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.
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.
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 provide students with the study of music theory, develop understanding and appreciation of a broad range of contexts including art music, and a variety of cultural contexts through the process of listening, performing and composing. Our school choir perform Nasheeds in Arabic and Urdu during school assemblies and has been extremely valuable to students in enhancing self and group discipline as well as gaining 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.