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1. WHEN WAS THE AIC FOUNDED AND BY WHOM?
 The Australian Islamic College (previously named the Muslim Community School) opened its doors in February 1986. The school was established with the aim of providing the best quality of academic education based on a framework of Islamic ethos and values. With a modest network of only 2 teachers and 50 students, the College has grown from strength to strength with approximately 2000 students and just over 250 teachers and supporting staff in 2004.
The Thornlie College of the Australian Islamic College opened in 1990 with its Technological Center being developed in 1994. Our first northern College was established in Dianella in 1996 and a new extended building
on the school ground was opened in March 2003 to accommodate for the increasing number of primary students.
Our most recent addition has been the Kewdale College, which was purchased in 2000 to cater for the increasing number of high school students. The College offers Kindergarten through to year 12.
Mr Abdallah Magar is the Founder and current Director and Administrator of the College. In his own words, Mr Magar says;
After coming to Australia in 1966, I continually tried to establish Weekend Islamic Classes. We tried to run classes in a room at the Perth mosque but this was not fully successful. A few years later I was present at a funeral where the deceased person had left behind 3 children, roughly aged 11 (girl), 15 (boy) and 16 (girl). When I went to visit these children the next day I was troubled to find that the elder children had their boyfriend/girlfriends there. I wondered how could I possibly speak to them and console them from an Islamic point of view when these children were so far away from Islam. They would have been unable even to utter any prayer for their deceased parent. This made me think that if this family had moved so far from Islam, there must be many other families like that. After the weekend classes attempt and this incident, I realised that the only way to stop the Muslim youth from losing their Islamic identity was to have a comprehensive Islamic education system with an Islamic environment. An Islamic Environment meant somewhere where the students lived and breathed the Islamic way of life, they were not merely exposed to it for a few hours a week. The outcome of this environment would be full academic achievement, protection from social diseases coupled with success in the Hereafter by being saved from the hellfire.
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2. WHO RUNS THE COLLEGE?
The college is run by a network of highly qualified and experienced staff.
Mr Abdallah Magar as Director, Administrator and Founder of the college oversees all the operations. Essentially however, the needs and requirement of the students are the driving force behind the college and its activities.
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3. WHAT IS VALUES INTEGRATION?
Values integration means more than just teaching the students what is right at our Colleges, it is about promoting within the students perceptions of life such as the following-
• To study and work hard are acts of worship
• To love and forgive each other for the sake of God
• To repel evil with good and turn an enemy into a friend
• To be a believer you must love for others what you love for yourself
• Be modest in your dress and actions at all times
• Good conduct; behaviour and self-development are all acts of worship.
• To strive and achieve ones full potential is a duty.
Through values integration our next generation of children will know how to deal with the world using proper conduct and morals. As a result everyone will be at peace with themselves, their family, their peers, their surroundings and the environment. In the long run this will significantly reduce and eventually prevent all maladies in our societies and save the world billions of dollars usually spent dealing with:
1- Alcohol
2- Drugs
3- Family problems
4- Inflation
5- Unemployment
6- Social security
7. Gambling etc.
Values Integration is a term that many schools are not familiar with. It is about teaching students how to use
their knowledge for the betterment of themselves and society. Instead of teaching what society can offer individuals, values integration teaches what individuals can offer society. Just consider the positive social benefits from a generation of young adults not involved with the consumption of alcohol or illicit drug use and who have strong work ethics and high morals in dealing with others?
Islamic Values integration teaches that God-consciousness and morality are the foundations of a healthy society. AIC endeavours to ensure a future generation of students who will not only graduate with strong academic achievements, but also with a strong belief that the well-being of society is dependent on individual values such as power of knowledge, respect, responsibility, forgiveness, truthfulness, cooperation etc.
You will find that the emphasis on Islamic values is apparent in every facet of College life- from room decorations to assembly presentations.
Assembly presentations focus on a particular value each week. ‘Theme of the week’ include such values as Justice and Tolerance.
The existence, love and fear of God are constantly conveyed to students. It is school policy that teachers in all subject areas acknowledge God and incorporate Islamic values in each lesson throughout the whole day. These efforts reflect AIC's view of the 'holistic' development of its students, both academically and spiritually.
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4. TELL ME ABOUT PERTH
Perth is located on the west coast of Australia and is one of the most attractive and scenic capitals in the world.
A Mediterranean climate is a major attraction of Perth with its warm, dry summers and mild winters. This superb weather means greater outdoor leisure activities to be enjoyed all year round, building a healthier and positive atmosphere.
Perth is one of the safest, cleanest and friendliest cities in the southern hemisphere making it an excellent place to study visit and live.
Muslim Facilities in Perth
Perth has many mosques, halal restaurants and butchers which are expanding at a rapid pace to accommodate the growing Muslim Community. There are also several Islamic centres in Perth such as the Muslim Community Service, DAWA and the Muslim Women Support Centre to name a few.
Why Perth?
WA is a multicultural state where respect is given to individuals of different nationalities, cultures and religions.
Perth has excellent transport facilities and offers an inexpensive lifestyle compared to interstate capitals in Australia. Arguably the largest state in the world, Western Australia covers one-third of the Australian
continent. Spanning over 2.5 million square kilometers (1 million square miles), Western Australia extends into different climatic zones simultaneously. When it is warm and dry in the north of the State, it is cool and wet in the south - that's how big Western Australia is. Bordered largely by desert to the east, Western Australia is bound by 12,500 kilometres (7,813 miles) of the world's most pristine coastline to the west. Perth, the capital city of the State, is home to 1.38 million people and enjoys more hours of sunshine than any other capital city in Australia. Sophisticated yet uncomplicated, the lifestyle in Western Australia is a relaxed one.
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5. WHAT ARE THE SCHOOL FEES?
School fees are divided into two major sections. Local or Overseas.
Local Rates
Local fee rates apply to all Australian Citizens, Permanent Residents and Temporary
Residents
The Australian Islamic College endeavours to keep School Fees as low as possible as we believe every Muslim child should have the privilege of being in a Muslim school. Even in the face of rising costs, the school fees have remained the same for over 10 years. The annual tuition fee is payable by all applicants. Each applicant is placed into one of four categories which is based on the number of children the applicant has enrolled at The Australian Islamic College.
The structure of the annual fees payable is as below:
Overseas Rate
The overseas Student fees are determined by the Visa Subclass of the prospective student. If the students are eligible to be accepted in Government schools due to their parents being sponsored by the Australian Government to study (eg Commonwealth Scholarship), then Local fees will be applicable with an additional charge. For English speaking students, the amount would be $4,172 per year. For students requiring special English classes the amount is $7,091. For all other students, the cost is as listed below.
Overseas Rate- Cost per student
For further information on Overseas Enrolment and fee structure please contact the college.
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6. DOES THE AIC COMPROMISE ON THE SECULAR CURRICULUM BECAUSE OF ITS INCLUSION OF ISLAMIC STUDIES?
The AIC, like all other Australian schools, is required to implement the standard curriculum for each year level.
Islamic studies are an addition to this curriculum. The Prophet Muhammad (SAW) said: “ seeking knowledge is
incumbent on every Muslim male and female”. Knowledge in Islam is neither Eastern nor Western; there is also no separation of the physical and spiritual sciences. Islam views all this knowledge as one whole. Keeping this in mind, Islamic themes, values and morals are incorporated into the standard subjects areas including science, maths and social studies. Essentially this means that a student at the Australian Islamic College learns more than students at other schools.
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7. WHAT IS THE GOAL OF AIC?
Islamic Values and Academic Achievement for success in this life and the hereafter. The AIC has a strong commitment to the ‘holistic’ development of its student. By this we hope to achieve success and Happiness for our students through their future endeavours.
What do we mean by success?
High Academic Achievement or Material gain does not purely define success for us. While these features are a contributing factor, we believe that Spiritual Development, Human relations, High Morals/Values and a genuine Sense of Belonging and Concern for each other contribute to the Success of an individual. These factors in turn create a sense of contentment and happiness- something that cannot be achieved with material or worldly gains alone.
The benefits to society of such a generation of young men and women is paramount. We are looking at future leaders who are devoid of the social pitfalls of alcohol and drugs. They have a strong sense of belonging to Australia’s Multi-cultural community while sharing a vision of achieving the best for themselves and for their country. A generation of young Australians we can all be proud of!
From an Islamic point of view Academic schooling and Islamic Education are not separate factors. For a Muslim, both these things are intertwined and interdependent.
Two main areas of achievement
The two areas apparent at AIC include:
1. Our students demonstration of EXCELLENT BEHAVIOR and ATTITUDE in addition to outstanding leadership qualities. Their sense of belonging is evident through the successful establishment of Islamic values in all facets of life and our conduct system
2. There is now a HIGH LEVEL OF ACADEMIC ACHEIVMENT in all areas, which have been apparent through the increasing number of awards received from competitions at the national level, achieved as a result of our Weekly Student Evaluation System.
Our ‘Holistic’ approach to education seeks to achieve Success and Happiness not only in this limited worldly life, but also in the endless life hereafter. A major goal of the Australian Islamic College is therefore to help develop the entire individual through obedience to our Creator. By adhering to a righteous code of living and dealing with others we achieve the best in both worlds.
What more could we want for our children?
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8. WHY AN ISLAMIC SCHOOL?
Because we are living in a non-Islamic society, our children must live, grow up and interact within this environment. Thus unless the child is absolutely certain of the truth and rightness of the Islamic belief and values, it would be rather difficult for him/her to resist the impact of the environment, especially with the influence of peer pressure.
By establishing a Muslim school, we can best fulfill this responsibility to educate our children in a way that will strengthen their consciousness of God and foster their identity and growth as Muslims yet allowing them to interact effectively within the non-Muslim environment.
Islamic society and education are based on the principles of Islam, Faith and Belief in One God. The purpose of education in Islam, therefore is to draw man closer to GOD and prepare him for this world and the hereafter in the service of God. Morally students are commonly faced with such problems as disobedience, violence, drugs, promiscuity and homosexuality. The teachings at public schools may possibly conflict with that taught to Muslims at home.
This results in an ‘identity crisis’ for the child. Thus in order to live Islamically, a child must first be taught the Islamic way of life. To do this, the College aims to provide that environment in which they can learn and grow as Muslims. It is therefore essential that the school fulfils the moral, religious, philosophical and academic requirements we have as Muslims. We need a school that incorporates the principles and ideals of Islam into every aspect of learning and life, and offers the children an environment in which they can learn to know, love and serve God as Muslims.
The Islamic Educational process is based on the principles of listening, observing and reasoning. Our aim must be to bring up each Muslim child to be a total Muslim, a long term objective in itself, plus developing his/her individual talents and tastes.
The Structure of AIC in terms of learning
1. Focus on the students Emotional and Physical well-being
2. Understand the students Social, emotional and intellectual development
3. Providing a comprehensive Islamic view of life
4. Transmission of basic knowledge of the Islamic teachings, history etc
5. Training in performing prayers
6. Inculcating Islamic values, attributes, manners, morals, habits and behavior
7. Teaching how to read the Holy Quran
8. Memorizing chapters from the Quran and supplications
9. Inspiring the child with the love of God, His Obedience to the Holy Quran and the Prophet’s (SAW) teachings
One of the greatest benefits of attending the Australian Islamic College is that it provides the best God-fearing environment in Western Australia. The existence, the love and fear of God is constantly conveyed to students as it is a school policy that teachers in all subject areas deliberately acknowledge God and incorporate values in each lesson throughout the whole day. This is different to other schools where students learn about and acknowledge God primarily in their religion classes.
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9. WHAT COMMUNITY INITIATIVES IS THE AIC INVOLVED IN?
In addition to its academic objectives, the College is actively involved in Community events and projects. Students at each campus are actively involved in developing segments for the two Islamic Television programs aired each week. These programs (‘Breaking Barriers’ Sunday nights 7.00pm- 8.00pm and ‘Vision of Islam’ Wednesday nights 7.00pm – 8.00pm on Access 31) aim to provide an informative and entertaining look into the Islamic way of life, its beliefs and the Australian Islamic College.
The College is also actively involved in inter-school programs. Students are frequently invited to visit other schools throughout Perth to talk about Islam with an end to foster a better understanding of Islam and relations between different faiths. The Western Australian Police Academy’s Cultural Diversity Unit also visits the college as a function of its cadets training. We’ve also had high-profile visitors to the College including the Premier of Western Australia and the Sultan of Terrenganu from Malaysia. The college periodically has community programs running at the college including Weekend Social Activities (eg swimming) and Special Events Functions (eg Eid Functions).
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10. WHAT IS PROGRESS MONITORING?
The Australian Islamic College is the only school in Western Australia, which monitors, evaluates and provides feedback to parents on each student’s progress on a weekly basis.
We at the AIC introduced this system to enable the college to constantly monitor each individual student and their progress in all of their classes in order to provide constant guidance and assistance at an individual level.
Parents get sent an update on student performance every fortnight to keep them informed of their students level and performance. Students at other schools do not have the opportunity to obtain this extent of constant attention and care given to their academic progress and development.
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11. WHAT IS THE YEAR 7 INDUCTION PROGRAM?
The Australian Islamic College is unique in offering this program, which helps our primary school Students prepare successfully for the transition to High School. All students spend their final Primary term (Year 7) at the High School campus. There they become familiar with High School life and its requirements in preparation for their move in the following year.
High School staff conduct many of the upper school lessons to help the academic transition from Primary to High School. As part of this program a number of scholarships are awarded to talented and well-behaved students who intend to study at the AIC in year 8.
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12. WHAT COURSES AND SUBJECTS DOES THE AIC WE OFFER?
The Australian Islamic College caters to students from Kindergarten (Age 4) to Year 12 (Age 17). A wide variety of subjects are available to cater for the individual needs of students.
PRIMARY SCHOOL CURRICULUM
The primary educational programme is based on the Education Department’s seven curriculum components of Language and Communication; Mathematics; Personal and Vocational Education; Creative Arts; Physical Education; Social Studies; and Science and Technology; supplemented by Islamic and Arabic studies.
MIDDLE SCHOOL CURRICULUM
In years 8 – 10 students follow a standard course of English, Mathematics, Social Studies, Science, Information Technology, Health Education and Religious Education.
SENIOR SCHOOL CURRICULUM
Students in Years 11 and 12 may select either a Science/Medicine stream or a Social Science/Arts stream.
Literacy and Numeracy is stressed throughout all year levels. In upper school the emphasis is on University entrance with the bulk of contact hours being dedicated to tertiary entrance subjects.
There are 30 one-hour periods in one week and at least 28 periods are spent inside the classroom-learning subjects which provide the foundation for undertaking subjects pertinent to TEE (Tertiary Entrance Examinations). In other schools, at least 10 periods are spent outside the classroom or learning about subjects which will not enable students to gain university admission.
A tailored program is available for talented students who aspire to study Medicine or other challenging courses at University. Students who qualify for this program are given approximately an hour extensive Mathematics, Physics, Chemistry and English Literature to prepare them for successful completion of TEE and University admission.
The Program starts in Year 8 whereby students are exposed to advanced work in subjects, which are required to study Medicine, Engineering, and Pharmacy etc. All students who qualify for this program belong to the ‘AIC High Achievers’ Club and will enjoy many privileges that are available to them. An intellectually challenging and rewarding program for our high achieving students.
If students are primarily interested in achieving secondary graduation and perhaps study at TAFE, AIC provides CAF courses, which will enable you to achieve graduation without the pressure of TEE. Undertaking CAF courses will enable you to pursue one of the many courses available at TAFE.
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13. WHAT IS THE HIGH ACHIEVERS PROGRAM?
All our students are special. We recognise this and tailor all our courses to meet the unique and individual needs and abilities of our students. The following programs have been designed especially to develop the full potential of all our students at the AIC.
1. High Acheivers Program
This program is targeted at those high achievers who would benefit from a more advanced academic program. The requirements are rigorous and only students with above average abilities qualify. Students are only able to join after careful assessment and an average mark of 90%-100%.
Students in the High Achiever Program receive extra benefits, including specially planned extra curricular activities and recognition though placement on an honour board, certificate of acceptance, monetary prize and special identification badges.
2. The Achiever Program
The Achiever group is composed of students with marks between 80% -90%. This group is given advanced work for further development and in-depth understanding of subjects. Assessment is frequent to ensure high academic results are maintained and students are upgraded to the High Achiever program when their academic levels improve. This group also enjoys privileges similar to the High Achiever but on a scaled down level.
3. The Mainstream Program
The focus is on a carefully defined group of subjects, which are relevant to university entry. Assessment is frequent and regular to ensure high academic results are achieved and students are upgraded to the High Achiever/Achiever program if required. Students undertake work from the next year level in term four from Year 7. In this way, students are always ahead and are familiar with more advanced material than their year level requires. By the end of Year 11, students will have completed most of, if not all of Year 12, thus leaving a year for advanced revision and in-depth assessment for TEE.
Class numbers are small and taught by only qualified teachers from all faiths and disciplines. Year 11 and 12 students will be expected to attend supplementary evening and weekend classes. (There is no additional school fee for this).
4. The Remedial Program
The Remedial Program is designed to help those students who may require additional attention to realise their full potential. The program adopts a more personalised approach with the emphasis on small class sizes. The College also offers ESL classes for those students whose first language is not English.
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14. WHAT FACILITIES ARE IN PLACE FOR NEW ARRIVAL STUDENTS ?
Australian Islamic College is a multi-national College with many students from a wide variety of ethnic and cultural backgrounds. It is recognized that different populations of students have different needs and for many, English is not their first language. In response, the college has developed an ESL (English as a Second Language) program to build in all its students strong “academic literacy” in the English language.
Students being promoted form our New Arrival and intensive English classes can easily settle into the mainstream classroom environment. This is achieved by a gradual transition from intensive English to mainstream classes. Students learn all conventional subjects as well as the English of the classroom in the context of finding out more about their role in a “God centered” Australian society.
Students are promoted to mainstream from intensive language groups through a gradual transition. This transition involves several stages.
Stage 1 involves exposure to the classroom group of their peers in the playground.
Stage 2 involves integration into the classroom in non-language based classes.
Stage 3 involves integration into the class for all subjects with the help of an aide.
Stage 4 involves full class work with assistance as required.
By the end of the program students are able to:
1. Be proficient in classroom English
2. Have an in-depth understanding of Australian society (as a context for learning)
3. Be able to socialise with other Australian students
4. Be able to be integrated into the mainstream classroom
By the end of this program students demonstrate:
1. A desire to learn more English
2. A respect for our Country
3. An understanding of the effort required to achieve proficient English
4. A desire to achieve in mainstream education.
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15. WHAT PHYSICAL EDUCATION RESOURCES AND FACILITIES DOES THE AIC
OFFER?
The AIC grounds at Kewdale contain four outside basketball courts, four hardstand tennis courts and two full sized ovals.
There is also a 25-metre swimming pool with eight lanes and eight starting blocks. A 10-metre high colour bond fence surrounds the pool, so that both male and female students can use the facilities without fear of being seen. The pool area also has separate men’s and women’s change rooms.
The AIC boasts a fully equipped gymnasium, with a full sized basketball court, netball court and a state of the art, 10m high rock climbing wall. This is staffed by three full time Physical Education teachers with one each at Thornlie and Dianella.
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16. WHAT COMPUTER INTEGRATION INITIATIVES ARE IN PLACE?
The Australian Islamic College understands that the technological world is moving ahead steadily. In order to equip our students with the tools needed to deal with this change after leaving high school, a great emphasis is being placed on the technological development of each student.
Students are familiarised with computing from their early primary years and by high school our students have a high level of skills in computer usage. This allows the student’s to appreciate its important and apparent application in their daily lives, at school, when researching and in their future workplace.
Computer Integration is not just limited to Information Technology subjects. Islamic Studies, Math’s and Science are a few examples of where the College utilises the latest educational software to add variety into the lesson, making learning more interesting and motivational, whilst helping students see the linkage between technology and their secular subjects.
The AIC challenge was to provide each student with their own computer to use during class. Now each student has access to the latest software and programs and works individually in completing their tasks faster with professional teacher assistance.
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17. ARE BOYS AND GIRLS SEGREGATED OR TOGETHER?
Islam has always placed an emphasis on healthy, socially acceptable male/female interaction. During the early days of Islam we find that both men and women gathered in the mosque without a screen or a barrier. They sat separately but they had access to the place from where the Prophet (saw) addressed the congregation. Historically Muslim women have played a significant part in Islamic society along with their male counterparts. The women of Islam treated the wounded in the battlefield, were present at the Khutbas of the Prophet and His (saw) Khalifah and were prominent figures in building Islamic society. We are all well aware of the role that Aisha (ra)- a wife of the Prophet Muhammad (saw) - played politically and militarily following the death of the Prophet. One can infer from this that a similar arrangement could be made in a college or school where boys and girls can have separate seating sections while interacting properly and under Islamic supervision by staff, administration and fellow students.
Although our students are seated according to gender in their respective classes, the AIC still provides a co-educational environment for its students in the Primary years. High school students are segregated, essentially creating two colleges within the High School. High school students are segregated into single-sex classes. Girls attend their classes together in the Ladies section of Kewdale campus and the Boys attend their classes separately in a different building. The Ladies and Boys college have separate break times and lunch times. In encouraging academic competitiveness there is limited and monitored interaction between male and female students in Years 11 and 12 and High Achievers in Years 8-10. In such cases, the behaviour between the two genders is constantly supervised, monitored, evaluated and corrected if necessary.
For those who still wish to educate their girls in an all-female environment, our Thornlie & Dianella colleges offer Girls Only High school classes from Years 8-10.
AIC understands that the only true way to prepare our children for the outside world is to train them within our
‘monitored’ school environment. Whether we like it or not males will interact with females. To believe that “everything will be fine” if we segregate our children away from the opposite sex is naïve and dangerous. If our Islamic schools do not prepare our children for the real world (university, TAFE, work environments) then who will? What is the purpose of the Islamic school if it fails to train our children to live clean, balanced and moral lives?
The AIC prepares our children for real world encounters in later life. With this understanding in mind, the Australian Islamic College believes in developing a strong moral foundation for gender interaction.
TAQWA and God-consciousness is the tool in insuring respectful communication and dealings with the opposite gender without forgoing our Islamic core value of modesty both inside and outside the school! This central educational objective is instilled in our students from an early age. We believe that fully segregating students and creating ‘barriers’ will only assist in further alienating our youth from one another and the greater community.
Creating God-consciousness in the heart is the true way to ensure that our young adults learn and live by the Islamic standards of decency.
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18. WHAT ARE THE UNIVERSITY ENTRANCE FIGURES LIKE FOR AIC GRADUATES?
Since the introduction of CAF studies in 2000, we have been better able to concentrate our efforts on students aiming for University entrance. We now have dedicated TEE and CAF teachers who emphasise excellence in their particular field. While the table below illustrates overall TEE graduation figures, the last two years have shown a dramatic advancement in the TER marks achieved. Not only are more students graduating, but they are graduating with higher grades. (table 2) We now have students who are graduating with top TEE marks of 99.25 (accepted in Medicine) while completing Hifz of the Quran in the same year (see page 34). Alhumdullillah.
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19. IS THE AIC ONLY FOR MUSLIMS?
The AIC is open to all students who are willing to abide by the colleges academic and behavioural expectations. Non-Muslim students however are excused from prayer.
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20. WHAT ABOUT THE STAFF?
The college’s success in achieving its educational objectives relies on its continuing ability to recruit appropriately experienced and highly qualified teachers. Over 250 staff members are employed at the AIC for the benefit of our students.
Our Colleges place great emphasis on effective learning with a small teacher/student ratio for TEE subjects. Staffs come from different religious denominations and are appointed on the basis of their teaching ability and willingness to contribute to a learning environment based on the principles of Islam, which are:
*To assist students to achieve success in this life and the hereafter.
*To help develop the entire individual through obedience to God.
Staff understand that education and religion are interdependent. They appreciate that by fostering an environment conducive to academic achievement on a God-conscious basis, the students are adequately prepared to face the challenges in this life and the hereafter.
Staff Evaluation
Staff are also evaluated each week, enabling the College to trace and evaluate the progress of each staff member regularly. Each Head of Learning Area assess the folders of each teacher containing work produced by the students in each of their classes.
A bonus system motivates teachers to achieve the best possible results.
High Qualifications
All our teachers are qualified and approximately 90% have more than two years teaching experience in Australia. Almost 20% of our teachers have more than 10 years teaching experience. In addition, several teachers have Doctorates and some are currently undertaking their Doctorate degrees.
Small Teacher/Student Ratio
The student/teacher ratio at the Australian Islamic College is lower than that of other schools. Students attending this college are therefore greatly advantaged, as they are able to obtain assistance on an individual basis during and outside class time from their teachers in all of their subjects.
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21. DOES THE AIC HAVE ANY SCHOLARSHIP OR REWARD PROGRAMS?
The employment market is extremely competitive. In order to obtain highly professional, well-paid jobs and become community leaders, it is essential to have university qualifications.
It is the top priority of the Australian Islamic College to ensure that all students have the best facilities and the greatest opportunity to gain university admission. Alhumdullilah- through the grace of God, students at AIC have progressively achieved a higher and higher level of admission to university- culminating now at full university admission. It is a credit to the quality of education provided by the College and the commitment and perseverance of teachers and students that such achievements can be made.
With the commitment and determination of our highly qualified staff in providing the highest quality of education, the students of the Australian Islamic College will continue to be successful in gaining University admission as well as being successful in this life and in the life hereafter, Insha-Allah.
In addition to the above efforts, The Australian Islamic College prides itself on being the only school to offer a unique Reward Program for its students.
The AIC Academic Scholarship Program recognises and rewards student academic achievement from Years 8-12. Students achieving 80% or above in any subject at the end of the academic year earn $1 for every percentage point per subject. For example if a student achieves 80% in each subject they can earn up to $560 for that year. Money earned at every year level accumulates and is paid after the final year 12 Graduation. With this program, students can earn up to $5000 towards their Tertiary Education after leaving AIC. This is just another way AIC puts its students first.
Scholarships are periodically available across all year levels throughout the year.
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22. HOW IS THE DISCIPLINE AT AIC?
It is an expectation of the college that students will be self-motivated and be able to conduct themselves in a mature manner at school. Conduct should be in line with Islamic principles and etiquettes.
The Australian Islamic College has a unique Conduct Evaluation System, which constantly monitors student behaviour and achievement.
Rewards are given with the accumulation of Positive Points while Negative Points- point deduction) poses the risk of expulsion and suspension.
Students are allocated points in relation to positive behaviour, high academic achievement and demonstration of Islamic morals and values. Students achieving above a set number of points are rewarded and students reaching low levels are referred to relevant staff for remedial action.
Behaviour management of the students at the Australian Islamic College compares extremely favourably to students in other schools in Western Australia. High profile visitors to the college have commented on the discipline of the students at the Australian Islamic College as one of the best that they have observed during their visits to many schools throughout Western Australia.
Prior to commencing studies at the AIC, students sign a agreement wherein they agree to abide by the behavioural expectation of the Colleges.
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23. What Makes the AIC Unique?
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