and we honour the unique histories, cultures, and contributions of each.

This is a time to pray for peace, for justice, and for the safety of all innocent lives affected by the conflict. Let us remind our students that they are not defined by geopolitical tensions, but by their shared values as Muslims, as compassionate citizens, and as young leaders of the future.

We also understand that such global events can weigh heavily on our students’ hearts and minds. If you feel your child may be affected or in need of emotional support, please don’t hesitate to reach out. Our dedicated Wellbeing Team is here to provide counselling and a safe space for students to express their feelings and find comfort.

We ask our community to keep those affected in their Duaas, and to encourage empathy, respectful dialogue, and unity here at school, so that we may all be a living example of the peaceful principles our faith teaches us.

May Allah (SWT) bring peace to all hearts and all lands.

Zero Tolerance for Racism and Bullying at CSSC

At CSSC, we stand firmly and unapologetically in our commitment to uphold the Islamic values of justice, compassion, and dignity for all. As a school grounded in the teachings of Islam, we declare without hesitation that racism and bullying have no place in our community.

Allah (SWT) reminds us in the Qur'an:
“O mankind! We created you from a single pair of a male and a female and made you into nations and tribes so that you may know one another. Verily, the most honoured of you in the sight of Allah is the one who is most righteous.” (Surah Al-Hujurat 49:13)

These words guide our belief that every individual, regardless of background, ethnicity, or appearance—is worthy of honour, respect, and protection. At CSSC, we strive to create an environment where all students and staff feel safe, valued, and uplifted, a place where hearts are connected by faith, and minds are inspired by mutual respect.

The Prophet Muhammad ﷺ also said:
“None of you truly believes until he loves for his brother what he loves for himself.” (Sahih Bukhari & Muslim)

We teach our students that true iman (faith) manifests in empathy, kindness, and standing up against injustice. Therefore, we empower our students to actively reject bullying, racism, and any form of discrimination, encouraging them instead to embody the prophetic character of mercy, patience, and courage.

We recognise the serious impact bullying can have on mental, emotional, and academic wellbeing. That is why CSSC enforces a strict zero-tolerance policy on bullying and racism. All reports are taken seriously, investigated thoroughly, and followed by appropriate support and intervention. We encourage all students to speak up and seek help from trusted staff, including teachers, counsellors, and school leaders.

Parents and caregivers are essential partners in this work. We urge you to stay informed about our school’s expectations, model respectful behaviour at home, and engage in open, honest conversations with your children about empathy, diversity, and responsibility. By working together, we can raise a generation that reflects the highest ideals of our deen; those who honour others, stand for justice, and strive for unity.

Together, let us build a school community that radiates the beauty of Islam—where differences are not just accepted, but embraced, and where every student feels they belong.

May Allah (SWT) guide us all in nurturing hearts rooted in iman and character.

Uniform & Student related policies

A reminder to all members of the CSSC community that the correct school uniform, including the school blazer, is expected to be worn at all times. Our uniform policy, along with other student-related policies, can be accessed via Compass(https://aiacs-vic.compass.education/Communicate/SchoolDocumentation.aspx  School documentation, Students’ Policies and Handbooks) and in students' planning notebooks.

Wearing the correct school uniform reflects our students’ pride in themselves and their school. We kindly ask all parents and guardians to familiarise themselves with these regulations and support us in ensuring that your child consistently wears the uniform correctly.

Please note, students are expected to wear their summer uniform during Term 1 and their winter uniform during Terms 2 and 3.

Safety of our students when coming to or leaving school

This is a reminder for parents that the roads around our school are dangerous, and car drivers and pedestrians are easily distracted. Therefore, safe use of the roads is extremely important.
We ask that parents and students practice road safety and use the traffic light to cross Lake Street and Caroline Springs Boulevard.
 
We also encourage all parents to drive carefully around the school and avoid making U-turns on Lake Street after they drop off their children. We do not want to see any of our or any other students hurt on the roads while coming to or leaving school. 

Parents are kindly reminded to refrain from double parking along Lake Street or Caroline Springs Boulevard. Such actions contribute to traffic congestion on these thoroughfares and may inconvenience fellow motorists. We urge all drivers to ensure proper parking adherence, exhibiting courtesy and patience towards one another and the broader local community.

Please take care when on the roads.

COMPASS School Manager

Thank you to all parents who are using our ‘Compass School Manager’, however, there are some parents who are yet to use it.  We are encouraging all parents to utilise the system as it facilitates regular communication between parents and the school. Compass School Manager also gives parents access to:

• Monitoring your child’s attendance, and entering an explanation for their absence or lateness
• Viewing your child’s timetable / schedule
• Updating your family contact details
• Communicating with your child’s teachers
• Booking parent-teacher conferences
• Ordering and paying for your child’s school photos
• Monitoring your child’s progress
• Viewing your child’s reports
• Online consent for various school activities/excursions

Therefore, we strongly recommend that ALL parents take advantage of the facilities available through the Compass Parent Portal and keep up to date with their child’s progress and notifications from the school. Any parents who are not familiar with Compass are encouraged to contact the school so that we can offer them support.

Accurate Student Information

We kindly request that you update your children's details on our records. It is essential that we have accurate and up-to-date information about your child, such as their emergency contact details, medical information, and any changes to their home address or phone numbers. This information is crucial in case of an emergency, and it will also help us to communicate with you more effectively.

To update your child's details, please contact our school's administration team by phone, email or visit our office.

Phone: (03) 83725446

Email: cssc@aia.vic.edu.au

Thank you for your cooperation in this matter. We look forward to maintaining a safe and secure learning environment for your children.

PHOTOGRAPHING, FILMING AND RECORDING ANNUAL CONSENT FORM AND COLLECTION NOTICE 

Australian International Academy of Education (AIAE) is committed to creating and maintaining a child safe and child-friendly organisation, where children and young people are safe and feel safe, where their participation is valued, their views respected, and they are empowered. We have zero tolerance for child abuse and have strategies and systems to protect children from abuse, particularly in relation to their privacy and handling of personal information.  Under the Information Privacy Act 2000 (Vic), Australian Privacy Principles (APP) contained in the Commonwealth Privacy Act 1988, AIAE is mandated to ensure the confidentiality and security of students' personal data, including photographs, films, recordings, and other sensitive information.  

In fulfilling our responsibilities, please find the link to the Annual Consent Form and Collection Notice, outlining how we may collect, use and disclose your child's photographs, films and recordings and opportunity to opt-out, if you choose to withdraw your consent.

The ANNUAL CONSENT FORM AND COLLECTION NOTICE can be downloaded from Compass. Please fill in the document and return it to the office. 

Please click on the link below to access it:

ANNUAL CONSENT FORM AND COLLECTION NOTICE

2025 Staff responsibilities: 

Important Calendar Reminders for Term 2, 2025

Mr. Ali Harba
Head of Campus

Assalamu Alaikum,

Dear Parents, Guardians and Students,

At Australian International Academy, our vision - “to deliver quality education in a nurturing, enriching, comfortable, and safe learning environment, while pursuing academic and spiritual excellence”- continues to guide all that we do. We remain committed to nurturing both the minds and hearts of our students in a space where their Islamic identity, sense of purpose, and potential can truly flourish.

Advancing Academic Excellence

As previously announced, from 2026, our Year 11 and 12 students will transition exclusively to the International Baccalaureate Diploma Programme (IBDP). This globally recognised curriculum promotes critical thinking, intercultural understanding, and academic rigour. Importantly, it caters to all abilities and learning styles, offering a flexible and supportive framework where each student can thrive.

We are excited to launch our Student-Led STEM Program, driven by Year 10 student Roan Aly. This initiative encourages innovation and teamwork through hands-on exploration in science, technology, engineering, and mathematics.

To extend our gifted learners, students continue to participate in state and national mathematics competitions, representing our school with distinction while developing their analytical strengths.

Strengthening Islamic Identity and Spiritual Values

Our partnership with Islamic Relief Orphan Sponsorship Program continues to foster spiritual development and global compassion in our students.

This term, our Kuffiyeh Day, led by Year 10 student Mariam Elbahy, was a powerful expression of solidarity with the people of Palestine. The accompanying bake sale raised funds to support our orphan sponsorship efforts, including Palestinian orphans.

Our community spirit was also celebrated at the Eid Festival, beautifully organised by the School Captaincy Team, bringing students, staff, and families together in a joyful and meaningful gathering rooted in our shared Islamic values.

Valuing Wellbeing and Character

At AIA, we believe student success includes strong wellbeing and character development. Each week, students engage in guided reflections using the HAT Wellbeing platform to build emotional intelligence and a positive mindset. Our "Student of the Week" program also recognises those who exemplify the school’s core values and IB Learner Profile traits such as being caring, principled, and open-minded. These initiatives support our goal of nurturing balanced, confident, and values-driven individuals.

As always, we thank our families for your partnership. Together, we are nurturing a generation of confident, compassionate learners—firm in their Islamic identity and prepared to lead with excellence.

May Allah (SWT) continue to guide and bless our efforts.

Mr. Mahmoud Sammak
Deputy Head of Campus

Dear All,

Assalamo Alykom Wa Rahmatollahe Wa Barakatoh

Welcome to Term 2

We warmly welcome all our students, staff, and families back to what promises to be a vibrant and enriching Term 2. We ask Allah SWT to make this term a successful, beneficial, and enjoyable one for everyone.

This term is packed with exciting events and educational opportunities that are designed not just to enhance classroom learning, but also to nurture the personal and spiritual development of our students.

Camp for Year 7

In shaa Allah, during this month, our Year 7 students will soon embark on their much-anticipated school camp. These camps offer meaningful experiences beyond the classroom, through fun, teamwork, and sport. More importantly, they carry the spirit of Islamic brotherhood and sisterhood with activities such as congregational prayers, daily adhkar, and heartfelt reminders.

Camps are not just about adventure — they become lifelong memories that stay with our students well beyond their school years. We pray that their journeys are filled with joy, benefit, and Islamic values, and that they return uplifted in both spirit and character.

Hajj Day and the first 10 days of Dhu al-Hijjah

One of the major highlights this month also will be our Hajj Day event. This immersive activity serves as a pre-celebration of Arafah Day and Eid al-Adha.

Students will witness a live, guided demonstration of the Hajj rituals — from donning the Ihram, to performing Tawaf, Sa’ii, standing at Arafah, spending the night at Muzdalifah, and throwing the pebbles at Jamarat (Mina). Through this simulation, they will gain a deeper understanding of the fifth pillar of Islam and the immense spiritual value of this journey that cleanses the soul, as Abu Hurayra (may Allah be pleased with him) reported that Prophet Muhammad (PBUH) said:

"Whoever performs Hajj and does not commit any obscenity or wrongdoing, he will return as sinless as the day he was born by his mother." (Agreed upon: narrated by Al- Bukhari & Muslim)

As we approach the end of this month, we encourage all our students, staff, and families to prepare spiritually for the first ten days of Dhul-Hijjah — the most sacred days of the year in the sight of Allah SWT.

These days carry immense reward, as mentioned in the hadith reported by Abdullah ibn Abbas (may Allah be pleased with him) in which prophet Muhammad (PBUH) said:

“There are no days during which the righteous action is so pleasing to Allah than these days (i.e., the first ten days of Dhul-Hijjah)." He was asked: "O Messenger of Allah, not even Jihad in the Cause of Allah?" He (PBUH) replied, "Not even Jihad in the Cause of Allah, except in case one goes forth with his life and his property and does not return with either of it.” (Narrated by Al-Bukhari)

These are truly days of great opportunity. We should all strive to increase in righteous deeds — such as prayer, dhikr, charity, and fasting — especially on the Day of Arafah (the 9th of Dhu al-Hijjah). The Prophet (PBUH) said, as reported in the hadith by Abu Qatadah Al-Ansari (may Allah be pleased with him): 

“The Messenger of Allah (PBUH) was asked about fasting on the day of Arafah (the 9th of the month of Dhu al-Hijjah). He replied, "Fasting on the day of Arafah is an expiation for the preceding year and the following year.” (Narrated by Imam Muslim).

Remembering Palestine

As we engage in these meaningful activities, we remind our students to carry the pain and hope of our brothers and sisters in Palestine in their hearts. While we learn and enjoy, they endure hardship and injustice during an ongoing genocide.

Let us never forget them in our du’aa, speak up for them, and do whatever we can within our means to spread awareness and support their cause. May Allah SWT protect them, grant them justice, and bring peace to their lands soon — Ameen.

May Allah SWT bless this term for our students and staff. May it be one of achievement, growth, and faith, and may our efforts contribute to raising a generation of knowledgeable, confident, and compassionate young Muslims.

Assalamo Alykom Wa Rahmatollahe Wa Barakatoh

Mr. Mohamed Aljibaly
School Imam & Camps Coordinator

Learning in Action – A Glimpse into Middle School Life

As we move well into Term 2, our Middle School classrooms and school grounds are alive with energy, exploration, and meaningful learning. From thought-provoking discussions to hands-on activities and community engagement, our students are truly experiencing learning in action.

This term, we’ve seen a wide range of enriching experiences take place. Our students have participated in several sporting events, proudly representing our school with teamwork and determination. These opportunities not only build physical skills but also encourage resilience and sportsmanship. In addition, we recently hosted powerful anti-bullying incursions, where students reflected on the importance of kindness, empathy, and standing up for one another—key messages that align closely with our school values.

A highlight this term was the opportunity to participate in a Writers’ Workshop with published author Ernie Rijs. Selected students from Years 6–10 took part in an engaging, hour-long session where they explored and experimented with creative writing techniques. The workshop encouraged imagination, personal expression, and the development of storytelling skills—an inspiring experience that deepened their appreciation for writing and language.

The Day of AI, was another highlight for many of our Year 6-9 students where they explored artificial intelligence through creative, real-world challenges, building their understanding of technology and ethical thinking.

To further support our learners, we’ve launched a Maths Club, offering targeted support and extension opportunities for any students seeking help or challenge in mathematics. This initiative reflects our commitment to inclusive learning and ensuring every student can achieve success.

As we enter the heart of the term, it’s also the perfect time for students to revisit the goals they set earlier in the year. Goal setting is not just about ticking boxes—it’s about checking in, reflecting, and adjusting. We encourage all students to ask themselves: What progress have I made? What challenges have I overcome? What’s my next step? These moments of reflection are an important part of their learning journey.

Finally, I would like to extend a heartfelt congratulations to all our Term 1 recipients of the Middle School "Student of the Week" awards. These awards recognise students who demonstrate growth in the learning process and reflect the qualities of the IB Learner Profile—whether through academic effort, positive behaviour, kindness, leadership, or perseverance. Each week, staff nominate students who stand out, and their coordinators present them with certificates and personally acknowledge their efforts. 

Let’s continue to celebrate and support our students as they grow—not just academically, but as compassionate, confident, and capable young people.

Kind regards,

Ms. Silvana Harba
Head of Middle School

Assalamu Alaykum Wr. Wb.

Dear Parents/Guardians, and Students

As we approach the Semester 1 Examination period for Years 10 and 11, students are reminded of the importance of thorough preparation and adherence to examination procedures. These exams are not only a valuable opportunity to consolidate learning from Semester 1, but they also help build essential exam habits and time-management skills in preparation for Year 12 and beyond.

The examination period will run from Friday 30 May to Wednesday 4 June 2025. 

Students are encouraged to prepare in the following ways:

• Plan Ahead: Create a realistic revision schedule that breaks subjects into manageable sections. Prioritise areas you find most challenging.

• Use Feedback: Revisit assessment feedback, class notes, and past tasks. Identify common errors and work on strategies to address them.

• Practise Under Timed Conditions: Attempting practice papers or writing responses under exam conditions helps improve time management and confidence.

• Look After Yourself: A good night’s sleep, regular meals, and movement breaks are all critical for memory retention and focus.

Subject teachers will continue supporting students through revision and exam strategies in class. Please encourage your child to reach out for assistance if they are unsure about any content or expectations.

Examination Procedures: 

Students must follow the school's Examination Code of Conduct, which ensures all assessments are fair, consistent, and respectful. Key expectations include:

• Punctuality: Students must arrive at least 15 minutes before each exam, in full school uniform. Late arrivals (beyond 30 minutes) will not be admitted.

• Approved Materials Only: Students should bring only approved items (e.g., pens, ruler, calculator, clear water bottle with no label). Personal headphones are not permitted unless pre-approved.

• No Devices: Mobile phones, smartwatches, and wireless earphones are strictly prohibited. All such items must be surrendered at the door.

• Silence at All Times: Talking, whispering, or any form of communication during the exam is not allowed and may lead to cancellation of the paper.

• Following Instructions: Supervisors’ directions must be followed before, during, and after the exam.

• Academic Integrity: Any form of cheating or unauthorised assistance will result in disciplinary action, in line with the School’s Academic Integrity Policy.

Students who are unwell on the day of an exam must submit a valid medical certificate to be eligible for a rescheduled assessment. For compassionate or exceptional circumstances, please contact the Head of Senior School in advance.

The exam period can be a time of stress, so it’s important that students feel supported at school and home. Maintaining open communication, encouraging healthy routines, and modelling calm problem-solving can make a significant difference.

We wish our Year 10 and 11 students all the best as they prepare for their exams and look forward to seeing the results of their hard work and commitment.

Ms.Mariam Assafiri
Head of Senior School

Dear Students, Parents, and Faculty,

We are excited to congratulate the students of our Arabic B class, who have just completed their May International Baccalaureate (IB) exams! This milestone is a testament to their hard work, perseverance, and unwavering commitment to excellence.

Over the past year and a half, our Arabic B students have demonstrated remarkable dedication, balancing their rigorous studies with personal growth and active participation in our school community. Their achievements reflect not only their linguistic and cultural proficiency but also their determination and resilience.

We would like to thank the dedicated Arabic B teacher, Mr. Sammak, who has guided, mentored, and inspired our students throughout this journey. Your support and encouragement have been invaluable.

As a reminder to all students and parents, please note that the Extended Essay is due in Week 5. We encourage students to continue their hard work and seek support if needed as they complete this important component of their IB program.

Finally, we would like to remind students and parents that the final exams are scheduled for November. We strongly recommend setting aside dedicated study time to ensure thorough preparation and success.

Mr. Nathan Jamieson
IBDP Coordinator

GAT EXAMINATION - VCE / IB STUDENTS

In 2025 the GAT will be held on Tuesday 17 June at AIA-CSSC

Section A - 9:00 am to 11:15 am

Section B - 1:15 am to 3:00 pm

The General Achievement Test (GAT) is a pen-and-paper test of general knowledge and skills taken by students in the course of completing their senior secondary studies.

The GAT plays an important role in the quality assurance of VCE assessments and also provides students with an opportunity to demonstrate they meet the Victorian Literacy and Numeracy Standards expected at a senior secondary level.

No special study is needed. Past study of subjects like English, Mathematics, Science and History prepares students for the GAT by building their general knowledge and skills in writing, numeracy and reasoning.

Who sits the GAT

Both Sections A and B

• Students enrolled in one or more VCE or scored VCE VET Unit 3–4 sequence, including:
• students not planning to undertake scored assessment
• students who have met the literacy and numeracy standards in a previous year
• Students enrolled in their final year of studies for the International Baccalaureate Diploma Program who want a notational Australian Tertiary Admission Rank (ATAR) calculated.

GAT structure and samples

The GAT is structured into Section A and Section B, with a range of question difficulties.

Marks are not deducted for incorrect answers.

Time allocations are provided for each component to make sure students attempt all sections of the GAT. Even if one section is not completed within the suggested time allocation, students should move on to attempt the next section. Students can return to any incomplete questions at the end of the test.

Authorised Materials and Equipment

General Achievement Test (GAT)

Section A: Literacy (Reading and Writing) and Numeracy

• An English and/or bilingual printed dictionary
• One scientific calculator

Section B: General knowledge and skills

• An English and/or bilingual printed dictionary
• One scientific calculator

Section A: Literacy and numeracy skills

Section A is a literacy and numeracy assessment comprised of:

• a 2-part writing task – 30 minutes
• 50 numeracy multiple-choice questions – 45 minutes
• 50 reading multiple-choice questions – 45 minutes

Writing task

Students are presented with a stimulus (for example an image or text) and asked to respond to 2 prompts.

The first part is a short-answer type (10 minutes). The second part (20 minutes) allows for a more detailed response.

Students are assessed on the effectiveness of the writing for the audience and purpose, ideas, and structure and cohesion. In addition, mechanical aspects of writing, including grammar, punctuation and spelling, are assessed.

Multiple-choice questions

The multiple-choice questions cover numeracy and literacy (reading). Questions are based on a range of contexts including those you may encounter in daily life. Each part is allocated 45 minutes.

See Past GAT papers

Section B: General knowledge and skills

Section B is comprised of:

• an extended writing task – 30 minutes
• 25 mathematics, science and technology multiple-choice questions – 30 minutes
• 25 arts and humanities multiple-choice questions – 30 minutes

Writing task

Students develop a piece of writing presenting a point of view in response to several prompts. In addition to the information provided, students can draw on their own ideas to communicate clearly and effectively to the reader.

Multiple-choice questions

The multiple-choice questions cover mathematics, science, technology, humanities, the arts and social sciences. This section consists of groups of questions or units. Each unit offers one or more pieces of information with several questions relating to that information.

See Past GAT papers

Quality assurance and the GAT

As well as providing students an opportunity to demonstrate they meet the Victorian Literacy and Numeracy Standards, the GAT plays an important role in the quality assurance of VCE assessments.

School-based assessment

The VCAA applies statistical moderation procedures to school-based assessment scores to make sure they are comparable across the state and fair to all students. The statistical moderation process compares the level and spread of each school’s assessments of its students in each study with the level and spread of the same students’ scores in the external assessment, and adjusts the school scores, if necessary.

In some studies, GAT scores will also be used for statistical moderation. This will be done only if they provide a better match with school-based assessments throughout the state. The external assessment scores will always have the major influence in the statistical moderation calculations.

External assessments

The GAT is used as part of a final check on external assessment scores. If there is a significant statistical difference between the final score for an external assessment and the score predicted by the GAT and school indicative grades, the external assessment will be assessed again by the chief assessor. Scores may go up or stay the same, but they will not go down as a result of this final check.

Derived Examination Score (DES)

The calculation for the DES uses all available scores for the student in the affected study, the indicative grade for any external assessments provided by the school and the GAT component scores. For each approved application for a specific external assessment, the VCAA will calculate a range of possible scores using the DES. This will be calculated statistically from the student’s other assessments, including:

• moderated school-based assessments
• GAT component scores
• other external assessment scores, if applicable
• indicative grades provided by the school

The contribution made by the graded assessments, the indicative grade and the GAT component scores is determined by analysis of the comparison data with the final score for the specific external assessments for all students who have not applied for a DES. For all external assessments, the two graded school-based assessment scores provide the greatest contribution to all the predictors.

If a student is eligible for a DES and the highest of the predictors is greater than the achieved external assessment score, the highest predictor is chosen as the final score for the student in the relevant external assessment.

Exemption from the GAT

It is important for students enrolled in one or more VCE or scored VCE VET Unit 3–4 sequence to sit Sections A and B of the GAT, and for students enrolled in one or more VCE VM Unit 3–4 sequence to sit Section A.

Eligibility for exemption from the GAT

A student may be deemed eligible for an exemption from the GAT if they meet one or more of the following criteria:

• they have a condition, circumstance or impairment for which arrangements cannot reasonably be made. Special Examination Arrangements (SEAs) for the GAT can be provided for students with a vision impairment or students who are deaf or hard of hearing
• they are prevented from sitting the GAT by injury, illness, personal trauma or a serious intervening event
• they are employed and cannot be absent from work (evidence from their employer is required)

A personal trauma may include, but is not limited to, the death or serious illness of, or an accident involving, a family member.

A serious intervening event may include:

• an accident before or on the day of the GAT
• attendance at a funeral of a family member or other person of close relationship
• required attendance at a legal proceeding
   

Applications submitted on the basis of illness, injury, personal trauma or a serious intervening event require independent evidence from an appropriate professional.

An application for an exemption from the GAT cannot be submitted solely on the basis of:

• a student requiring Special Examination Arrangements
• a student not completing any graded assessment
• interrupted studies status or compassionate late withdrawal
• a student being interstate or overseas at the time of the GAT
   

Special Examination Arrangements

A request for an exemption from the GAT on the grounds of requiring SEAs will not be approved unless the necessary arrangements exceed those normally offered for the GAT.

Students who experience the onset of an illness, the exacerbation of an existing condition or the occurrence of an injury or personal trauma in the period before or on the day of the GAT should discuss with their VCE coordinator a school application for Emergency Special Examination Arrangements, which may assist them to sit the GAT.

Students not completing any graded assessments

Students not completing any graded assessments associated with VCE or scored VCE VET Unit 3–4 sequences are expected to sit the GAT and will not be granted an exemption on these grounds.

Interrupted studies status and compassionate late withdrawal

It is important for a student who has been granted interrupted studies status to attempt the GAT in both academic years, but particularly in the academic year they return to complete the study.

If a student has been withdrawn from all VCE or scored VCE VET units at Units 3 and 4 levels before the GAT, there is no need to apply for an exemption from the GAT. A student who has been withdrawn after the GAT is not eligible to apply for an exemption from the GAT.

How to apply for exemption from the GAT

If a student’s circumstances meet the eligibility requirements for an exemption from the GAT, their school may apply to the VCAA using the Application for authorised absence from the General Achievement Test (GAT) form.

Applications on the grounds of accident, illness or injury must be substantiated with evidence from an independent health professional, who will need to complete Section B of the application form.

Applications on the grounds of a personal trauma or serious intervening event must be substantiated with evidence from an appropriate independent professional. This independent professional will need to complete Section C of the application form.

GAT Statement of Results

A GAT Statement of Results is mailed to each student.

Student literacy and numeracy skills are assessed against new standards in reading, writing and numeracy introduced into Part A of the GAT.

The GAT Statement of Results indicates if the student has met the standard, not met the standard, or met the standard and demonstrated a level of excellence.

In addition, where a student has completed both Sections A and B their results will include a score for each GAT component. The components are:

• Writing (Section A) and written communication (Section B)
• Numeracy (Section A) and mathematics, science and technology (Section B)
• Reading (Section A) and humanities, the arts and social sciences (Section B)
   

The Statement of Results indicates if a student obtained results in the GAT or had an authorised or unauthorised absence from one or both sections.

Students cannot apply for a DES for the GAT.

See Sample GAT Statement of Results
 

Ms. Dania El Hawli
VCE Coordinator

Empowering Young Minds through Service and Skills – The MYP Way

At the heart of the International Baccalaureate Middle Years Programme (MYP) lies a strong emphasis on developing principled, caring and active learners. Two of the most powerful ways we achieve this at AIAE are through Service as Action (SA) and the development of Approaches to Learning (ATL) skills.

Service as Action: More than just a requirement

Service as Action is a compulsory component of the MYP for all students in Years 6 to 10. Each semester, students are expected to engage in one short-term and one long-term service experience. These experiences are not just boxes to tick. They are designed to foster empathy, agency, and a lifelong commitment to making a difference.

Through service, students apply what they learn in the classroom to real-world contexts, building a deeper understanding of their communities and global issues. It also helps them develop a sense of responsibility and personal initiative, aligning with our school values such as Care and Compassion, Integrity, and Responsibility.

Why It Matters

Service as Action contributes to the development of the IB Learner Profile and is guided by seven learning outcomes, including:

• Becoming more aware of their own strengths and areas for growth
• Undertaking new challenges
• Planning and initiating activities
• Working collaboratively with others
• Showing perseverance and commitment
• Engaging with global issues
• Considering the ethical implications of actions

These experiences are crucial in helping students become global citizens who are not only informed, but also actively engaged.

Embedding ATL skills in every term

Equally important in the MYP journey are the Approaches to Learning (ATL) skills. These are the foundational skills students need to become independent, reflective and effective learners. At our school, ATL skills are explicitly embedded into all units of work each term, across all subject areas.

The five ATL skill categories include:

• Thinking Skills (e.g., critical and creative thinking)
• Communication Skills
• Research Skills
• Self-Management Skills
• Social Skills

By intentionally teaching and reinforcing these skills, students learn how to learn—a benefit that extends far beyond the classroom. They become better at managing time, working collaboratively, resolving conflicts, and reflecting on their learning.

Building Capacity for Life

Both Service as Action and ATL skills empower students to grow as independent thinkers and responsible individuals. These core elements of the MYP don’t just prepare students for academic success—they prepare them for life.

We encourage families to ask and support their children with service initiatives they are involved in and the skills they are developing. By working together, we can ensure that our students leave Middle School not only knowing more, but being more.

Ms. Silvana Harba & Ms. Mariam Assafiri
MYP Coordinators

Welcome Back to Term 2!

As the leaves turn golden and the air gets just a little crisper, we officially welcome all our Year 6’s back to Term 2!

We hope the holidays gave you a chance to rest, recharge, and maybe even catch up on that book you’ve been meaning to read (or at least sleep in a little!). Now that we’re back, it’s time to roll up our sleeves and jump into another exciting term of learning, growth, and connection.

Term 2 is always a special one—it’s the term where routines are in full swing, friendships deepen, and students truly begin to hit their stride. From sporting events and assessments to excursions and creative projects, there’s plenty on the calendar to keep us all inspired and energised.

Let’s not forget, this is also the perfect time to revisit our goals and give them a mid-year tune-up. Whether it’s improving in a subject, joining a club, or just being a little kinder every day—every effort counts.

Speaking of kindness, our Year 6 students have kicked off the term by reading the powerful novel Wonder by R.J. Palacio. Through this story, we are exploring themes of empathy, acceptance, and the importance of not judging a book by its cover. Inspired by Mr. Browne’s precept—“When given the choice between being right or being kind, choose kind”—students have reflected on what values matter most to them. They’ve even created and shared their own personal precepts, each one a thoughtful reminder of how we can all strive to be better, kinder humans.

Here are just a few of their inspiring contributions:

• "The only person you should try to be better than is the person you were yesterday." – Aariz Ali Khan
• "Right doesn’t always equal kind. Kind always equals right." – Hamza Zahid

As we continue striving for excellence in all areas, it’s also important to remind our school community of the expectations that help us uphold our shared sense of pride—starting with our uniform.

A Quick Reminder on Uniform Expectations

We’ve made a strong start this year, but there’s still room for improvement in a few key areas:

• Blazers must be worn when arriving at school, during Form Class, and when departing in the afternoon.
• Make-up, jewellery, and smartwatches are not permitted on school grounds.
• Hijabs/scarves should be securely pinned under the chin and draped over both shoulders at all times.
• Ties must be worn by male students throughout the day, and shirts must remain neatly tucked in.

Let’s continue working together to maintain the high standards and sense of unity that define our school. We appreciate everyone’s efforts to support these expectations.

To our wonderful students, staff, and families: thank you for bringing your energy, positivity, and dedication into the new term. Let’s make Term 2 one to remember—with laughter in the classroom, curiosity in our minds, and kindness in our hearts.

Ms. Lina Sleiman
Year 6 Student Management Coordinator

Dear Parents and Students,

We have had a wonderful and productive start to Term 2. It’s been fantastic to see our Year 7 students return with such enthusiasm and a positive attitude towards their learning. Their readiness to engage in classroom activities and contribute to a respectful and cooperative environment has been commendable.

As we settle into the term, I would like to remind all Year 7 students of the importance of consistently demonstrating positive behaviour and upholding our school’s core values of Respect, Responsibility, and Excellence. It is essential that we continue to set a strong example for the rest of the school community.

We also encourage our students to stay focused on their studies by completing all classwork and homework on time, collaborating with peers to build a supportive learning space, and seeking help from teachers whenever they face challenges. Remember, asking questions and seeking assistance is a sign of determination and academic maturity.

Uniform Policy Reminders

To maintain our school’s high standards and sense of pride, please take note of the following uniform expectations:

• Blazers must be worn upon arrival at school, during Form Class, and when leaving the school grounds at the end of the day.
• Make-up, jewellery, and smartwatches are not permitted on school grounds.
• Female students must ensure that hijabs/scarves are securely pinned beneath the neck and draped over both shoulders at all times.
• Male students are required to wear ties throughout the school day and keep shirts neatly tucked in.

If a student is unable to wear the correct uniform for any reason, a signed note from a parent/guardian or an email must be provided to the Form Class teacher or myself. This will ensure that a uniform pass can be issued and unnecessary consequences avoided in line with school policies.

Social Media & Online Behaviour

We would also like to highlight the importance of discussing responsible social media use at home. While social media platforms can help students stay connected with friends and family, they can also present challenges when not used appropriately.

Recently, our Year 7 students participated in an incursion, which focused on the seriousness of bullying, especially in the online space, and how to navigate social media responsibly. The session was eye-opening and provided practical advice on managing peer pressure, staying safe online, and making respectful digital choices. Students were encouraged to reflect on their digital footprint and think critically about how their actions online can impact others.

We encourage you to continue these conversations at home. There are many excellent online resources—including videos, downloadable guides, and tip sheets—that can support you in talking with your child about online safety, cyberbullying, and respectful communication.

Thank you for your continued support in helping our Year 7 students grow into respectful, responsible, and well-informed young people both inside and outside of the classroom.

Kind regards,

Ms.Harleen Sethi
Year 7 Student Management Coordinator

Dear Year 8 Students and Families,

Welcome back to Term 2! I hope everyone is feeling recharged for the exciting term ahead. As we begin this new chapter, I’d like to take a moment to reflect on the positive growth we witnessed in Term 1 — from improved academic performance to increased student engagement across various areas of school life. It has been inspiring to witness the way our students have embraced their learning, adapted to challenges, and supported one another both in and out of the classroom. I commend our Year 8 students for their efforts and resilience.

This term, we continue to focus on building a positive, growth-oriented mindset. We encourage students to set clear goals, take responsibility for their learning, and embrace challenges as opportunities for growth. Our aim is to foster a learning environment where every student feels supported, motivated, and empowered to succeed.

As part of our commitment to maintaining high standards, I would also like to remind students of the importance of adhering to our school policies:

• Uniform Policy: Students are expected to wear the full school uniform with pride each day.
• Punctuality: Arriving at school and class on time ensures a smooth and productive start to learning.
• Digital Citizenship: All students must use digital devices responsibly, respecting school guidelines and using technology for learning purposes only.

As always, communication between school and home remains key to student success. Please don’t hesitate to reach out if you have any questions or need support.

I look forward to another productive term working in partnership with families, teachers, and students to ensure a successful and enriching experience for all Year 8 learners.

Warm regards,

Ms. Yasmin Fatima
Year 8 Student Management Coordinator

Dear Parents, Guardians, and Year 9 Students,

As we progress through the school year, I’d like to take a moment to remind all Year 9 students of the importance of wearing the correct school uniform each day. Our uniform not only reflects pride in our school but also helps maintain a sense of community and equality.

Therefore I would also like to take this opportunity to remind students and parents of important school expectations:

• Uniform:
  
  
• Girls are required to wear white square scarves.
• Boys must wear ties, with their shirts tucked in.
• All students are expected to wear their blazers to and from school.
• Make-up is not permitted for any student.
• Jewellery is not allowed, except for an unobtrusive wristwatch.

• Lateness:
  Please ensure that students arrive on time for school each day. Persistent lateness disrupts learning and will not be tolerated.
  
  
• Mobile Phones:
  Mobile phones should not be used during school hours unless directed by a teacher. Please remind students to keep their phones stored away properly.
  
  

While we understand that occasionally students may be out of uniform, we kindly request that parents provide a note for such instances. However, please be aware that repeated breaches of the uniform policy will result in escalation of consequences, as outlined in our school policy, with repeated infractions potentially leading to students being sent home.

Thank you for your support in helping our students uphold the high standards of our school.

Warm Regards,

Ms.Hania Arif
Year 9 Student Management Coordinator

Assalamu alaikum, Students, Parents and Guardians, 

A belated welcome to Term 2! I hope that our students have all had a wonderful start to the new Term and are already back into the swing of things. We are quickly approaching mid-Term and therefore are inching closer to the assessment period. As we all know, Semester Exams will also take place this Term and therefore it is important for all students to follow a consistent study routine, stay up to date with classwork and seek support early if they are experiencing any difficulties. 

The Year 10 teaching team is always there to support and guide you throughout the term, so please don’t hesitate to reach out if you need help with your learning, wellbeing or preparing for assessments.

Term 1 was a fantastic start to the year, filled with growth, leadership and achievement from all of our Year 10 students and they have all made us very proud. We wish to see a continuation of this growth from them inshaAllah.

I am so incredibly proud of some of our Year 10 students in particular for their outstanding achievements:

• Mariam Elbahy, 10A, who organised and ran World Keffiyeh Day recently, raising awareness about the Palestinian cause and raising more than $2,000 for our school’s Orphan Sponsorship program through donations as part of her Personal Project.
• Maysun Merisha, 10C, who has stepped into leadership as an Events Committee Captain, taking an active role in shaping community-building at our school. We look forward to seeing the events she introduces to our school community.
• Hannah Chakik, 10C, who showcased entrepreneurial skills by selling her very own hijabs as part of her Personal Project during our AIA Eid Festival. 
• Zubaida Saleh, 10A, who is tutoring Year 6–9 students as part of her Personal Project, giving back to our school community and supporting younger learners.
• Roan Aly, 10C, who launched the very first student-led club at our school, paving the way for future student initiatives.
  
  

We also want to extend a big well done to all students who received Student of the Week awards throughout Term 1 — your dedication, kindness and academic commitment have not gone unnoticed.

• 10A: Duaa Khan, Mona Alame, Umair Abbas, Zuhur Gurhan, Mariam Elbahi & Sara El Haouli

• 10B: Sama Atassi, Rayhan Muhidin, Areeb Alam, Nora Harba, Maaz Paracha & Hala Baker

• 10C: Kian Syahputra, Roan Aly, Maysun Merisha, Tahsin Islam, Ashik Syed & Rahma Mussa

Looking Ahead:

As we enter a new term, we’re excited for what’s to come. Please take note of the important dates below:

• 26th May – Personal Project Products due
• 29th May – IBDP Subject Selection Information Night
• 30th of May – Exams Commence
• 4th June – Exams Conclude
• 6th June – Eid al Adha (TBC)
• 9th June – King’s Birthday
• 10th June – Personal Project Criterion B due
• 19th June – Year 10-12 Careers Expo
• 23rd–27th June – Work Experience Week

Please also remember to encourage students to follow school policies such as wearing the correct uniform to school, arriving at school on time and demonstrating effort and dedication to academics. 

I wish you all a positive and productive Term 2 inshaAllah :) 

Kind Regards

Ms. Fatma Sahan
Year 10 Student Management Coordinator

Assalamu Alaykum,

Dear Year 11 Parents and Students,

I hope this message finds you well.

Following a strong start to the school year in Term 1, our Year 11 students have continued to make commendable progress throughout Term 2. We are pleased to note improvements in areas such as attendance, punctuality, and overall behaviour. However, there remains room for continued growth, and we appreciate your ongoing support in encouraging positive habits at home.

As we enter the winter months, it is important to prioritise health and wellbeing. Staying warm, eating nutritious meals, and maintaining consistent sleep routines are all essential. This is particularly relevant during Term 2, as the academic workload increases with more assessments being conducted in preparation for the Semester Examinations. All Year 11 students, both VCE and IB, are expected to complete these exams.

Research suggests that teenagers benefit most from 8 to 10 hours of sleep per night. To support cognitive performance and emotional wellbeing, students are encouraged to go to bed by 11:00 pm and to avoid screen use for at least one hour before sleeping.

I would also like to remind you that the Year 11 camp is scheduled for 23–25 June. Permission forms have been distributed to students and should be returned promptly. Attendance is strongly encouraged, as the camp provides a valuable opportunity for students to bond, grow, and make lasting memories. We expect all students to demonstrate exemplary behaviour to ensure a safe and enjoyable experience for everyone.

I would like to take this opportunity to make special mention of Eyad Abdelaal, who was the winner of the Ramadan Quiz Competition for Year 11. We extend our warmest congratulations to Eyad on this excellent achievement and commend him for his enthusiasm and commitment to learning.

If you have any questions or concerns regarding your child, please feel free to contact me at any time.

Kind regards,

Mr. Hakan Oser
Year 11 Student Management Coordinator

Dear Year 12 students and families,

Welcome back to Term 2! I hope you’ve had a restful and restorative break and are feeling recharged for the term ahead. This term marks an important chapter in the final year of your secondary school journey. It is a time to build momentum, remain focused, and make the most of every opportunity as we work together towards your goals. 

As always, our expectations remain high. Your teachers and the wider school community are committed to supporting you in maintaining a strong academic standard, demonstrating respectful conduct, and upholding the school’s values and policies. Please remember that punctuality, full uniform, and preparedness for all classes are non-negotiable. Your professionalism and attitude will set the tone for a successful term.

A few key reminders:

• Study Expectations: You should be following a consistent study schedule at home, reviewing class content regularly, and actively seeking feedback. Term 2 is not the time to fall behind, it’s the time to consolidate and start thinking ahead to your exams.
  
  
• Assessment and Deadlines: All work is expected to be submitted on time. If you are facing any difficulties, communicate early with your teachers or myself. The assessment schedule is designed to ensure that you have enough time to be able to revise content and to receive enough feedback once submitted. Failure to adhere to it may have carry over effects in other subjects or assessments.
  
  
• Conduct and Respect: Whether in class, around the school, or online, your behaviour should reflect the maturity expected of a Year 12 student. Be a positive role model to others.
  
  
• Support Systems: If you’re feeling overwhelmed, please reach out. Our wellbeing team (Mr Yassir, Ms Noha and Ms Heba), your subject teachers, Program coordinators and I are all here to support you.

Let’s make this a productive, disciplined, and rewarding term. Stay focused, stay grounded, and remember that every effort counts. As the saying goes, preparation for yor Year 12 exams is a marathon not a sprint. The earlier you start preparing for them, the easier it will be at the end of the year. 

Warm regards,

Ms. Ranaa Harvey
Year 12 Coordinator

STEM Club

We’re thrilled to announce the launch of our very first student-led STEM Club, which kicked off this term! This exciting initiative is led by students, for students, and aims to explore the fun and fascinating world of Science, Technology, Engineering, and Mathematics.

The club began last week with an introductory session where members got to know each other and discussed the exciting experiments and activities planned for the term. This week, things got a little messy – in the best way – as students rolled up their sleeves and made their own slime! It was a hands-on experiment that sparked curiosity, creativity, and lots of laughter.

We are so proud of Roan Aly for initiating and leading this club. We also want to acknowledge the girls assisting – Mariam Elbahy, Zubaid Saleh, Zuhur Gurhan, Hala Baker, Arfaa Tariq, Sama Attasi. Well done, Year 10 girls.

Mrs. Sahrina Shafiz
Head of Science 

Fizzy Balloon Experiment -6C

In this fun Year 6 science experiment, students investigated the properties of gases by combining vinegar and baking soda to inflate a balloon. They poured vinegar into a plastic bottle and filled a balloon with baking soda. Once the balloon was attached to the bottle’s neck and the baking soda was tipped in, a chemical reaction occurred, producing fizzing and bubbling. The gas released—carbon dioxide—had nowhere to go but up, causing the balloon to expand. Through this activity, students observed that gases take up space and can cause movement or change.  

Mrs. Shayal Nandani 
6C Science Teacher

Year 9 Physics: Exploring Waves with a Slinky

Year 9A Physics, students had a hands-on experience exploring the fascinating world of waves using a classic classroom tool — the slinky.

As part of their study on wave types, students used the slinky to observe the key differences between transverse and longitudinal waves. By stretching the slinky across the floor, they created transverse waves by moving it side-to-side, and longitudinal waves by pushing and pulling along its length. This simple yet effective demonstration helped bring abstract concepts to life in a fun and engaging way.

The activity allowed students to see firsthand how energy travels through different wave motions and deepened their understanding of wave behaviour — an essential part of their physics curriculum.

It was a dynamic session filled with movement, curiosity, and discovery!

Mrs. Sahrina Shafiz
9A Science Teacher

Year 9s Explore Convection in Liquids

Our Year 9 science students took part in a fascinating experiment to explore convection in liquids. Using potassium permanganate and a hot plate, they were able to clearly observe how heat moves through water.

Students placed a small crystal of potassium permanganate in a beaker of water and gently heated one side using the hot plate. As the water warmed, they watched the vivid purple colour spread, revealing convection currents in action—demonstrating how warmer, less dense water rises while cooler, denser water sinks.

The experiment provided a vivid and memorable way to understand this key scientific concept, and the students were fully engaged throughout.

Mrs. Sahrina and Mrs Sabrin
Year 9A and 9C Science Teachers 

Mathematics in Focus – Building Problem Solvers for the Future

Mathematics is more than just numbers—it’s about thinking critically, solving problems, and developing the skills that empower us to understand and navigate the world. In the Middle School, we are committed to helping students build strong mathematical foundations while also nurturing curiosity, confidence, and creativity in their approach to problem solving.

This term, selected Year 6 students have begun the Maths Games – Problem Solving Competition, run by APSMO (Australasian Problem Solving Mathematical Olympiads). Students recently completed their first contest and showed impressive use of strategies and mathematical thinking. This competition helps students strengthen their logical reasoning and perseverance—skills that are valuable not only in maths but in all areas of learning.

In addition, selected high-achieving students from Years 7–10 will be participating in the Maths Enrichment Program, offered by the Australian Mathematics Trust (AMT). This program will run over several weeks and provides students with challenging mathematical tasks designed to extend their thinking and engage them in rich, open-ended problem solving beyond the classroom curriculum. It is a fantastic opportunity for our students to further develop their potential and deepen their love for mathematics.

To ensure every student feels supported and capable, we also offer our Maths Club, open to all Middle School students. Whether they’re looking to reinforce their understanding, ask questions, or challenge themselves further, Maths Club is a welcoming space where students can engage with peers and teachers in a relaxed, supportive environment.

Mathematics is a subject that opens doors, builds confidence, and prepares students for a rapidly changing world. We are proud of the efforts and achievements of our students and look forward to seeing them continue to grow as critical thinkers and problem solvers.

Kind Regards,

Maths Faculty Teachers.

Year 12 Maths Excursion – Derive of the Dead

On Wednesday 23rd April, our Year 12 Mathematical Methods and IB Maths Analysis and Approaches students took part in the *Derive of the Dead* program at Quantum Victoria — an innovative, hands-on workshop designed to consolidate key Calculus concepts through a creative zombie-themed simulation.

In this unique experience, students faced a fictional apocalypse where their understanding of derivatives, rates of change, and function behaviour became essential tools for survival. Using their graphic calculators, they worked collaboratively to solve mathematical problems under pressure, applying classroom learning in a memorable and engaging context.

We would like to sincerely thank Mr Hakan and Mr Sammak for organising and attending the excursion, ensuring everything ran smoothly and successfully. We also extend our thanks to the students for representing the school with exemplary behaviour, maturity, and a positive attitude throughout the day.

It was a valuable and enjoyable learning experience — where Calculus truly met chaos!

Year 9 to 12 Iftar Night

On Friday, 21st March 2025, our Year 9-12 students and alumni gathered for the CSSC Annual Iftar, a special occasion on the school calendar.

The evening began with students assembling at school to listen to a brief address by our Imam, Mr. Mohamed Al Jibaly. His talk focused on the significance of Ramadan and served as a reminder of the values of patience, gratitude, and reflection during this blessed month.

As Maghrib approached, students and teachers broke their fast with dates and water, followed by the congregational Maghrib prayer performed together on campus.

Following the prayer, students and staff made their way to Mandolin Restaurant, where they enjoyed a meal in good company. The sense of community was evident, and it was clear that students appreciated the opportunity to share this experience with their friends. 

The evening concluded with Tarawih prayer led by our school Imam, Mohamed Al Jibaly , bringing the gathering to a thoughtful and reflective close.

It was a meaningful event that strengthened the bonds between students and staff, while capturing the spirit of Ramadan.

Ramadan Quiz

This Ramadan, our school community came together for a joyful and educational celebration: the annual Ramadan Quiz! Held on the 27th and 28th of March, the quiz created an atmosphere of excitement and unity across the school. Students from all year levels participated in this spirited event that blended learning with laughter, teamwork, and a healthy dose of competition.

Each cohort held their own quiz session, with one representative from each form class stepping up to the stage to test their knowledge on all things Ramadan — from spiritual practices to historical facts and values associated with the holy month. Their classmates cheered them on as the audience, turning the event into a vibrant show of support and school spirit.

But the excitement didn’t stop there! Between rounds, audience members were also asked questions, giving them a chance to win little goodie bags filled with sweet treats and surprises. It was a great way to keep everyone involved and on their toes — and a few lucky students walked away with more than just bragging rights!

The biggest surprise of the day came when the teachers were called up for an impromptu quiz face-off! With staff from different year levels pitted against one another, the room filled with laughter and applause as they raced to answer questions, some more confidently than others! It was a wonderful moment that showed the power of shared celebration and community spirit.

Events like these remind us that Ramadan is not only a time for reflection and devotion but also a chance to come together, learn from one another, and strengthen the bonds within our school.

Thank you to all the students, staff, and organisers who made the Ramadan Quiz a highlight of the term!

2025 Quran Competition

On Tuesday, the 25th of March 2025, selected students from each year level came together to take part in our annual CSSC Qur’an Competition. The event was a wonderful way to recognise and celebrate the time and effort our students have put into memorising and reciting the Holy Qur’an.

Held in the school hall, the atmosphere was a mix of quiet focus and excitement. One by one, students stepped forward to recite an ayah in a round robin style competition in front of their peers and a panel of judges. It was more than just a competition – it was a meaningful reminder of the importance of staying connected to the Qur’an.

Students came well prepared, and many impressed the judges and audience with their clear recitation, accurate tajweed, and calm confidence. Teachers and students alike were moved by the sincerity and effort shown throughout each session

A big congratulations to all students who participated, and a special shoutout to our winners who received certificates and monetary vouchers in recognition of their achievements.

We’re proud of everyone who took part and look forward to continuing this tradition in the years to come. May the Qur’an always be a source of guidance and comfort for our students.

2025 Quran Competition and Islamic Quiz Competition Awards 

During the form assemblies held in week 3 the Religion faculty took the opportunity to recognize and celebrate the achievements of the students who took part in the Ramadan Quran and Quiz competitions. During the assemblies the following students were presented with awards and monetary vouchers as a token of acknowledgement and honour. 

2025 Quran Competition Winners

 Year 6

1st Sarak Kassab ($100)

2nd Roqia Bashandy ($50)

3rd Karim Elgohary ($25)

Year 7

1st Hashim Zawar ($100)

2nd Maleeka Mounir ($50)

3rd Muhtasim Kabir ($25)

Year 8

1st Hana Elgohary ($100)

2nd Sami Mahmoud ($50)

3rd Mahdi Choudhary ($25)

Year 9

 1st SM Tanzimul Islam ($100)

2nd Mohamad Shehnah ($50)

3rd Abdullah Wahab, Kazim Nayani  ($25)

Year 10

1st SM Tahsinul Islam ($100)

2nd Mariam Elbahy, Roan Aly ($50)

3rd Ashik Syed, Hala Baker ($25)

2025 Ramadan Quiz Competition Winners ($25 vouchers each)

Year 6 Ismail Muhammad

Year 7 Hashim Zawar

Year 8 Hana Elgohary

Year 9 Abdullah Wahab

Year 10 Roan Aly

Year 11 Eyad Abdelaal

Congratulations to all the participants for their outstanding accomplishments!

Year 7 Quran – Exploring the Beauty of Surah Ar-Rahman

This term, our Year 7 Quran students have been engaging deeply with Surah Ar-Rahman, one of the most eloquent and powerful chapters of the Quran. To enhance their understanding of the Surah’s meaning and key messages, students created illustrated storyboards. This creative activity allowed them to visually represent the recurring themes of Allah’s mercy and the blessings of creation. Students thoroughly enjoyed the activity, as it offered a fun and meaningful way to connect with the Quranic verses.

To further reinforce their learning, students will also present their storyboards to their peers, explaining the verses they chose and the reflections behind their illustrations. It has been a meaningful way to build both Quranic knowledge and communication skills, while strengthening their connection with the Quran.

Mrs. Azizee Kamarelddin
Year 7A Quran teacher

After School Sport

After school sport will commence on Wednesday the 21st of May. 

Year levels: 6, 7 & 8

Time: 3:20pm - 4pm

Please contact Mr. Michael via email to confirm your child's participation. Alternatively, students can confirm their attendance using the sign up sheets posted on the bulletin boards around the school.

Bachar Houli Cup Year 6 Soccer - Boys

The Year 6 boys proudly represented our school at the Bachar Houli Soccer Competition in Darebin on Wednesday the 30th of April showing great effort and resilience throughout the day. 

Although results didn’t go their way on the day, their determination and teamwork stood out. It was also the first time for the Year 6 students attending a high school campus competition and taking part in the Bachar Houli event, making it a memorable and exciting experience.

Mr. Ali Imam

Bachar Houli Cup Year 7 & 8 – Boys

Our Year 7 & 8 boys represented our school with pride and competed tirelessly throughout the day to finish equal second in their pool. The boys walked away with 1 win and 3 draws. 

Exceptional performances from Mostafa Nafea, Sami Mahmoud, Besim Ibraimovski and Mohamed Mussa ensured our boys were competitive. Well done boys!

SSV Year 11 & 12 Futsal - Boys

The Year 11 and 12 futsal teams delivered an outstanding performance at today’s competition, making it all the way to the grand final. In a hard-fought match, they narrowly lost to the Islamic College of Sport, finishing an impressive second place. This marked the final futsal outing for our Year 12 students, with special praise going to Year 11 goalkeeper Eidd El Haouli, the unsung hero and best player on the day.

Mr. Ali Imam

Bachar Houli Cup Year 6 Futsal - Girls

On Monday, April 29th, our Year 6 students proudly represented our school in the Bachar Houli Futsal Tournament, competing against four other schools in a spirited day of sport and teamwork. Our team displayed outstanding skill, resilience, and sportsmanship throughout the day and were rewarded with an impressive 2nd place overall finish! 

A special mention goes to Ayah Eltabbal, who was awarded Best on Ground for her all-round performance. Ayah impressed everyone with her sharp goal-scoring, unselfish team play, and even stepped up as goalkeeper, making some crucial saves when her team needed it most.

Congratulations to all our players for their effort and enthusiasm. You represented our school with pride, and we look forward to more sporting achievements in the future!

SSV Year 11 & 12 Futsal - Girls

On Wednesday, May 1st, our Year 11 students participated in the SSV Futsal competition, taking on two other schools in a fast-paced and competitive round of matches. While the team did not secure a win on the day, they played with heart, resilience, and sportsmanship throughout each game. 

The students demonstrated solid teamwork, improved communication, and moments of brilliant play that reflected their growing skills and commitment to the sport. Despite the results, the team remained positive, encouraging one another and staying focused right until the final whistle. These experiences are all part of the journey, and the effort shown by each player will no doubt contribute to future improvement and success.

Reflection from Gizelle Yehia:

On May 1st, we had the chance to step away from our studies and get back into the sports field with a futsal tournament. We played against two strong teams, MSC and Al Siraat. Although the final scores weren’t in our favor, the energy and competitiveness on the court made it an experience to remember.

Everyone gave their best, and the matches were intense from start to finish. It was clear that all teams came to play hard, which made the games even more exciting. Despite the outcome, the thrill of the competition and the chance to bond as a team made it all worthwhile.

For many of us, it was a refreshing break, something we had been looking forward to for a while. Getting to be active, enjoy the atmosphere of the game reminded us why we love sports in the first place. 

In the end, what mattered most was the fun we had, the memories we made, and the way it brought everyone together.

Bachar Houli Cup Year 7 & 8 Futsal - Girls

On Monday, May 6th, our Year 7 and 8 students participated in the Bachar Houli Aspire Soccer Tournament, competing against a number of strong teams in what was a challenging but rewarding day of soccer. Our students managed to secure one win out of four matches, showing great determination, teamwork, and a positive attitude throughout the tournament. Despite facing tough opposition and some difficult conditions, the team represented themselves and the school with pride.

There were many highlights across the day, including moments of sharp passing, strong defending, and plenty of effort from every player on the field. The students supported each other, remained focused, and most importantly, demonstrated excellent sportsmanship in every game. A big congratulations to all players for their resilience and spirit—your efforts did not go unnoticed!

Term 2 Sports Event Calendar

Indonesian

Indonesian Students Thrive with Market Role-Play Project! 

We're excited to share that our Indonesian Ab Initio students have settled in exceptionally well this Term 2! After a smooth transition back into school routines, they've hit the ground running with their speaking and listening projects.

Currently, the class is working on a fun and practical role-playing activity focused on buying and bargaining in a traditional market setting. This project allows students to apply their language skills in real-life scenarios, as they take on roles of both sellers and buyers, negotiating prices and discussing products—all in Indonesian!

The activity not only builds vocabulary related to food, numbers, and shopping expressions, but also boosts students’ confidence in conversational skills. It’s been wonderful to see them embrace the spirit of the market, bringing energy, humour, and creativity into their performances.

We’re proud of their progress and can’t wait to see their final role-plays. Terus semangat, kelas Bahasa Indonesia!

Arabic

Assalamu Alaikum Warahmatullahi Wabarakatuh,

Dear Parents/Guardians,

Welcome to Term 2! We are excited to share the enriching learning journeys taking place in the Arabic Language Acquisition classrooms. Across all year levels, our students will engage in listening, speaking, reading, and writing tasks, with plenty of opportunities to collaborate, present, and reflect on their learning. Our department remains committed to fostering not only language skills, but also a deeper cultural understanding and appreciation.

• Year 6 students are beginning an engaging unit on families, where they will learn how to describe family members, talk about relationships, and express their feelings about family life using key vocabulary and sentence structures. They will also explore the roles and occupations of family members.
• Year 7 students are diving into the theme of holidays, exploring vocabulary related to travel, leisure activities, and destinations. 
• Year 8 is focusing on housing systems, where students will compare traditional and modern homes in the Arab world. They will also explore different types of homes and the key features that make up a home, building both language and cultural knowledge.
• Year 9 students are discovering places to visit, learning to describe tourist attractions and give directions. They will also explore important cultural landmarks across the world, gaining insight into history, heritage, and regional identity.
• Year 10 is exploring culinary experiences, investigating traditional foods from across the Arab world and reflecting on their cultural significance, historical roots, and the role food plays in expressing identity, family traditions, and hospitality.

Arabic is not just a language—it is a bridge to a rich heritage, deep faith, and a wider global community. By learning Arabic, students gain access to Islamic texts, cultural traditions, and new perspectives. We believe that language acquisition is most powerful when supported both at school and at home.

We encourage all parents to take an active role in supporting their child’s Arabic learning. Simple actions such as revising vocabulary together, listening to Arabic songs or Qur’an at home, or even asking them to teach you a new phrase can make a meaningful impact.

Together, let’s nurture a love for the Arabic language and empower our students to communicate with confidence and pride. 

Mrs.Azizee Kamarelddin
Language Acquisition Department

Year 6 students engaged in learning Arabic vocabulary related to family members while comparing how the roles, responsibilities, and occupations of family members have evolved over time. Through interactive discussions and visual activities, students reflected on the differences between traditional and modern family dynamics.

Year 7 students explored different verb types in Arabic (past, present, and future) through engaging sentence-building activities and role plays, helping them express actions across different timeframes with confidence.

Year 8 students are learning how to describe different types of homes in Arabic by using rich vocabulary and sentence structures. Through visual aids and interactive activities, they are building confidence in expressing the features and layout of traditional and modern houses.

Year 8 students described pictures using Arabic prepositions, writing sentences to show understanding of spatial relationships like فَوْق، تَحْت، في، عَلَى، بِجَانِب. The activity was a fun and visual way to build grammar skills!

Year 9A students have recently begun to delve into the world of web development, learning the fundamentals of HTML and CSS. Over the past few weeks, they have demonstrated impressive creativity, problem-solving skills, and a keen eye for design.

From learning the basics such as putting in a heading or changing font colours, their projects are beginning to range from simple personal websites to more complex designs, showcasing their ability to combine technical skills with artistic vision.

What stands out the most is the enthusiasm and determination our students have displayed throughout the learning process. Whether it was debugging code, experimenting with new designs, or collaborating with peers, they consistently rose to the challenge.

We look forward to seeing the finished products, and having them share their work with family and peers. Please work with the students, where possible, to support them at home or at school to complete their work.

Mr. Nathan Jamieson
Year 9 Design Teacher

As part of Melton City Libraries Short Story Competition, we had author Ernie Rijs visit us and conduct a writing workshop! Ernie helped students develop their craft in writing, and students enjoyed listening to his author experiences.

Enter the competition to win prizes. Entries close 11 July.

Individuals and Societies

We are excited to welcome our students back for Term Two in the Individuals and Societies faculty. This term, we continue our exploration of history with a strong emphasis on developing core historical skills. Building on the foundation established in Term One, students will deepen their ability to think critically, make connections between past and present, and explore how historical events have shaped the world we live in today.

A key focus this term will be the analysis of primary sources—first-hand accounts such as letters, diaries, and photographs. Through examining these authentic materials, students learn to ask thoughtful questions, interpret evidence, and understand historical perspectives more deeply. These skills are not only vital for studying history but are also essential for developing well-rounded, informed, and empathetic global citizens.

In Term Two, students will explore important historical themes through our Statement of Inquiry, which connects the content we study with broader concepts and real-world relevance. These inquiries help students understand that history is not just about memorising dates—it’s about exploring human experiences and the patterns that shape societies.

We encourage parents to engage in meaningful conversations with their child about what they are learning in Individuals and Societies. Ask your child about the Statement of Inquiry for the unit, and explore together how it relates to current events or even your own family’s history. Encourage your child to reflect on how understanding the past shapes their view of the present and their role in the future. These simple yet powerful conversations help reinforce the critical thinking and inquiry-based learning that is taking place in the classroom and show your child that learning history is relevant and meaningful beyond school.

To promote meaningful learning, as a faculty, we will focus on the following topics and related statements of inquiry during Term Two; 

Mr. Orhan Ozdamar
Individuals and Societies Coordinator