2016 AIA ANNUAL REPORT ANNUAL...years, have confirmed the Academy’s steady progression in all areas including Reading, Writing, Grammar and Punctuation, Spelling, and Numeracy. The

2016 AIA ANNUAL REPORT

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TABLE OF CONTENTS

BOARD CHAIRMAN ................................................................................................................................................. 5

OVERVIEW ................................................................................................................................................................. 6

AIA VISION AND MISSION ..................................................................................................................................... 7

ACADEMY VISION ......................................................................................................................................... 7

ACADEMY MISSION ....................................................................................................................................... 7

SCHOOL GOVERNANCE ........................................................................................................................................ 8

SCHOOL BOARD ............................................................................................................................................. 8

HEAD OF ACADEMY OVERVIEW ........................................................................................................................ 9

THE BOARD OF TRUSTEES ......................................................................................................................... 11

SCHOOL BOARD ........................................................................................................................................... 11

SCHOOL ADMINISTRATION ............................................................................................................................... 12

STRATEGIC PRIORITIES 2016-2018 ................................................................................................................... 15

CAMPUS ACTIVITIES ............................................................................................................................................ 16

STAFF PROFESSIONAL DEVELOPMENT PROGRAMS AND ACTIVITIES............................................... 16

COLLABORATIVE LEARNING TEAMS (CLT’s) ......................................................................................... 17

STAFF PROFESSIONAL LEARNING ............................................................................................................ 17

PROFESSIONAL ENGAGEMENT ................................................................................................................. 17

STAFF PROFESSIONAL APPRAISAL ........................................................................................................... 18

TEACHING AND LEARNING IMPROVEMENTS ......................................................................................... 18

PORTFOLIO EXHIBITION WEEK ................................................................................................................. 18

STUDENT LED CONFERENCES ................................................................................................................... 20

DEBATING AND ORATION ACHIEVEMENTS ........................................................................................... 21

COMMUNITY ENGAGEMENT ............................................................................................................................. 22

PARENT INFORMATION SESSIONS ............................................................................................................ 22

INTERFAITH, VALUES AND HARMONY PROGRAMS .............................................................................. 22

YOUTH IN PHILANTHROPY ........................................................................................................................ 23

STUDENT REPRESENTATIVE COUNCIL (SRC) ......................................................................................... 24

GALWAY ASSOCIATION ............................................................................................................................. 24

SPORTS ACHIEVEMENTS ............................................................................................................................ 25

THE KOPKODA JOURNEY ........................................................................................................................... 28


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RELIGIOUS PILGRIMAGE, CULTURAL HERITAGE TOUR AND EXPLORATION TRAVEL TO UNITED ARAB EMIRATES .......................................................................................................................................... 29

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COMMONWEALTH REPORTING REQUIREMENTS ..................................................................................... 30

2016 NATIONAL ASSESSMENT PROGRAM ............................................................................................... 30

LITERACY AND NUMERACY ........................................................................................................ 30

STUDENT PERFORMANCE at or above THE NATIONAL BENCHMARKS ............................................... 30

SENIOR SECONDARY OUTCOMES .............................................................................................. 31

POST SCHOOL DESTINATIONS..................................................................................................... 32

2016 STUDENT DISTRIBUTION BY MAJOR AREAS OF STUDY.............................................. 33

STUDENT RETENTION ................................................................................................................... 34

STUDENT ATTENDANCE ............................................................................................................... 34

STAFF ATTENDANCE AND RETENTION .................................................................................... 35

COMMUNITY FEEDBACK ............................................................................................................................... ….35

PARENT AND STUDENT SURVEYS ............................................................................................................ 35

STAFF SURVEYS ........................................................................................................................................... 35

financial report........................................................................................................................................................... 36

INCOME ......................................................................................................................................................... 36

EXPENDITURE .............................................................................................................................................. 37

ENROLMENT & REGISTRATIONS .............................................................................................................. 37

MAJOR PROJECTS ........................................................................................................................................ 38


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BOARD CHAIRMAN

It is an honour to be back on the Academy Board after having some time away for the past few years.

First and foremost, I would like to thank all Board members for their ongoing services and contribution throughout the year.

On behalf of the Board I would like to farewell Mr. Adel Salman, Mr. Tarek Elsawi and Dr. Justin Brown. Thank you for your sincere efforts and contribution to the Board over the years. Noteworthy is Dr. Justin Brown’s efforts in significantly improving the Board’s governance, training and independence. I hope to continue and make further improvements from his hard work.

In turn, the Board welcomes Mr. Malcolm Thomas and Mr. Yasser Soliman (both experienced ex-ICV Presidents). I look forward to their contribution over the next year, along with our other Board members.

Infrastructure development has continued in 2016, particularly at the Kellyville (Sydney) and the Caroline Springs campuses. The Kellyville campus has now reached Stage 3 of its development, whilst the Caroline Springs campus has acquired a new school premises. This growth will enable both campuses to allow for enrolments up to Year 12 in 2017. The rapid increase in infrastructure during the past 2-3 years has created some financial strain for the Academy, however both the Board and the Trust (of which I am also a member) is doing its best to steadily manage this and continue to keep the Academy financially secure.

It is significant to note that the academic achievement and progress across all campuses has seen improvement as judged by the NAPLAN results.

Finally I would like to thank and congratulate the Trust, Board members, senior management, staff and the whole school community for the Academy’s achievements throughout 2016.

Dr. Amjad Hussain Board Chairman


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OVERVIEW

The Australian International Academy (AIA) is an equal opportunity educational institution dedicated to the provision of high quality education for students from Prep to Year 12 in Australia.

AIA is an IB World school offering the International Baccalaureate Middle Years Program (IB MYP) for Junior High School students, and the IB Diploma Program for year 11 and 12, as well as the local VCE and/or HSC certificates. AIA’s campuses promote the highest achievement in both academics and spiritual life. Our curriculum provides students with a strong sense of community and universal and religious values with a focus on individual excellence and global perspectives.

It is the Academy’s rich culture, emphasis on Islamic values and its prioritisation of the IB learner profile attributes in the schools pedagogy that makes AIA attractive for parents and students.

Students are encouraged to develop an understanding of how they learn and the staff at AIA make every effort to ensure that they become inquirers into their learning experiences. We encourage our students to be determined to advance and to have the drive and passion that will lead to a lifetime of learning.

Our students experience regular inquiry to develop creative thinking and awareness of the importance we hold as global citizens. For this reason, they are encouraged to develop community relationships where individuals will interact in such a way that it will lead to a deeper understanding of human needs and a desire to actively engage in the community, locally, nationally and where necessary on an international level. The inquiry-based classrooms, our students experience and show increased emphasis in real-life situations, decision-making, problem-solving, research and action. These skills are demonstrated to the wider community through PYP Exhibition, the MYP Portfolio and Personal Project Exhibition, and the Visual Arts Exhibition.

We plan a well-balanced broad curriculum that is academically rigorous, to incorporate, moral and spiritual awareness and understanding, as well as balancing essential knowledge with a choice of pathways in the final years of schooling, including VCE or the IB.


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AIA VISION AND MISSION

ACADEMY VISION The Academy Vision is to have graduates who are well prepared and self-motivated to advance Australia and to participate effectively as world citizens with Muslim Values.

ACADEMY MISSION Our aim is to provide quality education in a caring and supportive Islamic environment.

We encourage our students to aim for personal excellence and to develop skills for independent learning and critical thinking.

We utilise a variety of programs to promote self-esteem, self-discipline, responsibility and leadership.

We aim to foster in our graduates an awareness of interdependence as members of a multicultural community and the world and to develop in them a sense of service as well as, a commitment to act with justice and compassion.


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SCHOOL GOVERNANCE

AIA is an incorporated association and is governed according to an incorporated Constitution (Rules of the Association).

The Academy has two boards, the board of trustees and the Academy board. The board of trustees is responsible for the property ownership, property management and purchases, and the overall Academy finances. The trustees are responsible for the appointment of the Academy Director General. They meet a minimum of 3-4 meetings per annum, or as required.

The Academy board is responsible for the Academy policies, education programs, staff appointment, training, leave requirements, staff and student welfare and safety, building safety, cleaning and maintenance, school fees and finances. They meet a minimum of seven meetings per annum.

According to the Academy’ constitution, the daily operation and the management of all campuses, including the selection and appointment of teaching and general staff are delegated to the Academy Head (Director General) assisted by Campus Heads, School Heads and Assistant Heads.

The academy has an Academy Academic Affairs Council (AAAC) responsible for the review and approval of all academic programs of the Academy including the staff Annual Appraisal Program. The AAAC comprises of a director and two assistant directors supported by a technical staff. The council meets three times per annum

SCHOOL BOARD The school board meets 8 times each year. The school board established three committees with specific duties.

The finance committee is responsible for the academy’s financial affairs, the parents committee is responsible for parent events, activities and ease of communication between the schools and the parents. The school trust is responsible for all property establishment, construction, acquisition and maintenance of properties.


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HEAD OF ACADEMY OVERVIEW Dear Students, Parents, & Friends

The Year 2016 is the year of challenges. The Academy has witnessed great achievements at the Academy on different

Campuses, against some external challenges. We are blessed to have top quality leadership teams at all AIA Campuses in Melbourne and Sydney- Australia, and in Abu Dhabi- UAE, who have led and realized such great successes.

NAPLAN & Academic Progression

The academic progression, especially the student academic growth rate in Sydney and Melbourne campuses has been remarkable. Congratulations to both Melbourne Senior Campus and Caroline Springs Campus in particular, as they have done

exceptionally well in NAPLAN National Testing and student achievement in 2016. Actually, the last four years, have confirmed the Academy’s steady progression in all areas including Reading, Writing, Grammar and Punctuation, Spelling, and Numeracy. The Growth Rate in most areas over the two years period was well above the National Level, especially at Melbourne Senior Campus. In New South Wales both Strathfield and Kellyville Campuses have their areas of strength at different levels.

Year 12 Results

2016 Year 12 Results, were another success story that has added more credit to the Academy’s progressive and consistent advancement record throughout the years. Actually, 16 students or 22% of Year 12 graduates have scored above 90 ATAR Scores, and 24 students or 32.8% of Year 12 graduates have scored above 80 ATAR Scores. It is a good result by all measures for both VCE and IB graduates.

Our New Campus at Caroline Springs

This year, we have managed to purchase an excellent site at 183-191 Caroline Springs Boulevard, Victoria, to replace the rented place at 5 Stevenson Crescent, Caroline Springs. All students will move from the old place to the new site, as from the start of 2017 School Year. The new site will accommodate students from Preparatory level to Year 12, and provide sufficient facilities for senior classes in VCE and IB Programs, in addition to a large space for future buildings and developments.

Our Building Program

The Stage 3 of the building Program at Kellyville, NSW, will be completed by end of April, 2017. The new facilities will include a Chemistry Lab., 3 Art rooms, 2 class rooms, a temporary multipurpose hall, a food technology room and a canteen. The cost is around 4.5 Million dollars and the Commonwealth Government will contribute $844,000 towards the project.


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As the Strathfield Campus is a rented place with all the limitations imposed on us because of the heritage buildings restrictions and the lack of cooperation from the landlord, we cannot do further developments on that site above what we have already done. The time is due now to purchase our own property and develop it as we have done at Caroline Springs, Victoria.

Salah Salman AM Head of the Academy Director General


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THE BOARD OF TRUSTEES

Dr. Omar Lum President & Trustee Dr. Amjad Hussain Trustee Dr. Adnan Abdel Fattah Trustee Mr. Salah Salman AM Secretary & Trustee

Mr. Adam Aydemir Trustee The Board of Trustees meets 4 times each year or as many times as required.

SCHOOL BOARD Dr. Amjad Hussain Board Chair Mr. Malcolm Thomas Treasurer

Mr. Salah Salman AM Head of Academy & Secretary

Mr. Yasser Soliman Member

Ms. Fayzah Saleh Member

Mr. Salim Boyaci Member

Ms. Melinda Baarini Member

Ms. Iman Mojaled Member

Mrs. Gafiah Dickinson (ex officio) Member Head Melbourne Senior Campus

Ms. Leyla Mohamoud (ex officio) Member Head of King Khalid Coburg Campus

Mr. Kenan Erdal (ex officio) Member Head of Caroline Springs Campus

Mrs. Mona Abdel Fattah (ex officio) Member Head of Strathfield Campus.


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


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MELBOURNE SENIOR CAMPUS


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KING KHALID COBURG CAMPUS

CAROLINE SPRINGS CAMPUS


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STRATEGIC PRIORITIES 2016-2018

The school has set four Strategic Priorities for the year including Priority 4 – ‘To ensure improved student, parent and teacher satisfaction. ‘To foster positive outcomes in all interactions by promoting a prompt and caring response, good communication and a respectful manner.’ Staff are reminded of the Strategic Priorities at every Staff Meeting and they appear at the top of every Staff Meeting Minutes that are distributed to staff.

1. To Improve Teaching Practice To use data to improve and inform teaching practices

To implement engaging, innovative, and rigorous learning experiences

To optimise learning beyond traditional academic approaches to teaching

2. Ensure Educational Excellence for Every Student To improve student Motivation and Engagement with their learning through the development of the key Engagement skills of Planning, Study Management and Persistence

To ensure all students make continuous improvement in all learning areas over the year

3. Strengthen School, Family and Community Engagement To ensure the school's culture promotes equitable outcomes in student learning through a welcoming, supportive, safe and healthy environment

To foster trust and collaboration to support proactive communication with all stakeholders

To build partnerships / networks among families, staff, and the community


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CAMPUS ACTIVITIES

STAFF PROFESSIONAL DEVELOPMENT PROGRAMS AND ACTIVITIES In 2016 staff were involved in a range of professional learning activities including:

• The IBO conducted a successful review of AIA’s IB programmes in 2016. All AIA staff, students and parent community were involved in the review process.

• In-school workshop: IBMYP Approaches to Learning (ATL). Compulsory 2-day workshop for all staff with Tamara James-Wyachai, Jennifer Montague and Kevin Larkin.

• Introduction of School Data Team/s to collect and analyse student, school and system data in order to monitor student performance and assist teachers to improve student learning outcomes.

• Compass training for all staff. • Presentation on ‘Effective Teaching Practices in Inclusive Classrooms’ for all staff. • Workshop on ‘Teambuilding and Leadership’ for all staff by Professor Athman Bouguettaya, Head of

School of Computer Science and Information Technology at RMIT University, Melbourne, Australia. • Council of Studies session on ‘Looking at formative assessment strategies to use in the classroom’. • Council of Studies session on ‘Incorporating TOK, EE & CAS within the ATL skills framework. • Council of Studies information session on upcoming IB Evaluation Visit May 30 & 31. • Presentation on ‘How to manage the difficult classes with David Vinegrad from Behaviour Matters for all

staff. • Presentation on and explanation of requirements to complete the ATL Matrix for all staff. • Refresher/upskilling/training session on ‘Edrolo’ for selected staff. • Introduction to ‘Data Walls’ for all staff. • CPR refresher course and First Aid training for selected staff. • Mandatory Anaphylaxis training for all staff. • Special needs session on “inclusive learning” for all staff. • MYP & ACARA session in the hall for all staff. • Assessment session for all staff. • Continuation of ‘Learning Walks’ program to facilitate effective monitoring of teaching practices and

mentoring of teaching staff. This structured mentoring programs allows experienced and senior leaders to be partnered with classroom teachers in order to promote professional dialogue and act as professional role models.

• Continuation of CLT framework/process as a core element to develop and maintain a culture of collaboration and collective responsibility for the development of effective teaching practices and improved student achievement. Members of CLTs actively support each other to construct knowledge and develop pedagogies that have the capacity to improve student learning. Student outcomes data provides the focus of professional learning and is used to evaluate the impact of that learning on teacher


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practice and student achievement. CLT work also helps reduce variations in learning outcomes between classes.

• Ongoing Compass School Manager training for all staff • Facilitating Online IBDP and IBMYP professional development programs/workshops in specific

discipline areas.

COLLABORATIVE LEARNING TEAMS (CLT’S) Professional learning at AIA is largely undertaken through Collaborative Learning Teams. Every teacher is released from their classrooms for one period per week to attend CLT meetings where they are required to critically examine student performance in their learning area as well as their own practice. During these meetings teachers are expected to focus collectively on student learning.

This can include planning and implementing new strategies, examining student achievement and classroom data, examining student work, establishing shared norms and instructional goals, and working together to modify strategies. The aim of CLTs is to enable teachers to pool their ideas, skills and knowledge and find ways to improve learning and enhance student outcomes for all students at AIA.

STAFF PROFESSIONAL LEARNING The Academy is committed to encouraging and supporting the continuing professional development of its staff. Staff members at AIA will undertake ongoing professional learning that contributes to increased expertise and improved practice with the goal of improving student learning outcomes. Teachers are responsible for determining their professional learning within the context of their professional career development needs, performance appraisal outcomes, and strategic priorities of the school. The school ensures the provision of Professional Development through the allocation of direct funding for staff to attend and participate in both internal and external professional development activities. The Academy aims to develop effective leadership, professional learning teams and a performance and development culture focussed on developing specialised skills and knowledge to impact significantly on student learning and engagement.

PROFESSIONAL ENGAGEMENT As far as possible, professional development activities at AIA are guided by the following core elements and general principles:

1. Demonstrate a focus on teacher growth and extending professional knowledge 2. Develop a culture of collaboration and collective responsibility for the development of effective

teaching practices and improved student achievement 3. Extend a teacher’s professional learning and capacity in relation to the Australian Professional

Standards for Teachers (APST) 4. Professional development and learning is delivered through various modes, both formal and informal.

Examples of activities include: 5. School-based curriculum days, meetings, action research projects and trials


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6. Professional conferences, seminars, workshops and networks 7. Collaborative planning and teaching 8. Induction of all new teaching staff 9. Performance data analysis 10. Online learning and structured professional reading 11. Peer observations and mentoring 12. Professional Learning Teams

In 2016, we also introduced a student Mentoring program to benefit students who are disengaged with learning and school life. The school Psychologist, the Special Education and Student Welfare team developed the program. Every student involved in the program was paired with a teacher mentor of their choice. The teachers involved in the program attend regular Mentor support meetings. The students who engaged with the program report favourably about the discussions, guidance and coaching they received to support them reconnecting with school life and learning.

STAFF PROFESSIONAL APPRAISAL The Staff Appraisal System has been designed to help staff identify their own areas of strength, areas that need improvement, and areas that need immediate attention. Self-initiated and self-directed learning is strongly encouraged to meet appraisal recommendations. In some instances, staff may be directed to be re-appraised in the following year. The Appraisal Program works closely with, and complements the Academy’s Staff Professional Development Program.

TEACHING AND LEARNING IMPROVEMENTS As an accredited IB World School AIA continues to work on developing consistent teaching and learning practices across the three IB Programmes.

Facilitating Online IBDP and IBMYP professional development programs/workshops in specific discipline areas.

Building quality curriculum Development of an Approaches to Learning framework Innovation and creativity in classroom delivery Unit planning and refinement Further development of common understandings in assessment tasks Consistent approaches to moderation of assessment tasks

PORTFOLIO EXHIBITION WEEK As part of the assessment requirements for the IB MYP (Middle Years Program 6 – 10), all students prepare a Portfolio that showcases the work for the year and forms a basis for assessment. At the end of the MYP, students complete a Personal Project of their own design which forms part of their MYP assessment and


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which draws together some of the learning and skills developed through their MYP journey. The Portfolio Exhibition enables parents and the community to experience and understand something of the year’s learning journey and to see the variety and extent of the learning experiences engaged in by their children. Work produced by Year 12 students as part of their assessments is also put on display to present a comprehensive showcasing of the school year. The work on display is very impressive in its variety and quality. Parents who tour the Exhibition are visibly impressed and students (all of whom visit the Exhibition) are inspired to greater effort and creativity by the experience.


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STUDENT LED CONFERENCES Year 5 is the final year of the IB PYP (Primary Years Program P – 5) and an important component of the assessment at the completion of the PYP is the student led conference. Students produce a portfolio of work that showcases their learning and then invite their parents to a presentation of their portfolio. After conducting their parents through the exhibition discussing the work on display, students sit in conference with their parents to discuss their own work and the meaning it has for them. Parents report being very pleased with the intimacy of this presentation and the insight into their own child’s learning it provides. Students’ confidence and competence in presenting their work is very impressive.


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DEBATING AND ORATION ACHIEVEMENTS On the 4th of August 2016 the two AIA Senior debating teams travelled to Sacred Heart College in Kyneton for the Interschool Galway Competition final rounds. The senior team, which comprised of Meena Sultan, Lamis Husseini and Radhiya, came into this year's competition as the reigning champions from last year. Up to this point, both AIA teams had been undefeated in the Galway tournament. After both our teams won their respective semifinals against Ilim College and Sacred Heart College on the topic, " Should all museums be free to the public?” both teams progressed to the grand finale, competing against each other. It was a heated debate concerning whether or not security cameras should be allowed to monitor student activity in schools. AIA were the winners for the second year in a row. It was very close, a one point margin. The debating team describes their experience as an exhilarating experience and the greatest highlight for the senior debating team to end their Galway debating careers.


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COMMUNITY ENGAGEMENT

PARENT INFORMATION SESSIONS Each of the three Campuses hold Information Sessions for Parents early in Term 1 to ensure parents are kept fully informed about the coming year’s programs for all their children. Programs are explained to parents and new initiatives are introduced and discussed. The school also welcomes the sometimes robust discussion of policy details that might have been misunderstood or that might require reconsideration or fine-tuning by the school.

AIA’s objectives are to provide a supportive environment where parents feel comfortable to parent learning opportunities. We regularly inform parents about the school programs, the IB Diploma and VCE Programs, our commitment to Child Safety and Mandatory Reporting, workshops to empower our students to make informed choices in relation to courses, subjects, work habits and lifestyle.

The school’s on-line course and subject selection process transfers the selection process from the school to the home so the whole family can be involved. Parents are involved in parent, teacher conferences with a high degree of satisfaction and a turn up of 90% of the parent community.

INTERFAITH, VALUES AND HARMONY PROGRAMS Our Values and Harmony Programs promote Islamic values and interfaith harmony and seeks to help our students develop the value-set that will help build harmony and understanding in Australia’s multicultural multi-faith community. In the area of interfaith engagement, AIA hosted visits by students from Camberwell Girls Grammar, Korowa Anglican Girls School, The Friends School Tasmania, Mt Evelyn Christian School and King David School. The values program is directed mainly at our year 10 students so that all students progressing through our school have opportunities to interact meaningfully with a range of other faiths and cultures. Interfaith sessions focus on common experiences while looking at differences that helps to enrich our common humanity. Frequent interactions with the GALWAY schools and through sport, chess and debating programs also gives large numbers of our students meaningful interaction with their peers in the wider Australian student community.


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YOUTH IN PHILANTHROPY The Lord Mayor’s Charitable Foundation’s Youth in Philanthropy program was established in 2002. The program aims to help secondary school students learn about philanthropy, social issues and community leadership. It has grown to include 23 schools. These include government, religious, and independent schools. The Academy has participated in this prestigious program since 2012. It targets students from year 10. The students involved in 2017 were Mohammed Ali, Mahmoud Chowk, Halimah Daghistani, Tarek Dehrib, Mohammad Jamshed, Elaa Mustapha, Zakia Mustapha and Layla Saraya. The aim of the program is to inspire young people to use their enthusiasm, creativity and energy to begin a life-long commitment to giving through activities that have a positive impact on the communities they live and, will one day, work in.

Each school involved in the program must decide how to allocate $10,000 amongst three charities.

The charities allocated to the Academy were the Asylum Seekers Resource Centre, the Caroline Chisholm Society and West Justice.

The Foundation appointed an experienced mentor to guide students through the grant-making process including assessments of funding applications, interviewing potential grant recipients and making funding recommendations.

The program is also designed to facilitate school and student involvement with the Foundation and gain an understanding of current community issues.

After assessing relevant information and visiting each charity, the students decided which organisation would receive financial assistance from the Lord Mayor’s Charitable Fund.


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Together as a team they agreed to grant $5000 to the Asylum Seekers Resource Centre, $2000 to the Caroline Chisholm Society and $3000 to West Justice. In participating in the Youth in Philanthropy program, the students found themselves put into confronting and challenging circumstances. They were given an enormous responsibility and had to make many difficult decisions. Decisions they never really thought they would experience as high school students.

What makes the Youth in Philanthropy program so outstanding is that it provided our students with an opportunity to get involved, to be aware of what is going on in our city, and to make a difference. It’s given our students the opportunity to experience firsthand the work of philanthropy, and explore the basic values of charity and goodwill on a large scale.

Being an Islamic school, it was also rewarding to work with organisations that align themselves with the very values that uphold the Islamic faith. Charity to the less fortunate is something that connects people across countries, languages and religions, and we are thankful that organisations such as the Lord Mayor’s Charitable Fund continue to uphold these values in our society today.

STUDENT REPRESENTATIVE COUNCIL (SRC) The Student Representative Council is made up of one student per form class in years 6-10 as well as our senior captains. As a group, the students are a voice for their peers, endeavoring to improve all students’ experiences within the academy.

This year has seen the SRC group take on a lot of responsibilities and running a variety of events and fundraisers. They have organized a number of fundraising events this year such as an anti-bullying campaign for The National Day Against Violence and Bullying, an initiative to turn all lights off for an entire day for the Earth Hour Campaign and raising money, participation in a “Faith, Festivals and Food” festival run by the Whittlesea Council and also, an ongoing program with Human Appeal where by each form group and the staff are sponsoring a large number of orphans.

As well as planning events and fundraisers, students are also given a variety of opportunities to improve leadership skills and practice their public speaking.

The SRC group also meetings regularly to discuss issues or plan up and coming events. We are very excited for ideas that are in the works, aiming to engage both staff and students. The students are very driven and are working together to plan future events where by students can either raise money for different charities, donate their time as charity or even creating events that will spread a lot of happiness!"

GALWAY ASSOCIATION AIA Melbourne Senior Campus is an active member of a group of regional Independent Faith-based schools that engage students in a variety of cultural activities including Debating, Chess, Music, Theatre Sports, Maths Olympiad and Art. These schools include Aitken College, Braemar College, Gilson College, Hume Anglican Grammar, Ilim College, Sacred Heart College and Southern Cross Grammar. The Principals of the schools meet at least two times each year to plan activities and to consolidate relationships. Each school hosts an


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activity so that our students have an opportunity to visit a number of other schools and to engage with their students, as well as providing our students the opportunity to host visits from many schools.

SPORTS ACHIEVEMENTS AIA has very strong sports and physical education programs to ensure students develop healthy bodies and healthy life habits and attitudes. Students are provided with a very wide range of sports experiences throughout the years of schooling to provide opportunities to explore personal capabilities and preferences.

“Some people want it to happen, some wish it could happen, others make it happen”, Michael Jordan.

A great quote from a great athlete and one of many philosophies that under pin the drive to succeed. 2016 - 2017 has seen the legacy of Islamic school sport dominance from the Melbourne Senior Campus continue and expand since its inception. Below listed are outstanding results across various groups, genders, and school sporting associations. A warm and special commendation to all students and staff that have contributed to stellar achievements this past twelve months and previous strengthening the reputation of the Academy sports program, and consolidating the significance of school pride among the cohort. The pages of school sporting history are permanent!

INTER SCHOOL SPORTS RESULTS Period beginning Term Three 2016

Term three 2016 AIA Cross Campus Grade 5 & 6 Soccer Tournament (Melbourne Senior, King Khalid and Caroline Springs Campuses) AIA Melbourne Senior Campus Girls 1st place

2016 Bachar Houli Cup Grade 6 Premiers

2016 Bachar Houli Cup Year 9/10 State Premiers

2016 Year 9/10 Bachar Houli Cup National Champions

AFL Victoria Primary Schools Challenge

Boys 2nd place

Girls 1st place

School Sport Victoria – Moreland Division

Year 8 Boys Basketball 1st place


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NATIONAL ISLAMIC SCHOOLS SPORTS CARNVAL The week long tournament that involved Islamic colleges from Victoria and NSW complete in boys and girls Futsal and boys and girls basketball. Our boys finished second to Minaret in boys Futsal 1-2 in the final in what was a very close and thrilling match right up to the last minute. The girls Futsal team were generally a better team in comparison to their competition however, Ilim College manage to score to lucky goals. The basketball teams were completely superior to their opponents with a star studded line up particularly the boys who were undefeated all day to beat Al Taqwa in the final. Overall AIA MSC collected most competition points to be crowned the carnival champion seven years running proving once again to be the dominant force among the Islamic Colleges in sports. This is also reflected in our Bachar Houli Cup results where we have won the most premierships since the inception of that competition and the majority of students recruited from the Islamic colleges to the Bachar Houli High Performance Academy have been from Australian International Academy Melbourne Senior Campus. A total of nine since the Academy's launch.

RANKINGS: GOLD: AIA MELBOURNE 1st overall

SILVER: ILLIM COLLEGE 2nd overall

BRONZE: AL TAQWA 3rd overall


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SECOND AIA STUDENT SELECTED TO UMPIRE AFL NATIONAL DIVERSITY CHAMPIONSHIPS SYDNEY

The National Diversity Championships encompass the National U15 Kick start and the National U15 All Nations Cup. The 2017 National Diversity Championships were held at the Blacktown International Sportspark in western Sydney from 3rd to 8th of April. The Diversity Championships is a pathway for Diversity Programs, it provides talented participants for Flying Boomerangs and World Team squads, umpires for AFL umpiring academies which is a unique opportunity to strengthen the game with people from culturally diverse backgrounds.

Year 12 student Moahamad Soueid had the honour of representing Victoria. Last year Habib Khalaf was selected.

The Championships saw over 200 participants from Indigenous and Multicultural backgrounds come together and compete. Mohamad was one of sixteen aspiring umpires selected to officiate matches. Approximately two umpires were selected from each state across Australia.

Australian International Academy Melbourne Senior Campus host an AFL Diversity Umpire Academy after school on Monday evenings. They comprise mainly students from the Academy who eventually are recruited to umpire in the EDFL.


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THE KOPKODA JOURNEY The Kopkoda Project was developed by Victoria Police in order to improve the relationship between young people, police and the wider community. The program is in its second year at the Australian International Academy and provides year 11 students with the opportunity to walk the Kokoda Track in Papua New Guinea. The same track where many young Australian soldiers lost their lives in the thick of war many years ago. A track which has seen loss, mateship and courage rise in the face of adversity. The project looks to provide opportunities for students to become more aware of others within their community. It also develops their leadership, commitment, resilience, communication, organisation and social skills. This year Ms. Samaa Al-Ashi (the year 11 coordinator), Sarah IL, Azizah Bagci, Mostafa Bardan, Mustafa Khan and Saja Aboueid were chosen to go on this wonderful journey. They spent a total of 8 days on the track. Every day began at 6am in varying weather conditions. The relentless terrain, testing climate, perceived dangers (all carefully managed) of unfamiliar jungle, river crossings and grinding climbs challenged the mental and physical tenacity of our participants. However, they conquered their own self-doubts and replaced them with self-confidence. Conquering the track may prove to be one of the biggest challenges in their lives and help to positively influence their outlook and aspirations in life.

They visited battlefields, fire support bases, logistic areas and evacuation centres along the original Kokoda Trail. They heard presentations on the strategy of the Kokoda campaign; the phases of war; the principles applicable to each phase; battlefield tactics; and soldiers recollections of events. They came across different villages and met many different people along the track, they chatted and laughed with them, sang songs and presented them with gifts. We look forward to continuing our involvement in this exciting program.


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RELIGIOUS PILGRIMAGE, CULTURAL HERITAGE TOUR AND EXPLORATION TRAVEL TO UNITED ARAB EMIRATES


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COMMONWEALTH REPORTING REQUIREMENTS 2016 NATIONAL ASSESSMENT PROGRAM

LITERACY AND NUMERACY The Academy has made gradual gains and progress in all the areas of assessment in the National Assessment Program. The Growth Rate in most areas over the two years period was well above the National Level.

Teachers and school leaders spend time after the release of the NAPLAN data to analyse areas of relative weakness and to identify a relevant process for intervention.

STUDENT

PERFORMANCE at OR ABOVE THE NATIONAL BENCHMARKS

Year 3 Reading Writing Spelling Grammar &

Punctuation Numeracy

88% 96% 94% 86% 92%



89% 88% 88% 81% 83%



99% 100% 97% 100% 100%



100% 93% 100% 99% 100%


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SENIOR SECONDARY OUTCOMES

VCE and IB Diploma Year 11 and 12 students are able to choose a course of study from either the International Baccalaureate Diploma Programme (IB DP) or the Victorian Certificate of Education (VCE). As a community we value the pursuit of academic excellence and our Year 12 results once again reflect this. Congratulations to our Year 12 cohort who performed with great success. Year 12 results for 2016

Median IB Diploma ATAR was 87.40 and the Median VCE/IB combined ATAR was 75.70

100% of AIA graduates passed and were awarded their Diploma compared to the world average of 70.9%

AIA IB Average score out of 45 was 30.8 compared to the world average of 28.9

74.2% of IB Diploma students achieved an ATAR greater than 80

32.26% of IB Diploma students achieved an ATAR greater than 90

39% of all VCE/IB Diploma students achieved an ATAR greater or equal to 80.00


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POST SCHOOL DESTINATIONS

Our results reflect the hard work of the students and their teachers. Of course, there are always areas for improvement and as a school we will continue to put in place strong frameworks and expectations for continued academic success.

Through the diverse opportunities and experiences at the Australian International Academy, we inspire our students to dare to dream, without fear of failure, and to test the unfamiliar; to develop enduring life and leadership skills and to become resilient and adventurous. Maintaining balance between their academic learning and the enriching co-curricular and service activities helps our students to develop into well-rounded young adults ready to contribute confidently to the world. This is certainly exhibited from our Class of 2016 and we are exceptionally proud of our students.

Thank you to all of our parents and guardians who have supported their sons and daughters and the Academy in 2016. This partnership between home and school is an important piece of the success puzzle, and needs to continue into the new academic year.

Consistent outstanding academic results and student destinations reflect how the Australian International Academy prepares students for greatly varied future pathways beyond its walls.


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2016 STUDENT DISTRIBUTION BY MAJOR AREAS OF STUDY


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STUDENT RETENTION 94 students completed Year 10 in 2014 and 66 were enrolled in Year 12 during 2016, a retention rate of 70.21%.

STUDENT ATTENDANCE The total student enrolment at Census date was 1266. 50.3% of our student cohort are females and 49.7% are males.

2016 Averages YEAR 1 92.68 YEAR 2 92.63 YEAR 3 94.15 YEAR 4 91.25 YEAR 5 94.26 King Khalid Campus Averages 93% YEAR 1 93.17 YEAR 2 89.98 YEAR 3 89.68 YEAR 4 94.86 YEAR 5 92.35 YEAR 6 94.59 YEAR 7 93.12 YEAR 8 94.33 YEAR 9 95.07 Caroline Springs Campus Averages 93% YEAR 6 89 YEAR 7 88 YEAR 8 90.1 YEAR 9 90.02 YEAR 10 91 YEAR 11 92.24 YEAR 12 90.01 Melbourne Senior Campus Averages 90%


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STAFF ATTENDANCE AND RETENTION At the end of 2016 AIA employed 195 full time equivalent (FTE) teachers and 52 (FTE) General Staff. The average number of personal sick leave days (sick, cares, Other Purpose Leave) taken per staff member in 2016 was 11.45 days, a decrease of a half day on average on last year. The 2015 average was 11.91 days. Staff turnover rate for 2016 was 17.80%.

COMMUNITY FEEDBACK PARENT AND STUDENT SURVEYS We conduct annual surveys to gauge parent, student and staff satisfaction. In 2016 the parent surveys related to parent, student and teacher conferences. 92% of parents found the conferences useful, 87% agreed that the improvement strategies discussed are beneficial and 72% found a greater improvement in home/school communication. Overall an improved outcome compared to previous years and most parents are satisfied with the curriculum and strategies for student improvement.

STAFF SURVEYS Staff were given an opportunity to anonymously participate in a staff satisfaction survey. The survey was completed 88% of teachers. A summary of the results indicate that 86% are happy in the work environment, 78% appreciated the time allocated to collaborative planning, professional development, effective communication, regular and ongoing staff feedback, staff initiative, change initiatives and staff well-being ranged from 57-75% satisfaction and higher levels of engagement in these areas are recommended.

Teaching Staff Retention 2015 2016 93% 92%

Teaching Staff Attendance 2015 2016 93.5 93.7


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FINANCIAL REPORT AIA has had a successful 2016 school year. The Academy is pleased to announce the purchase a new Campus located Caroline Springs. We can report a strong set of results and our aim is to provide financial viability and sustainability to serve and provide our students with the best staff and learning tools. AIA achieves this by following practical guidelines, key performance indicators, and having the Academy's finance reviewed by external entities.

Due to an upward trend, AIA has been able to make capital investments in all Melbourne Campuses for the benefit of our students and the community.

INCOME

SCHOOL FEES22%

C/W GRANTS44%

STATE GRANTS15%

OTHER PRIVATE INCOME

19%

2016 MELBOURNE SOURCE OF FUND

SCHOOL FEES

C/W GRANTS

STATE GRANTS

OTHER PRIVATE INCOME


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EXPENDITURE

ENROLMENT & REGISTRATIONS

62%5%

5%

12%

14% 2%

2016 MELBOURNE APPICATION OF FUND

STAFF SALARIES AND WAGES

EDUCATION EXPENSES

BUILDING OCCUPANCY /MAINTENANCE

ADMINISTRATION COSTS

OTHER EXPENSES

CAPITAL


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MAJOR PROJECTS In addition to the purchase of our new campus in Caroline Springs, AIA was able to complete a quality car park for staff and parents at Ross Street. This car park was completed within our budgetary guidelines at approximately $270,000.

As of 31 December 2016 AIA was able to invest in the following;

Melbourne Capital Expenditure up to end of December 2016

1- Caroline Springs Campus $52,261 2- Melbourne MSC KKCC $466,819

AIA is focusing on the upkeep of all campuses and strive to develop all our facilities to the best standards possible.

2016 AIA ANNUAL REPORT ANNUAL...years, have confirmed the Academy’s steady progression in all areas including Reading, Writing, Grammar and Punctuation, Spelling, and Numeracy. The

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