3.6 STUDENT PORTFOLIOS

The Principal of the College will oversee the compilation of electronic portfolios for each student. Teachers will be requested to submit a sample of the best work of each student on a regular basis to be included into the portfolio. The portfolio will be evaluated and audited by the Principal to ensure academic standards compliance. Student will be given a copy of their Electronic Portfolio on graduation.

3.7 Student Assessment Policy

In all circumstances, Curriculum council guidelines apply.

• For each unit studied at AIC a central file will be kept containing a description of unit, the unit number and general detail on the type, relative weighting and nature of assessment used.
• Unless a teacher sees due cause, 10% shall be deducted of the total mark for each day (including weekends) that the work is overdue. (Does not apply to CAF or OBE Subjects)
• Students, who are absent when in-class assessments are held, shall receive a 0% mark unless appropriate medical or parental explanations are given. With adequate reason a teacher may either re-test or exempt a student from that part of the assessment. (Excludes TEE Students)
• For each unit of study there shall be no fewer than 3 items of assessment and no more than 7 items assessed. (No more than 7 assessment items are to be used in any unit to ensure that over assessment does not detract from the learning time).
• Work which has been completed at home shall comprise no more than 30% of any total unit's marks.
• A student who has a grievance in relation to his/her assessment may appeal in writing to the Principal (or his delegate). If this occurs the Principal shall rule on the assessment after appropriate investigations. Any decision reached will be final and not open to further appeal. Appeals will only occur if :
• Marks do not add up
• There is clear evidence of victimisation or,
• This policy statement is contravened in some way.
• In order to reduce all possible clerical errors, all marks making up the final grade must be recorded in the teacher's mark books and these marks examined and certified by another teacher before the final grade is publicised.
• For each unit undertaken by each student, all assessed work (or a copy of this work) will be collected and kept in the student’s file for moderation purposes, e.g. tests, assignments, samples of work etc.
• Copies of students’ reports with samples of work will be kept in the student's own office file and copies of mark books taken and placed at the front of the relevant year group classroom.
• At the end of each term parents will be reported to. Inclomplete units will be reported and progress to date indicated.
• Students will achieve an E grade if they fail to show inadequate learning for a unit set of objectives. A student who fails (receives an E grade) for more than half of their total number of English, Mathematics, Social Studies , Science and Computing units shall be deemed to have failed the academic year and must repeat all units offered the subsequent year.
• All students will attempt English, Mathematics, Social Studies, Science, and Computing and several elective units each term.
• All units shall contain literacy, numeracy, technology, environmental studies and Islamic components and these are to be used as part of assessment.
• In cases when more than one class attempts the same unit, comparability will be maintained by:
• Use of the same teacher and/or
• Use of the same or similar assessment materials and/or
• Use of the previous teacher as a guide to cut-off standards.

• All units should include components of practical and/or attitude assessment in them, where possible.
• Where possible, written assessment items will be presented in such a way as to be either reusable or form part of the student’s submitted work.
• Only marked assessment items shall be left in the possession of the students. One copy of all assessment items shall be left in the school record files. Students may examine their assessed items if the teacher feels that this is of educational benefit to the student.
• Upgrading and replacement of assessment instruments should occur within the first three weeks of a unit commencing.
• Past assessment items which have been released to students should not be reused.
• All items should be examined for appropriateness prior to the end of week three of the term in which they will be used.

It is requested that all year 8 to 10 examinations be conducted as follows:

• Arabic, computing and Islamic studies to be held in the second last week of term
• End of term exams for core subjects to be held in the last week of term:
• Monday – English
• Tuesday – Science
• Wednesday – S&E
• Thursday – Maths
• Friday – PD

3.8 EXAMINATION PROCEDURE

Before the Examination:

1) Examination papers are to be made prior to the week of the first examination. They should be approved by the respective HOLA and proof read by another teacher. Only then should multiple copies of the exam (1 for each student and at least 3 spares) are to be made. These exams should then be checked for completeness of pages, photocopy quality etc.

2) An examination supervision timetable will be made and distributed at least one week prior to the first exam. Where possible, the supervision will be given during the teachers' normal teaching time.

3) A separate page stating the number of students, subject name, date and time is to be wrapped around all the papers which are then firmly bound. These papers should then be given to the Deputy Principal/Principal or his nominated deputy, in hand with one copy kept by the examiner one full day prior to the examination time.

For example, Exam - Monday 9.00am, Papers due Friday, 9.00am (to Principal)

4) A clock will be set up at the front of the examination room and will be used as the only 'correct time'.

5) 15 minutes before the commencement of the exam, the examining teacher may collect the papers from the Principal or his nominated deputy and proceed to set up the examination room. Ample paper and any aids supplied by the school should be provided on each desk. Desks and chairs should be arranged appropriately.

6) The first exam supervisor should be at the examination room at least five minutes before exam commencement and prior to the examining teacher leaving. No students should enter the room until around two minutes before examination commencement.

7) Any exam aids are to be inspected prior to student entry.

During the Examination:

1) Prior to exam commencement, the statement "Do not to touch exam papers until told to do so” should be made clearly.

2) Students will be instructed to bring only required equipment into the exam room. All other items are to remain outside the room.

3) Students will be allocated seats by the first supervisor.

4) After all students are seated, the instruction "Look at the cover of the exam paper." will be given.

5) The first exam supervisor will read the entire front page of the exam paper. No other assistance shall be requested or given.

6) The first exam supervisor will advise students that they "May not leave the exam room within the first hour or the last fifteen minutes of the examination".

7) The time a student finishes an exam paper should be recorded on that paper in accordance with the time indicated on the exam room clock.

8) In case of misconduct (or suspected misconduct) the supervising teacher may remove the student’s exam paper and write on the cover the suspected offence and time, and demand that the student leave the room. No negotiations with the student are to be made.

9) Supervisors do not leave the exam room until the next rostered supervisor has arrived.

10) If a relief supervisor is late, a note may be passed to the Principal explaining the problem as soon as possible.

11) The last supervisor will advise students when fifteen minutes remain - and that no students may leave. When 2 minutes remain advise students to place their names on all sheets.

After Examination:

1) When the duration of the exam is up the supervisor says- "Pens down".

2) Any student failing to do so is to have 'minus 5%' written on their exam paper, with supervisor’s signature.

3) Papers are to be bundled, tied, and placed in the examining teacher’s pigeon-hole prior to the end of the duties for the final supervisor's responsibilities.

• The examination room is to be cleaned and neatened by remaining students prior to their exit from the room.

Students Sheet:

Students travelling on school buses (which arrive late) must report to the office and obtain a late slip showing the time of bus arrival. This slip must be presented to the exam supervisor in order to gain admission to the exam room.

No late slip, no admission.

EXAM PAPER FORMAT

1) Front page is to include:

a) Name of the School

b) Name of the subject area

c) Student name

d) Duration of exam

e) Day, date and time of exam

f) Any other items a student may require

g) The structure of the examination paper

h) Classroom teacher's name

2) A copy of the front page should be made available for students to view prior to the examination.

3) All exam papers should be kept by teachers, but may be returned to students for review, correction, etc. .

4) Level of difficulty? (competence)

Recall of facts (‘D’ level of question)

Correlation of ideas - ‘C’ level

‘B’ level

'A' level etc.

NOTE: In general, a wide variety of skills and assessment tasks should be demanded in the examination paper.

Examples:

• Passage interpretation
• Graph construction and/or interpretation
• Multiple choice
• True/false
• Short answer
• Essay
• Calculations with or without formulae

3.9 ‘At Risk’ & High Achievers Student ProgramME

The school runs programmes specifically to cater to students who at risk of failing subjects and students who are high achievers.

‘At risk’ students are encouraged to take on special classes like English Enrichment, Literacy and English as a second language. Extra tutoring is given to these students to help them.

High achievers are given a challenge with classes like Accelerated Maths and English.

To encourage students to aim high, teachers are requested to:

• Identify current and future High Achievers.
• Promote photos of High Achievers and display on boards around the school.
• Give High Achievers’ information to Heads of Learning Areas.
• Offer all electives.
• Have regular meetings. Follow up fortnightly reports.
• Give students special certificates.
• Encourage students to engage in extra curricular activities.
• Involve students as much as possible e.g. students as school ambassadors.
• Organise special breakfast or lunch for encouragement.
• Arrange ‘Parent- Teacher Night’ events.
• Recommend students (one male and one female) for special scholarships for fees at the end of the year

(Help with materials such as books, stationery. Help with resources, funding/sponsoring students with books)

3.10 CURRICULUM

Curriculum construction and development is the responsibility of every member of our staff. HOLA for each respective subject area is responsible for the development of the curriculum. Approval of the curriculum is by the Curriculum Committee which consists of the Principal and Dean of Studies. Curriculum construction and development in AIC is a complex task as we are the first school of its kind, certainly in Australia, but probably also in the Western World.

General educational theory tells us that curriculum is the product of social, historical, political and economic forces. Curriculum, we are told, involves the selection, interpretation, representation and assessment of culturally-based knowledge, processes and values.

With this definition of curriculum in mind, we at the Australian Islamic College must walk a tightrope:

• Teach enough of the West Australian Syllabus to have a foundation for our students to be prepared for the real world, and also,

b) Teach in a manner so as to develop a new world - one based on the precepts of Islamic Morals and Values (Love and Obedience to the Creator of All).

As a consequence, curriculum development and its execution should always be carried out with the following precepts in mind. Curriculum work should:

• Demonstrate the worth of Islam (with its base in rational thought and facts) and significance of the Creator in students’ daily lives
• Be informed by political, social, economic and historical analysis
• Involve explicit identification and evaluation of the values on which it is based
• Be a collaborative experience for all participants
• Involve collective critical reflection
• Be resourced to ensure active participation by teachers, students and parents
• Be based on action at personal, school, community and system levels
• Acknowledge that individuals will experience the same learning activities in very different ways
• Should be flexible and responsive to the experience of the learners.

3.11 TEACHING CONTENT

Teaching in our College should be “outcome oriented”. In the first lesson of any unit of study, all students should be provided with detail on:

• What they will study (topic and content).
• How and what is required to complete the assessment.
• What achievement levels will gain certain grades.
• When they will be assessed (due dates).

This is best achieved by the presentation of the syllabus, establishing priorities in the topics in relation to past examinations, and the presentation past paper questions to highlight and reinforce each topic

None of these details are to be negotiated or changed by either students or teachers unless approved by the Principal.

All work given to students should be:

• Achievable
• Related to work that is worthwhile
• Framed in terms of work to be done and on behaviours and attitudes to be adopted
• Stated in a way that allows the teacher and student to see whether the work that is done and, the student behaviours and attitudes that are met, are those established for the outcomes of the grade given.

Note: Fortnightly testing should evaluate all prior learning (year-to-date) not just the content of the last two weeks.

The assessment should be broken up into manageable stages. Progress should be monitored at regular intervals. On completion of work, a teacher should be able to justify grades given, in relation to the original criteria set on day one of the course. 

3.12 TEACHING STRATEGIES  

The administration acknowledges that teaching strategies are idiosyncratic. Here are a few strategies which, if followed, may make your life and a teaching career a happier one. For the more experienced teachers, the following passages may allow you to examine more of our rationale on educating our students.

1. Teachers are advised to always keep standards of behaviour, work and morale high.
2. Be firm, quiet, just, hard (as necessary) but, always kind.
3. Set the rules of conduct and work standard on day one and stick to these standards.
4. Be more prepared academically than the strongest student.
5. Always be the first to class, the first into the room and the last to leave. Lock the doors and all windows before you leave. If you find an unlocked classroom, lock it and tell the last teacher in there you locked the room for them.
6. Never let students answer back or dictate terms.
7. Make it a rule "no questions in the first ten minutes of lessons", and stick to it!
8. One to one discussions should only be done if all other students are busy or better still, only at break time.
9. Don’t stay at one place in the classroom. Keep moving and the keep the students guessing. 

1. TEACHING PROGRAMS

Teaching programs will be constructed for each subject taught. These will be assessed by the HOLA (in consultation with the teacher).

Teaching programs should indicate:

• Seating arrangement with student names for the classroom(s) involved
• Teaching timetable which also indicates yard duty responsibilities
• All outcomes to be taught in that subject
• Where the teacher is up to on a week by week basis
• Any notes or comments for the next time the program is written
• Statement of the teacher’s educational ethos

In general, programs should be prepared on a term basis and will be reviewed with similar frequency.

A teacher’s programs and daily work pad should be readily visible on their table at all times in case of unexpected absence.

2. PROGRAMME PREPARATION

It is expected that all staff prepare the appropriate questions for their respective class and subjects prior to commencement of the week. These subjects are to be provided to the student on the Friday of the previous week, this allows the student to view the questions on the weekend prior to commencement of the topic. The students are then expected to work through these objective questions through the course of the week. Samples of these questions are to be given to the student on the last week as an exam.

• Like the school day, all lessons should be initiated with some Islamic opening/greeting or prayer.

• A fundamental goal of the Australian Islamic College is to integrate Islamic values and morals into the main stream curriculum. Teachers are encouraged to contact their campuses’ respective religious teachers to obtain resources to assist them. The following list provides a sample of some useful resources;
• Salah ed Din (Video)
• The Message (Video)
• Timeless Time (Video)
• Women In Islam (Video)
• Islam, Torch Bearer (Video)
• Basic Principles of Islam (Book)
• Women in Islam (Book)
• A Brief Illustrated Guide to Understanding Islam (Book)  

Colleagues are expected to be fully mindful of their responsibility to prepare and present their lessons in keeping with the teachings of Islam. Occasionally there may be uncertainty about the suitability of materials for use in lessons. In such cases, reference may be made to the College Census Committee through the Deputy Principal/Principal or the Director for guidance.

3.13 EDUCATIONAL EXCURSIONS

1. BEHAVIOURAL EXPECTATIONS: The following is a set of behavioural expectations of all students and staff in relation to excursions.

College uniform must be worn at all times during excursions (unless there are unforseen circumstances). In the case of an excursion where uniform is not required permission must be granted by the Director.

All students are to maintain Islamic standards of dress at all times. This includes hiding of form for both male and female students and hair covering for females.

All activities undertaken must be of the highest ideals of Islamic conduct. In other words no activity shall be undertaken which may adversely affect the health, morality or reputation of students.

To maintain safety in any excursion there should be a minimum of 2 supervisors of which one must be a qualified member of the teaching staff. Where the gender of students is mixed the expectation is that supervising teachers also be of both genders (if mixed genders are in attendance). Whilst it is appreciated that older students become more able to be of mutual assistance, our aim should be to provide the maximum degree of safety and personal security for our students whilst they are in our care. ( APPENDIX 13)

2. PROCEDURE FOR EXCURSIONS

Teachers are encouraged to take students on excursions of educational benefit. The following procedures apply:

• An excursion form is to be filled by the teacher with their intent to take students on an excursion, to the Deputy Principal and Dean of Students. This should be faxed to the Director for approval before any planning for the excursion can go ahead.
• Parents must be informed and a signed permission slip received from them prior to leaving on the excursion. No child can go on an excursion without parental permission.
• Excursions must be educational in nature and related to the current curriculum content the students are studying.
• The Director must be informed in writing of the forth-coming excursion, his permission must be gained and the excursion recorded on the excursion calendar pinned on the staff room notice board.
• Classroom teacher or Form teacher/Coordinator are responsible for collecting all monies related to excursions.
• All students and teachers must wear full dress requirements at all times during an excursion otherwise arrangements have to be made for a substitute teacher to attend.
• Children not in uniform and/or without a parental permission slip must remain at school.
• No class may leave on an excursion until after morning assembly and if for midday prayer they will be away from the college suitable prayer arrangements must be made and the Deputy Principal/ Principal and Director notified in writing of these arrangements.
• The Transport Coordinator must be notified in writing if a school bus is required for transportation with at least two school days prior warning in writing. 

Please note:

- Prior to any excursion, the teacher must organise for a supervisor for non attending students and provide meaningful work and homework to the students for the duration of the excursion.

-In addition, where necessary, staff must ensure the classes that they would normally teach are covered during their absence and that work of a suitable nature is provided for them.  

3.14 EXPECTATIONS OF STUDENT WORK STANDARDS  

Our College has implemented the First Steps program. This program involves two major aspects:

• The teaching of students to their individual needs. This aspect has always been a focus in our College by our staff.
• The accurate profiling of the students long-term development. All staff shall be engaged in the collection into each student’s central office file of "significant" pieces of student work at a rate of approx. 1 or 2 a term in all learning areas and especially in the areas of Maths and English skills.

The following conventions are set and should be present throughout the school on each piece of work submitted:

• Date, as follows: 29th January 2007
• Ordinal no. month year
• Students are expected to use both sides of pages in their exercise books
• Students are not allowed to use liquid paper unless under the teacher’s supervision and permission.
• Pens are introduced in Year 5.
• Textas/felt pens are only to be used to outline unless specified for a particular case by the teacher.
• Ruling up and use of margins and spaces for the addition of further reflection is expected.

Margins introduced in Year 2

Full ruling up by Year 4

All work submitted should be marked and commented on in some detail by the teacher.

Teacher places marks at the top of each page

3.15 HOMEWORK AND STUDY POLICY

Our College views homework as a compulsory and an essential component of the learning process. Homework is preparatory and/or supplementary and always supportive of the work covered in class. The purpose of homework is:

• To reinforce knowledge and skills covered in class (review)
• To extend class work through further reading, written and/or practical work (extension)
• To work on and complete assignments
• To develop skills of working independently

The frequency and amount of homework set is dependant on the year level of the children, but is always at the teacher’s discretion. It is suggested that at Year 4 level students would undertake a minimum of half an hour’s homework at night. By the end of Year 7 this amount should have raised to 15 minutes for each subject. By Year 10 this level should be half an hour per subject. At Year 11 level the level of homework should be 45 minutes per subject and Year 12 one hour per subject. These values represent minimums but may be spread out over the entire 7 day week.

All students from Year Four upward are expected to carry a homework diary recording all work due and all assessments. A list of all these assessments should be provided to students no later than at the beginning of the term. It is also expected that the diary will also be the first priority means of teacher to parent communication which should be weekly countersigned by both parties. Hence, all homework is to be written in the student’s homework diaries and a regular check of homework, recording parent signatures and homework completion done. All homework is to be followed up with correction or applications after being completed.

1. Good Study Habits: Why should students do homework?

Regular good homework practice trains students, to study regularly at home and on weekends in preparation for future advanced studies in upper secondary and tertiary [university].

Finishing Off Class Work:

Homework allows students to finish off work from the lesson that they did not have time to finish off in class. This is very important, as the curriculum sets out a certain amount of work that must be completed in each subject by the end of each term and each year. Unfortunately many students do not realise how tight the time is to fit everything in. This means students must work more quickly and quietly without wasting any class time. Otherwise any work not completed is added to the amount of set homework given.

Finishing Touches:

Homework allows students to take special care and put extra finishing touches to written work. They may need more time to do so and this must be done at home. Extra effort put into things like book work will mean better book marks later! Books are marked in each subject about once a month.

2. HOMEWORK METHODS

Home Study:

Secondary courses are designed so that much of the work must be done by students outside school hours. Home study and set assignments are just as important as formal lessons at school.

Home work diary:

Students are obliged to keep a record of all work set and parents are requested to sign the diary each week.

What to Study:

The home time should be made up of three types of work:

1) Set Assignments

a) A record should be kept of all work set and assignment due dates.

b) Set assignments should not be left until the last night as this will not leave time to

make enquires about difficulties or avoid rushed and unsatisfactory work.

c) All assignments should be neatly and fully completed.

2) Revision

a) Daily Revision - should consist of at least some material that has been taught

during the day, e.g. in Mathematics, a few examples; in Science, theories, formulae,

rules etc. In all subjects attempts should be made to memorise the basic facts.

b) General Revision - when studying for a test, plans should be made so that the whole unit has been revised twice, not just rushed through the night before.

3) Summary

a) Students are to take notes during all lessons and make a summary at the end of each lesson.

4) Reading - A wide range of fiction and non-fiction texts is important in all years to build up an adequate background in English. Students should choose books that really interest them and are at their reading level.

At least one book per fortnight should be read.

STUDY TIMETABLES

• The following times for study and assignments are recommended:

If students are not consistently putting in this many hours, they are most probably not doing enough.

2) When to study:

Since most people do not like study, self discipline is needed to make it effective. The idea is to plan a program and then stick to it. Work should not be commenced immediately after a meal or close to bedtime. The best times for study are soon after arrival from school, or early in the morning before going to school.

The study program should be planned so that weak subjects are studied first and frequently, when the student is alert.

CONDITIONS FOR STUDY

The place for study should be:

1) Free from distractions, noise, other members of the family, television, radio etc. (A radio playing can reduce the effectiveness of study by up to 50%)

2) It helps students to have their own desk or place where they always study as this builds the habit of working in that particular place.

3) Well lit, but not too bright.