AICS is more than a place of academic excellence. It is a place where students are encouraged to grow into confident, caring and accomplished young citizens of integrity and purpose.
Supporting and nurturing these students is a team of dedicated and passionate teaching professionals who are committed to extending the reach of every student as they strive for own personal best.
Our teachers and support staff have an abiding interest in the education of students and act as role models in an academically focused, Muslim environment.
We value teachers who:
have deep knowledge
are passionate about the pursuit of excellence in education
We at AICS values all our teachers as our true asset. Read the reflections and thoughts of some of our teachers.
I have been a part of AICS since 2006 and have watched it grow and prosper.
I feel very fortunate to become the Assistant Principal of a College that has achieved so much in the last 20 years. There is a strong sense of a very happy and purposeful community. The College has thought very carefully about what will inspire bright young people. Our students thrive both academically and in their extra-curricular interests due to the commitment of high-calibre staff. The range of opportunities is extraordinary, as is the commitment of students to them, and I have been delighted to see the culture of excellence among our boys and girls. They are respectful, collaborative and teachable. Serving the community – both within the College and outside – is part of the culture, and I have been happy to meet so many parents who are right behind the College.
My hope is that AICS pupils will continue to leave us as confident, motivated and highly employable young men and women, who will be influencers for good in whatever they choose to do.
An individual’s academic, emotional and social wellbeing is an integral part of their life and reflects greatly on their success. The Australian Islamic college of Sydney’s (AICS’s) welfare support services provide students and staff with social, emotional and academic support and enhance engagement with the broader community including parents.
Each day is a new day, and every day we reflect upon the achievements of the students at the college and without fail, we are beyond impressed and filled with awe. The college is bursting with truly inspiring students and immense talent.
In the Mathematics department, our goal is to not only provide students with the best opportunities to learn, but also for our students to enjoy their experiences and foster a genuine desire to learn. To that end, we have built up a team with experienced and dedicated teachers to work alongside a couple of fresh faces with fresh ideas. With strong staff, resources and planning, we have worked hard towards achieving these goals.
At the Australian Islamic College of Sydney, the Faculty of Science has been focussing on inquiry based learning as there is an urgent need to prepare our students for the demands of the 21st century. We are trying and emphasising science as a way of knowing and doing – rather than a static body or knowledge that needs to be rote learnt.
The students at AICS are capitalising on the opportunity that has been provided through PBL (Project Based Learning). Problem-based learning (PBL) is a student-centred pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material.
In English, we strive to empower young people to find their unique voice. Skills developed in this subject are crucial in assisting students to comprehend, evaluate and contribute to the sometimes-dizzying array of stories and perspectives that surround them.
We would like to congratulate our Year 12 students who have worked with focus and dedication to achieve some outstanding results. Students were supported through study days and excursions, extra classes, and continual feedback and encouragement from their dedicated teachers. Many of these students have been at the AICS since kindergarten and we encourage them to reflect on their time here, their impressive achievements and how far they have come.
The HSIE department offers a wide array of subjects which include History, Geography, Commerce, Business Studies, Economics, Studies of Religion, Society and Culture, Modern History and Legal Studies.
The department delivers lessons in the best possible way keeping the abilities and interests of the students in mind. A consistent integration of IT into the curriculum, makes History and Geography come alive for the students. A fresh initiative this year has been to use Edmodo for most classes to keep connected with the students, answer their queries at all times and post resources for student use.
Pablo Picasso once said that “Art washes away from the soul the dust of everyday life.”
Visual Arts helps to give our stage 4 students the opportunity to escape from the everyday world, think outside the square and perceive the world from a different point of view.
The students have learnt to use a variety of mediums to help express their ideas within art making. These included: lead and colour pencils to draw and tone, create paintings using acrylic paint on canvas and MDF board, using clay to create 3D ceramic sculptures and producing digital works of Art using photo editing and 4D animation software.
Our vibrant music program includes fundamental theoretical knowledge of music notation, a comprehensive study of orchestral instruments centring on examples from western art music, as well as exploring indigenous influences and the history of Australian music. Students demonstrated creating original compositions, performing collaboratively in small ensembles as well as critically analyse, through listening, various concepts of this subject.
The choir has been extremely valuable to our students in achieving outcomes such as the development of self and group discipline including punctuality, teamwork, leadership and rehearsal skills.
Learning Support staff work with teachers across a range of Key Learning Areas to ensure that differentiated teaching strategies and improvement plans were devised to help students access subject specific content. Students struggling in Mathematics and Science were withdrawn in small groups and provided with individual numeracy support while others in English participated in the ‘Levelled Literacy Intervention Program’. This program exposed students to a variety of reading material improving and expanding their understanding and comprehension of texts.
The School Library is a place where students are introduced to the knowledge of research and literacy so they can become lifelong learners. Teachers and Teacher Librarians help students to find and sort information from a range of media e.g. print, graphics, online and audio visuals. With the beginning of 21st century there is a global shift from traditional to digital learning. This makes it imperative for School libraries to create Digital Learning Environment (DLE) in conjunction with digital citizenship awareness. According to O’Connell (2012) a 21st Century learner needs to gain digital learning skills that enable them to efficiently use search engines, evaluate online information, collaborate in virtual environments and create digital artefacts. Educational institutions have a greater responsibility to create a DLE that support students to become responsible and productive citizens. Australian Islamic College of Sydney supports DLE and is progressing to improve its infrastructure for better outcomes.