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.

Restorative Practices

The school’s restorative practice approach to conflict resolution reflects the heart of Tawbah (seeking forgiveness), Ihsan (striving for excellence), and Adl (upholding justice). We lead students through reflection, responsibility, and repair, mirroring how Islam encourages us to recognise our mistakes and make amends.

Tawbah: Turning Back and Making Amends

In restorative conversations, students acknowledge what happened and who was affected, just as Tawbah asks us to “turn back” to Allah, admit our actions, and seek forgiveness. During restorative circles and one-on-one chats, learners respond to questions such as:

• What did I do?
• Who was hurt by my actions?

This honest reflection paves the way for genuine apologies and clear steps toward repair.

Ihsan: Striving for Our Best

Ihsan inspires us to go beyond “just enough.” After recognising harm, students are guided to ask:

• What can I do to make things right?
• How can I avoid this next time?

By crafting thoughtful, concrete solutions, whether a heartfelt apology or a helping hand, they practise excellence in character, not merely compliance.

Adl: Fairness for All

True justice isn’t about “winning” or punishment; it’s about restoring balance. When students discuss fair outcomes together, they learn to weigh everyone’s needs:

• What feels fair to the person I hurt?
• How can we ensure no one is left out?

This focus on equity and mutual agreement reflects Adl, ensuring that every voice is heard and respected.

Reinforce these values with your child through short restorative chats:

• Open the Conversation
  Can you tell me what happened? (Tawbah: acknowledging the issue.)
• Explore Feelings & Impact
  Who else was affected—and how might they feel? (Adl: considering fairness.)
• Co-Create Repair Steps
  What could make this better? (Ihsan: aiming for a positive solution.)
• Plan for the Future
  What will you do next time? (Ihsan & Tawbah: continued improvement.)

By weaving Tawbah, Ihsan and Adl into every restorative circle, we help our students grow into compassionate, responsible individuals who learn from mistakes and uphold the dignity of others.

Ms Zawat Souki

Deputy Head of Campus 

Dear students, parents, carers, and friends of Australian International Academy, 

  (السَّلاَمُ عَلَيْكُمْ وَرَحْمَةُ اللهِ وَبَرَكَاتُهُ)

Assalamu’alaikum warahmatullahi wabarakatuh

May the peace, mercy, and blessings of Allah be with you.

We thank Allah for bringing us back safely to the start of a new school term. We hope this term will be filled with knowledge, growth, and kindness among students, teachers, and families. May Allah bless us with success and make us from those who benefit themselves and others.

Hajj Day and the First Ten Days of Dhul-Hijjah

One of the highlights of this term will be Hajj Day. Students will experience a guided and interactive presentation of the Hajj journey. They will see how Muslims wear the Ihram, perform Tawaf, walk between Safa and Marwah, stand at Arafah, sleep in Muzdalifah, and throw pebbles at the Jamarat in Mina.

This experience helps students understand the fifth pillar of Islam and the deep spiritual value of Hajj. The Prophet Muhammad (peace be upon him) said:

"Whoever performs Hajj and does not commit any obscenity or wrongdoing will return as free of sin as the day he was born."
(Agreed upon – Al-Bukhari & Muslim)

As the end of the month approaches, students, staff, and families are encouraged to prepare for the first ten days of Dhul-Hijjah, the most sacred days of the year in the sight of Allah.

The Prophet (peace be upon him) said:
"There are no days in which righteous deeds are more beloved to Allah than these ten days."
(Narrated by Al-Bukhari)

Virtues of the Day of Arafah

One of the best acts during these ten days is fasting, especially on the Day of Arafah. The Prophet (peace be upon him) said:

"Fasting on the Day of Arafah wipes away the sins of the previous year and the coming year."
(Narrated by Muslim)

Students are encouraged to pray, remember Allah, give charity, and exhibit good behaviour throughout these blessed days.

Remembering our brothers and sisters in our prayers

While we enjoy learning and events, we must remember our brothers and sisters in Palestine and other countries. They face hardship and injustice under oppression. We live in safety, but they struggle daily.

We should remember them in our prayers, speak about their cause, and raise awareness. Allah says:

"Indeed, the believers are but brothers."
(Surah Al-Hujurat: 10)

May Allah grant them protection, justice, and peace.

Words of Encouragement during Friday speeches

As this term begins, students are encouraged to:

• Strive for excellence in their studies
• Respect their teachers and classmates
• Be kind and helpful to others
• Always make their intention sincere for the sake of Allah

The Prophet Muhammad (peace be upon him) said:
"Allah loves when one of you does something, that he does it well."

We ask Allah to bless this school term, guide our efforts, and help us grow in knowledge and good character. May He help us raise a generation of faithful, wise, and caring young Muslims.

Mohammed Khalissi (Sheikh Abo_Omar)

Imam of AIA-CSPC and Qur’an Teacher

Term 2 has had a strong and exciting start for our Lower Primary students. We recently held our first assembly of the term, where students gathered to celebrate their learning and the values that guide our school community. A highlight was the Foundation students’ presentation, where they proudly shared their work from their Inquiry unit on Personal Histories. Through photos, our Foundation learners reflected on their families, celebrations, experiences, and what makes them unique, demonstrating confidence and growing communication skills.

During the assembly, certificates were also awarded to students who have shown exemplary behaviour through our Positive Behaviour Matrix, including respect, responsibility, kindness, and safety across different areas of the school. Our Best Class award was presented to Year 1C, which has consistently displayed positive behaviour, kept their learning environment clean, and worked well together as a team. We were also thrilled to celebrate students who did exceptionally well on World Maths Day, showing outstanding problem-solving skills and a love for numeracy.

As we continue the term, we look forward to another Lower Primary assembly later this term, where more student achievements will be celebrated. In the meantime, we kindly remind families to support our school expectations by ensuring students wear the correct uniform daily, uphold cleanliness, and demonstrate respectful and kind behaviour in and out of the classroom. Reinforcing these values at home helps strengthen the culture we are building at school.

Thank you for your ongoing support and involvement. It’s been a joy to witness our students' growth and enthusiasm, and we look forward to continuing a positive and productive Term 2.

Warm Regards, 

Sarah Gohetia Olayvar

Head of Lower Primary

MashAllah, Welcome back to term 2! 

We are extremely thrilled to have students back and ready to learn safely, responsibly and with commitment. 

Our Term 2 commenced with an Upper Primary and Lower Primary Assembly held on the 28th of April. Students showcase their work, look over our uniform policy, decide on what Learner Profile they will embed throughout the term and create a positive outlook ahead. 

This term we hope to see students wearing their Winter School Uniform and adhere to our Uniform Policy. 

I am extremely pleased to be hosting a Mathematics Club that will be held during lunchtime on Fridays (proceeding Salatul-Jumu'ah Prayer). This club will commence on June 7th, and students will be selected from Years 3-5. Students will be on rotations during terms, as capacity is limited to 25 students held inside our school library. The aim of this club is to create a fun and educational atmosphere for all students while incorporating an interest in mathematics through puzzles and math-based games. 

We are looking forward to students ensuring a safe learning atmosphere in Term 2. 

All the best,

Ms. Alysha Ciminelli

Head of Upper Primary 

Dear Parents and Carers,
As we move into winter, here’s a quick update on student health and upcoming programs:

•  Vision Screening was successfully delivered to Prep and registered students earlier this
  term.
• Flu Vaccination Day took place on May 7. While participation was low, I strongly
  encourage families to get vaccinated via your GP or pharmacy to reduce illness and
  absences.
• The School Dental Program is coming in Term 3.
  Consent forms have been sent home — please return them ASAP.
• Sick Children: Keep children home if they have a fever, cough, sore throat,
  vomiting/diarrhoea, or are generally unwell.
• Fever: 24 hours fever-free
• Gastro: 48 hours after the last episode

Remind kids to dress warmly, eat well, and practise good hygiene.
Please contact the school if you have any questions.

Helping Children Bounce Back: Building Emotional Resilience with Your Child

At school, we’re helping children understand that big feelings—like frustration or disappointment—are part of life. Islam encourages us to manage emotions with patience (sabr) and trust in Allah’s wisdom.

Here are three ways to support emotional resilience at home:

Name the feeling
Say, “You seem frustrated.” Even the Prophet ﷺ expressed emotions and taught us that it's okay to feel, but not okay to hurt others. Naming feelings helps children feel seen and understood.

Model positive self-talk
Use phrases like, “This is hard, but I can try again,” or “I’m feeling upset, so I’ll take a deep breath.” When your child hears you managing your own emotions with calm and confidence, they learn to do the same.

Focus on Effort, Not Just Success
Celebrate effort, not just results. The Prophet ﷺ said, “Actions are judged by intentions”—what matters is trying with sincerity. Praising an effort like “You didn’t give up” helps children build resilience and a growth mindset. It teaches them that learning is about progress, not perfection.

Helping our children grow emotionally strong is part of nurturing their character (akhlaq) and faith. 

Ms Dounia Souki 

School Counsellor 

Assalamu Alaikum, Wr Wb

This term, students explored the life of Prophet Muhammadصلى الله عليه وسلم, learning about his kindness and honesty and why he is a role model for Muslims. They also learned about the Hajj pilgrimage, understanding its rituals and importance as one of the five pillars of Islam. In addition, students learnt about Prophet Ibrahim (AS) and his strong faith, which is closely linked to the story of the Hajj. 

Year 5: Our Grade 5 students have been revising everything they’ve learned in the Family of Faith unit with a fun and interactive quiz! To celebrate their learning, they’re also creating colourful posters about the people and places they learned about. It’s been a wonderful way for them to reflect, revise, and get creative with what they’ve learned!

Wa Alaikum Assalam Wr Wb

Islamic Studies Department 

Lower Primary

Foundation: Foundation students show an impressive level of enthusiasm and curiosity when exploring the Arabic language. Their vocabulary is growing steadily, and their skills are developing beyond simply recognising, reading, and writing individual letters. They confidently continue to explore the different sounds each letter can make and how letters connect to form meaningful words, reflecting a deeper understanding of the language.

Year 1: Throughout this month, Year One students have made significant progress in their Arabic language acquisition, particularly in reading and writing skills. They can now apply short and long vowel sounds and sukoon to read words and infer their meanings. Their vocabulary has also expanded to include more complex colour names, and they are becoming more confident in interpreting the meaning of new words using visual cues and contextual understanding.

Year 2: Year 2 students have been learning how to hold simple conversations in Arabic. They began practising dialogues using the phrases they learned during their lessons on meetings and greetings

Upper Primary:

Year 3: Our Year 3 students have been exploring colours in Arabic. They practised using new vocabulary to describe the world around them and to share a little more about themselves – all in Arabic!

Year 4: Our curious learners have started exploring new Arabic vocabulary to learn all about Hajj as they gear up for the Hajj Project Competition. Big ideas and creative activities are on the way. Stay tuned for the journey!

Year 5: Our amazing Year 5 students are diving deep into the world of Hajj, exploring key terms, traditions, and meanings, as they gear up for the Hajj Project Competition. Big creativity and bright ideas are on the way. Stay tuned for their incredible work!

Kind Regards, 

Arabic Department 

Caroline Springs District Interschool Sports Soccer Competition

Participating in the 'Interschool Sports Soccer Competition' was an exciting and rewarding experience that provided Year 5 students with valuable lessons and a strong sense of accomplishment. The students had the privilege of showcasing their skills, collaborating with teammates, and competing against other schools with enthusiasm and determination.

Throughout the tournament, the importance of teamwork became increasingly evident. Soccer is a sport that thrives on collaboration and clear communication. Each player understood their role, and seeing the collective effort demonstrated on the field was inspiring. Students learned to trust one another, particularly in high-pressure situations, and the friendships formed during the competition strengthened their bond as a team.

Each game brought its own set of challenges, whether it was facing teams with different playing styles or navigating unexpected moments on the field. Students were required to think on their feet, make quick decisions, and adjust their tactics. They remained composed under pressure and found creative solutions when needed.

Beyond the team dynamic, individual growth was also clearly evident. Competing against skilled athletes from other schools encouraged students to refine their techniques, sharpen their decision-making, and build confidence in their abilities. New strategies were explored, and valuable lessons were taken from each match played. These experiences contributed significantly to both athletic and personal development.

Overall, the interschool soccer competition was a truly enriching experience. It reinforced essential values such as teamwork, resilience, adaptability, good sportsmanship, and individual growth. The students represented themselves and their school with pride, both on and off the field.

Ms Carly May 

Health and Physical Education Coordinator 

It’s been a wonderfully creative term in the Art room as students across the Foundation to Year 5 levels have been diving into imaginative projects and exploring a wide variety of materials and cultural inspirations. Foundation students have been busy discovering the art of collage making, using different textures and materials to express their creativity. They are now beginning an exciting new project: painting the beautiful Black Red-Tailed Cockatoo inspired by Aboriginal artist Kakula McDonald. Students are using a mix of paint types to explore colour, texture and brushwork.

Year 1 students are bringing their imaginations to life by using recyclable materials to create unique bugs. This unit not only sparks creativity but also encourages sustainable thinking as students turn everyday objects into fantastical insect creations.

Year 2 students have taken a cultural journey, first celebrating Chinese New Year by crafting vibrant snake puppets. Their learning continues as they delve into creating Wassily Kandinsky-inspired concentric circles to make a colourful tree. In the upcoming week, they will begin learning about Aboriginal art, exploring traditional symbols, colours, and patterns to incorporate into their clay jewellery-making project.

Year 3 students have diligently finalised their fruit bowl mixed media collage compositions and are now exploring the art movement of cubism and artist Pablo Picasso by creating colourful imaginative face portraits in the style of Pablo Picasso’s cubist technique. They are looking amazing thus far and we cannot wait until they are finished to display some of them in Building F.

Year 4 students have been thrilled to learn about the art movement Fauvism and how to apply the technique of bright colours, shapes, lines, contrast and balance into their painted animal portraits. The Year 4’s cannot wait for their work to be finalised and displayed.

Year 5 students have embarked on a journey of making abstract landscape aerial designs by choosing a landmark using a satellite map from Google Maps. We are so proud of the enthusiasm and creativity all students bring to the Arts—it’s a joy to see their skills and confidence grow with every project!

Foundation

Year 1

Year 2 

Year 3

Year 4 

Year 5

Kind Regards, 

The Arts Department Team

Welcome back to Term 2!

As Term 2 began, with the library opening early in the morning and students rushed in to start borrowing books as quickly as they could. Library classes were introduced to ANZAC week and then some fun books like ‘Do Not Open This Book’ and ‘L.O.L. Laughs Out Loud’ and ‘Can You Teach A Fish to Climb A Tree.' All chosen to encourage students to be who they are and excel in what they can do, because they are all good at one thing or another. Our lunchtime activities on Monday, Tuesday and Wednesday are so popular, we are having to limit numbers. All are welcomed, even the teachers are finding solace during the day to complete tasks. Library is open to everyone 5 days a week.

Ms Kerry Iliff

Librarian 

Our school proudly joined the global community in observing World Keffiyeh Day on Monday, May 12th, as students and staff alike wore keffiyehs—or Palestinian-themed attire—to show their solidarity with the people of Palestine. The day was not only a powerful symbol of unity but also an opportunity to give back: each keffiyeh-clad student contributed a gold-coin donation, with all proceeds earmarked for Islamic Relief’s Gaza campaign. Through their participation, our community raised both awareness and vital funds to support families affected by ongoing hardships, embodying the spirit of compassion at the heart of our school’s values. A special thank-you goes to Woodlea Fresh (Location- Woodlea Town) for generously sponsoring the event and helping us provide refreshments to our guests.

At the assembly, our school imam offered heartfelt duas and prayers for the people of Gaza, Palestine, and the wider ummah, setting a reflective tone for the proceedings. We were then moved by Ms Asma’s beautifully written and recited poem, “My Keffiyeh,” which spoke of the keffiyeh as a profound connection to homeland, identity, and collective memory. 

The SRC and School Captains contributed several performances during the event, showcasing their dedication and heartfelt involvement in the cause. The Year 3 SRC shared the poem “The Keffiyeh I Wear” with pride and confidence. Zara, Fatima, Jamal and Abdul Rehman gave a poignant and powerful performance of Refaat Alareer's poem “If I must die”, leaving a lasting impact on the audience. Sally, Hannah and Sara concluded the assembly with a rendition of Muad’s Palestine nasheed, honouring the resilience and strength of the Palestinian people. Each student's effort and commitment to the day's message were truly commendable. 

One of the most powerful moments of the assembly was a video message organised by Ms Veriana, sent directly from Gaza, especially for this occasion. The message, filled with emotion and bravery, left a profound impact on everyone present. It served as a poignant reminder of the importance of standing in solidarity with those facing hardship. We were deeply honoured to receive it and humbled by the strength and resilience it reflected.

In a spirited finale, several watermelon fruits were auctioned off—with the melon’s green rind representing the land of Palestine, the white flesh symbolising peace, and the red interior denoting the sacrifices made for freedom—and the proceeds raised went directly to support orphans in Gaza. We extend our gratitude to every student, staff member, family, and event sponsor for their support in making World Keffiyeh Day a meaningful expression of unity and hope.

I was proud to be able to perform the song in solidarity with the Palestinian people. 

Sara Meno- Year 5C SRC

I was inspired by how the audience cheered and got into the performance in support of the Palestinian people.   

Sally Albukhari - School Vice Captain 

It was an honour to support the Palestinian cause in our own way. 

Hannah Faizal- Year 4A SRC

I was happy to participate in Keffiyeh Day and stand in solidarity with the Palestinian People.

Zara Ahmad- School Captain.

Foundation’s Traffic School Adventure! 

This week, our Foundation explorers brought their Unit of Inquiry to life at Essendon Traffic School!

With the central idea “Using our senses helps us discover the world around us,” they listened to traffic sounds, followed road signs, and pedalled their way through hands-on learning.

Thanks to our staff and parent volunteers for making this day safe, fun, and unforgettable!

Ms Sarah, Ms Leyshani, Ms Melissa and Ms Asil

Foundation Teachers

Term 2 has been busy so far for our Year 2 students! In Maths, we’ve been exploring place value, addition, and subtraction using MAB blocks to help build strong number sense through hands-on learning. The students have enjoyed using physical materials to deepen their understanding and solve problems with confidence.

In Inquiry, we’ve been learning about families and connections. Students created their own family trees, proudly including photos of their family. It has been a wonderful way to learn more about one another and build a strong classroom community.

In Writing, our focus has been on crafting persuasive texts. Students have been learning how to express their opinions and convince others through strong arguments and reasons.

Across our classrooms, we’ve been making a conscious effort to include more hands-on, engaging activities to support learning in fun and meaningful ways. We can’t wait to see what the rest of term 2 has in store for our grade 2’s!

Year 2 Team

Mrs Manal (2A), Ms Hanain (2B), Ms Maya 2C) and Mrs Hirra (2D)

Dear Year Three families,

Our Year 3 students went on an exciting journey through time, culture, and creativity at the Chinese Museum in Melbourne! 

As part of our Unit of Inquiry, “A country’s identity and diversity is expressed through events, symbols and emblems of significance,” students experienced firsthand how stories of the past shape who we are today. From ancient jade burial suits to powerful symbols like dragons, they explored the rich heritage of Chinese culture and its impact on Australia's multicultural identity.

Highlights of the day included:

-Meeting the Millennium Dragon – the world’s longest dragon (a whopping 100 metres long and needing 34 people to carry it!)

-Walking through a rocking ‘mock boat’ to understand migration journeys

-Learning about jade suits and their meaning in ancient traditions

-Designing their own dragons, inspired by totem symbols of the ancient Chinese emperor!

Back at school, students shared reflections on their learning, making connections to how emblems, stories and traditions shape national identity.

They were curious, respectful and full of questions—a joy to take on excursion. So proud of their engagement and enthusiasm! Looking forward to the next adventure, InshAllah! 

STUDENT REFLECTIONS

~It was so fun to learn about Chinese culture and make a cultural dragon! I had a great time on the excursion!” Milla Harba 3A

“We had a great day, I enjoyed it a lot, especially making the craft dragon!” Hannah Wallis 3B

Warm regards,

Miss. Jasmine (3A), Miss. Vee (3B), Miss. Nur (3C) and Miss. Naz (3D).

Year 4 Excursion to the Lois Joel Centre and Altona Library
Exploring Community Wellbeing – Who We Are

Last Friday, our Year 4 students explored two important local spaces—the Lois Joel Centre and Altona Library—as part of our Unit of Inquiry under the transdisciplinary theme Who We Are.

At the Lois Joel Centre, students engaged in two meaningful art activities that will form part of their upcoming exhibition on the well-being of community members. The first task focused on “What makes us feel safe?” encouraging students to reflect on their own sense of security. The second was a collaborative collage, where students creatively designed their vision of an ideal community. They were also inspired by the centre’s generous community initiatives—offering free fruit and vegetables, sharing vegetable seeds, and creating a welcoming, supportive environment. These acts of kindness highlighted how accessible community care can make a big difference in people’s lives.

At the Altona Library, students learned how the library supports community wellbeing by responding to the needs of its diverse population. They discussed how the library promotes the happiness of children and helps them transition into a digital world. Students were fascinated to discover the library is now linked with the local council, allowing it to offer even broader services such as parking permits, vaccinations, and information on keeping homes safe from harmful substances like battery acid through responsible recycling.

The library also offers international digital newspapers, helping new arrivals stay connected to their countries of origin and easing feelings of isolation. These insights gave students a powerful understanding of how community spaces—both big and small—play a role in ensuring everyone feels included, supported and safe.

It was a rich day of learning, creativity and reflection. Our students returned with a renewed appreciation for the power of community and the many ways local services contribute to the well-being of all.

Year 4 Team

Mrs Keira and Ms Yasmeen

Mrs Keira (4A) and Miss Yasmeen (4B)

Dear Parents,

Last week, Year 5 students at AIA CSPC turned their classroom into a mini science lab as they explored the fascinating world of light and reflection by building their very own periscopes.

As part of their Inquiry unit on “How the World Works” students were introduced to the concept of reflection and how mirrors can be used to change the direction of light. To bring this concept to life, the class took on the challenge of constructing periscopes using cardboard tubes, small mirrors, tape, and scissors.

Working in pairs, students carefully measured and cut viewing slots, then angled the mirrors at 45 degrees inside their periscopes. Once completed, they tested their devices by looking around corners, over desks, and even behind bookshelves!

The Year 5 teachers were impressed with the students’ enthusiasm and teamwork. Building periscopes is a great way to see science in action. The children didn’t just learn about reflection — they experienced it. They also had to solve problems along the way, like making sure the mirrors were angled correctly.

After testing their periscopes, the class discussed real-world uses for the device, such as in submarines and tanks. To finish off the lesson, students wrote a procedural text on how they conducted their scientific experiment. 

With open-mindedness and growing confidence, our Year 5s are well on their way to becoming future inventors, engineers, or even submarine captains — all thanks to the power of mirrors and a little hands-on learning.

Warm Regards, 

Ms Alysha (5A), Ms Serpil (5B) and Ms Naba (5C)