ANTI BULLYING POLICY

PURPOSE

The purpose of this policy is to protect students from bullying and to respond appropriately when bullying does occur.

SCOPE

Students, parents and employees, including full-time, part-time, permanent, fixed-term and casual employees, as well as contractors, volunteers and people undertaking work experience or vocational placements

REFERENCES

• Education (Accreditation of Non-State Schools) Regulations 2001 (Qld)

• Australian Education Act 2013 (Cth)

• Australian Education Regulations 2013 (Cth)

• Australian international Islamic College Behaviour Management Policy

• Australian International Islamic College Child Protection Policy

• Australian International Islamic College Students With Disability Policy

• Australian International Islamic College Student Code of Conduct

POINT OF CONTACT

Principal Coordinators

POLICY STATEMENT

Australia International Islamic College has a zero-tolerance approach to bullying.

Australia International Islamic College is committed to taking action to protect students from bullying and to respond appropriately when bullying does occur.

In order to prevent bullying from occurring, Australian International Islamic College will implement the following actions:

• Raise awareness of the school community’s shared understanding of what bullying is, how it impacts on people and how bullying is responded to at the school

• Develop and promote effective social skills and positive relationships amongst students

In order to respond appropriately to any incidences of bullying, Australian International Islamic College will:

• Develop an appropriate mechanism for students and parents to report bullying

• Educate students and parents on how to respond, in the first instance, to incidences of bullying, and how to then report all incidences of bullying

• Educate employees on how to appropriately respond to reports of bullying

• Investigate and act upon all reports of bullying

• Take appropriate action, which might include support for targets of bullying and perpetrators and/or disciplinary measures.

Australian International Islamic College’s Student Bullying Reporting and Response Procedures explains the bullying reporting mechanism for students and parents, and details how employees will respond to reports, including that all reports will be investigated and acted upon, with appropriate support and consequences implemented.

DEFINITIONS

• Bullying: is a systematic and repeated abuse of In general bullying may be defined as:

  • dominating or hurting someone

  • unfair action by the perpetrator(s) and an imbalance of power

  • a lack of adequate defense by the target and feelings of oppression and humiliation

It can occur at any age, across cultures, genders and socioeconomic groups. It can happen in the playground, toilet areas, to and from school or in the classroom.

• Physical bullying: this is when a person (or group of people) uses physical actions to bully, such as hitting, poking, tripping or pushing. Repeatedly and intentionally damaging someone’s belongings is also physical bullying

• Verbal bullying: repeated or systematic name calling, insults, homophobic or racist remarks and verbal abuse

• Covert bullying: such as lying about someone, spreading rumours, playing a nasty joke that make the person feel humiliated or powerless, mimicking or deliberately excluding someone

• Psychological bullying: for example, threatening, manipulating or stalking someone

• Cyber bullying: using technology, such as email, mobile phones, chat rooms, social networking sites to bully verbally, socially or psychologically

If bullying amounts to harm as referred to in the school’s Child Protection Policy, then the matter must be dealt with under the Child Protection Policy.

WHAT BULLYING IS NOT

Bullying is different from ordinary teasing, rough-and-tumble or school yard fights. What makes it different is that the incidents are ongoing, and there is usually an imbalance of size, strength and power between the students involved. In formulating an effective approach to dealing with bullying it is helpful to note what bullying is not.

Bullying is not:

• Mutual conflict where there is an argument or disagreement between students but not an imbalance of Both parties are upset and usually both want a resolution to the problem. However, unresolved mutual conflict sometimes develops into a bullying situation with one person becoming targeted repeatedly for ‘retaliation’ in a one-sided way.

• Social rejection or dislike– It is not feasible to think that every student must like every other student. Refusing to play with a particular child or, for example, not inviting them to a birthday party is not bullying, provided social rejection is not directed towards someone specific and involves deliberate and repeated attempts to cause distress, exclude or create dislike by others.

• Single episode acts of nastiness or meanness, or random acts of aggression or intimidation. A single episode of nastiness, physical aggression, verbal abuse or an occasional push or shove is not bullying, neither is nastiness or physical aggression directed towards many different The difference it that bullying is, by definition, action that happens on more than one occasion. However, since schools have a duty of care to provide a student with a safe and supportive school environment, single episodes of nastiness or physical aggression should not be ignored or condoned.

RESPONSIBILITIES

School Responsibilities

Australian International Islamic College acknowledges its responsibility to:

• Raise awareness of bullying and how the school will respond to it

• Take action to help prevent bullying

• Implement a reporting mechanism for students and parents

• Educate students and parents on how to respond to bullying and how to report it

• Educate employees on how to appropriately respond to bullying

• Ensure all staff are familiar with the school’s anti-bullying policy and provide appropriate professional development on a regular basis, including at the time of induction of new staff members

• Ensure that all accessible areas of the school are patrolled thoroughly

• Investigate and act upon all reports of bullying, including providing appropriate support and consequences

Employee Responsibilities

At Australian International Islamic College employees have a responsibility to:

• Uphold and consistently apply this Policy

• Respond appropriately to reports of bullying, including by investigating and acting upon reports of bullying, and by providing appropriate support and consequences in accordance with the Behaviour Management Policy

• Watch for early signs of distress in students, which can be evident in any aspect of school life

• Educate all students regarding their responsibilities as bystanders to a bullying incident

• Ensure they do not model bullying behaviour in interactions they have with students, parents or other staff members.

Student Responsibilities

At Australian International Islamic College students have a responsibility to:

• Not engage in bullying behaviour towards others

• Report bullying occurring to them or others

• Take steps to stop bullying as directed under this policy and Behaviour Management Policy

Parent Responsibilities

Parents should:

• Watch for signs of distress in their child, such as, unwillingness to attend school, a pattern of headaches or stomach aches, equipment that has gone missing, request for extra pocket money, damaged clothing or bruising. Early contact is essential at this point.

• Take an active interest in their child’s social life

• Report to the school staff if they know, or think their child is being bullies

• Keep a written record if the bullying persists: Who, What, Where and When?

• Advise their child that there is nothing wrong with them

• NOT encourage their child to hit back or respond verbally

• Ensure they do not model bullying behaviour in interactions they have with the school staff and administration

IMPLEMENTATION

The policy of the AIIC is to take a proactive approach to bullying by establishing processes to educate and inform students about bullying and procedures to follow if a student is being bullied.

All students upon entry to the AIIC and all on-going students will be educated about the College’s anti-bullying guidelines as follows:

1. Year 1 and Year 7 students will be taken through a formal workshop including activities and discussions on the issue of bullying.

2. Education for all other year levels will occur through the College’s Pastoral Care program and at Year Level assemblies throughout the year.

In addition:

• Parents will be included in the education e.g. Parents and Friends evenings and Newsletter.

• all teaching staff will be continually educated regarding bullying at our school and more importantly, what their responsibilities are; and

• a bullying audit will be conducted as necessary in Years 7 & 8, and, at least, once every two years.

The school has a ‘no-blame’ approach to bullying. That is, its main aim is to stop the bullying, rather than punish the perpetrator, although that does not preclude punishment if bullying persists.

For any incidents of bullying, a member of staff/senior student will deal with the problem on the spot, in order to defuse the immediate conflict. Once the immediate issues have been dealt with, the following steps should be taken:

1.  Identification.

A student, parent or staff member reports bullying incidents/problem to a staff member or senior student who notifies a member of staff identified as a Bullying Contact Person to implement the anti-bullying program.

2.  Initial interview.

The Contact Person interviews the victim and bully separately and records the details of the incident in writing on a standard proforma. The interviewer makes both parties aware of the bullying strategy and policy and discusses the issues surrounding the incident. The interviewer works with the students to devise strategies for conflict resolution. The interviewer attempts to reach a position where both parties are satisfied with the outcome, i.e. the victim feels secure and the bully is prepared to modify his/her behaviour in future. The victim understands that any further bullying must be reported immediately.

The strategy at this stage is not to apportion blame, or to punish; but to support the victim and make the perpetrator aware of the school policy and of the consequences if behaviour does not change.

3.  Follow-up Interview

If the incident is repeated or the problem continues – both parties record the incident/problem in writing on a standard proforma. The Contact staff member interviews the victim and bully together and discusses the problem; makes the bully aware of the feelings of the other person and the effects the conflict may be having; and makes suggestions of strategies for the resolution of the conflict. The Contact Person may seek help from a qualified counsellor at any stage.

The Contact Person sends a letter to both sets of parents explaining the situation, outlining the strategies that have been determined and reinforcing the consequences that may flow from a repeat of bullying.

If a solution to a problem is not found, the school may consider the use of an outside person, such as a trained mediator, to assist in reaching a resolution.

4.  Reinforce (as above), employ sanctions

If repeated counselling by the Contact Person, or others, does not stop the bullying, sanctions may be imposed. These could include, but are not confined to:

• Official warnings to cease offending

• Detention

• Exclusion from certain areas of the school premises

• Internal Suspension

• Major fixed term suspension

• Seek help from qualified counsellor

• Permanent exclusion

COMPLIANCE and MONITORING

The school will:

• Involve students, staff and parents in the development and review of its Anti-Bullying

• Identify one or more members of staff as a Bullying Contact

• Ensure all staff are familiar with the school’s anti-bullying policy and provide appropriate professional development on a regular basis, including at the time of induction of new staff members.

• Establish and train student Peer Buddies to whom victims of bullying can report, and/or approach for support.

• Ensure that all accessible areas of the school are patrolled

• Establish, and widely publicise an e-mail address for students/parents to anonymously report bullying.

Staff members will:

• Watch for early signs of distress in students. This could be evident in any aspect of school life.

• Ensure they are familiar with the school’s anti-bullying

• Where bullying is observed, intervene immediately to stop the

• Offer the victim immediate support and help and outline what will now

• Educate all students with regard to their responsibilities as bystanders to a bullying

• Ensure they do not model bullying behaviour in interactions they have with students, parents or other staff members.

ANTI-DISCRIMINATION POLICY

PURPOSE

Australian International Islamic College is committed to protecting

students and employees from unlawful discrimination and to responding appropriately should such discrimination occur.

SCOPE

Students and employees, including full-time, part-time, permanent, fixed-term and casual employees, as well as contractors, volunteers and people undertaking work experience or vocational placements

REFERENCES

• Anti-Discrimination Act 1991 (Qld)

• Australian Human Rights Commission Act 1986 (Cth)

• Age Discrimination Act 2004 (Cth)

• Disability Discrimination Act 1992 (Cth)

• Racial Discrimination Act 1975 (Cth)

• Sex Discrimination Act 1984 (Cth)

• Australian International Islamic College Sexual Harassment Policy

• Australian International Islamic College Student with Disability Policy

• Australian International Islamic College Student Code of Conduct

• Australian International Islamic College Employee Code of Conduct

POLICY STATEMENT

All students and employees at Australian International Islamic College have the right to learn and work in an environment free from unlawful discrimination. Australian International Islamic College will provide a fair and safe learning and teaching environment where all students and employees have equal opportunities.

Australian International Islamic College is committed to protecting students and employees from unlawful discrimination and to responding appropriately should such discrimination occur, including possible disciplinary action.

In accordance with relevant law, Australian International Islamic College will act to prohibit unlawful discrimination towards its students and employees, on the basis of “protected attributes” relevant to the school, whilst students and employees are engaging in their education and work at Australian International Islamic College. Both direct and indirect unlawful discrimination are prohibited.

In accordance with the relevant law, Australian International Islamic College prohibits unlawful discrimination against students in all facets of education at Australian International Islamic College, including:

• admission and enrolment applications

• terms of admission and enrolment

• variation of the terms of a student’s enrolment

• denial or limitation of benefits normally resulting from enrolment

• exclusion or suspension of students

• assessment and examination

• access to resources and facilities

• treatment of a student regarding training or instruction

In accordance with the relevant law, Australian International Islamic College prohibits unlawful discrimination against employees undertaking all categories of work, whether it be full-time, part-time, permanent, fixed-term, casual, work experience, vocational placement or voluntary, and in every aspect of work, including:

• recruitment

• terms and conditions

• training

• promotion

• termination of employment

DEFINITIONS

• Direct discrimination: Direct discrimination on the basis of an attribute happens if a person treats, or proposes to treat, a person with an attribute less favourably than another person without the attribute is or would be treated in circumstances that are the same or not materially different.

• Indirect discrimination: Indirect discrimination on the basis of an attribute happens if a person imposes, or proposes to impose, a term 

  1. with which a person with an attribute does not or is not able to comply

  2. with which a higher proportion of people without the attribute comply or are able to comply

  3. that is not

• Victimisation refers to less favourable treatment of a person or persons or subjecting them to some form of detriment because the person:

  1. Has made a complaint or has proposed to make a complaint in accordance with the Policy;

  2. Has acted as a witness or has proposed to act as a witness in a complaint;

  3. Has supported a victim or intends to support a victim of a complaint;

  4. Has been made a respondent in a formal complaint

RESPONSIBILITIES

School Responsibilities

The legislation establishes a legal responsibility on employers to provide workplaces free from discrimination.

Australian International Islamic College takes reasonable steps to prevent unlawful discrimination in the school, as follows:

• Develop and implement an anti- discrimination policy to assist in preventing any instances of discrimination.

• Educate and train relevant employees to assist in preventing any instances of discrimination and to appropriately respond to any instances of

• Establish appropriate grievance and complaints procedures via its Australian International Islamic College Complaints Handling Policy to appropriately respond to any instances of discrimination.

• Remove any discriminatory or offensive materials, rules and practices to assist in preventing any instances of discrimination.

• Encourage employees and students to contribute to a healthy workplace culture to assist in preventing any instances of discrimination.

Student and Employee Responsibilities

All students and employees at Australian International Islamic College have a responsibility not to engage in discriminatory conduct and to uphold the school’s policy.

If students or employees believe that this type of behaviour is occurring in the school, they should make a complaint under the school’s Complaints Handling Policy.

Implementation

In implementing the Anti-Discrimination Policy, AIIC affirms its commitment to the prevention

of such behaviour in the College and aims to:

• Promote appropriate standards of behaviour at all times;

• Implement training and awareness raising strategies to ensure that all AIIC students, employees, volunteers and contractors know their rights and responsibilities with regards to discrimination, vilification and victimisation;

• Encourage the reporting of behaviour that breaches this policy;

• Protect individuals from any victimisation or reprisals for being involved in a complaint under this policy;

• Provide an effective procedure for complaints based on the principles of natural

Compliance and Monitoring

AIIC will keep appropriate records, monitor and report on discrimination issues. AIIC is committed to protecting students from unlawful discrimination and to responding appropriately should such discrimination occur, including possible disciplinary action. Any instances of discrimination should be reported under the AIIC Complaints Handling Policy

PREFACE

Assessment of student learning is a vital component in the Australian International Islamic College’s provision of a high-quality and rigorous curriculum. This policy enshrines the shared values and principles regarding student learning and assessment. Assessment for teaching and learning is vital for the accurate measurement of student attainment and the accurate tracking and prediction of student progress toward targeted achievement standards. Each year level team or subject faculty sets the minimum number of summative assessment tasks necessary to accurately assess the students learning achieved as per the learning intentions and achievement standards.

SCOPE

This policy aims to give appropriate guidance to teachers and Academic Coordinators about the purpose of assessment, types of assessment and how assessment should be utilized in lessons, end-of-unit assessments, and monitoring the students attainment and progress.

PURPOSE AND OVERVIEW

The purpose of assessment is to:

• Promote, assist, and improve student’s attainment and

• Inform programs of teaching and

• Provide students attainment and progress information, via the Colleges reporting system, to students, parents, teachers.

• Provide information for the issuing of certificates of

• Provide student attainment and progress data, allowing analysis of students results for school improvement strategies and provide information to other regulatory organizations such as the College Board, the state minister for Education, the Department for Training and Employment, the Federal Minister for Education).

ASSESSMENT EXPECTATIONS

Assessment Expectations of Academic Coordinators and Assistant Heads of Teaching and Learning:

Secondary Academic Coordinators and Primary Assistant Heads of Teaching and Learning are accountable for quality assuring assessment items using the QCAA understanding K-12 assessment for both the Principles of Assessment and the Attributes of Quality Assessment. The curriculum leadership team are responsible for quality assessment items; ensuring all assessments are valid, is clear and fair, meets the QCAA directives for assessment and submission of student results. The academic leaders select the assessment items prepared by the subject teachers and prepare the copies to be handed out to the subject teachers prior to the assessment schedule.

Assessment Expectations of Teachers:

• Teachers are accountable for designing assessment programs and making judgments about the standards achieved by their students within the assessment and reporting

• Teachers are expected to write quality assessment items for the subjects they teach for submission to their respective academic leaders, and to engage in all quality assurance procedures to ensure the validity and accessibility of all assessments.

• To inform the level of student attainment and to set higher challenging work and

• To help teachers differentiate learning and assessment tools to support students’ needs with regards to learning difficulties/needs.

• Teachers will support students by providing them, where appropriate, with modelling, scaffolding, and annotated exemplar responses. They will engage students in feedback and reflection on their assessments and will be able to articulate reasoning behind judgments of the standards achieved.

• Teachers are responsible for informing parents when students do not provide work to support a judgment of achievement and are likely to be awarded with a Not-Rated (N) level of achievement on their report card.

Assessment Expectations of Students:

• Students are expected to complete all assessment items within a course of Students will meet assignment deadlines as set out in the assessment task sheet and assessment schedule.

• Students who require special provisions or arrangements regarding a change of due date should meet with the Assistant Heads of Teaching and Learning in the Primary School or the relevant Academic Coordinator in the Secondary School, regarding their application for a change in assessment conditions.

• Students are to save their work at every stage in the preparation of an assignment to verify authorship and editing processes undertaken.

• Students are to save all assessment files and have back-up Computer malfunctions will not be accepted as grounds for extension.

• Students who miss assessment resources and task sheets are responsible for ensuring these

are collected from the appropriate teachers.

• Submission of assessment is the responsibility of the student and must adhere to the deadlines and submission process as outlined within the assessment task.

• Students are required to submit a medical certificate or a letter from parents when they miss any written assessment or fail to meet the deadline of draft or final submission of any

• Year 12 students are required to submit a medical certificate when they miss any final Internal and QCAA External Assessment or fail to meet the deadline of draft or final submission of any assessment.

• Students are responsible for maintaining academic integrity, assuring student authorship and correct referencing for all assessment submissions.

Assessment Expectations of Parents/Carers:

• Parents/carers are expected to support and encourage their children to complete and submit all drafts and final assessments by the due dates.

• Parents/carers are expected to inform the teacher of any difficulties relating to the completion of assessment tasks in a timely manner and provide documentary evidence where necessary.

• Parents/carers are expected to promote academic integrity and student authorship of all assessment items.

TYPES OF ASSESSMENT

Assessment can be:

• Formative – ongoing for teacher and pupil information and to indicate the effectiveness of teaching and learning.

• Summative – for recording and reporting purposes, to indicate strengths and weaknesses and to aspire to international benchmarks.

Formative Assessment

Formative is Assessment FOR Learning (AFL). It provides the teacher with evidence of daily progression in learning. It supports learning through identifying difficulties, providing feedback, and diagnosing future learning priorities. Formative assessment is ongoing, and it assists teachers to

determine the nature of students’ learning and provide the appropriate feedback or intervention.

Examples:

• Class work

• Peer assessment

• Self- assessment

• Questioning

• Oral Discussion

• Presentation

• Short Recall Test

Teachers use this information to:

Inform their planning so that work is appropriately differentiated, considering different children’s

learning styles, abilities, and progress.

• Monitor teaching effectiveness and teaching

• Improve the motivation and self-esteem of each

• Inform the children and parents about progress and the next

• Help set realistic but challenging targets for individual students, groups, year groups, and

Summative Assessment

Summative is Assessment OF Learning. It is used mainly to measure performance and clearly identifies a standard of pupil attainment. It is carried out at the end of a period of learning, such a unit, Term or Semester. Summative assessment measures a student’s ability to demonstrate the curriculum achievement standards as set out by the Australian Curriculum and Reporting Authority (ACARA). Summative Assessment results contribute to the end of learning period – Term or Semester – student report.

Examples

• External Examinations

• Internal School Examinations

• End of Topic/Unit Tests

• Research

• Presentations

• Folios

** All summative assessments are graded on the A-E five-point scale and supported by rubric standards (Appendix A).

ASSESSMENT SCHEDULE

Year 11-12 students are required to complete and submit all assessment items as prescribed by the College and QCAA in due time. A student in Year 11 or 12 who fails to successfully complete any summative assessment may be deemed to have insufficient evidence of achievement of a subject and may not be adequately eligible for QCE and ATAR. All Senior students follow the guidelines as outlined in the College’s Senior Secondary Academic Policy.

Students receive a formal Assessment Calendar for summative assessments. By Week 2 of Term 2 and Term 4, students and parents receive the Assessment Calendar via the AIIC School App/email. The calendar will outline key assessment dates. Senior students studying General subjects receive the assessment calendar based on QCAA guidelines.

Changes to the calendar can occur only when the relevant coordinator recommends the change,

and it is approved by the HOS or Deputy Principal. Students will need to be given reasonable notice (1-2 weeks) of the change of due dates. Amendments will be published as necessary.

ASSESSMENT WEIGHTING

Teachers plan a minimum of one summative assessment in each term. However, it is recommended that more than one summative assessment is completed per term. The summative assessments for each term contribute to the final semester grade. The extent of their contribution depends on the unit’s planning and may vary from subject to subject.

OVERVIEW OF ASSESSMENT

 Assessment at Australian International Islamic College has been designed to align with curriculum and pedagogy as set out by the Australian Curriculum and Reporting Authority (ACARA, 2019). The process is designed to ensure fairness to all students carrying out assessment tasks. The assessment items are underpinned by equity principles and are designed to be responsive to the diverse needs of students. The policy and approach reflect the principles and policies of the QCAA and applies to all subjects based on ACARA/QCAA syllabuses. It is common practice to label assessment as being formative and summative according to the major purpose of the assessment. Formative and summative assessments complement each other, and both should be used to form a comprehensive profile of student achievement.

ASSESSMENT COMPLETION

 Students are required to complete all assessment items as prescribed by the College. Consequently, a failure to complete assessment directly impacts on the students’ eligibility to continue their study at the college as per the college Promotion Policy. It will also impact the QCE and ATAR eligibility of Year 11 and 12 students if they do not complete all assessments in their Senior year levels.

A student in Year 11 or 12 who fails to submit assessment for a subject as per the Senior subjects’ requirement specified by QCAA, could be deemed to have insufficient achievement in a subject and may not be adequately assessed. As a result, the principal reserves the right to determine the enrollment of the students as per the Senior Academic Policy of the College.

Examinations

Attendance at Exams or Tests

Students must attend all tests and examinations at the scheduled time.

Non-Attendance

In Years 11 and 12 if a student is absent for an examination or fails to submit an assignment on the due date, the student must submit a medical certificate when the student returns to school. If the student fails to submit a legitimate medical certificate, then academic consequences may apply.

In Years 7-10- if a student does not attend an examination or fails to submit an assignment due to illness the student must submit a medical certificate or a note from the parent explaining the illness on the students return to school. If the student fails to submit a legitimate medical certificate or note from the parent, then academic consequences may apply.

Students’ inability to attend an examination.

 Preexisting illness: If a student is ill and/or cannot attend a test or exam, the following procedure must be followed:

• The College must be notified before the scheduled test/exam or as soon as

• Immediately on return to the College, the student is responsible for reporting to the teacher to make alternate arrangements to sit for the test/exam.

• A Doctor’s Certificate as proof of illness must be produced on the student’s return to college.

1. Students must inform the teacher before the assessment date of any prior unavoidable commitments. The teacher will determine if the commitment is ‘unavoidable’ to ensure the absence is valid.

• Exceptional circumstances: Exceptional circumstances will be considered by the

Failure to attend an exam.

If a student fails to attend scheduled exams/tests and do not comply with the conditions outlined above, the result will be recorded as “N”.

Assignments

Drafting and monitoring policy

Each teacher has a system of monitoring and recording student progress (e.g. class work, rehearsal notes, drafts, photographs of work, teacher observations) through the teaching, learning and assessment process. When an assignment draft is due, students must submit a hard copy or digital copy as per teachers’ choice. Digital copies must be uploaded to class Teams to be screened by plagiarism detection software. The teacher will keep a record of draft submissions and provide necessary written or verbal feedback.

Managing response length

Students will be supported in understanding the required and acceptable response length for an assessment piece. Where a submission is under the response length, students will be marked and graded based on their submission, with adequate feedback given during the drafting phase to improve the quality of the submission.

Where students exceed the submission length, students will be provided feedback at the drafting phase regarding the length. If a student submits a response (exam or assignment) that exceeds the length specified, the student will be awarded a grade based on the volume of work that is within

the response length. Further responses outside the length stipulated will not be included in the marking or grading.

Submission of Assignments

Written assignments are to be handed to the subject teacher during the allocated time. The assignment can be submitted digitally or in hard copy as per the teachers’ decision. Students must keep a copy of the assignment.

Students who fail to comply with this process and/or fail to submit assignments, may not be rated, and may not be able to submit later. Failure to submit an assignment may result in the draft being graded, or the student producing the assignment during the scheduled class period.

Extension of Assignment Due Dates:

Students can apply or request for an extension for the following reasons only:

1. Illness: A medical certificate is required as

2. Extenuating Circumstances

   • Bereavement, family breakdown

   • Representative sporting/cultural commitments

   • Long-term illness of self or family member

   • Family activities of a very special nature requiring absence from the College which has been applied for to the Principal.

No extension of time will be approved on or after the due date. The draft will be considered as the final submission if a student is unable to meet the due date and will be graded accordingly.

Plagiarism

All final copies of written assignments are to be submitted through Turnitin in Microsoft Teams. A similarity above 20% will be investigated by the teacher and may be marked down or not accepted. Students must ensure that an assignment consists of their own work only. Significant plagiarism could result in the assessment task being deemed as a non-submission.

Any use of AI platforms/software to generate content or submissions will be treated as plagiarism and not accepted for marking.

Special Provision

“Special provisions” means making reasonable adjustments to conditions of assessment to ensure equitable opportunities for all students. Special provision may be particularly relevant for students with specific educational needs requiring reasonable educational adjustment or exemption from assessment. Students with specific educational needs have their needs considered in a proactive way – to design inclusive learning and assessment programs, and to provide opportunities for alternative assessment arrangements.

ASSESSMENT REPORTING

The cumulative results from summative assessments are recorded in the Interim (Term 1 and Term

3) and Semester reports. Interim reports display the average grade of all assessments covered in the Term. Semester reports display the average grade of all assessments in the semester, the weighting of which is determined by the HOS. The DP communicates the due dates of the Interim and Semester reports at the beginning of each term and as per the academic calendar.

QUALITY ASSURANCE PROCEDURES

Assessment moderation is a process for developing consistency or comparability of assessment judgments across the college. The Academic Coordinators and Assistant Heads of Teaching and Learning lead the moderation process of all assessments.

• Moderation for improvement: All assessment papers are required to be moderated before they are presented to the students. It develops the capability of teachers to undertake appropriate assessments and make consistent and comparable judgments. It therefore involves collaborative processes supporting the professional development of teachers.

• Moderation for accountability: All student response papers must be moderated before finalizing the students’ level of It provides official confirmation of assessments that are reported for individual students or for cohorts of students; it therefore involves some external control mechanism or validation requirement.

ACADEMIC INTEGRITY

The Australian International Islamic College expects students, parents and teachers to understand and implement the QCAA academic integrity of assessments and results. Teachers, parents/carers, and others who support students in their learning must adhere to the guidelines for academic integrity. Plagiarism: the copying of another person’s ideas, text, or other creative work and presenting it as one’s own, will not be tolerated.

Examples of plagiarism include:

• Copying or closely paraphrasing sentences or paragraphs without acknowledgement of the

• Copying ideas, concepts, tables, designs, sounds, images, music, scripts, research data mathematical workings, etc.

• Copying or adapting another student’s

• “Cutting and pasting” statements gathered from a variety of

• Submitting work produced by someone else on the student’s

• Self-plagiarism – re-submitting work you have already submitted as an assessment

• Purchasing or obtaining assessments from an internet site and submitting as an original

• The use of AI platforms or software to create content or whole

When a student is suspected of or observed participating in an act of academic misconduct, students are permitted to complete the assessment despite the alleged incident of misconduct. Students are notified at the end of the session that a report may be made to the Academic Coordinators, HOS, Deputy Principal. All incidents of misconduct will be investigated and a student who is guilty of misconduct may face disciplinary action. The principal reserves the right to take the final decision of any academic misconduct.

Types of Academic misconduct defined by the QCAA:

MARKING ASSESSMENTS AND ASSESSMENT CRITERIA

AIIC uses a criterion-based approach to marking and assessment decisions against set assessment criteria. A marking guide identifies the valued knowledge, understanding and skills to be assessed in all assessable elements/dimensions of the assessment paper. Each assessable element/dimension is accompanied by a set of task specific descriptors (rubrics). These assist teachers to judge the quality of student’s response to the assessment task against on a five-point (A-E) scale (Appendix A). Subject outlines, assessment tasks and marking rubrics are available in the Assessment section of each subject in the unit plan at the commencement of the term.

APPEALS PROCESS

If a student is not satisfied with an assessment outcome, he/she must first discuss this with the teacher. If an assessment issue cannot be resolved through discussion with the teacher, then the student (or the parent/carer) should approach the relevant Academic Coordinator responsible for the course. If an assessment issue cannot be resolved through discussion with the Academic Coordinator, the student (or parent/carer) must apply in writing for a meeting with the HOS or Deputy Principal for further investigation.

The appeals process:

FURTHER INFORMATION AND RESOURCES

• Behaviour for Learning Policy

• Promotion Policy

• Senior School Academic Policy

APPENDIX A

Grade Descriptor

ATTENDANCE & PUNCTUALITY

POLICY & PROCEDURE

PURPOSE

 The purpose of this Policy and Procedure is to make clear the College’s expectations as it relates to regular and timely attendance by students. Further, it aims to strengthen the partnership between parents and the College in ensuring that students arrive at school on time, that they attend their classes as scheduled and that their safety is maintained at all times.

SCOPE

 This policy and procedure applies to all students and families of Australian International Islamic College

OUR COMMITMENT TO SAFETY

The College is committed to the safety and wellbeing of our students. Part of this is to ensure that they are on campus and in class at the designated times. We achieve this by having a rigorous roll marking process, which is completed electronically throughout the day. If a student is absent from the College, we notify parents and if a student is present, and is them found to be missing from class, this is treated as an emergency situation.

PUNCTUALITY

Our College values the education of students, as well as respecting the time of educators and support staff. It is an expectation upon accepting enrolment at the College that students arrive at College no later than 8:30am and are present, in Form class at 8:30am.

Students are expected to arrive at class after break times promptly. The College works to assist students by ringing a warning bell 3 minutes before students are expected to be at class. This bell rings before Form Class, at the end of Morning Tea and at the end of Lunch.

Students who are not at class on time are marked as being absent. No student will be accepted into a class late.

LATE ARRIVAL

From time to time, a student may arrive late to the College for a valid reason, such as a medical appointment. In these instances, we ask that parents phone the College ahead of time and explain the reason for the late arrival.

Upon arrival at the College after 8:30am, parent must escort their child into the Admin office and physically sign their child in. This is a legal requirement as we must have parental consent to sign a child in after the designated roll marking time of 8:30am.

Please note that sleeping in and traffic are not acceptable reasons from being late.

All students who are late to the College may be subject to a logical consequence equal to the time that they have missed in class.

REPEATED OR UNEXPLAINED TRUANCY

Where a student is routinely late, late for no valid reason or who arrives without a parent the College reserves the right to refuse admission to that student, on that day.

Students who routinely arrive late to the College pose a significant hinderance to the running of the College, and prevent our Support Staff from supporting the many students of the College that need it.

In these cases, parents may be asked to take the student home for the day, and to meet with the respective Head of School to come to a resolution, ensuring the child is at school on time in the future.

It is our firm commitment to supporting students in their learning, and to do so, students need to take responsibility for arriving at College on time.

Repeated truancy from class (including arriving late routinely) may put a student’s enrolment at risk of termination.

BEHAVIOUR FOR LEARNING POLICY

 PURPOSE

 The Australian International Islamic College is committed to the creation of positive, challenging, and supportive learning environments in which students are encouraged to exceed their learning and developmental expectations. This policy’s goal is to develop the student’s character, by developing respect and passion for the Islamic faith and the practical, daily, implementation of the Islamic traditions and values in every aspect of student life at the College. The Islamic tradition that underpins this policy is: Al Adab Qabla Talab – Respect before Learning

 SCOPE

 This policy applies when students are onthe campus, travelling to and from the College, when they are off-site on excursions or attending camps and at any time when students are representing the College.

VALUES

 The Behaviour for Learning policy has at its foundation in core Islamic elements deemed essential by all stakeholders of the school community.

1. Promoting Adab (Respect)

2. Nurturing Taqwa (God Consciousness) by

3. Creating a learning environment informed by an Islamic worldview- faith through

4. Student character development by the external manifestation of all components of the Islamic

5. The development of self- correction, emotional intelligence, and

6. The whole College community is focused on the development of student behaviour, their character and Islamic faith development.

STUDENT BEHAVIOURAL RESPONSIBILITIES

Core Responsibilities

• Student behaviour, conduct, manners, and language should be to the highest standard which brings credit to themselves, their families, and the school community.

• All students should treat all members of the school community with courtesy and

• Bullying, intimidation, or any form of harassment (physical or verbal) will not be

• Students should respect all College Vandalism of any kind will not be tolerated.

• Students should proceed directly to their classroom/s when expected, as per the school schedule and bell times. Students should move through the school promptly, with courtesy for others and as directed by the teachers and other support staff.

Classroom Responsibilities (Appendix 2)

• Respect: It’s important for students to show respect to themselves, the teachers, classmates, the College, and the learning environment.

• Follow: The students look up to our beloved Prophet Muhammad PBUH as a mentor and role model and try to follow his guidance and example in how they behave and learn.

• Prepare: Students are to be well-prepared for all lessons, “Am I ready to learn today?”.

• Participate: We should actively participate in positive behaviours and classroom activities, as it creates a welcoming and engaging atmosphere for everyone.

• Listen: When the teacher and classmates are speaking, students are to listen attentively and respectfully so all can understand and learn.

• Support: Students are to support and encourage their classmates to do their best and engage in positive actions.

• Punctual: Students are to make sure they are on time for prayers (Salah) at home and at school. Being on time for all lessons, completing assignments on time, and being prompt in all interactions.

• Compassion: Allah is kind to those who show kindness to others. Students are to show kindness and care for one another.

• Responsibility: Students all have the responsibility to help and support each

• Integrity: Honesty is key in all Students are to be truthful in all words and actions, fostering an environment of trust and integrity.

• Inclusion: Students are to acknowledge and appreciate the unique qualities and contributions of each classmate. Creating a sense of belonging and respect within each classroom.

 Classroom Routines (Appendix 1)

1. Students arrive at class on time and ready to

2. Students are to line up (boys’ line and a girl’s line) outside the classroom and wait quietly for the teacher’s arrival.

3. Students, at the teacher’s instruction, are to enter the classroom quietly and stand behind their assigned desks.

4. Students sit in the pre-allocated seating

5. Students are to contribute to the class or class discussion on the instruction of the

6. Students must always uphold the Colleges Islamic ethos, especially during daily prayer (Salah)

7. Students must use respectful language to their teachers and

8. At the end of each lesson, the students must clean and tidy their work areas and the

9. Students must stand quietly behind their tables and wait for the teacher to dismiss them from the

10. Students must leave the class in an orderly and quite

STAFF ROLES AND RESPONSIBILITIES

Classroom Teacher is responsible for:

• Creating a learning environment that is grounded in the Islamic tradition, disciplined, challenging, supportive and caring.

• Reinforcing positive behaviour through encouragement, reward and praise, aligning with the principles of gratitude and positive reinforcement found in the Islamic

• Utilizing letters of commendation and the recording of positive behaviour actions on TASS to promote and recognize virtuous conduct.

• Consistently applying the Behaviour for Learning Establishing and maintaining the highest behavioral expectations, while remaining consistent with Islamic values and teachings.

• Being consistent in their approach and fair in their application of the Behavior for Learning Policy.

• Recording of student behaviour in TASS in accordance with the policy’s positive and corrective referral instructions.

• Encouraging students to participate in the formulation of the classroom rules. Rules should complement all the stated student responsibilities and class

• Facilitate the positive resolution of difficulties and conflict.

• Completing an incident form whenever there are behavioural incidents, requiring

• Communicating with parents regarding any serious or repeated breaches of the Behaviour for Learning policy. Communication may be via telephone call and or email. All parent communication must be recorded on TASS.

• Refer cases (appendix 3) to the Assistant Heads of Student Welfare, when necessary, in accordance with the policy.

Assistant Heads of Student Welfare are responsible for:

• Co-ordinating and reviewing the implementation of the Behaviour for Learning

• Monitoring student behaviour in the school grounds and taking necessary actions.

• Follow incident handling protocol (appendix 5) when addressing any

• Referring to the HOS and Principal any student behaviour incidents that align with Tier three breaches of the Behaviour for Learning Plan (refer to section 4)

• Organize parent meetings as

• Record all parent conversations and meetings on

Head of School (HOS) is responsible for:

• Ensuring the Colleges Behaviour for Learning Policy is consistently applied within each learning/subject area.

• Ensuring the Assistant Heads of Student Welfare are vigilant and proactive in the application of the Behaviour for Learning Policy.

• Ensuring that the policy is applied consistently and fairly and recorded on

• Ensuring that all communication with parents is timely, constructive, and recorded on TASS.

Communicating with Parents

• It is encouraged that staff maximize their contact with parents/

• It is important that the efforts of students are recognized and acknowledged, and parents/caregivers are informed of their child’s actions.

• Letters of commendation, phone contact, acknowledgement slips, and scheduling parents/caregiver’s interviews are regular and informative to improve staff /parents / caregiver’s relationships.

• Staff should immediately contact parents when a child’s disruptive behaviour is in breach of the behaviour for the Learning Policy and what corrective and supportive action has been

BEHAVIOUR FOR LEARNING THROUGH MULTI-TIER INTERVENTION SYSTEM

The Australian International Islamic College has embraced a multi-tier approach to student behaviour for learning, grounded in the Islamic tradition encompassing both positive and negative conduct within and beyond the classroom. Teachers and support staff will recognize and promote the virtuous behaviour of the students and ensure that all behavioural responsibilities of the students are upheld in accordance with the Islamic traditions and values.

Students’ virtuous behaviour recognition

 The Australian International Islamic College is committed to providing a positive learning environment which encourages and celebrates virtuous, respectful, and disciplined behaviour. The College is committed to celebrating student behaviour which reflects the Islamic tradition such humility, respect, and service to others and the college community.

Figure 1 shows a positive behaviour recognition diagram and Table 1 displays the examples of recognition.

Figure 1: 4-Tier Recognition Process

Student breaches of behaviour responsibilities and consequences:

To maximize the effectiveness of this approach, the college categorizes incidents into multi-tier levels based on the severity of the behaviour. Figure 2 shows a 3-tier behaviour management plan and table 2 outlines examples of behaviours in each level, consequences, responsible staff, and support plan. The table is not exhaustive and should be used as a guide.

1.    SUSPENSION OF ENROLMENT

A student’s enrolment at the college may be suspended, either internally or externally. Enrolment suspension is considered in cases where a student’s behaviour poses a risk to others or when their recurrent conduct demonstrates a reluctance to adhere to our college values. Where a student has their enrolment suspended, parents will be communicated with in writing, and must collect their child immediately.

Following suspension, students must attend a re-entry meeting with a parent and the respective Head of School/ Deputy Principal/Principal. This meeting is designed to ascertain the student’s suitability to return to the College. If a student demonstrates by their behaviour and attitude that they are not ready, their suspension may be extended. It may be determined that following an external suspension a child will transition to class gradually and will be placed on a Student Re-Engagement plan.

If a student is suspended more than two times in a year, they will be required to sign a behaviour declaration (appendix 4) form upon the return from their third suspension. The behaviour declaration form states that any further violations of college policies will result in the termination of enrolment.

2.    TERMINATION OF ENROLMENT

Where a student’s behaviour is so severe, dangerous or in such serious violation of our college expectations, their enrolment may be terminated. The termination of a student’s enrolment is at the sole discretion of the principal.

Where a student engages in criminal behaviour, serious or repeated violent behaviour, serious or repeated bullying and harassment or where their behaviour demonstrates a repeated and malicious intent to defy our College Values, the Principal may decide to terminate enrolment.

In these rare instances, the child will first be suspended, pending termination. This allows for a thorough review and consultation regarding the child and their behaviour. During this time, the student is not permitted to attend the College. Following this review, the principal will make a decision regarding termination and this will be communicated in writing to the parents.

3.    INDIVIDUAL BEHAVIOUR MANAGEMENT PLAN

Individual student behaviour plans may be implemented in certain circumstances. Behaviour plans will be negotiated between school staff, the student, and the parents/guardians, and will consider the student’s:

1. age

2. developmental needs

3. behavioural

Students are placed on a individual behaviour plan depending on the severity of their behaviour. Any students who return from suspension may be placed on a student behaviour plan or if they need structure to help engage with the student responsibilities and or class routines. The College will refer the student to other support available and review, assess, and or modify the plan as needed.

4.    BEHAVIOUR AND DISABILITY

The Australian International Islamic College recognizes that students with disability may exhibit behaviours that contravene school codes and policies due to their disability.

Therefore, the HOS, DP and the Principal will exercise discretion and compassion when addressing matters involving students with disabilities while considering the rights and safety of other students.

5.    PRIVACY AND CONFIDENTIALITY

The students of AIIC may have an expectation that their privacy and confidentiality is preserved by the College, as is legislated. The College is committed to enforcing our own privacy policy, in line with legislation.

Teachers will only discuss matters concerning a student with the students’ parents/carers. Similarly, parents can feel comfortable knowing that their child will not be discussed with other parents. This position excludes situations of serious child safety, or where the College must communicate with external parties such as the Police.

In situations of a serious breach of the Behaviour for Learning Policy, where a child has been victimized, parents can expect to be communicated with to explain,

• That the matter has been investigated

• What the outcome of the investigation was

• The students who victimized that the appropriate actions have been

6.    RELATED POLICIES/DOCUMENTS

• Attendance and punctuality policy

• Anti bullying policy

• Day light policy

• Homework and diary policy

• Students with a disability policy

• Uniform and personal appearance policy

• Mobile phone and personal device policy

• Incident Handling protocol

• Individual behaviour plan

Appendix 1: 

Appendix 2:

Classroom Expectations

Appendix 3:

STUDENT REFERAL FORM

Student’s Name                                                                                                                                                                                                                                              Date:                                                                                                                                                                                                                                                                       

Referred to:                                                                                                                                                                                                                                                    Period:                                                                                                                                    

Reason for Referral

Discipline                                             Attendance

Academic                                            Personal

Truancy

Explanation

Date:                                          

Action Taken by:

Deputy Principal/Principal Assistant Head -SWF Counsellor Teacher

Others

Action taken:

Parent Teacher Meeting Disciplinary Measures Email Sent Home Call

Assigned Detention

Appendix 4:

Student Behaviour Declaration Form

Student’s Name: _______________________________________      Year/Class:___________

AT RISK OF TERMINATION

Exclusion is the most serious disciplinary action that any school principal can take against a student and must only be used if other disciplinary consequences are demonstrably inadequate to deal with the student’s behaviour.

As per the Education (General Provisions) Act 2006, each of the following is a ground for exclusion:

• persistent

• misbehaviour;

• conduct that adversely affects, or is likely to adversely affect, other

• conduct that adversely affects, or is likely to adversely affect, the good order and management of the school.

• A student’s attendance at the school poses an unacceptable risk to the safety or well-being of other students or of staff.

• if suspension of the student is inadequate to deal with the disobedience, misbehaviour, conduct or risk.

• The student has been convicted of an offence and the principal is reasonably satisfied it would not be in the best interests of other students or of staff for the student to be enrolled at the

I understand that I have been given an opportunity to demonstrate that I am able to re-engage with my academic studies and meet the standards of our college motto of Excellence in Education, Character and Service.

 I agree and will comply with the rules and regulations for student behaviour as determined by the Australian International Islamic College.

I understand that the College shall have the right to enforce appropriate standards of conduct and behaviour and that my enrolment may be terminated if I breach the grounds of exclusion listed above.

Signature of Student:                                                                                           

Signature of Parent:                                                                                               

Date:                                       

Appendix 5:

Incident Handling Protocol

Child Protection Policy

Definitions

• Section 9 of the Child Protection Act 1999 – “Harm”, to a child, is any detrimental effect of a significant nature on the child’s physical, psychological or emotional wellbeing.

1. It is immaterial how the harm is caused.
2. Harm can be caused by—
3. physical, psychological or emotional abuse or neglect; or
4. sexual abuse or exploitation.
5. Harm can be caused by—
6. a single act, omission or circumstance; or
7. a series or combination of acts, omissions or circumstances.

• Section 10 of the Child Protection Act 1999 – A “child in need of protection” is a child who—

1. has suffered significant harm, is suffering significant harm, or is at unacceptable risk of suffering significant harm; and
2. does not have a parent able and willing to protect the child from the harm.

• Section 364 of the Education (General Provisions) Act 2006 – “Sexual abuse”, in relation to a relevant person, includes sexual behaviour involving the relevant person and another person in the following circumstances—
• the other person bribes, coerces, exploits, threatens or is violent toward the relevant person.
• the relevant person has less power than the other person.
• there is a significant disparity between the relevant person and the other person in intellectual capacity or maturity.

Health and Safety

The school has written processes in place to enable it to comply with the requirements of the Work Health and Safety Act 2011 (Qld) and the Working with Children (Risk Management and Screening) Act 2000 (Qld).

Responding to Reports of Harm

When the school receives any information alleging ‘harm’[1] to a student (other than harm arising from physical or sexual abuse) it will deal with the situation compassionately and fairly to minimise any likely harm to the extent it reasonably can. This is set out in the school’s Child Risk Management Strategy. Information relating to physical or sexual abuse is handled under obligations to report set out in this policy[2].

Conduct of Staff and Students

All staff, contractors and volunteers must ensure that their behaviour towards and relationships with students reflect proper standards of care for students. Staff, contractors and volunteers must not cause harm to students[3].

Reporting Inappropriate Behaviour

If a student considers the behaviour of a staff member to be inappropriate, the student should report the behaviour to:

DURACK 

• Deputy Principal (Islamic Culture and Wellbeing) – Raihana Ferdous 
• Head of Primary Lower – Ursula Muncaster 
• Assistant Head of Primary Lower – Vaneesha Menon
• Assistant Head of Primary Lower- Ondrea Millard
• Head of Primary Upper – Bibi Haajrah Hussein 
• Assistant Head of Primary Upper – Farzana Farnaz Bano
• Assistant Head of Primary Upper – Celeste Ward
• Head of Secondary – Renee Lazarus 
•  Administration Coordinator – Ahmed Azhari 

 CARRARA 

• Head of Campus – Mehmet Tevfik Kerimoglu 
• Primary School Coordinator – Eva Bay
• Secondary School Coordinator – Merima Celahmetovic

 BURANDA 

• Campus Coordinator- Bandhana Kumar 

 LOGAN 

• Campus Coordinator – Noelia Abdus-Samad 
• Administration Officer – Farisha Mohammed
• Community Teacher – Ali Mokrani

 DARWIN 

• Campus Coordinator – Ridha Ridwan [4]

Dealing with Reports of Inappropriate Behaviour

A staff member who receives a report of inappropriate behaviour must report it to the principal. Where the principal is the subject of the report of inappropriate behaviour, the staff member must inform a member of the school’s governing body[5]. Reports will be dealt with under the school’s Complaints Handling Policy.

Reporting Sexual Abuse[6]

Section 366 of the Education (General Provisions) Act 2006 states that if a staff member becomes aware, or reasonably suspects, in the course of their employment at the school, that any of the following has been sexually abused by another person:

1. a student under 18 years attending the school.
2. a kindergarten aged child registered in a kindergarten learning program at the school.
3. a person with a disability who:
4. under section 420(2) of the Education (General Provisions) Act 2006 is being provided with special education at the school; and
5. is not enrolled in the preparatory year at the school.

then the staff member must give a written report about the abuse or suspected abuse to the principal or to a director of the school’s governing body immediately.

The school’s principal or the director must immediately give a copy of the report to a police officer.

If the first person who becomes aware or reasonably suspects sexual abuse is the school’s principal, the principal must give a written report about the abuse, or suspected abuse to a police officer immediately and must also give a copy of the report to a director of the school’s governing body immediately.

A report under this section must include the following particulars:

1. the name of the person giving the report (the first person).
2. the student’s name and sex.
3. details of the basis for the first person becoming aware, or reasonably suspecting, that the student has been sexually abused by another person.
4. details of the abuse or suspected abuse.
5. any of the following information of which the first person is aware:
6. the student’s age.
7. the identity of the person who has abused, or is suspected to have abused, the student.

• the identity of anyone else who may have information about the abuse or suspected abuse[7].

Reporting Likely Sexual Abuse [8]

Section 366A of the Education (General Provisions) Act 2006 states that if a staff member reasonably suspects in the course of their employment at the school, that any of the following is likely to be sexually abused by another person:

1. a student under 18 years attending the school.
2. a kindergarten aged child registered in a kindergarten learning program at the school.
3. a person with a disability who:
4. under section 420(2) of the Education (General Provisions) Act 2006 is being provided with special education at the school; and
5. is not enrolled in the preparatory year at the school.

then the staff member must give a written report about the suspicion to the principal or to a director of the school’s governing body immediately.

The school’s principal or the director must immediately give a copy of the report to a police officer.

If the first person who reasonably suspects likely sexual abuse is the school’s principal, the principal must give a written report about the suspicion to a police officer immediately and must also give a copy of the report to a director of the school’s governing body immediately.

A report under this section must include the following particulars:

1. the name of the person giving the report (the first person).
2. the student’s name and sex.
3. details of the basis for the first person reasonably suspecting that the student is likely to be sexually abused by another person.
4. any of the following information of which the first person is aware:
5. the student’s age.
6. the identity of the person who is suspected to be likely to sexually abuse the student.

• the identity of anyone else who may have information about suspected likelihood of abuse[9].

Reporting Physical and Sexual Abuse [10]

Under Section 13E (3) of the Child Protection Act 1999, if a doctor, a registered nurse, a teacher or an early childhood education and care professional forms a ‘reportable suspicion’ about a child “in the course of their engagement in their profession”, they must make a written report.

A reportable suspicion about a child is a reasonable suspicion that the child:

1. has suffered, is suffering, or is at unacceptable risk of suffering, significant harm caused by physical or sexual abuse; and
2. may not have a parent able and willing to protect the child from the harm.

The doctor, nurse, teacher or early childhood education and care professional must give a written report to the Chief Executive of the Department of Child Safety, Seniors and Disability Services (or another department administering the Child Protection Act 1999).  The doctor, nurse, teacher or early childhood education and care professional should give a copy of the report to the principal.

A report under this section must include the following particulars:

1. the basis on which the person has formed the reportable suspicion[11];
2. the child’s name, age and sex descriptor.
3. details of how to contact the child.
4. details of the harm to which the reportable suspicion relates.
5. particulars of the identity of the person suspected of causing the child to have suffered, suffer, or be at risk of suffering, the harm to which the reportable suspicion relates.
6. particulars of the identity of any other person who may be able to give information about the harm to which the reportable suspicion relates[12].

The following details should be required to lodge any reports:

• Brisbane Child Safety Regional Intake: Phone: 1300682 254 Email: bmbrisIntake@cyjma.qld.gov.au
• Police Child Protection: Phone: 131444 Email: CPIUIntakeInala@police.qld.gov.au

Responsibilities under Criminal Code Act 1899 (Qld)

The Criminal Code Act 1899 includes two offences that pertain to the failure to report a child sexual offence and the failure to protect a child against a child sexual offence. A child sexual offence is an offence of a sexual nature by an adult against a child under 16 years or a person with an impairment of the mind.

Failure to Report[13]

Under section 229BC of the Code, all adults must report sexual offences against a child by another adult to police as soon as reasonably practicable after the belief is, or ought reasonably to have been, formed. Failure to make a report, without a reasonable excuse, is a criminal offence. This offence applies to all adults inclusive of students 18 years or older, as well as parents/guardians and volunteers at the school. A reasonable excuse not to make a report under the Criminal Code Act 1899 includes that a report has already been made under the Education (General Provisions) Act 2006 (reporting sexual abuse or likely sexual abuse) and the Child Protection Act 1999 (reporting significant harm or risk of significant harm) as per this policy.

Failure to Protect[14]

Under section 229BB of the Code, all adults in positions of power or responsibility within institutions to reduce or remove the risk of child sexual offences being committed must take reasonable steps to protect children in their care from a child sexual offence. A failure to protect is an offence.

Awareness

The school will inform staff, students and parents of its processes relating to the health, safety and conduct of staff and students in communications to them and it will publish these processes on its on-school website, through school newsletters, staff induction, student assembly, student diaries, in enrolment interviews, available from school office [15].

Accessibility of Processes

Processes relating to the health, safety and conduct of staff and students are accessible on the school website and will be available on request from the school administration[16].

Training

The school will train its staff in processes relating to the health, safety and conduct of staff and students on their induction and will refresh training annually[17].

Implementing the Processes

The school will ensure it is implementing processes relating to the health, safety and conduct of staff and students by auditing compliance with the processes annually[18].

Complaints Procedure

Suggestions of non-compliance with the school’s processes may be submitted as complaints under Complaints Handling Policy [19].

Private and Confidential

Report on suspected harm or sexual abuse or likely to be sexually abused.

Details of any harm and/or sexual abuse to the student – please include: Time and date of the incident; location of the incident; source of information; details of person alleged to have caused       the harm or sexual abuse; physical appearance of any injury; immediate and ongoing safety concerns; any disclosures made by student; any previous incidents of harm; behavioral indicators of harm; presence of any medical needs or developmental delays; and if the information relates to an unborn child, the alleged risk to the unborn child. 

Please also include the identity of any other person who may be able to give information about the harm to which the report relates.

[1] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(7): the definition of ‘harm’ for this regulation is the same as in section 9 of the Child Protection Act 1999 (Qld)

[2] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(1)

[3] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(1)

[4] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(2) and s.16(3)

[5] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(2)

[6] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(2)(c)

[7] Education (General Provisions) Regulation 2017 (Qld) s.68

[8] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(2)(c)

[9] Education (General Provisions) Regulation 2017 (Qld) s.69

[10] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16 (2)(d)

[11] Child Protection Act 1999 s.13G (2)(a)

[12] See Child Protection Regulation 2023 (Qld) s.4 “Information to be included in reports.”

[13] Criminal Code Act 1899 (Qld) s.229BC

[14] Criminal Code Act 1899 (Qld) s.229BB

[15] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(a)

[16] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(b)

[17] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(c)

[18] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(d)

[19] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(5) and s.16(6)

CHILD RISK MANAGEMENT

STRATEGIES

 PURPOSE

The purpose of this strategy is to eliminate and minimise risk to student safety to ensure the safety and wellbeing of all students.

SCOPE

Students and employees, including full-time, part-time, permanent, fixed-term and casual employees, as well as contractors, volunteers and people undertaking work experience or vocational placements.

RERFERENCE

• Working with Children (Risk Management and Screening) Act 2000 (Qld)

• Working with Children (Risk Management and Screening) Regulation 2020 (QLD)

• Child Protection Act 1999 (Qld)

• Education (Accreditation of Non–State Schools) Act 2017 (Qld)

• Education (Accreditation of Non–State Schools) Regulation 2017 (Qld)

• Education (General Provisions) Act 2006 (Qld)

• Education (General Provisions) Regulation 2017 (Qld)

• Education Services for Overseas Students (ESOS) Act 2000 (Cth)

• Education (Overseas Students) Regulation 2014 (Qld)

• Education (Queensland College of Teachers) Act 2005 (Qld)

• Education and Care Services National Law (Queensland)

• Education and Care Services National Regulations

• Child and Youth Risk Management Strategy Toolkit

• Australian International Islamic College Child Handling Policy

• Australian International Islamic College Employee Code of Conduct

Policy Statement and a Statement about Commitment

Australian International Islamic College is committed to taking all reasonable steps to promote the safety and wellbeing of students enrolled at the school and their protection from foreseeable harm. ¹

Implementation

In practice, Australian International Islamic College’s commitment to acting in accordance to the Working with Children (Risk Management and Screening) Act 2000 (Qld)(“the Act”) to promote the safety and wellbeing of students means that it will implement the measures outlined below.

1.      Code of Conduct

At Australian International Islamic College, we expect our employees to conduct themselves as follows:

School employees are expected to always behave in ways that promote the safety, welfare and well- being of our students. Employees must actively seek to prevent harm to students, and to support those who have been harmed.

Specific responsibilities include:

• Employees should avoid situations where they are alone in an enclosed space with a

• When physical contact with a student is a necessary part of the teaching/learning experience, employees must exercise caution to ensure that the contact is appropriate and acceptable. Employees must always advise the student of what they intend doing and seek their consent.

• Employees must not develop a relationship with any student that is, or that can be interpreted as having a personal rather than a professional interest in a student.

• Employees must not have a romantic or sexual relationship with a

This commitment is evidence of Australian International Islamic College fulfilment of the requirements of the Regulations S3(1)(b).

2.      Recruitment, Selection, Training and Management Procedures

Australian International Islamic College is committed to recruiting, selecting, training and managing employees in such a way that limits risks to students. In particular, Australian International Islamic College will:

• Ensure that its recruitment and selection procedures act to reduce the risk of harm to children from employees via:

  • Accurate position descriptions, including whether the successful applicant must be a teacher registered with the Queensland College of Teachers (who has been subject to relevant police and other safety checks), whether a Blue Card is necessary for the successful applicant, the responsibilities and supervision associated with the position, the nature and environment of the service provided to students, and the experience and qualifications required by the successful applicant.

• Advertising the position with a clear statement about the school’s commitment to safe and supportive work practices and identifying that candidates will be subject to a teacher registration check or Blue Card screening, a police check, referee checks, identification verification and the requirement to disclose any information relevant to the candidates’ eligibility to engage in activities including children.

• A selection process that includes assessing the application via an interview process and referee and other checks (as identified above) based on the accurate position

• A probationary period of employment, which allows the school to further assess the suitability of the new employee and to act as a check on the selection process.

• Ensure that its training and management procedures act to reduce the risk of harm to students from employees via:

  • Management processes that are consistent, fair and

  • Performance management processes to help employees to improve their performance in a positive manner.

  • Supportive processes for staff when they are experiencing challenges, such as mentoring, mediation, conflict resolution, coaching, additional training, and external support and counselling services.

  • An induction program which thoroughly addresses the school’s policies and procedures, particularly its expectations regarding student risk management and to assist employees to understand their role in providing a safe and supportive environment for students.

  • Training new and existing staff on an ongoing basis to enhance skills and knowledge and to reduce exposure to risks, as follows:

    • the school’s policies and procedures

    • identifying, assessing and minimising risks to students

    • handling a disclosure or suspicion of harm to a

  • Keeping a record of the training provided to

  • Exit interviews to assist the school to identify broader issues of concern that may impact on the safety and wellbeing of students at the school.

This commitment is evidence of Australian International Islamic College fulfilment of the requirements of the Regulations S3(1)(c).

3.      Handling Disclosures or Suspicions of Harm

Any of the types of concerns or reports below should be reported and managed under the Australian International Islamic College Child Protection Policy:

• all staff with concerns about sexual abuse or likely sexual abuse

• teachers with concerns of sexual or physical abuse

• all staff who have received a report of inappropriate behaviour by another staff

• To report any type of harm, all staff members should use the Report of Suspected Harm or Sexual Abuse Form in Appendix 2 of this document.

• Furthermore, and in accordance with section 76 of the Education (Queensland College of

• Teachers) Act 2005, the Principal of Australian International Islamic College will report to the Queensland College of Teachers any investigations into allegations of harm caused, or likely to be caused, to a student because of the conduct of a relevant teacher at the school.

• This commitment is evidence of Australian International Islamic College fulfilment of the requirements of the Regulations 3(1)(d).

4.      Managing Breaches of this Child Risk Management Strategy

• Australian International Islamic College is committed to appropriately managing breaches of this Child Risk Management Strategy in accordance with its other relevant policies as appropriate in the circumstances, such as its Child Protection Policy, Employee Code of Conduct, Complaints Handling Policy and Procedures and Enterprise Bargaining Agreement or equivalent>>, and this is evidence of fulfilment of the requirements of the Regulations S3(1)(e).

5.      Implementing and Reviewing the Child Risk Management Strategy

• This Strategy in its entirety and its related policies and procedures are evidence of fulfilment of the requirements of the Regulations S3(1)(f)(i) relating to implementation.

• The introduction to this Child Risk Management Strategy and the “Compliance and

Monitoring” section below state Australian International Islamic College commitment to reviewing the Strategy annually and are evidence of fulfilment of the requirements of the Regulations S3(1)(f)(i) relating to review.

6.      Blue Card Policies and Procedures

• Australian International Islamic College is committed to acting in accordance with chapter 8 of the Act relating to the screening of employees in such a way that limits risks to children. In particular, Australian International Islamic College will:

• Require relevant prospective or current employees, volunteers, trainee students and school board members to apply for a Blue Card or Exemption Notice, and check the validity and appropriateness of any currently held notices as appropriate, in accordance with Australian International Islamic College’s position descriptions and the Act

• Complete an Authorisation to confirm a valid card application when necessary

• Submit a Change in police notification form when notified by employee that such a change has occurred

• Not allow a person to continue to work with children if their Blue Card or Exemption Notice is cancelled or suspended or a negative notice is received after a change of police information

• Submit a No longer with organisation form when appropriate

• Appoint a school contact person who will be responsible for managing the screening process and all related documentation and records

• Keep written records of all the above actions, decisions and outcomes, including the dates of expiry of Blue Cards and Exemption Notices

• Ensure that all information in relation to Blue Cards and Exemption Notices is kept confidential

• Act to remind employees to keep their Blue Card or Exemption Notice up to date

This commitment is evidence of Australian International Islamic College’s fulfilment of the

requirements of the Regulations S3(1)(f)(ii).

7.      High Risk Management Plans

Australian International Islamic College is committed to identifying risks, assessing risks, eliminating and minimising risks and the monitoring of risk to the safety of students on an ongoing basis.

Australian International Islamic College will utilise various risk management tools to assist it in this process and will keep appropriate records of decisions made and actions taken in relation to risks to children.

This commitment is evidence of Australian International Islamic College ‘s fulfilment of the

requirements of the Regulations S3(1)(g).

8.      Strategies of Communication and Support

Australian International Islamic College’s commitment to making this Child Risk Management Strategy available to students, parents and employees via its <<enrolment package, employee handbook, school intranet site>> is evidence of fulfilment of the requirements of the Regulations S3(1)(h)(i).

Australian International Islamic College’s is committed to training employees in relation to risks to students and will conduct this training regularly via <<annual formal training events, informal updates at staff meetings and regular discussions between managers and their staff>>, and this is evidence of fulfilment of the requirements of the Regulations S3(1)(h)(ii).

Responsibilities

Australian International Islamic College is responsible for developing and implementing this Child Risk Management Strategy and related policies and procedures to ensure it fulfils its obligations. All employees at Australian International Islamic College are responsible for acting in compliance with this Child Risk Management Strategy and related policies and procedures.

Compliance and Monitoring

Australian International Islamic College is committed to the annual review of this Strategy.

Australian International Islamic College will also record, monitor and report to Australian International Islamic College board, the Senior Executive Team and others as appropriate at Australian International Islamic College regarding any breaches of the Strategy.

In addition, Australian International Islamic College is committed to other various compliance and monitoring arrangements made under relevant policies and procedures. Related Documents

• Australian International Islamic College Child Protection Policy

• Australian International Islamic College Complaints Handling Policy

• Australian International Islamic College Blue Card Register

• Australian International Islamic College Risk Management Framework

• Australian International Islamic College Complaints Handling Procedures

• Australian International Islamic College Employee Code of Conduct

• Australian International Islamic College Recruitment Policy

• Australian International Islamic College Professional Learning Policy

• Australian International Islamic College Performance Management System

• Australian International Islamic College Blue Card Policy

Helpful Links

• Independent Schools Queensland’s Child Protection Decision Support Trees

• Department of Communities, Child Safety and Disability Services’ Child Protection Guide

resource

Appendices

• Appendix 1 – Summary of Reporting Harm

• Appendix 2 – Report of Suspected Harm or Sexual Abuse Form

Appendix 1

Summary of Reporting Harm

Appendix 2

Private and Confidential

Report on suspected harm or sexual abuse or likely to be sexually abused.

Details of any harm and/or sexual abuse to the student – please include: Time and date of the incident; location of the incident; source of information; details of person alleged to have caused       the harm or sexual abuse; physical appearance of any injury; immediate and ongoing safety concerns; any disclosures made by student; any previous incidents of harm; behavioral indicators of harm; presence of any medical needs or developmental delays; and if the information relates to an unborn child, the alleged risk to the unborn child. 

After section 8  Strategies of Communication and Support and before compliance and monitoring

Please include a new: point 9.

9. Responsibilities under Criminal Code Act 1899 (Qld)

The Criminal Code Act 1899 includes two offences that pertain to the failure to report a child sexual offence and the failure to protect a child against a child sexual offence. A child sexual offence is an offence of a sexual nature by an adult against a child under 16 years or a person with an impairment of the mind.

Failure to Report[1]

Under section 229BC of the Code, all adults must report sexual offences against a child by another adult to police as soon as reasonably practicable after the belief is, or ought reasonably to have been, formed. Failure to make a report, without a reasonable excuse, is a criminal offence. This offence applies to all adults inclusive of students 18 years or older, as well as parents/guardians and volunteers at the school. A reasonable excuse not to make a report under the Criminal Code Act 1899 includes that a report has already been made under the Education (General Provisions) Act 2006 (reporting sexual abuse or likely sexual abuse) and the Child Protection Act 1999 (reporting significant harm or risk of significant harm) as per this policy.

Failure to Protect[2]

Under section 229BB of the Code, all adults in positions of power or responsibility within institutions to reduce or remove the risk of child sexual offences being committed must take reasonable steps to protect children in their care from a child sexual offence. A failure to protect is an offence.

Awareness

The school will inform staff, students and parents of its processes relating to the health, safety and conduct of staff and students in communications to them and it will publish these processes on its on-school website, through school newsletters, staff induction, student assembly, student diaries, in enrolment interviews, available from school office [3].

Accessibility of Processes

Processes relating to the health, safety and conduct of staff and students are accessible on the school website and will be available on request from the school administration[4].

 Training

The school will train its staff in processes relating to the health, safety and conduct of staff and students on their induction and will refresh training annually[5].

Implementing the Processes

The school will ensure it is implementing processes relating to the health, safety and conduct of staff and students by auditing compliance with the processes annually[6].

Complaints Procedure

Suggestions of non-compliance with the school’s processes may be submitted as complaints under Complaints Handling Policy [7].

[1] Criminal Code Act 1899 (Qld) s.229BC

[2] Criminal Code Act 1899 (Qld) s.229BB

[3] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(a)

[4] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(b)

[5] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(c)

[6] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(4)(d)

[7] Education (Accreditation of Non-State Schools) Regulation 2017 (Qld) s.16(5) and s.16(6)

COLLEGE BOARD CODE OF CONDUCT POLICY

PURPOSE

The purpose of this policy is to outline the code of conduct expected of directors of the Australian International Islamic College in relation to their roles as directors.

SCOPE

The policy covers the directors conduct in relation to their governance of the school and their relationship with the Principal and school staff.

REFERENCE

• Education (Accreditation of Non-State Schools) Act 2001 s39(2)

• Board Conflict of Interest Policy

Definitions/Legislations

Education (Accreditation of Non-State Schools) Act 2001 – Division 4 S39 – Suitability of Governing Body – allows that in assessing the suitability of a governing body, the Accreditation Board may have regard to 2 (c) the conduct of the governing body, or its directors, relevant to the operation of the school.

Policy

The over-riding responsibility of a director is to act in the best interests of the school as a whole, and all members of the school.

The Board Code of Conduct requires that all directors of the board of AIIC:

• Make decisions with the goal to improve and enhance the teaching and learning experience for all students in the School.

• Prioritise the Board’s work to clarify the strategic direction of the school and to develop policies which will move the school towards its strategic vision, mission and goals.

• The underlying principles of the Board’s code of conduct include the promotion of:

• respectful partnerships;

• clear and honest two-way communication;

• transparent processes;

• democratic, informed decision making; and personal and professional

• Delegate authority for the administration and management of the school to the Principal, and establish a process for accountability of the Principal, and act accordingly.

• The Board encourages members to behave in a respectful manner, avoiding discrimination, harassment and bullying.

• Act with

• Avoid any conflicts of interest or the appearance of impropriety, which could result from their position, and not use board membership for personal gain or publicity.

• Recognise that a director has no legal authority as an individual and that decisions can be made only by a majority vote at a board meeting.

• Abide by majority decisions of the board, while retaining the right to seek changes in such decisions through ethical and constructive channels.

• Be involved and knowledgeable about not only local educational concerns, but also about state and national issues.

• Prepare for all board meetings by reading and understanding the board papers in advance of board meetings and come to board meetings informed concerning the issues under

• Board members respect the need for confidentiality and privacy with regard to sensitive matters that might arise at Board meetings, especially where there are matters of a personal nature relating to staff, students or parents.

• The Board is not an appropriate forum for the discussion of individual school staff, students, parents or other members of the school community.

• Bring an open and independent mind to Board and Committee meetings, listen to the debate on each issue raised, and consider the arguments for and against each motion and reach a decision that the director believes, in good faith and on reasonable grounds, to be in the best interests of the school as a whole. While directors must treat each other with courtesy and observe the other rules in this Code, directors should be able to engage in vigorous debate on matters of principle.

• Respect the confidentiality of privileged information and make no individual decisions or commitments that might compromise the board or administration.

• Not disclose such confidential information, the content of discussions and any decisions, resolutions, recommendations or directives made or given at Board or Committee meetings or any confidential communications between the school and the directors or between some or all of the directors in relation to the affairs of the school, or allow any of the foregoing to be disclosed, unless that disclosure has first been duly authorised by the board.

• Represent board decisions to the community without bias or

• Commit to stand by this code of conduct; to speak with one voice in concert with fellow Board members; to maintain a positive culture and orderly decision making processes; and to do Board work openly.

COMPLAINTS HANDLING POLICY

PURPOSE

The purpose of this policy is to ensure that student, parent and employee complaints and disputes are dealt with in a responsive, efficient, effective and fair way.

SCOPE

Students, parents and employees, including full-time, part-time, permanent, fixed-term and casual employees, as well as contractors, volunteers and people undertaking work experience or vocational placements.

REFERENCE

• Education (Accreditation of Non-State Schools) Regulations 2017

• Australian Education Regulations 2013

• Fair Work Act 2009

• Work Health and Safety Act 2011 (Qld)

• Privacy Act 1988 (Cth)

• Anti-Discrimination Act 1991 (Qld)

• Australian Human Rights Commission Act 1986 (Cth)

• Sex Discrimination Act 1984 (Cth)

• Age Discrimination Act 2004 (Cth)

• Disability Discrimination Act 1992 (Cth)

• Racial Discrimination Act 1975 (Cth)

• AIIC Enterprise Bargaining Agreement or equivalent

• AIIC Work Health and Safety Policy

• AIIC Anti-Discrimination Policy

• AIIC Sexual Harassment Policy

• AIIC Students with Disabilities

• AIIC Privacy Policy

Policy Statement

Australian International Islamic College is committed to ensuring that student, parent and employee complaints are dealt with in a responsive, efficient, and effective and fair way.

Australian International Islamic College views complaints as part of an important feedback and accountability process. Australian International Islamic College acknowledges the right of students, parents and employees to complain when dissatisfied with an action, inaction or decision of the school and the school encourages constructive criticism and complaints. Australian International Islamic College recognises that time spent on handling complaints can be an investment in better service to students, parents and employees.

Complaints that may be Resolved under this Policy

Australian International Islamic College encourage students, parents and employees to lodge promptly any concerns regarding sexual harassment, child protection, discrimination, workplace bullying and privacy breaches as well as more general complaints that include areas such as:

• the school, its employees or students having done something wrong

• the school, its employees or students having failed to do something they should have done

• the school, its employees or students having acted unfairly or impolitely

• issues of student or employee behaviour that are contrary to the school’s code of conduct

• issues related to learning programs, assessment and reporting of student learning

• issues related to communication with students or parents or between employees

• issues related to school fees and payments

• general administrative

Student complaints may be brought by students or by parents on behalf of their children, as appropriate in the circumstances.

Issues Outside this Policy

The following matters are outside the scope of this policy and should be managed as follows:

• Child protection concerns or risks of harm to children should be dealt with in accordance

with the law and the school’s Child Protection Policy.

• Student bullying complaints should be dealt with under the Student Bullying Policy

• Student discipline matters, including matters involving suspension or expulsion, should be dealt with under the Behaviour Management Policy.

• Employee complaints related to their employment should be directed to their

• Student or employee violence or criminal matters should be directed to <<the Principal>> who will involve the Police as appropriate.

• Formal legal

Dispute Resolution Principles

AIIC is committed to managing disputes according to the following principles:

• disputes will be resolved promptly and with as little disruption as possible

• disputes will be taken seriously

• anonymous complaints will be treated on their merits like any other dispute when possible

• disputes will be dealt with fairly and objectively and in a timely manner

• mediation, negotiation and informal resolution are available alternatives to investigation

• procedural fairness will be ensured wherever practicable

• Australian International Islamic College will determine the appropriate person to deal with the complaint in the first Complaints should be resolved with as little formality and disputation as possible

• confidentiality and privacy will be maintained as much as possible

• all parties to the dispute will be appropriately supported

• all parties are entitled to reasonable progress updates

• appropriate remedies will be offered and implemented

• a review mechanism will be offered

• complainants, respondents and people associated with them will not be victimised as a result of lodging the dispute nor will they suffer any other reprisals

• the school will keep confidential records of

Responsibilities

School

AIIC has the following role and responsibilities:

• develop, implement, promote and act in accordance with the school’s Complaints Handling Policy and procedures

• appropriately communicate the school’s Complaints Handling Policy and procedures to students, parents and employees

• ensure that the Complaints Handling procedures are readily accessible by staff, students and parents

• upon receipt of a complaint, manage the complaint in accordance with the Complaints Handling procedures

• ensure that appropriate support is provided to all parties to a complaint

• take appropriate action to prevent victimisation or action in reprisal against the complainant, respondent or any person associated with them

• appropriately implement remedies

• appropriately train relevant employees

• keep records

• conduct a review/audit of the Complaints Register from time to time

• monitor and report to the governing body on complaints

• report to the school’s insurer when that is relevant

• refer to the school’s governing body immediately any claim for legal

All Parties to a Dispute

The complainant and respondent both have the following role and responsibilities:

• apply and comply with the school’s Complaints Handling Policy and procedures

• lodge the complaint as soon as possible after the issue arises

• expect that the complaint will be dealt with fairly and objectively; in a timely manner; with procedural fairness wherever practicable; that confidentiality and privacy will be maintained as much as possible

• provide complete and factual information in a timely manner

• not provide deliberately false or misleading information

• not make frivolous or vexatious complaints

• act in good faith, and in a calm and courteous manner

• act in a non-threatening manner

• to be appropriately supported

• acknowledge that a common goal is to achieve an outcome acceptable to all parties

• recognise that all parties have rights and responsibilities which must be balanced

• maintain and respect the privacy and confidentiality of all parties

• not victimise or act in reprisal against any party to the dispute or any person associated with

Employees Receiving Complaints

Employees receiving complaints have the following roles and responsibilities:

• act in accordance with the school’s Complaints Handling Policy and procedures

• inform the party lodging the complaint of how complaints can be lodged, when they should be lodged and what information is required

• provide the complainant with information about any support or assistance available to assist them in lodging their complaint

• provide the complainant with a copy of the school’s Complaints Handling Policy and procedures

• maintain confidentiality

• keep appropriate records

• To lodge the complaint in the Complaints Register

• to forward complaints to more senior employees, including the Principal, as appropriate

• not victimise or act in reprisal against the complainant, respondent or any person associated with them.

Diagram: Complaints handling process

Implementation

AIIC is committed to raising awareness of the process for resolving complaints at the school, including by the development and implementation of this policy and related procedures, and via the clear support and promotion of the policy and procedures.

AIIC is also committed to appropriately training relevant employees (especially senior staff) on how to resolve complaints in line with this policy and the related procedures.

AIIC will keep appropriate records of complaints, will monitor complaints and their resolution and will report on a high-level basis to the school Board on complaint handling at the school.

AIIC will act to encourage students, parents and employees to contribute to a healthy school culture where complaints are resolved with as little formality and disruption as possible.

PROCEDURE

Complaints handling process Receive and record

Determine if the complaint is a complaint or something else e.g. an issue or an enquiry.

It is not a complaint when a student, parent or guardian: requests information e.g. about the College service or policy; requests a change in a service or requests a new service from the College; makes suggestions for improving a service from the College; expresses a concern about a situation in the College; or provides feedback on the performance of the College.

Record the complaint. Complaints from students, parents and guardians must be recorded in the College’s complaints register. Complaint records must be secure to ensure protection of privacy. Relevant details of the complainant, the complaint and desired outcome, must be recorded. Information recorded must be objective and factual Complaints about Principals, complex complaints and requests for internal review forwarded to the Director of colleges must be recorded by the complaints receiving officer in the Board complaints register.

Assess

Assessing a complaint can involve: clarifying the problem; identifying causes and impacts; gathering information; and talking to relevant employees.

Resolve

Decide solution. Solutions include: providing explanations and reasons; suggesting a compromise; implementing specific actions; referring the complainant to a different process; or making improvements.

Wherever possible, complaints must be resolved immediately at the point where the complaint is received. When resolved, the complaint is updated in the register and closed.

Communicate

Communicate to the complainant the process used, progress made, outcomes decided and the reasons for the decision.

Close (or forward)

If resolved, close the complaint record. Record the outcome, including action to be taken and communications with the complainant. Then close the record. If unresolved, forward to a senior employee.

Response times

While the attempt will always be made to promptly initiate a response and resolve complaints, the time required to resolve a complaint will depend on the nature and complexity of the complaint, as well as employee availability.

As a guide:

• simple complaints and reviews may take up to 20 working days.

• complaints requiring some assessment may take up to 45 working days.

• complex complaints* may take up to 90 working days or longer.

Receipt of written complaints or written requests for a review must be acknowledged by the receiving College or office as soon as possible.

These guiding timeframes apply during College terms. Additional time may be required if a complaint from a student, parent or guardian is submitted toward the end of a College term or outside of College terms.

The Principal must ensure these timeframes are communicated to students, parents and guardians to ensure understanding of the time required by the College to resolve complaints.

Complaints that identify a potential or actual breach of legislation may be subject to specific timeframes.

Internal review

Internal reviews are only undertaken when a complainant submits a written request for a review to the Principal. An internal review assesses the merits of the:

• original complaint and

• process used by the College to resolve the complaint and

• outcome

The result of the internal review will either:

• support the original outcome decided or

• propose a modified, or new, Who performs an internal review

Principal reviews the complaint resolution of a College employee

When a complainant submits to the Principal a written request for a review of a College employee’s resolution or process used, the Principal must perform the internal review and communicate the result to the complainant.

Director of Colleges review of the complaint resolution of a Principal

When a complainant submits to the Principal a written request for a review of a Principal’s resolution or process used, the Director of Colleges must coordinate the internal review in consultation with the Board and, if required, School Operations. A nominated Board delegate communicates the result to the complainant.

Complex complaints

A complaint is complex when it raises several distinct matters or significant system-wide issues; requires legal advice or advice from an external third party; involves an issue that is notifiable under legislation; or requires the involvement of School Operations.

Principals must liaise with the Director of Colleges on complex complaints. If required, the Director of Colleges liaises with the School Operations to determine capacity and appropriate action.

Complaints about a Senior Leader must be forwarded to the Principal and Director of Colleges.

Awareness

As per section 7(3)(a) of the Regulation, the school will inform staff, students and parents of its processes relating to complaints management in communications to them and it will publish these processes on its website.

COURSE PROGRESSION AND ATTENDANCE POLICY

PURPOSE

The purpose of this policy is to outline the expectations of students’ course progression and

attendance at Australian International Islamic College.

SCOPE

This policy applies to all students at Australian International Islamic College.

DEFINITIONS

1. Compassionate or compelling circumstances – circumstances beyond the control of the student that are having an impact on the student’s progress through a course. These could include:

   1. serious illness, where a medical certificate states that the student was unable to attend classes

   2. bereavement of close family members such as parents or grandparents (with evidence of death a certificate if possible

• major political upheaval or natural disaster in the home country requiring their emergency travel that has impacted on their studies

1. a traumatic experience which has impacted on the student (these cases should be where possible supported by police or psychologists’ reports)

2. where the Australian International Islamic College was unable to offer a pre- requisite unit

3. inability to begin studying on the course commencement date due to delay in receiving a student visa.

For other circumstances to be considered as compassionate or compelling, evidence would need to be provided to show that these were having an impact on the student’s progress through a course

1. Expected duration– the length of time it takes to complete the course studying full- This is the same as the registered course duration on CRICOS.

2. Australian International Islamic College day – any day for which the Australian International Islamic College has scheduled course contact hours.

3. Study period – a discrete period of study within a course which cannot exceed 24 Australian International Islamic College defines a “study period” for the purposes of monitoring course attendance and progress as a semester.

1.  COURSE PROGRESS

1. The Australian International Islamic College will monitor, record and assess the course progress of each student for the course in which the student is currently

2. The course progress of all students will be assessed at the end of each study period (semester) of enrolment.

3. Students who have begun part way through a semester will be assessed after one full study period.

4. To demonstrate satisfactory course progress, students will need to achieve competency in at least 50% of units studied in any study period

5. If a student does not achieve satisfactory course progress in a study period, the class teacher will formally contact the parent(s) to advise there will be a meeting with the student to develop an intervention strategy for academic improvement. This may

   1. After hours tutorial support

   2. Subject tutorial support in class time

• Mentoring

1. Additional ESL support

2. Counselling – time management

3. Counselling -academic skills

• Counselling – personal

• other intervention strategies as deemed necessary

1. A copy of the student’s individual strategy and progress reports in achieving improvement will be forwarded to parents.

2. The student’s individual strategy for academic improvement will be monitored over the following study period by the Principal and records of student response to the strategy will be kept.

3. If the student does not improve sufficiently academically and achieve satisfactory course progress by the end of the next study period, Australian International Islamic

process. Following the outcome of the internal process, if the student wishes to complain or lodge an external appeal about a decision made or action taken by Australian International Islamic College, he/she may contact the Overseas Student Ombudsman at no cost. This must be done within 21 days. Please see Australian International Islamic College’s Complaints and Appeals Policy for further details.

1. The Australian International Islamic College will notify the National ESOS Authority via PRISMS of the student not achieving satisfactory course progress as soon as practicable where:

   1. the student does not access the complaints and appeals process within 20 days, or

   2. withdraws from the complaints and appeals process, or

• the complaints and appeals process results in favour of the Australian International Islamic College

2.  COMPLETION WITHIN EXPECTED DURATION OF STUDY

1. As noted in a., the Australian International Islamic College will monitor, record and assess the course progress of each student for the course in which the student is currently enrolled.

2. Part of the assessment of course progress at the end of each semester will include an assessment of whether the student’s progress is such that they are expected to complete their course within the expected duration of the course.

3. The Australian International Islamic College will only extend the duration of the student’s study where it is clear the student will not be able to complete their course by the expected date because of:

   1. compassionate or compelling circumstances (see Definitions below

   2. student participation in an intervention strategy as outlined ine.

• an approved deferment or suspension of study has been granted in

accordance with Australian International Islamic College’s Deferment,

Suspension and Cancellation Policy.

1. Where the Australian International Islamic College decides to extend the duration of the student’s study, the Australian International Islamic College will report this change via PRISMS within 14 days and/or issue a new COE if required.

3.  MONITORING COURSE ATTENDANCE

1. Satisfactory course attendance is attendance of 80% of scheduled course contact

2. Student attendance is:

3. checked and recorded daily

4. assessed regularly

iii. recorded and calculated over each study period.

1. All absences from Australian International Islamic College will be included in absentee calculations and should be accompanied by a medical certificate, an explanatory communication from the student’s carer or evidence that leave has been approved by the Principal/Head of Australian International Islamic College.

2. Any absences longer than [5] consecutive days without approval will be

3. Student attendance will be monitored by the Principal every 4 weeks over a study period to assess student attendance using the following method:

working days in which to access the Australian International Islamic College’s internal

complaints and appeals process except in the circumstances outlined in 3.j.

1. The Australian International Islamic College will notify the National ESOS Authority via PRISMS of the student not achieving satisfactory course attendance as soon as practicable where:

   1. the student does not access the complaints and appeals process within 20 days

   2. withdraws from the complaints and appeals process

• the complaints and appeals process results in a decision for the Australian International Islamic College.

1. Students will not be reported for failing to meet the 80% attendance where:

i.

compassionate or compelling circumstances e.g., medical illness supported by a medical certificate or as per Definition, below, and

1. the student’s attendance has not fallen below 70% for the study

period.

3. The method for calculating 70% attendance is the same as that outlined in f. with the following change: number of study days x contact hours x 30%.

4. If a student is assessed as having nearly reached the threshold of 70% attendance for a study period, the Principal will assess whether a suspension of studies is in the interests of the student as per Australian International Islamic College’s Deferment, Suspension and Cancellation Policy.

CRITICAL INCIDENT POLICY

PURPOSE

The purpose of this policy is to outline procedures for action to take to manage critical incidents at Australian International Islamic College.

SCOPE

The policy applies to all staff and students of the school, and provides information about areas of responsibility, reporting and communication

POLICY

The Australian International Islamic College’s critical incident management plan applies in the event of a disaster which may cause confusion and stress amongst the school community. Critical incidents may include, for example, natural disasters, such as flood, fire or earthquake; a student suicide or accidental death; a bomb threat; the death of a teacher; a violent assault; a terrorist attack.

If a member of the school staff/ community becomes aware of a critical incident, he/she should report the nature of the incident to the Principal, or the Principal’s nominee, who will immediately convene the Critical Incident Management (CIM) Team and set up an incident management room.

In making the report the member of staff/community should identify:

• location of incident;

• nature of the incident;

• number and names of those involved;

• name of person reporting the emergency;

• time of report;

• emergency services contacted and by whom;

• phone contact if the incident is remote from the workplace (e.g. on school camp).

Procedures when a critical incident occurs

When the Principal or designee is notified of an emergency or fatal crisis situation he/she will:

1. Tell the person giving the information not to repeat it anywhere in the school, unless notification is critical for the immediate safety of staff and students.

2. Tell office staff not to repeat or give out information within or outside the school until instructed by the Principal.

3. Verify the reported incident with police. Verify with police the timing of notification to family and the school if there has been a death. This notification will be made by police and it is critical that no announcements are made by the school until the families of victims of any incident are notified.

4. Verify with police who the school-police liaison person is and provide 24-hour contact details.

5. Notify the CIM Team members who immediately initiate the actions assigned to their roles.

6. Direct the Campus Communication CIM team member to locate, gather and inform closest student friends of the deceased or injured BEFORE any general announcement, and AFTER parents/families have been notified.

7. Notify the Chairman of the School

8. Prepare a formal statement to use for initial notification to the whole school. Include minimal details and note that additional information will be forthcoming.

9. Prepare a statement for telephone inquiries directed to office

10. Decide on a time for an emergency staff meeting at which the injured/deceased student/staff member is identified, if applicable; the facts of the crisis are reviewed; support to staff is offered and guidelines are provided for helping students. Encourage staff to return their classes to normal routine as soon as possible and, whenever possible, to dispel rumour and discourage sensationalising of the crisis. Ask staff to identify those students who may require additional support. Request staff to meet 30 minutes early the next morning to update them on any additional information, review procedures and debrief.

11. Provided that the privacy of members of the school community is not infringed, send home a letter at the end of the day/crisis outlining what has occurred and what has been done.

12. Inform staff and students of the outcome of the

13. Supply the media with a fact sheet on the school and district as well as on the crisis

ROLES AND RESPONSIBILITIES

The Critical Incident Management Team consists of six (6) members, who take responsibility in the following areas:

• the Principal (or the Principal’s nominee) – leads team, liaises with media, liaises with police, disseminates information;

• a member of staff – campus communication;

• a member of staff – parent communication

• the school counsellor/chaplain – counselling;

• the school nurse – medical;

• a member of administration staff –

Training for the Team is undertaken on a regular basis and clear procedures are in place to ensure that team members understand their roles.

Role of Team before a Crisis Occurs

1. Develop necessary forms and information sheets, including incident report forms, sign-in and out forms, lists of people to be notified (including siblings, bus drivers, feeder schools where students may have friends), de-briefing sheets, phone lists etc.

2. Develop a plan for emergency coverage of

Teachers who will play a significant role in a crisis response need to be assured that their classes will be covered.

3. Establish a code to alert

A code that can be used over the public-address system or in notes to alert staff to the nature of an emergency situation will clarify a problem without unduly alarming students.

4. Have the school lawyer review the school’s policies and

Adjust procedures to comply with any liability concerns.

5. Hold a practice ‘crisis alert’

Provide inservice training for all staff to explain the crisis management plan and exactly what to do in a crisis. Where appropriate include police, community workers and other community members in presentations to staff.

6. Undertake an annual review of the Crisis Management

Such a review might outline any emergency situations that have occurred throughout the year, identify weaknesses in the management plan and allow time for refining procedures and policies.

Role of Teachers during a Crisis

1. Remain

2. Follow directives/instructions from the appropriate members of the Critical Incident Management Team or the Principal.

3. Provide accurate information to students, answer questions and lead class discussion if appropriate.

4. Dispel rumours and discourage

5. Model an appropriate response to the

6. Identify students who may need extra

7. Provide activities, through art, music and writing, to reduce stress and express emotions; and, as much as possible, ensure that students feel secure and remain

Roles and Responsibilities of Critical Incident Management Team The Principal

1. Mobilise the Critical Incident Management (CIM) Team

2. Direct the team and take charge of the

3. Be visible, available and supportive to

4. Dispel rumours by giving everyone the

5. Communicate with the school

6. Contact families of students involved in the

7. Liaise with

8. Provide updated information to all

Campus Communicator

1. Decide who should receive information and how information will be disseminated to staff and students – public address, note to each class, assembly, alarm system (fire, flood etc) – or if a lockdown procedure is

2. Be aware of privacy and confidentiality in releasing information and remind staff of privacy and confidentiality issues.

3. Release follow up information as agreed upon with Principal, following the

Principal’s initial announcement.

4. Release only necessary details and make sure information is

5. Include in communication information with regard to when and how students will be released to parents/caregivers, if applicable.

6. Make general announcements via public address system or note to classes when

Parent Communicator

1. Use previously prepared emergency telephone contact list to send SMS’ to all

parents through the administrative system, PC Spider.

2. Ensure the P&C receives a succinct and factual statement about the crisis, approved by the Principal.

3. Remind parents of the importance of confidentiality, where possible, and of dispelling rumour and speculation.

4. Organise and manage a hotline for parents to provide information and control

5. Inform office staff that parent inquiries are to be directed to the

Counsellor

1. Be

2. Cancel other activities and

3. Designate a counselling

4. Get extra assistance if

5. Support the school staff and students; and offer assistance to parents, if appropriate, after the Principal has made initial contact.

Medical Contact Person

1. Before any event:

   • Keep a register of where the school can access advice and

   • Build a personal relationship with health and other resource groups such as police, fire, and rescue, social welfare, mental health services, juvenile justice and family support systems

2. Be available to assist staff and students who may require medical

3. Be available to parents who may need assistance/advice or referrals to health

Security

1. Check that substitute teachers are in place in classes where CIM members were on

2. Notify the police liaison person if the need for extra security needs to be transmitted to police.

3. Ensure that personnel are in place to prevent encroachments onto school

RELATED POLICIES AND DOCUMENTS

Child Protection Policy Lockdown Procedure

DAYLIGHT POLICY

 Physical Separation between male and female students

PREFACE

Australian International Islamic College is a co-educational school, where Islamic values and ethos are valued, respected and honoured. The policy outlines the guidelines on mixing of male and female students in the college.

PURPOSE

The policy aims to encourage, motivate and support students to achieve excellence in character by providing clear expectations. It provides guidelines to maintain a reasonable distance between male and female students that allow them to participate in all learning activities.

SCOPE

The policy applies to all male and female students at Australian International Islamic College.

POLICY STATEMENT

Australian International Islamic College wants to maintain physical separation between male and female students. To achieve the physical separation, staff members of the college must be vigilant to ensure that boys and girls always distance themselves from each other and queue up separately wherever necessary.

What is allowed?

• Activities in the classroom/Science lab/Art lab/HPE lessons in the presence of

• Any presentation in the college events and

• Attending excursions/incursions with

What is not allowed?

• • Touching, jostling, pushing,

  • Holding

  • Patting on the

  • Physical contact of any

  • Sitting next to each other during the break

  • In a room/corner/out of bound areas without the presence of a staff

  • Sporting activities require involvement of both

• Sporting activities require involvement of both

EVACUATION POLICY

PURPOSE

The purpose of this policy is to outline the procedure for evacuating the school in the case of fire, flood or other emergencies, which require students and staff to be moved from the AIIC campus.

SCOPE

This policy applies to employees, volunteers, parents/carers/students, and people visiting the school site.

RESPONSIBILITY

Principal

POINT OF CONTACT

WH&S Officer

Definitions

Generally, an emergency is an unplanned, sudden or unexpected event or situation that requires immediate action to prevent harm, injury or illness to persons or damage to the school environment. It poses a risk to an individual’s health and safety.

Situations that might constitute emergencies include:

• fires and/or bushfires

• bomb threats

• intruders (animal or human)

• power failures or electrocution

• the involvement of firearms or other weapons

• structural damage

• Natural disasters, such as floods, cyclone, thunderstorms or

Policy

The policy of the AIIC is to take a proactive approach to Workplace Health and Safety by having appropriate procedures in place for evacuation of the school campus and by regularly carrying out practice drills to ensure procedures are clearly understood by all stakeholders.

Copies of this policy will be disseminated via the school and staff handbooks and via notices in each classroom, the library and other appropriate areas around the school.

The Principal, or another member of school staff designated by the Principal, will schedule at least one practice evacuation drill per semester and will be responsible to ensure all staff members are clear about the procedure before the practice drill takes place.

Teachers will remind students of the evacuation procedure during the first form class lesson each semester.

Procedure

In the event of an emergency, the Principal will make the decision with regard to whether the campus needs to be evacuated. In making, this decision the Principal will refer to the criteria developed by the Workplace Health and Safety Committee for making such decisions.

If the decision is made to evacuate:

• A bell will be sounded followed by an announcement “Evacuate! Evacuate! Evacuate!”

• The school has a public address system which will be activated, and the following announcement will be given by the Administration Officer.

Activate evacuation procedures immediately.

All students, staff, and visitors to the campus please proceed to the evacuation area.

Staff should collect class rolls, secure your rooms and supervise students.

REPEAT: Activate evacuation procedures immediately. All students, staff, and visitors please proceed to the nearest evacuation area.

The Principal will notify the appropriate authorities and move to the evacuation area.

Should the need for evacuation occur during a time when students are not in the classroom, the bell will be sounded followed by the announcement. Students and all staff members must move to the evacuation area immediately. Students are required to meet with their form teachers who will be at a designated spot in the evacuation area.

NO ONE IS EXEMPT FROM EVACUATION PROCEDURES.

At the evacuation area, class teachers and/or form teachers are responsible for getting students to form teachers & taking roll and supervising the students. Any students not accounted for should immediately be reported to the school receptionist, who will check the student’s name against an up-to-date absentee list, and then report any missing students to the Principal/Coordinator. The Principal/Coordinator is responsible for notifying authorities about any missing students.

The Administration Officer has the responsibility to sound the ‘all clear’ when the emergency is over.

FIRE EMERGENCY EVACUATION STATEMENT:

These Fire and Emergency Evacuation Procedures provide for:

• Fire and hazard prevention;

• Safe and orderly evacuation of people from the building in an emergency;

• Early control of the fire or emergency; and

• Speedy resumption of duties once the emergency is brought under

Evacuation from buildings may be necessary as the result of fire, explosion, chemical leak, structural fault, equipment failure or bomb threat. These procedures have been prepared principally for fire emergencies, but they are suitable for use in other emergencies.

Specific instructions based on these procedures should be prepared for each College building. The features of a particular building, its occupants or fire alarm system may require modification of these procedures. Enquiries in relation to these procedures should be made to the Occupational Health and Safety Unit.

EMERGENCY ORGANISATION:

The roles for coordination for Emergency Evacuation Procedures are outlined below:

• The chief Warden (for the College site).

• A Building Warden (for each building).

• Floor or Area

ROLES AND RESPONSIBILITIES

Other Responsibilities

The Principal is responsible for communication with the media and the School Board, and for making the decision if parents need to be notified. If notification is required, the Principal will activate the communication tree.

The Principal

1. Be visible, available, and supportive to

2. Dispel rumours by giving everyone the

3. Communicate with the School

4. Where appropriate, contact families of students involved in the emergency

5. Liaise with the

6. Provide updated information to all

7. Release only necessary details and make sure information is

8. Include in communication information with regard to when and how students will be released to parents/caregivers, if applicable.

9. Make general announcements via the public address system or provide notes to classes when appropriate.

10. Undertake a review of the effectiveness of the emergency procedures following an event

Head of Student Engagement

1. Be

2. Cancel other activities and

3. Designate a counselling

4. Get extra assistance if

5. Support the school staff and students; and offer assistance to parents, if appropriate, after the Principal has made initial contact.

HOME VISIT POLICY & PROCEDURE

PREFACE

The Australian International Islamic College recognizes that we provide far more than mere curriculum to our students; for many students, the College is a safe place where students can get support, academically, spiritually and in relation to their overall wellbeing. To continue to provide the high caliber support we have always offered to students, AIIC is rolling out home visits with students identified as in need.

PURPOSE

Australian International Islamic College is committed to the safety and welfare of its students, families and staff. The purpose of this policy is to provide a framework for safe, socially distanced home visits that allow students and staff to connect, but in a way that is safe for all involved. In implementing this policy AIIC recognizes that staff a free to refuse to conduct home visits, to change or cancel a home visit and to request additional support to ensure it is carried out safely.

A student may require, or be referred for a home visit for any of the following reasons

• Academic support in one or multiple subjects for any long-approved

• Because they are a child with a verified or imputed disability who requires additional

• For pastoral care or support in relation to the child’s overall mental health and

• For spiritual or faith-based support from an

• Because a child is disengaged from

• Because a child is considered vulnerable to abuse or

SCOPE

The policy applies to board members, employers, employees, volunteers, parents/guardians and students; and describes the process for referral, for approval and the safety measures undertaken during the home visit.

REFERRAL

A staff member, a parent/carer or a member of the public can refer a student for a home visit by

• Filling in a Pastoral Care Referral Form, electronically or at the Office

• Phoning the front reception and making a verbal referral

• Emailing admin@aiic.qld.edu.au

Further, a student may self-refer by following the same process.

A referral will be added to a shared spreadsheet for assessment by the Deputy Principal, and once approved, a Home Visit can be booked

PARENTAL CONSENT

Once received, a referral will be reviewed, and if accepted, will proceed to the booking. The staff member or Deputy Principal will make contact with the family and seek cooperation for the home visit. No home visit is to proceed without prior arrangement and consent from the child’s guardian. If consent is not obtained, the referral is passed on to a Child Protection Officer for review and monitoring.

HOME VISIT PROCEDURE

Once parent consent is obtained staff will do the following

• Log the date, time and personnel for the Home Visit in the spreadsheet and share a copy with the Deputy Principal.

• Enter the Home Visit into the school calendar by advising front

• Log the transport arrangements and make any vehicle booking with the Business

Before leaving for the Home Visit staff must

• Check with Line Managers, and Deputy Principal regarding the Home

• Ensure two staff are in attendance for the Home

• Check with the child’s other teachers to ensure an efficient home visit is

• Conduct a thermal screen before leaving the

• Sign out of the grounds at

Staff travelling to the home of a student may

• Use their own vehicle, at their own

• Use a College vehicle, provided it has been booked, approved and they are safely licensed to do so.

Whilst at the Home Visit staff are to observe the following guidelines

• Staff are not permitted to enter the dwelling of the This means they are not

to go “inside” the premises.

• Staff should introduce themselves to the parent/carer and identify themselves

• Staff are to maintain a safe, social distance of at least 5m from the student and any other person.

• Staff should use hand sanitizer and offer it to the

• All parties should remain in a relatively open, public area, such as a front porch, front yard or similar.

• Staff should wear a provided face mask where

• Staff should avoid touching or exchanging property with the student and should sanitize any work returned by the student before returning it to school.

HOME VISIT LIMITATIONS

• Home visits are for the purpose identified only; they are not for “teaching” or for

• A parent/guardian must be present at all times during the

• Home visits are limited to 30

• A Home visit cannot be conducted if a safe place and time cannot be

• Staff are not compelled to partake in Home

COMPLETION AND FOLLOW UP

Upon completion, staff are to return directly to campus and to document, albeit briefly, the outcome of the Home Visit. It is at this time that a decision is made regarding any follow up.

Student Referral Form

I request a referral to Deputy Principal (Yes/No)

Deputy Principal Assessment

HOMEWORK AND DIARY POLICY

PREFACE

Australian International Islamic College believes that homework provides students

with opportunities to consolidate their classroom learning, patterns behaviour for lifelong learning beyond the classroom and involves family members in their learning.

Homework that enhances learning:

• is clearly related to class work

• is purposeful and relevant to students needs

• is appropriate to the phase of learning (early, middle, senior)

• is varied and differentiated to individual learning needs

• develops students’ independence as a learner

PURPOSE

The purpose of homework is to engage students in independent learning to complement work undertaken in class through:

• revision and reflection to consolidate learning (practice for mastery)

• applying knowledge and skills in new contexts (a topic of interest, an authentic local issue)

• pursuing knowledge individually and imaginatively (investigating, researching, writing, designing, making)

• preparing for forthcoming classroom learning (collecting relevant materials and information)

Homework may be completed daily or over a week and can take many forms including but not limited to:

• handouts/textbook/computer-based activities

• assignment drafting

• reading

• note taking, revising and studying

• completion and extension of class work, projects and

SCOPE

This policy applies to all students and teachers at Australian International Islamic College.

HOMEWORK GUIDELINES

The college has a policy and guide for the number of hours spent at each year level on homework. A minimum reading time of 10 minutes every night (with lower grades can also include ‘being read to’ by an adult). The recommendation is as follows:

RESPONSIBILITIES

Teachers

Teachers can help students establish a routine of regular, independent home-learning by:

• ensuring the college Homework Policy is implemented consistently across all year levels

• setting home-learning tasks on a regular basis but within a flexible timeframe

• clearly communicating the purpose, expectations, and benefits of all home-learning tasks

• checking homework regularly and providing positive recognition of the efforts of students

• providing timely and appropriate feedback about home-learning tasks

• selecting tasks that are varied, challenging, and directly related to class work

• selecting tasks that are purposeful and appropriate to students’ learning needs

• explicitly teaching strategies to develop organisational and time-management skills and providing opportunities for practice through home-learning activities

• discussing with parents and caregivers any issues concerning their child’s home learning tasks and suggesting strategies to assist with home learning requirements

• providing assistance when difficulties arise

• supporting students to access technology during school if required for homework tasks

Students

Students can take responsibility for their own learning by:

• being aware of the school’s expectations and guidelines for home learning

• discussing with their parents or caregiver’s expectations around home learning tasks

• accepting responsibility for the completion of tasks within set time frames

• following up on feedback provided by teachers

• seeking assistance when difficulties arise

• organising their time to manage the various activities they engage in

• recording homework in school planners (Year 7-12)

Parents & Caregivers

Parents and caregivers can help their children by:

• giving them assistance where required to complete tasks

• encouraging them to organise their time

• encouraging them to take responsibility for their learning

• helping them to balance the amount of time spent completing home learning tasks, watching television, playing computer games, playing sport and engaging in other recreational activities

• communicating with their child’s teacher to discuss any concerns about the nature of home learning tasks or their child’s approach to the learning

Prep to Year 6

The Importance of Regular Reading

All students from Prep to Year 6 are expected to engage in daily reading to, with or by parents and caregivers. Words are essential in building the thought connections in the brain. The more interactive language a child experiences through books and conversation with others (not passively from television), the more advantaged socially and educationally that child will be for the rest of his or her life. Development of language skills is linked positively to thinking skills and academic performance.

Opportunities to read at home:

• Listen to a book read aloud by an adult or older

• Read along with a parent or

• Read aloud to parent or older sibling

• Read silently then talk to an adult about the book

• Read silently with no adult interaction (suitable for Years 5 and 6)

Years 7 to 9

In Year 7, 8 and 9, students are given more responsibility for their own learning. They may be required to engage in independent learning to complement work undertaken in class.

Years 10, 11 and 12

In the latter years of high school, the amount of time devoted to homework and independent study will vary according to the student’s learning needs and individual program of learning, determined through their Senior Education and Training (SET) Plan.

Teachers may provide students with additional work relevant to their learning however there is an expectation that young people should generally be independent learners and exercise their own judgment as to the out-of-hours’ time they devote to their studies. Balance should be maintained between the various demands of study, sporting and recreational and cultural or part-time employment activities.

STUDENTDIARIES

At the beginning of each year, students in year 7-12 receive a student diary as part of the Textbook Hire Scheme.

The purpose of supplying this diary is to:

• ensure that every student has a book in which they can note their

• allow staff to easily check to see that homework is being copied

• provide parents easy access for checking that homework has been completed.

As homework allows students to consolidate and develop their knowledge and skills in the subjects that they are studying, it is important that students use the diary correctly.

To ensure that this objective is achieved, we must all accept our responsibilities in this area.

RESPONSIBILITIES

Teachers

• Classroom teachers are to do regular checks to see if students are using their diary to note their homework, which will be set on a regular basis in the majority of subjects.

• The Administration and Form Teachers are to do random checks of If problems are noted, follow-up activities with the student will be enforced.

Students

• Ensure that the student diary is taken to all

• All homework is written into the student

• Ensure that graffiti does not appear on the pages of this

• If the diary is lost, students are to make arrangements with parents to purchase a new one from the office at the earliest opportunity.

• Provide diary for checking without complaint when requested to do

Parents & Caregivers

• Check to see that the diary is being used to copy down

• Decide to purchase another diary from the school office if the other one has unacceptable graffiti or is lost.

HOT & WET WEATHER POLICY

PURPOSE

Australian International Islamic College (AIIC) recognises the importance of encouraging all students and staff to protect themselves from the harmful effects of Ultraviolet Radiation (UV) exposure. The weather policy has been developed to implement procedures for hot and wet weather days.

SCOPE

Parents, students and employees, including full-time, part-time, permanent, fixed-term and casual employees, as well as contractors, volunteers and people undertaking work experience or vocational placements

Hot Weather

On days forecast by the Weather Bureau as 36ºC or more, the hot weather policy applies.

The period of greatest risk is two hours either side of noon, when the sun is directly overhead, specifically between 11.00 am and 3.00 pm during daylight saving. At AIIC we have the potential to reduce students’ UV exposure and future risk of developing skin cancer for the following reasons:

• Students are at school throughout the high-risk period five days a

• The crucial period for sustaining damaging levels of UV exposure occurs during the school

• AIIC can play a significant role in reducing exposure and changing behaviour through our Policy, education and role modelling.

Objectives

• Increase student and community awareness of skin cancer and other skin damage caused by exposure to UV radiation.

• Assist students to develop strategies that protect their skin from the

• Work towards a safe school environment that provides shade and other sun protective measures for students and staff.

• Encourage all members of the school community to protect their skin from UV at all times, but particularly at high-risk times such as lunchtimes, sport, excursions and camps.

• Ensure that parents are informed of AIIC’s Weather Policy

Implementation

Shade: AIIC have increased the amount of shade available in the school by introducing shade sail structures throughout the school. Some other strategies for increasing shade will include:

• Maximising existing shade (verandas, covered walkways).

• Allowing students to eat lunch

• Planting trees in clusters to increase shade

• Building seating around

• Moving seats and tables to areas of shade

Organisation of outdoor lessons and breaks: To reduce student and staff exposure to UV, timetables will be reviewed to minimise time spent outdoors during peak UV periods. If the forecast is for temperatures over 360 C, the following will be implemented:

• Students will be supervised in the classroom/hall.

• They will be notified of the conditions by any Admin staff at the beginning of recess and/or

All-day events: The risk of skin damage on all – day excursions is high. Severe sunburn is likely when students are outside for long periods of time.

For all day excursions the following strategies will be implemented:

• Provide plenty of

• Inform students, parents and staff that sun protection will be a

• Promote the sun protection message in all printed information about the

Curriculum: Incorporate lessons on UV radiation risk reduction and sun safety into the curriculum across the school. Students should not only understand how and why they need to protect their skin, but also have the opportunity to explore related issues, such as self-image and peer pressure, all of which influence decision making in relation to UV exposure.

Clothing: All students will be required to wear a bucket or broad-brimmed hat whenever they are outside (e.g. morning tea, lunch, sport, and excursions). Staff members are to actively act as role models by wearing appropriate hats and clothing. Students will be encouraged to wear T-shirts or protective shirts over bathers while attending swimming lessons.

Sunscreen: It is recommended that all students wear sunscreen provided from home, especially on their face and arms, particularly during the first and last terms of the year.

Vitamin D: Safe sun exposure for the production of Vitamin D –particularly during the winter months for healthy bone development in children is encouraged. Vitamin D is essential for strong bones, muscles and overall health.

Students are encouraged to expose their hands, face and arms to:

• 10 minutes of sunlight before 00 am or after 3.00 pm on most days of the week.

• Two to three hours per week of sunlight to face, arms and hands in winter

Occupational Health & Safety: The School recognises that staff members are at risk of UV damage during yard duty and outdoor events, especially physical education and sport teachers and ground staff. Staff are strongly encouraged to keep a broad-brimmed hat, sunglasses and a long-sleeved shirt at school for use during outdoor activities. An umbrella may be used for any staff who does not wish to wear a hat.

Junior School Sport and Co-Curricular Programs –activity based: Junior School sport fixtures and/or co-curricular activities which are activity based will be cancelled on days forecast to be 36 degrees or over.

Monitoring and Evaluation: The Sun Safe Policy will be monitored by the Principal who will ensure that the Policy is reviewed every three years and they will contact the Cancer Council of Queensland to ensure that up-to-date information is maintained in relation to resources and policy information.

Wet Weather

Preamble

During wet weather it is important that a teacher take reasonable care to ensure the health and safety of all students. In order to have a coordinated approach to wet weather between schools, this policy will be implemented when necessary. Sport will not generally be cancelled due to wet weather until the actual time of the game.

Objectives

• To provide a safe and caring environment for students during wet

• To provide guidelines for staff on the procedures to follow to ensure that educational, legal and duty of care requirements are satisfied.

Implementation

1. The Principal / Administrative team is responsible for the implantation of this policy when

2. Staff / student will be notified via the PA system when the policy is put into

3. Students will eat undercovers or in their classroom and be occupied with appropriate activities after eating.

4. Staff will share supervision (duty rooster) of students in classroom

5. Wet weather may be declared during morning tea or

6. Depending on weather conditions, the wet weather policy may cease during a morning or lunch break.

AIIC ICT SERVICES POLICY

PURPOSE

The purpose of this policy is to manage the appropriate use of information, communication, and technology services by college employees, students, and all other users of AIIC’s ICT services and property.

SCOPE

This policy applies to the Australian International Islamic College Board, all officers, all paid and volunteer staff, College visitors including practicum students, AIIC students and all persons that use AIIC’s ICT services and property.

PREFACE

All staff members and students at AIIC have the right and responsibility to utilise ICT services as essential teaching, learning and business tools. AIIC expects this technology to be utilised to its full capacity to provide the most valuable and professional educational and business environment for the benefit of all. AIIC also expects all users to demonstrate acceptable use via safe, lawful, and ethical behaviour whenever using ICT services and property.

This Policy applies to the management of all types of ICT services, as defined in the “Definitions” section below. This Policy also applies on school premises, as well as during school activities, such as excursions, camps, and extra-curricular activities whenever AIIC ICT services are utilised.

AIIC reserves the right to restrict user access to ICT services if access and usage requirements are not met or are breached. However, restricted access will not disrupt the provision of the educational program within the school. Users should also note that breaches of this Policy may result in disciplinary action or criminal proceedings.

DEFINITIONS

ICT – means information, communication, and technology

ICT services – includes but is not limited to ICT networks, systems, facilities, and devices, as defined below, and includes those owned, leased or otherwise used by the school

ICT facilities and devices – includes but is not limited to computers (including desktops, laptops, netbooks, palm and handheld devices, PDAs, , tablets, eBook readers and related devices such as monitors, keyboards and mice), telephones (including smart watches, mobiles, iPhones and smart phones), removable media (such as USBs, DVDs, Blu-ray and CDs), radios or other high frequency communication devices (including microphones), television sets, digital or analogue players and records (including DVD, Blu-Ray and video), cameras, photocopiers, facsimile machines, printers (and other imaging equipment such as scanners), Smartboards, data projectors and screens, teleconferencing devices

ICT network and systems – electronic networks, internet, email, web mail, social media, fee- based web services, software, servers

Personal electronic devices – includes all types of mobile and smart phones, laptops, tablets, cameras and video recorders, hand-held game devices, music devices, USBs, PDAs, eBook readers, other palm and handheld devices and other equipment, as determined by the school, and owned by students.

COLLEGE PROVIDED DEVICES

STAFF DEVICES & EQUIPMENT

• Teaching staff that are provided with a laptop from AIIC must note that the laptop remains the property of AIIC.

• To ensure business continuity, the college aims to keep staff laptops up to date by replacing its laptop fleet every 4 years.

• Teacher laptops may be subject to a software security

• Any items loaned to teachers from the IT department must be cared for at all times by the borrowing teacher.

• Items borrowed from the ICT department must be returned to the department on the due date stated.

• Teachers can only borrow IT equipment from the IT room, not from another

• College provided laptops are to be used for college approved purposes

• Personal laptops are not allowed for AIIC work and/or related

• In the event of ICT equipment being lost, damaged, or stolen from the teacher, the school administration will determine the course of action to be taken. This may involve the teacher paying a portion, or the whole replacement cost of the

• Staff have a responsibility to report faults or damage as soon as it is

STUDENT DEVICES & EQUIPMENT

• Students that are provided with a device must note that the device remains the property of AIIC.

• To ensure business continuity, the college aims to keep student devices up to date by replacing its fleet every 4 years.

• Classes that are provided laptops will also be issued a device charging cabinet/station. Where appropriate, it is the Teacher’s responsibility to appoint a student to be the device charging monitor. This role is tasked with carefully putting the devices on charge and ensure that the cables are tucked in neatly before closing the cabinet/station doors.

• For younger classes E.g., Prep, Year 1 and Year 2, the teacher or teacher aide is responsible for ensuring that the devices are carefully put on charge and that the cables are tucked in neatly before closing the cabinet/station doors.

• In the event of ICT equipment being lost or damaged by the student, the school administration will determine the course of action to be taken. This will involve an investigation by the college and may involve the student’s parent/s or guardian/s paying a portion, or the whole replacement cost for the equipment.

STUDENT BYOD & PERSONAL DEVICES

• Any personal device brought to school must have security software installed before connecting to AIIC’s network.

• Every reasonable effort must be made to ensure that any sensitive college information on any personal device is kept securely.

• Installed security software on any personal device must be always up to date whilst on AIIC’s network.

• The ICT department reserves the right to perform security checks on any devices (personal or college provided) that are connected to the AIIC’s network without warning, if it is suspected of interfering with the network.

• Any personal device found to be interfering with the network or circumventing the firewall (using VPNs, Proxy websites etc) will be immediately disconnected and blacklisted from the network.

• Blacklisted devices will undergo an investigation and will remain banned from the network for 3 days from the first offence. Subsequent offences will be penalised with a longer ban time.

• Any previously blacklisted device must pass a security check by the IT department before being allowed network access again.

• AIIC accepts no responsibility for the loss of theft of personal devices

• Devices with found with inappropriate or offensive names will be banned until the device name is appropriately changed.

SOFTWARE

• Users must have the express permission of the ICT department and prior approval from their respective Head of School before installing any new programs on any AIIC device.

• Users are not permitted to download new software without the consent of the ICT

• Users may not change any computer settings that require administration

• If a user would like a particular site unblocked by the internet firewall, they must send an email to the IT department with the exact site link. The site will be reviewed and unblocked if it is deemed educational.

DATA RETENTION

• All staff and students are responsible for ensuring that they:

  • Store all electronically held AIIC owned information/documents in such a way that it is backed up regularly. This can be achieved by storing data in the college-provided OneDrive facility.

  • Storing all other college related documents in the college-provided OneDrive facility as the primary storage location. Keeping a secondary backup of this data is the responsibility of the user.

  • Any data residing on local drives (e.g., laptop’s hard drive) remains the responsibility of the staff who is assigned the laptop

RESPONSIBILITIES

School Responsibilities

AIIC acknowledges its responsibility to:

• Develop and implement this Policy to ensure the full utilisation of ICT services as essential teaching, learning and business tools within acceptable use parameters

• Communicate this Policy to all staff members

• Keep appropriate records, monitor, and report on any issues related to inappropriate ICT services

• Encourage students, parents, and employees to contribute to a healthy school culture

Staff Responsibilities

AIIC expects that users take responsibility to:

• Understand and implement the ICT Services Policy and all other related policies in all matters.

• Use College property for its intended purposes

• Staff to report any damage to ICT property or services as soon as is

• Model and encourage the safe and responsible use of ICT services and

• Care of School Provided Laptops: year 2-4 charging port

• Staff to ensure no personal devices are in use on

• Ensure there is no circumventing of firewalls or network

• Staff to ensure basic troubleshooting: Student passwords

• Request loan

• Ensure appropriate usage and management of Classroom Projectors/Interactive Panels

TERMS & CONDITIONS OF USE FOR MULTI PURPOSE HALL A/V SYSTEM

1. Staff using the MPH A/V system must ensure they follow the user guide available to all users here.

2. Staff presenting are responsible for the A/V devices used in the MPH

3. For the sake of the next presenter/event, you are required to leave the state of the A/V technology as you found it (i.e., in the original state)

4. ‘Original state’ of the A/V equipment means:

   1. PA (Sound) System is turned OFF

   2. Data Projector is turned OFF (when not in use the Data Projector MUST be turned OFF to ensure there is no burn out of the projection bulb)

   3. Screen is retracted/rolled back up into its conduit (when not in use the Screen should be back in its conduit/rolled up to avoid potential damage that can occur from students on stage who may pull it/play with the screen if left down/unattended)

5. The audio room is to be kept locked after assemblies, salah and/or when not in use (key holders of the audio room are responsible for this check)

6. If in doubt, consult/call your ICT team to help you plan your delivery/presentation and/or set up (to avoid any last-minute issues)

7. ICT team, if required, will need 2-4 hours of lead time to help you set up your presentation or demonstrate the use of the MPH stage A/V technology

8. No high impact sporting activities like Football, Futsal, Basketball, Soccer, etc. inside the MPH are allowed

9. Staff allowing students to use MPH for high impact sporting activities that can potentially cause damage to lighting, speakers, Data Projector/s and Stage Screen will be responsible for any damage to equipment

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PURPOSE

The Australian International Islamic College is implementing this policy to

ensure that students and staff are safe in situations where there is a hazard in the school grounds or outside the school that requires students and staff to be locked within buildings for their own safety.

SCOPE

This policy applies to employees, volunteers, parents/carers/students, and people visiting the school site. It covers the procedures and personnel responsibilities when the school is required to go into lockdown.

POLICY

The Australian International Islamic College lockdown policy applies when students and staff need to be locked within buildings for their own safety. This will usually occur if there is a dangerous intruder on school grounds, but may also occur in some circumstances in the event of a hazardous situation such as a chemical spill, snake, stray animal or a nearby hazard such as a fire, which makes it dangerous for students, staff and visitors to be outside.

Copies of this policy will be disseminated via the school and staff handbooks and via notices in the library and other appropriate areas around the school.

The Principal, or another member of school staff designated by the Principal, will schedule at least one practice lockdown drill per semester and will be responsible to ensure all staff members are clear about the procedure before the practice drill takes place.

Teachers will remind students of the lockdown procedure during the first form class lesson each semester.

PROCEDURE

In the event of an emergency, the Principal will make the decision with regard to whether the campus needs to be locked-down.

If the decision is made to lockdown:

• A tone will be played continuously to signal a lockdown (Ayatul Kursi)

• The school has a public address system which will be activated if appropriate and the following announcement may be given by the front office administrator:

Activate lock down procedures immediately.

All students, staff, and registered guests please proceed to the nearest classroom. Staff, secure your rooms and students.

REPEAT: Activate lock down procedures immediately. All students, staff, and registered guests please proceed to the nearest classroom.

NOTE- It may not be possible to make a public address- the signal for a lockdown is the playing of the Ayatul Kursi

LOCKDOWN PROCEDURES

1. In the event of a building lockdown, it is mandatory that all students and adults remain in the classroom. Students and adults who are in the hallway are to move into the closest occupied classroom.

2. Staff members who are not teaching at the start of lockdown should go to the nearest classroom (or remain in staffrooms);

3. Staff, should check hallways for students and direct them to the nearest classroom

4. Lock all doors

5. Position students against the door wall in the most non-visible corner,

6. Do not allow students to use the classroom phone if there is one

7. Remind students and adults to remain quiet

8. Remain in this position until “all clear” is announced, once all clear mark a roll and contact office for students not accounted for

9. Contact parents about the time and place to pick up their

10. Students who are out of class should be taken into the nearest classroom

FOR PARENTS

Once a lock-down situation is declared. Parents will be notified as soon as it is practical to do so. However, parents are requested not to come to the school, as students will not be released to parents during lock down. Parents are also asked not to call the school as this

may tie up emergency lines that must remain open. Parents should not expect their child to call them, nor should they call student mobiles, as the lock down situation requires silence. If your child’s stay at school is extended beyond the regular time, you will receive information about the time and place that you can pick up your child.

Please be assured in the event of lock down that the only consideration for the school is the safety and well-being of your child.

INTRUDER PROCEDURES

From time to time, staff may become aware of an intruder in the school grounds, or may need to confront someone who does not appear to have any legitimate reason for being on campus. In such a case, you should use the following procedure:

1. Notify the Office

2. Only confront the person if it is safe to do If possible, 2 staff should approach

3. Determine who will initiate contact with the intruder and who will be the back-up

4. Attempt to direct the intruder to the main Use casual conversation or body language to calmly direct the situation.

5. If the intruder refuses to cooperate, do not escalate the Leave and call the police.

6. If the intruder shows a weapon, assure him/her that it is not necessary for him/her to consider using the weapon.

   1. Back away slowly and leave the

   2. Both of your hands should be up with your palms facing the intruder while slowly backing away.

7. As soon as it is safe to do so, report the situation to the

RELATED POLICIES AND DOCUMENTS

Child Protection Policy Critical Incident Policy Evacuation Policy

PURPOSE

The purpose of this policy is to outline usage guidelines of student lockers.

SCOPE

This policy applies to all students and their parents attending Australian International Islamic College

POLICY

Use of Australian International Islamic College lockers is a privilege. Any student wishing to use  a  locker  during  the  academic  year  is  assigned  a  locker  by  the College operational coordinator. It is recommended that students not bring valuables into the college. The College cannot be held responsible for lost, stolen, or damage personal property. Lockers are to be used at a student’s own risk. By signing the student locker agreement form, students agree to abide by the terms and conditions set forth by AIIC that are outlined below.

1. All lockers within College are the property of Australian International Islamic College and are subject to applicable College policies. The College reserves the right to alter the policies governing the use of lockers with appropriate notice.

2. Use of locker by a person other than to whom it is issued is forbidden. Misuse of a locker may lead to termination of locker privileges.

3. Each student may have only one

4. Student provided locks may use on College

5. The College reserves the right to open a locker with or without the consent of the student to whom the locker is registered in instances where locker procedures are being abused or in the case of an emergency situation.

6. Flammable materials, dangerous chemicals, explosives or weapons of any kind are strictly prohibited inside the lockers.

7. Illegal or controlled substances such as drugs or alcohol are strictly

8. No perishable items are to be stored in

9. Students are not permitted to affix anything to the interior or exterior of their

10. Upon assignment and during use, students are held responsible to report any damage or needed repairs to the College operational coordinator.

11. All personal items must be stored completely within a All items left outside of a locker, whether secured or not, will be removed and disposed of accordingly.

12. All lockers not cleaned out by the date indicated will be vacated and contents

13. The College is not responsible for lost or missing items, either before or after clearance of a locker

PREFACE

The Australian International Islamic College (AIIC) recognises and understands that mobile phones and personal devices form a part of many people’s everyday lives. The use of mobile phones can enhance communication, safety, and connection with others, as well as forming a valuable learning tool. However, inappropriate use of mobile phones at school reduces engagement, poses a significant distraction, and creates a safety risk within the school.

This policy outlines the restrictions of mobile phones and personal devices, as well as the consequences of the use of mobile phones and personal devices by students at AIIC.

PURPOSE

The purpose of this policy is to outline the unacceptable carriage, storage and use of mobile phones and personal devices by students at AIIC, as well as the obligations, expectations, and consequences for students in relation to mobile phones and personal devices.

SCOPE

This policy applies to all students of AIIC, and by default, impacts on parents and caregivers.

DEFINITIONS

For the purpose of this policy, the following definitions will apply

Mobile phone– This is a telephone that is portable and that is capable of being connected to a cellular network. It may also be a phone that has Wi-Fi connectivity, regardless of whether it can make or receive calls

Personal device– This is any device that is capable of sending or receiving data, taking video of photos, playing music, making or receiving calls or can connect to a Wi-Fi or cellular

network, and which is not supplied by the school. Examples include smartwatches, personal laptops, tablet computers, MP3 players, voice recorders, digital cameras

EXEMPTIONS

Personal devices that are for the sole purpose of monitoring, recording or assisting with a student’s medical condition, and which are approved by the Principal are exempt from this policy.

POLICYSTATEMENT

The Australian International Islamic College strictly forbids the use and possession of mobile phones and personal devices by students whilst they are in attendance at school, or while they are representing the College on excursions and the like.

CYBERBULLYING

The Australian International Islamic College has a strict, and non-negotiable policy regarding bullying. Any student who uses a personal device to bully, harass, intimidate or to incite others will be dealt with under the anti-bullying policy, regardless of whether the behaviour occurred at school or outside of school. Behaviour of any AIIC student on a personal device that impacts on another AIIC student, whether at school or at home is the concern of the school and we will act swiftly in this regard.

CARRIAGE AND STORAGE

Students of Australian International Islamic College are not allowed to bring mobile phone to school. For any reasons if students wish to bring mobile phone, it must be switched off and left to the admin office. This means, strictly speaking, that any mobile phone or personal device that is brought on campus must be turned off and left to the admin office. The student is not permitted to touch the device, to have it on their person, to switch it on or to use it in any way whilst at school.

Any student who brings a mobile phone to school is doing so at their own risk and AIIC takes no responsibility for lost or stolen devices. AIIC does not collect or store devices for students.

CONSEQUENCES

Any student who is found to be in breach of this policy will be subjected to the following consequences, regardless of intent or justification for the breach.

Being in possession of a device that is on a person, or that is switched on/off (even in a bag)

• On the first occasion, the device will be confiscated and handed to the Head of School. The device must be collected at the end of the day by the parents.

• Any subsequent breaches of this nature will result in the device being confiscated, handed to the Head of School, where it will remain until the end of term, or until a parent arranges a meeting with the Head of School to collect it.

Misuse of a device whilst at school, outside of class

This includes having the device on, or using it for any purpose before or after school, while on school grounds, at breaks, in toilets or having it on in a bag

• The device will be confiscated and handed to the Head of school, where it will remain until such time that a meeting is arranged with a parent who may collect the device.

• Students will be placed to after school detention or further consequences decided by Head of School.

• Any subsequent breaches will result immediate suspension of

Misuse of a device in class

This includes using the device in class, having it on a person during normal class time or bringing a device into an examination room

• The device will be confiscated immediately and handed to the Head of

• The student will have their enrolment at the College suspended

• The Deputy Principalwill make a determination about ongoing enrolment and further consequences.

Australian International Islamic College’s Overseas student transfer policy and processes apply to:

• overseas students requesting to transfer prior to completing the first six months of their first registered school sector course or

• where the student has completed the first six months of their enrolment in their first registered school sector course and wishes to transfer but the provider holds welfare responsibility via a

Overseas students requesting to transfer prior to completing the first six months of their first registered school sector course:

1. Overseas students are restricted from transferring from their first registered school sector course of study for a period of six months. This restriction also applies to any course(s) packaged with their first registered school sector course of study. Exceptions to this restriction are:

   1. If the student’s course or school becomes unregistered

   2. The school has a government sanction imposed on its registration

   3. A government sponsor (if applicable) considers a transfer to be in the student’s best interests

   4. If the student is granted a release in

2. Students can apply to be released by submitting a Student Transfer Request Application at no charge to enable them to transfer to another education provider. However, if a student has not completed the first six months of the first registered school sector course of study or is under 18 years of age, conditions apply.

3. Australian International Islamic College will only release a student before completing the first six months of their first registered school sector course in the following circumstances:

   1. The student has changed welfare and accommodation arrangements and is no longer within a reasonable travelling time of the school.

   2. The student will be reported because they are unable to achieve satisfactory course progress at the level they are studying, even after engaging with Australian International Islamic College ‘s intervention strategy to assist them in accordance with Standard 8 (Overseas student visa requirements).

   3. The student provides evidence of compassionate or compelling

   4. Australian International Islamic College fails to deliver the course as outlined in the written

   5. The student provides evidence that their reasonable expectations about their current course are not being met.

   6. The student provides evidence that he / she was misled by Australian International Islamic College or an education or migration agent regarding Australian International Islamic College or its course and the course is therefore unsuitable to his/her needs and/or study

   7. An appeal (internal or external) on another matter results in a decision or recommendation to release the student.

   8. Any other reason stated in the policies of Australian International Islamic

4. Students under 18 years of age MUST also have:

   1. Written evidence that the student’s parent(s)/legal guardian supports the transfer application

   2. Written confirmation that the receiving provider will accept responsibility for and

communicate with the student about approving the student’s accommodation, support, and general welfare arrangements from the proposed date of release where the student is not living with a parent / legal guardian or a suitable nominated relative.

5. Australian International Islamic College will NOT agree to the transfer before the student completes the first six months of their first registered school sector course in the following circumstances:

   1. The student’s progress is likely to be academically disadvantaged

   2. Australian International Islamic College is concerned that the student’s application to transfer is a consequence of the adverse influence of another party

   3. The student has not had sufficient time to settle into a new environment in order to make an informed decision about transfer

   4. The student has not accessed school support services which may assist with making adjustments to a new environment, including academic and personal counselling services

   5. School fees have not been paid for the current term/semester.

6. To apply for transfer to another provider, students need to:

   1. Complete an Application for Student Transfer Form available from the Student .

   2. Give this completed application form and a valid offer of enrolment from another provider to the principal for assessment.

   3. If under 18 years of age, attach written confirmation of the parent/s or legal guardian/s support for the transfer to the nominated provider.

In this case, the valid offer of enrolment must also confirm the new provider’s acceptance of responsibility for approving the student’s accommodation, support and general welfare

arrangements from the proposed date of the student’s release from Australian International Islamic College, in accordance with Standard 5 (Younger overseas students) of the 2018 National Code of Practice for Providers of Education and Training for Overseas Students.

7. Australian International Islamic College will assess the student’s transfer request application and

notify the student of a decision within 14 working days.

8. If Australian International Islamic College grants the student’s transfer request, the student will be notified, and the decision will be reported to the Department of Home Affairs (Immigration) via

9. If Australian International Islamic College intends to refuse the student’s transfer application request, Australian International Islamic College will provide the student with reasons for refusal in writing and include a copy of Australian International Islamic College ‘s complaints and appeals policy (available at: https://aiic.qld.edu.au/international-students-college-policies/ The student has the

right to access Australian International Islamic College ‘s complaints and appeals process and has 20 working days to do this. The student’s transfer request application will only be finalised in PRISMS after one of the following occurs:

1. the student confirms in writing they choose not to access Australian International Islamic

College ‘s complaints and appeals process, or

1. the student confirms in writing they withdraw from any appeals process they have commenced, or

2. the appeals process is completed, and a decision has been made in favour of the student or Australian International Islamic College.

10. Applications to transfer to another registered provider may have visa The student is advised to contact the Department of Home Affairs (Immigration) office as soon as possible to discuss any implications: https://immi.homeaffairs.gov.au/help-support/contact-us.

Student who are no longer subject to the transfer restriction but Australian International Islamic College where holds welfare responsibility via a CAAW.

11. Students under 18 years of age MUST have:

    1. Written evidence that the student’s parent(s)/legal guardian supports the transfer application

    2. Written confirmation that the receiving provider will accept responsibility for and

communicate with the student about approving the student’s accommodation, support, and general welfare arrangements from the proposed date of release where the student is not living with a parent / legal guardian or a suitable nominated relative

PREFACE

The Australian International Islamic College is a faith-based college, committed to providing a safe, supportive and inclusive Islamic environment for all students, staff and members of our community. Our college recognizes the importance of the partnership between our college and parents and carers to support student learning, engagement and wellbeing through our college philosophy, mission and values. We share a commitment to, and a responsibility for, creating an inclusive and safe college environment for our students.

SCOPE

This policy applies to employees, volunteers, parents/carers, students and members of the community.

THE PHILOSOPHY

The Australian International Islamic College K -12 is a richly stimulating, innovative and caring environment, which fosters a child’s natural curiosity and thirst for knowledge. The environment and program draw from the very best early childhood teaching theories and practices from around the world with emphasis on a world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face (Ref: Alice Springs Education Declaration -2019). It offers a purposeful experience that establishes in each child a love of learning and a strong sense of self.

The Australian International Islamic College K-12 provides learning opportunities that build upon children’s strengths while challenging them to explore their potential. Children are encouraged to ask questions as they build an understanding of the world, and their place in it, while learning to live and play happily and purposefully with others. We act as an extension of home and provide an environment where children feel loved, accepted and secure, as well as

being a place where children are encouraged to achieve their best socially, emotionally and academically.

We have a moral and social obligation to the children, their families and the greater community to provide the children with a core foundation that will support them through life to become active members of the community. The Australian International Islamic College K-12 fosters strong links between home and college creating a successful partnership. AIIC encourages parent participation to work in partnership with educators, at all times, we strive hard to develop partnerships based on mutual understandings, mutual respect and continual dialogue promoting shared learning and collaboration.

Offering support to challenge and succeed within five developmental (Physical, Social, Emotional, Cognitive and Language) outcomes, critical reflection and careful planning will allow each child’s interests to be responded to and scaffolds their learning. We represent an educational vehicle, engrossing the children in projects and a learning system that allows them to question, examine and enjoy the challenge of the experiences before them. It is our belief that when our children, educators and families. It creates the unmistakable essence that is uniquely recognized as that of The Australian International Islamic College K-12.

MISSION

Unwavering commitment to deliver excellence in education and develop students of good character and of benefit to the wider Australian Communities and Nations.

VALUES

In our values we recognize all members of our learning community, including our students, staff and parents. We value the relationship between learning and teaching. Our values and virtues are underpinned by the Islamic ethos.

Quality learning                     Providing a high quality and inclusive education.

Creativity                                Develop high levels of creativity through the usage of innovative and interactive teaching methods.

Self – confidence                    Develop self-confidence and assurance in students through

closer teacher-student relationships and participation in extra- curricular activities organised internally and externally.

Respect                                   Instilling respect for parents, teachers, elders, surroundings and environment as well as to differences in opinions and cultures.

Integrity                                 Create a culture of mutual trust, honesty, transparency, forthrightness and ethical behaviour in all aspects of life.

THE ISLAMIC ETHOS

The Australian International Islamic College is a faith-based institute with an Islamic ethos. All members of the AIIC community (consisting of students, parents/carers, staff, neighbours and friends) support the Islamic ethos of the College. Through our ethos we aim to nurture our students to become young confident individuals, to develop their identity as responsible Australian Muslims and to always aspire towards achieving the highest goals. Our College aims to develop young practicing Muslims who are confident role models, men and women who are prepared to take their place in benefitting modern society.

Alongside the Australian National Curriculum, we provide Arabic, Quran and Islamic studies, and all aspects of the curriculum are permeated with the Islamic ethos. Each day begins with a surah and dua, an Islamic themed assembly or reading from the Holy Qur’an. We place emphasis on marking notable Islamic events and observances through lessons, assemblies or extra- curricular days. Students are supported to follow the teachings of Islam by members of staff through words and actions from making wudu to the Zuhur and Jumat prayers.

Whilst we encourage our students in their endeavors towards academic success, we also recognize the equal importance of supporting their journey towards spiritual awareness. Students have the benefit of the teachings of ‘akhlaq’ [(Arabic: أﺧﺎﻟﻖ) (the practice of virtue, morality and manners) in an environment in which they can explore and develop their values, and all students are expected to hold themselves to the highest standards of personal conduct and behaviour.

At Australian International Islamic College, we take a holistic approach to developing well- rounded individuals: students who value and respect themselves, others around them, as well as the wider community they reside in.

The foundation of the College is based on the Qur’an and Sunnah (tradition) of the Prophet Muhammad (peace be upon him), therefore, the Islamic Ethos is at the heart of everything we do.

THE ALICE SPRINGS (MPARNTWE) DECLARATION

The vision of the Alice Springs (Mparntwe) Declaration (Dec, 2019) is for young Australians to experience ‘a world class education system that encourages and supports every student to be the very best they can be, no matter where they live or what kind of learning challenges they may face’ (p3).

In order to achieve the vision of the Alice Springs (Mparntwe) Declaration, two goals were set, both of which while distinct are connected and when attained are central to Australia’s social and economic prosperity, positioning young people to be of benefit to the wider Australian communities and nations by living fulfilling, productive and responsible lives.

Goal 1: The Australian education system promotes excellence and equity

Australian Governments commit to promoting excellence and equity in Australian education. This means that all Australian Governments will work with the education community to:

• provide all young Australians with access to high-quality education that is inclusive and free from any form of discrimination

• recognise the individual needs of all young Australians, identify barriers that can be addressed, and empower learners to overcome barriers

• promote personalised learning and provide support that aims to fulfil the individual capabilities and needs of learners

• ensure that young Australians of all backgrounds are supported to achieve their full educational potential

• encourage young people to hold high expectations for their educational outcomes, supported by parents, carers, families and the broader community

• ensure that education promotes and contributes to a socially cohesive society that values, respects and appreciates different points of view and cultural, social, linguistic and religious diversity

• ensure that learning is built on and includes local, regional and national cultural knowledge and experience of Aboriginal and Torres Strait Islander peoples and work in partnership with local communities

• collaborate internationally to share best practice and help young Australians learn about and engage with the world

• support all education sectors – government, non-government, secular and faith based education

• promote a culture of excellence in all learning environments, by providing varied, challenging, and stimulating learning experiences and opportunities that enable all learners to explore and build on their individual abilities, interests, and experiences

• ensure that Australia’s education system is recognised internationally for delivering high quality learning outcomes.

Goal 2: All young Australians become confident and creative individuals, successful lifelong learners, and active and informed members of the community

Australian Governments commit to working in collaboration with the education community to support all young Australians to become:

• confident and creative individuals

• successful lifelong learners

• active and informed members of the

Confident and creative individuals who…

• have a sense of self-worth, self-awareness and personal identity that enables them to manage their emotional, mental, cultural, spiritual and physical wellbeing

• develop personal values and attributes such as honesty, empathy, loyalty, responsibility and respect for others

• are resilient and develop the skills and strategies they need to tackle current and future challenges

• are able to recognise, adapt to, and manage change

• have a sense of optimism about their lives and the future

• show initiative, use their creative abilities and are enterprising

• have the imagination, knowledge, skills, understanding and values to establish and maintain healthy, satisfying lives

• understand their responsibilities as global citizens and know how to affect positive change

• have the confidence and capability to pursue learning throughout life, leading to enjoyable, fulfilling and productive employment

• relate well to others and form and maintain healthy relationships

• are well prepared for their potential life roles as friends, family, community and workforce members

• embrace opportunities, make informed decisions about their own lives and accept responsibility for their own actions

• have a sense of belonging, purpose and meaning that enable them to thrive in their learning

Successful lifelong learners who…

• develop their ability and motivation to learn and play an active role in their own learning

• have the essential skills in literacy and numeracy as the foundation for learning

• engage in respectful debate on a diverse range of views

• are productive and informed users of technology as a vehicle for information gathering and sharing, and are able to adapt to emerging technologies into the future

• are able to think deeply and logically, and obtain and evaluate evidence as the result of studying fundamental disciplines

• are creative, innovative and resourceful, and are able to solve problems in ways that draw upon a range of learning areas and disciplines and deep content knowledge

• are inquisitive and experimental, and have the ability to test different sources and types of knowledge

• are responsive and adaptive to new ways of thinking and learning

• are able to plan activities independently, collaborate, work in teams and communicate ideas

• continue to improve through formal and informal learning in further education, and training or employment, and acquire the skills to make informed decisions throughout their lives

• are able to make sense of their world and think about how things have become the way they are

• are confident and motivated to reach their full

Active and informed members of the community who…

• act with moral and ethical integrity

• have empathy for the circumstances of others and work for the common good, in particular sustaining and improving natural and social environments

• appreciate and respect Australia’s rich social, cultural, religious and linguistic diversity and embrace opportunities to communicate and share knowledge and experiences

• have an understanding of Australia’s system of government, its histories, religions and culture

• are committed to national values of democracy, equity and justice, and participate in Australia’s civic life by connecting with their community and contributing to local and national conversations

• understand, acknowledge and celebrate the diversity and richness of Aboriginal and Torres Strait Islander histories and cultures

• possess the knowledge, skills and understanding to contribute to, and benefit from, reconciliation between Aboriginal and Torres Strait Islander peoples and non-Indigenous Australians

• are informed and responsible global and local members of the community who value and celebrate cultural and linguistic differences, and engage in the global community, particularly with our neighbours in the Indo-Pacific regions.

THE EDUCATIONAL PROGRAMS

Primary College (Prep – Year 6)

Education programs at AIIC are designed and implemented to support students to achieve the goals of the Alice Springs (Mparntwe) Education Declaration (Dec, 2019). Our focus is to provide access to high quality education, focusing on the development of the whole child – taking a wholistic approach to the child and the curriculum. Understanding the child, how children develop and learn is a key component in the planning, delivery and assessment of the curriculum.

• AIIC follows the Australian national curriculum from Foundation to Year 10. The development of curriculum recognizes and provides students with access to personalized high-quality education. Students are seen as capable learners and individuals, who regardless of backgrounds are encouraged and supported to achieve their best academically, personally and socially.

• The Humanities and Social Science (Civics and Citizenship) and Health and Physical Education (Health) curricula helps students develop a sense of self-worth, self- awareness and personal identity. These attributes, together with essential skills in literacy and numeracy sees students heading towards the goal of being successful lifelong learners.

• AIIC embraces a positive approach to the ‘School Code of Behaviour’ where members of the school community foster and create an environment of care, courtesy, respect and responsibility. Within the Islamic environment of AIIC, students are expected to behave and act in a manner which exhibits moral and ethical integrity.

• The Head of Positive Behaviour Management and Pastoral Care assists members of the AIIC community to take ownership and accept responsibility for their actions simultaneously providing support within an Islamic environment. It is the ability of students to engage respectfully with others with different views that creates a harmonious environment in which to learn.

• Through positive prosocial skilling, students develop their ‘self’. Students (from Prep to Year 6) participate in the ‘You Can Do It’ program, a whole school approach to positive social and emotional learning. Students learn to develop a number of different skills needed in order for individuals to be happy and successful in school and experience positive This includes resilience, confidence, organisation, persistence

and getting along. The program develops a growth mindset enabling students to recognize, adapt to and manage change.

• Respectful relationships are positively promoted through the You Can Do It program as well as the College’s Behaviour Management Policy, College Guidance Counselor, visiting speakers, Islamic studies lessons and College Imams.

• Participation in ‘Student of the Month’ awards from Prep to Year 12 (in association with Queensland Police) recognizes an individual’s personal growth and achievement in identified areas. Students feel a sense of optimism, achievement and pride when receiving the award.

• AIIC promotes confident individuals through opportunities for leadership positions including School Captains, Vice Captains and Student Council. Students play an active role in various aspects of college life for the benefit of others.

• AIIC students participate in extra-curricular activities including sport and the College Nasheed group. Students are strongly encouraged to represent the College at every opportunity enhancing their sense of belonging and ability to thrive.

• AIIC recognizes our students are global citizens and through active citizenship AIIC celebrates and develops citizenship skills and strong Australian characteristics in students by teaching about Australia through various national days and celebrations:

  • National Anthem

  • Australia Day

  • Anzac Day

  • Labour Day

  • Sustainable and Recycling Committee

  • Promotes fund raising for charities

  • Clean up Australia Day

  • National Tree Planting day

  • NAIDOC week

  • Harmony and Multi-cultural day

It is through such programs our students appreciate and respect Australia’s rich social, cultural, religious and linguistic diversity, providing an opportunity for our students to communicate and share their knowledge and experiences. Annually, AIIC students celebrate cultural and linguistic differences with Harmony Day and Multi- cultural day, the mantra ‘Everyone belongs’ enables students to appreciate the values we hold in our differences.

• AIIC offers programs to develop student creativity and critical thinking through the use of new technology and STEM. It is recognized that students at AIIC are informed users of technology with the ‘laptop for every child’ initiative, code camps and various software applications used by all year These technological skills students develop ensure continuous learning and a desire to be inquisitive and enhance skills. Technology is a means through which students are actively inquisitive, responsive and adaptive.

• AIIC values the beliefs and teachings of Islam with a focus on:

• Commencing each day reciting Surah Al-Fatiha, and another short surah, followed by a short dua.

• Praying Zuhur together and celebrating all religious

• Conducting a Quran Reading Competition and participation in the Islamic Council of Queensland’s Annual Quran Reading Competition.

• The school curriculum delivery is enriched by teaching not only the Arabic language as LOTE but also by teaching Islamic Studies from Kindy to Year 12.

• The Islamic Studies curriculum has been specially designed to meet the needs of our students, to be developmentally appropriate and to ensure all students receive an Islamic education which includes ‘akhlaq’ [(Arabic: أﺧﺎﻟﻖ) – the practice of virtue, morality and manners in Islamic theology and falsafah (philosophy)].

• Through the teachings of Islam, students demonstrate respect for parents, teachers, elders, surroundings and environment as well as to differences in opinions and cultures.

• Students at AIIC are visibly active in community affairs, demonstrating empathy for the circumstances of others and to work for the common good of others such as the feeding the homeless program and the Lions Club ‘Little Leos’ program.

• AIIC seeks to collaborate internationally on best practice, to learn about and engage with the world through its international exchange program with schools in Asia.

• AIIC actively seeks and participates in programs which ensure that Australia’s education system is recognized internationally for its delivery and high-quality learning outcomes through programs such as BRIDGE (Building Relationships through Intercultural Dialogue and Growing Engagement – supported by the Asia Education Foundation).

Junior Secondary College (Year 7 -10)

Australian International Islamic College focuses on supporting students as they develop into confident and creative learners of today, ready to meet the challenges of tomorrow.

Adolescence is a time of significant cognitive, emotional, physical and social change. To support our students through this period of growth, our teachers build upon the foundations of Primary College and support each child in adapting to the new environment of Secondary College.

In Year 7, students study a broad range of subjects as they progress through to Year 10. Student learning follows the Australian curriculum, continuing the inquiry approach from their Primary years. They develop subject-specific skills and make links across and between subject areas. We encourage innovative thinking in all learning areas and encourage skills in creativity, design thinking, problem-solving and reflection.

Students in Year 7 and 8 Study the following core subjects:

Students in Year 9 and 10 Study the following core subjects:

Senior Secondary College (Year 11 -12)

Our Senior Secondary College provides students with a multitude of engaging learning programs and environments that encourage them to reach their individual potential and prepare them for life beyond college.

Students in the Senior Secondary College choose different pathways as they prepare for life and academic challenges. Our holistic approach to education balances academics and personal well- being with an extensive range of co-curricular activities.

Academic courses encourage increasing personal responsibility for learning with teaching methods complementing and enhancing each student’s unique abilities and interests.

Students, guided by our dedicated guidance counsellor in our College, choose a variety of pathways to help them achieve and prepare for life after college. Pathways include the new QCE system, Overall Position (OP) to achieve entrance to university courses, Selection Rank for tertiary entrance equivalence, Vocational Education and Training Certificates (VET).

This flexibility and a variety of academic and vocational course options opens exciting career prospects for each student.

Students in Year 11 and 12 study six subjects from the following options:

*Applied subject

**Offer only at Carrara campus

Legislation
Education (General Provisions) Act 2006, s182

Background

Flexible arrangements can be made for a student of compulsory school age or a student in the compulsory participation phase. Invariably throughout the course of a school year, situations arise which require students to enter into different and flexible arrangements for their continued education.

Students in the compulsory participation phase do not require a flexible arrangement if the alternative education provider is an ‘eligible option’. Eligible options include other educational providers such as a:

• TAFE college

• provider of vocational education and training under the VETE Act

• registered training organisation; or

• organisations that offers special training programs for children and young people, and

• extended family vacations, periods of prolonged sickness, recovery from serious injury and so

A flexible arrangement is also not required for school-based apprenticeships and traineeships. In such situations, the school has procedures which must be followed to ensure the appropriate continued education of the students involved. The Education (General Provisions) Act 2006, Section 182 Part 2 clearly states that a non-state school may approve such flexible schooling arrangements but only if certain conditions are met. These procedures are designed to meet the required conditions. A student with a flexible arrangement remains enrolled at the school while an alternative educational provider delivers all or part of the student’s educational program for the period of the arrangement. The alternative educational provision can occur on or off the school site and can comprise the student’s entire educational program for a stated period, or part of the student’s educational program for a stated period.

Policy

The College values the diversity of its students and considers the specific educational needs of all of its students. For this reason the College may approve arrangements allowing students to undertake programs supplied by other organisations, which are eligible to provide such programs. The College will assist the participation of students in such arrangements by:

• valuing all students as individuals and identifying and responding to their needs;

• consulting with the student (to the extent considered appropriate having regard to the student’s age and other relevant circumstances) and parents to make well-informed decisions about the student’s educational program;

• identifying and addressing barriers that limit students’ opportunities, participation and benefits from schooling;

• making reasonable adjustments in modifying, substituting or supplementing curricula, course work requirements, timetables, teaching methods and materials, and assessment procedures to meet the needs of students undertaking flexible arrangements; and

• supporting and assisting students to make alternative satisfactory educational arrangements when the school is unable to meet their needs, including facilitating options and pathways for students wishing to take advantage of flexible arrangements.

Procedures:

If an enrolled student is required to be absent from school for an extended academic period, the

school may approve arrangements for a student enrolled at the school that are to apply to the student instead of participation in the school’s educational programs in the usual way, provided that the following procedures are followed.

• The parents or guardians of the student must apply in writing for alternative educational arrangements to be considered and other needs of the student who has applied to access flexible arrangements. This includes the collection of information from the student and his/her parents and consultation with the student’s teachers as well as consideration of the student’s career aspirations

• The application must state the reason for the absence and the duration if Following the application, the school will:

  • Consider the validity of the application and if deemed valid,

• Have the class teacher prepare a written document outlining what needs to be done during the period of absence to address the educational needs of the student (eg a work plan, an activity booklet, prepared assignments, reading and written tasks etc). This work should be at the appropriate level to meet student learning outcomes.

• Ensure that the student is in the care of a suitable provider who can assist with their ongoing educational needs, and achieve learning outcomes set out.

• Discuss the alternative arrangements and monitoring arrangements with the student and their parent/guardian.

• Present the parent/guardian with an “Alternative Arrangements Form” which outlines the arrangement and seeks their agreement and the desirability unless it would be inappropriate in all the circumstances of the arrangements requiring the student’s participation at a level that is equivalent to full time participation in the school’s educational programs in the usual way

• Written agreement of the student and the student’s parents (where practical).

• Ensure that the form and a copy of the written work arrangements is kept on file for five years .

Communication

The student and the student’s parents where practical will receive confirmation in writing of the approved flexible arrangement including the requirements of the College in relation to the course and the requirements of the provider in relation to the course. The parents and the student are made aware of the person in the school who will be monitoring the student’s progress and supplying support if the student is experiencing any difficulties.

The Principal reports to the College Board on an annual Basis in relation to flexible arrangements. This reporting will include:

• the number of students involved

• the type of courses they are undertaking

• a measure of the success or failure of the flexible

Review

Flexible arrangements will be reviewed at the end of each semester and at this time the parents will be requested to meet with the Principal, or her delegated representative, in order to discuss the progress of the student.

Record Keeping

Records related to the flexible arrangements for the student are kept at the school for a period of five years after the arrangements stop applying to the student. After this time the student’s records are destroyed.

Approvals

The College Board may approve in writing the establishment of flexible arrangements for the College. Requests for a student to access flexible arrangements must be made in writing to the Principal or the Principal’s nominee (the authorised entity) to give approval for flexible arrangements on behalf of the board (See appendix 1).

Student Name:                                                                                       

Class:              

Reason for alternative arrangement:

Duration:                            

Education Plan: (Outline of the tasks the student is required to complete during the period of absence from school)

Principal Approval:

Approved by:                                                                                                         Date:                                        

Signed:                                                                                                                   

Parent/Guardian Acceptance of Arrangements:

Signed:

Appendix 1

PURPOSE

Australian International Islamic College is bound by the Australian Privacy Principles contained in the Commonwealth Privacy Act. This statement outlines the privacy policy of the school and describes how the school uses and manages personal information provided to or collected by it.

SCOPE

The policy applies to board members, employers, employees, volunteers, parents/guardians and students, contractors, and people visiting the school site; and describes the type of information the school collects, how the information is handled, how and to whom the information is disclosed, and how the information may be accessed.

RERFERENCE

• Australian Privacy Principles

• Privacy Act 1988 (Cth)

• Child Protection Policy

• Disabilities Policy

Exception in Relation to Employee Records:

Under the Privacy Act 1988 (Cth) (Privacy Act), the Australian Privacy Principles do not apply to an employee record held by the employing entity. As a result, this Privacy Policy does not apply to Australian International Islamic College’s treatment of an employee record, where the treatment is directly related to a current or former employment relationship between AIIC and employee.

Policy

This Privacy Policy sets out how Australian International Islamic College (referred to in this policy as “AIIC” or “the school”) manages personal information provided to or collected by it. AIIC is bound by the Australian Privacy Principles contained in the Privacy Act. AIIC may, from time to time, review and update this Privacy Policy to take account of new laws and technology, changes to AIIC’s operations and practices and to make sure it remains appropriate to the changing school environment.

What kinds of personal information does the School collect and how does the School collect it?

The type of information AIIC collects and holds includes (but is not limited to) personal information, including health and other sensitive information, about:

• students and parents and/or guardians (‘Parents’) before, during and after the course of a student’s enrolment at the School:

  • name, contact details (including next of kin), date of birth, gender, language background, previous school and religion;

  • parents’ education, occupation and language background;

  • medical information (e.g. details of disability and/or allergies, absence notes, medical reports and names of doctors);

  • conduct and complaint records, or other behaviour notes, and school reports; information about referrals to government welfare agencies;

  • counselling reports;

  • health fund details and Medicare number;

  • any court orders;

  • volunteering information; and

  • photos and videos at school

• job applicants, staff members, volunteers and contractors:

  • name, contact details (including next of kin), date of birth, and religion;

  • information on job application;

  • professional development history;

  • salary and payment information, including superannuation details;

  • medical information (e.g. details of disability and/or allergies, and medical certificates);

  • complaint records and investigation reports;

  • leave details;

  • photos and videos at school events;

  • workplace surveillance information;

  • work emails and private emails (when using work email address) and Internet browsing history

• other people who come into contact with the School including name and contact details and any other information necessary for the particular contact with the

Personal Information you provide:

AIIC will generally collect personal information held about an individual by way of forms filled out by parents or students, face-to-face meetings and interviews, emails and telephone calls. On occasions people other than parents and students provide personal information.

Personal Information provided by other people:

In some circumstances AIIC may be provided with personal information about an individual from a third party, for example a report provided by a medical professional or a reference from another school.

How will the School use the personal information you provide?

AIIC will use personal information it collects from you for the primary purpose of collection, and for such other secondary purposes that are related to the primary purpose of collection and reasonably expected by you, or to which you have consented.

Students and Parents

In relation to personal information of students and parents, AIIC’s primary purpose of collection is to enable AIIC to provide schooling to students enrolled at the school, exercise its duty of care, and perform necessary associated administrative activities, which will enable students to take part in all the activities of the school. This includes satisfying the needs of parents, the needs of the students and the needs of AIIC throughout the whole period the student is enrolled at the School.

The purposes for which AIIC uses personal information of students and parents include:

• to keep parents informed about matters related to their child’s schooling, through correspondence, newsletters and magazines

• day-to-day administration of AIIC

• looking after student’s educational, social and medical wellbeing

• seeking donations and marketing for AIIC

• to satisfy AIIC’s legal obligations and allow the school to discharge its duty of In some cases where AIIC requests personal information about a student or parent, if the information requested is not provided, AIIC may not be able to enrol or continue the enrolment of the student or permit the student to take part in a particular activity.

On occasions information such as academic and sporting achievements, student activities and similar news is published in School newsletters, magazines, website and social media platforms, this may include photographs and videos of student activities such as sporting events, school camps and school excursions. The School will obtain permissions [annually]

from the student’s parent or guardian (and from the student if appropriate) if we would like to include such photographs or videos in our promotional material or otherwise make this material available to the public such as on the internet.

Job applicants, Staff Members and Contractors

In relation to personal information of job applicants, staff members and contractors, AIIC’s primary purpose of collection is to assess and (if successful) to engage the applicant, staff member or contractor, as the case may be.

The purposes for which AIIC uses personal information of job applicants, staff members and contractors include:

• in administering the individual’s employment or contract, as the case may be

• for insurance purposes

• seeking donations and marketing for the School

• to satisfy the School’s legal obligations, for example, in relation to child protection

Volunteers

The School also obtains personal information about volunteers who assist AIIC in its functions or conduct associated activities, such as alumni associations, to enable AIIC and the volunteers to work together.

Marketing and Fundraising

AIIC treats marketing and seeking donations for the future growth and development of the school as an important part of ensuring that AIIC continues to provide a quality learning environment in which both students and staff thrive. Personal information held by AIIC may be disclosed to organisations that assist in the school’s fundraising, for example, the AIIC’s Foundation or alumni organisation or, on occasions, external fundraising organisations.

Parents, staff, contractors and other members of the wider School community may from time to time receive fundraising information. School publications, like newsletters and magazines, which include personal information, may be used for marketing purposes.

If you would like to opt-out of direct marketing please contact the email the school administration at admin@aiic.qld.edu.au.

Who might the School disclose Personal Information to and store your information with?

AIIC may disclose personal information, including sensitive information, held about an individual for educational, legal, administrative, marketing and support purposes. This may include to:

• another school or staff at another school

• government departments (including for policy and funding purposes)

• medical practitioners

• people providing educational, support and health services to the School, including specialist visiting teachers, coaches, volunteers, counsellors and providers of learning and assessment tools

• assessment and educational authorities, including the Australian Curriculum, Assessment and Reporting Authority (ACARA) and NAPLAN Test Administration Authorities (who will disclose it to the entity that manages the online platform for NAPLAN)

• people providing administrative and financial services to AIIC;

• recipients of School publications, such as newsletters and magazines

• students’ parents or guardians

• anyone you authorise AIIC to disclose information to

• anyone to whom we are required or authorised to disclose the information to by law, including child protection laws.

Sending and Storing Information Overseas

AIIC may disclose personal information about an individual to overseas recipients, for instance, to facilitate a school exchange. However, AIIC will not send personal information about an individual outside Australia without:

• obtaining the consent of the individual (in some cases this consent will be implied)

• otherwise complying with the Australian Privacy Principles or other applicable privacy legislation.

AIIC may use online or ‘cloud’ service providers to store personal information and to provide services to AIIC that involve the use of personal information, such as services relating to email, instant messaging and education and assessment applications. Some limited personal information may also be provided to these service providers to enable them to authenticate users that access their services. This personal information may be stored in the ‘cloud’ which means that it may reside on a cloud service provider’s server which may be situated outside Australia.**

Sensitive Information

In referring to ‘sensitive information’, AIIC means: information relating to a person’s racial or ethnic origin, political opinions, religion, trade union or other professional or trade association membership, philosophical beliefs, sexual orientation or practices or criminal record, that is also personal information; health information and biometric information about an individual.

Sensitive information will be used and disclosed only for the purpose for which it was provided or a directly related secondary purpose, unless you agree otherwise, or the use or disclosure of the sensitive information is required by law.

Management and Security of Personal Information

AIIC ‘s staff are required to respect the confidentiality of students’ and parents’ personal information and the privacy of individuals. AIIC has in place steps to protect the personal information AIIC holds from misuse, interference and loss, unauthorised access, modification or disclosure by use of various methods including locked storage of paper records and password access rights to computerised records.

Data Breaches

It will be deemed that an ‘eligible data breach’ has occurred if:

• there has been unauthorised access to, or unauthorised disclosure of, personal information about one or more individuals (the affected individuals)

• a reasonable person would conclude there is a likelihood of serious harm to any affected individuals as a result

• the information is lost in circumstances where:

  • unauthorised access to, or unauthorised disclosure of, the information is likely to occur

  • assuming unauthorised access to, or unauthorised disclosure of, the information was to occur, a reasonable person would conclude that it would be likely to result in serious harm to the affected individuals.

Serious harm may include serious physical, psychological, emotional, economic and financial harm, as well as serious harm to reputation.

What must the school do in the event of an ‘eligible data breach’?

If AIIC suspects that an eligible data breach has occurred, it will carry out a reasonable and expedient assessment/investigation within 30 days.

If such an assessment/investigation indicates there are reasonable grounds to believe an eligible data breach has occurred, then AIIC will be required to lodge a statement to the Privacy Commissioner (Commissioner). Where practical to do so, the school entity will also notify the affected individuals. If it is not practicable to notify the affected individuals, AIIC will publish a copy of the statement on its website, or publicise it in another manner.

Exception to notification obligation

An exception to the requirement to notify will exist if there is a data breach and immediate remedial action is taken, and as a result of that action:

• there is no unauthorised access to, or unauthorised disclosure of, the information

• there is no serious harm to affected individuals, and as a result of the remedial action, a reasonable person would conclude the breach is not likely to result in serious harm.

Access and Correction of Personal Information

Under the Privacy Act, an individual has the right to seek and obtain access to any personal information which AIIC holds about them and to advise AIIC of any perceived inaccuracy. There are some exceptions to this right set out in the Act. Students will generally be able to access and update their personal information through their parents, but older students may seek access and correction themselves.

To make a request to access or to update any personal information AIIC holds about you or your child, please email the school administration at adm@aiic.qld.edu.au. AIIC may require you to verify your identity and specify what information you require. AIIC may charge a fee to cover the cost of verifying your application and locating, retrieving, reviewing and copying any material requested. If the information sought is extensive, AIIC will advise the likely cost in advance. If we cannot provide you with access to that information, we will provide you with written notice explaining the reasons for refusal.

The School will take reasonable steps to ensure that any personal information is accurate, up to date, complete, relevant and not misleading.

Consent and Rights of Access to the Personal Information of Students

AIIC respects every parent’s right to make decisions concerning their child’s education. Generally, AIIC will refer any requests for consent and notices in relation to the personal information of a student to the student’s parents. AIIC will treat consent given by parents as consent given on behalf of the student and notice to parents will act as notice given to the student.

As mentioned above, parents may seek access to personal information held by AIIC about them or their child by contacting the School Administration via email at adm@aiic.qld.edu.au. However, there will be occasions when access is denied. Such occasions would include where release of the information would have an unreasonable impact on the privacy of others, or where the release may result in a breach of the AIIC ‘s duty of care to a student.

The School may, at its discretion, on the request of a student grant that student access to information held by AIIC about them, or allow a student to give or withhold consent to the use of their personal information, independently of their parents. This would normally be done only when the maturity of the student and/or the student’s personal circumstances warrant it.

Enquiries and Complaints

If you would like further information about the way AIIC manages the personal information it holds, or wish to make a complaint about AIIC’s breach of the Australian Privacy Principles please contact the AIIC Principal on principal@aiic.qld.edu.au. AIIC will investigate any complaint and will notify you of the making of a decision in relation to your complaint as soon as is practicable after it has been made.

**If applicable

APPENDIX 1

Standard Collection Notice

1    The School collects personal information, including sensitive information about students and parents or guardians before and during the course of a student’s enrolment at the School. This may be in writing or in the course of conversations. The primary purpose of collecting this information is to enable the School to provide schooling to students enrolled at the school, exercise its duty of care, engage in marketing/fundraising and perform necessary associated administrative activities, which will enable students to take part in all the activities of the School.

2. Some of the information we collect is to satisfy the School’s legal obligations, particularly to enable the School to discharge its duty of care.

3. Laws governing or relating to the operation of a school require certain information to be collected and disclosed. These include relevant Education Acts, and Public Health and Child Protection* laws.

4. Health information about students is sensitive information within the terms of the Australian Privacy Principles (APPs) under the Privacy Act 1988. We may ask you to provide medical reports about students from time to time.

5. The School may disclose personal and sensitive information for educational, legal, administrative, marketing and support purposes. This may include to:

   • other schools and teachers at those schools;

   • government departments (including for policy and funding purposes);

   • medical practitioners;

   • people providing educational, support and health services to the School, including specialist visiting teachers, coaches, volunteers, and counsellors;

   • providers of learning and assessment tools;

   • assessment and educational authorities, including the Australian Curriculum, Assessment and Reporting Authority (ACARA) and NAPLAN Test Administration Authorities (who will disclose it to the entity that manages the online platform for NAPLAN);

   • people providing administrative and financial services to the School;

   • anyone you authorise the School to disclose information to; and

   • anyone to whom the School is required or authorised by law, including child protection laws, to disclose the information.

6. Personal information collected from students is regularly disclosed to their parents or guardians.

7. The School may use online or ‘cloud’ service providers to store personal information and to provide services to the School that involve the use of personal information, such as services relating to email, instant messaging and education and assessment applications. Some limited personal information may also be provided to these service providers to enable them to authenticate users that access their services. This personal information may reside on a cloud service provider’s servers which may be situated outside Further information about the School’s use of on online or ‘cloud’ service providers is contained in the School’s Privacy Policy.**

8. The School’s Privacy Policy, accessible on the School’s website, sets out how parents or students may seek access to and correction of their personal information which the School has collected and holds. However, access may be refused in certain circumstances such as where access would have an unreasonable impact on the privacy of others, where access may result in a breach of the School’s duty of care to a student, or where students have provided information in confidence. Any refusal will be notified in writing with reasons if appropriate.

9. The School’s Privacy Policy also sets out how parents and students can make a complaint about a breach of the APPs and how the complaint will be

10. The School may engage in fundraising Information received from you may be used to make an appeal to you. It may also be disclosed to organisations that assist in the School’s fundraising activities solely for that purpose. We will not disclose your personal information to third parties for their own marketing purposes without your consent.

11. On occasions information such as academic and sporting achievements, student activities and similar news is published in School newsletters and manes, social media and AIIC website this may include photographs and videos of student activities such as sporting events, school camps and school excursions. The School will obtain permissions [annually] from the student’s parent or guardian (and from the student if appropriate) if we would like to include such photographs or videos in our promotional material or otherwise make this material available to the public such as on the internet.

12. We may include students’ and students’ parents’ contact details in a class list and School directory.^

13. If you provide the School with the personal information of others, such as doctors or emergency contacts, we encourage you to inform them that you are disclosing that information to the School and why.

*  As appropriate

** If applicable

^ Schools may wish to seek specific consent to publish contact details in class lists and School directories

APPENDIX 2

Alumni Association Collection Notice

1. AIIC Alumni Association may collect personal information about you from time to time. The primary purpose of collecting this information is to enable us to inform you about our activities and the activities of AIIC and to keep alumni members informed about other members.

2. We must have the information referred to above to enable us to continue your membership of AIIC Alumni Association.

3. As you know, from time to time we engage in fundraising The information received from you may be used to make an appeal to you. It may also be used by AIIC to assist in its fundraising activities. If you do not agree to this, please advise us now.

4. AIIC Alumni Association may publish details about you in on social media and AIIC website. If you do not agree to this, you must advise us now.

5. The School’s Privacy Policy, accessible on the School’s website, contains details of how you may seek access to and correction of your personal information which the School has collected and holds, and how you may complain about a breach of the Australian Privacy Principles.

6. The School may use online or ‘cloud’ service providers to store personal information and to provide services to the School that involve the use of personal information, such as email services. Some limited personal information may also be provided to these service providers to enable them to authenticate users that access their services. This personal information may reside on a cloud service provider’s servers which may be situated outside Further information about the School’s use of on online or ‘cloud’ service providers is contained in the School’s Privacy Policy. *

7. If you provide us with the personal information of others, we encourage you to inform them that you are disclosing that information to the School and why.

* If applicable

APPENDIX 3

Employment Collection Notice

1. In applying for this position, you will be providing Australian International Islamic College with personal information. We can be contacted at 724 Blunder Road, Durack 4077, admin@aiic.qld.edu.au, 07 3372 1400.

2. If you provide us with personal information, for example, your name and address or information contained on your resume, we will collect the information in order to assess your application for We may keep this information on file if your application is unsuccessful in case another position becomes available.

3. The School’s Privacy Policy, accessible on the School’s website, contains details of how you may complain about a breach of the Australian Privacy Principles and how you may seek access to and correction of your personal information which the School has collected and holds. However, access may be refused in certain circumstances such as where access would have an unreasonable impact on the privacy of Any refusal will be notified in writing with reasons if appropriate.

4. We will not disclose this information to a third party without your consent unless otherwise permitted.

5. We are required to conduct a criminal record check regarding whether you are or have been the subject of an Apprehended Violence Order and certain criminal offences under Child Protection law. *

6. The School may use online or ‘cloud’ service providers to store personal information and to provide services to the School that involve the use of personal information, such as email services. Some limited personal information may also be provided to these service providers to enable them to authenticate users that access their services. This personal information may reside on a cloud service provider’s servers which may be situated outside Further information about the School’s use of on online or ‘cloud’ service providers is contained in the School’s Privacy Policy. *

7. If you provide us with the personal information of others, we encourage you to inform them that you are disclosing that information to the School and why.

* If applicable

APPENDIX 4

Contractor/Volunteer Collection Notice

1. In offering, applying or agreeing to provide services to the School, you will be providing AIIC with personal We can be contacted at 724 Blunder Road, Durack 4077, admin@aiic.qld.edu.au, 07 3372 1400.

2. If you provide us with personal information, for example your name and address or information contained on your resume, we will collect the information in order to assess your We may also make notes and prepare a confidential report in respect of your application.

3. You agree that we may store this information for 5 years from date of

4. The School’s Privacy Policy, accessible on the School’s website, contains details of how you may complain about a breach of the Australian Privacy Principles and how you may seek access to and correction of your personal information which the School has collected and holds. However, access may be refused in certain circumstances such as where access would have an unreasonable impact on the privacy of Any refusal will be notified in writing with reasons if appropriate.

5. We will not disclose this information to a third party without your consent unless otherwise permitted to.

6. We are required to conduct a criminal record check regarding whether you are or have been the subject of an Apprehended Violence Order and certain criminal offences under Child Protection law.*

7. The School may use online or ‘cloud’ service providers to store personal information and to provide services to the School that involve the use of personal information, such as services relating to email, instant messaging and education and assessment applications. Some limited personal information may also be provided to these service providers to enable them to authenticate users that access their services. This personal information may reside on a cloud service provider’s servers which may be situated outside Further information about the School’s use of on online or ‘cloud’ service providers is contained in the School’s Privacy Policy. *

8. If you provide us with the personal information of others, we encourage you to inform them that you are disclosing that information to the School and why.

* If applicable

PURPOSE

Australian  International  Islamic  College  uses  the  APA  (American

Psychological Society) system of referencing. The purpose of this policy is to identify (cite) other people’s ideas and information used within student’s essay, report, or assignments. Indicate the authors or sources of these in a References list at the end of scientific report, assignments, or essay.

SCOPE

This reference policy applies to secondary students at Australian International Islamic College.

GENERAL PRINCIPLES

The following principles of the APA style apply to all print, electronic and multimedia sources.

• Failing to properly reference equates to

• When taking notes, ALWAYS write down the details of your This saves you back- tracking later.

• Consult a variety of

• An ‘author’ can also be an organisation, company or government

REFERENCE LIST REQUIREMENTS

• APA requires you to compile a reference list, NOT a

• A reference list includes ONLY those sources used within the body of your

• All entries in your reference list must be in alphabetical

• Do not number or use bullet points to list your Simply leave a line between items.

• The first line of each entry is left aligned and every line there after indented

AN EXAMPLE OF A REFERENCE LIST

Cotton, K. (2002). Virtual Violence. The Bulletin, 28 May, P. 62.

Dawson, J. & Johnson, K. (2002). Referencing Made Easy. Retrieved October 31, 2005 from http://www.studyguide.unsw.edu.au/

Honeywell, N. (1996). Health and Safety in Sport. Journal of Physical Education, 12(4), pp. 8- 9.

Jacoby, A. (Producer) (2004, September 30). Enough Rope with Andrew Denton [Television Broadcast]. Sydney, N.S.W.: ABC.

Smith, R. & Johnson, K. (1997). Literacy and Language. New York: Teachers College Press.

IN-TEXT REFERENCING REQUIREMENTS

• You MUST reference any fact or idea which is not your own!

• Specific ideas and direct quotes unique to a particular section of the source require a page number, e.g. (Smith, 1997, p.33)

• General ideas or themes contained throughout the source only require you to list the author’s surname and year of publication, e.g. (Smith, 1997).

REFERENCE POLICY: APA STYLE GUIDE

PREFACE

The Australian International Islamic College (AIIC) understand its obligations to accurately record and retain data in relation to student attendance, absences, as well as the financial transactions of the College. AIIC recognises that every day of attendance in college contributes towards a student’s learning and that maximising school attendance enhances academic outcomes.

PURPOSE

The purpose of this document is to document obligations and procedures that must be followed to meet those obligations.

OBLIGATIONS

Australian International Islamic College has a responsibility to record student attendance and respond to instances of irregular attendance. It is important for our college to investigate the patterns and underlying causes of non-attendance so that appropriate strategies addressing the specific type of absenteeism can be implemented.

AIIC, and by virtue of their employment, our teachers, are legally required to monitor and record attendance of students in their care on a daily basis, whether absent or present in class, on excursion or at a college-based activity. Legal guardians of children have a legal obligation, as set out in the Education (General Provisions) Act 2006, to ensure a child is enrolled at and attends college.

Electronic based class rolls can be required as evidence in court and assist in establishing that a college has met their common law duty of care to students. Attendance records are required as part of a college’s Workplace Health and Safety requirements and can be a critical factor in identifying serious student protection concerns. In addition, student attendance records are used for student reporting, fee allocation and government reporting.

ATTENDANCE PROCEDURE

Student attendance is recorded electronically daily by form and classroom teachers. Attendance data is collected and stored using TASS System.

Primary College Attendance Marking

Rolls must be marked twice a day:

• AM rolls by 30am
• PM rolls after second break and by 00pm

Rolls will be checked by the administration officer by 9.00am each day. A phone call will be made to teachers if their rolls are not marked. If rolls are frequently not marked this information will be passed to College Principal or delegate.

College Leadership will be advised of unmarked and incorrectly marked rolls. Incorrectly marked rolls will be corrected by the teacher responsible for the class.

Secondary College Attendance Marking

Attendance is recorded electronically for each period during the day starting at 8.30am recorded by the form class teachers.

Rolls will be checked by the administration officer by 9.00am each day. A phone call will be made to teachers if their rolls are not marked. If rolls are frequently not marked this information will be passed to School Principal.

School Leadership will be advised of unmarked and incorrectly marked rolls. Incorrectly marked rolls will be corrected by the teacher responsible for the class.

PRESENCE

Students who are:

• in Class will be marked ‘Present – In Class’
• with Counsellors will be marked as ‘Present – In-School Appointment’
• participating in activities (excursion; camps ) will be marked accordingly by the teacher responsible for the activity

ABSENCES

Students who are:

• not in class, and notification has not been received from a Legal Guardian, will be marked ‘Absent – Unexplained’
• not in class and notification has been received from a Legal Guardian advising the student is unwell, will be marked ‘Absent – Illness’. Other absence reasons will be marked accordingly e.g. ‘Appointment’, ‘Personal/Family’.

When marking the roll, if teachers have received written information from Legal Guardians regarding a student’s absence from college, they should enter the details into a log in TASS System.

If Legal Guardians have informed the college office of the absence the college administration officer will enter these details into a log in TASS System.

Class teachers should enter any information regarding future planned absences of students by entering a Notified Absence into TASS System.

Students will only be marked as ‘Absent – Not Required to Attend’, ‘Absent – Truant’ or ‘Absent – Internal Suspension’ upon instruction from College Leadership.

UNEXPLAINED ABSENCES

An unexplained absence occurs when the student is not present at college and the Legal Guardian does not contact the school.

An SMS message will be sent to the Main Contact by approximately 9.00 am each day. Class teachers will follow up any unexplained absences by making contact with the student’s Legal Guardians.

Past unexplained absences are indicated by the red Unexplained Absence Alert icon on class rolls. When class teachers receive written explanation of the absence from student’s Legal Guardians, they must update the absence category in TASS System and enter details in a log.

LATE ARRIVALS

A student is considered to have arrived late any time after the 8.30 am bell.

All students arriving late must be signed in by a Legal Guardian at the College office and will be given a late slip. This slip needs to be presented to the teacher when arriving in class. If they do not have a late slip, they are to be sent to the College office to sign in.

The late arrival information will be entered by office staff.

College Office staff will contact the Legal Guardian of any student arriving late unaccompanied. If teachers observe a student has made a habit of arriving late or is late for three consecutive days, they will contact the student’s Legal Guardian as per the policy for absentee students in this document.

EARLY DEPARTURES

A student is considered to be leaving early any time before 3.05pm.

As with Late Arrivals, all students leaving early must be signed out at the College Office by a Legal Guardian.

The early departure information will be entered by office staff.

NON-MARKING OF ELECTRONIC ROLL

If the College computer system is offline, hard copies of all Class rolls will be provided by the College Office. Once the system is online the teacher will mark the roll in TASS System. This may be done the next day if necessary.

In the event of an evacuation, hard copies of rolls will be taken to the evacuation area to be marked by teachers. Teacher will advise the Evacuation coordinator of any unexplained absentees. During a lockdown the roll will not be marked.

OTHER

In the event of an evacuation, paper copies of rolls will be taken to evacuation area and marked by class teachers. The class teacher will advise the coordinator of the evacuation of any unexplained absentees.

ACCOUNTABILITY

The Principal, or delegate of the Principal is responsible for ensure classroom attendance is completed daily. The Principal or delegate will then follow up with unmarked, or inaccurate attendance registers. An electronic report can be run at any time to verify student attendance.

DATA SECURITY

The TASS System is password protected, with only authorized staff are given a unique username and password. Further, TASS System maintains a log of all logins. A backup of all data is retained on the college server for at least 7 years.

SCHOOL REFUND POLICY

A copy of this policy is provided to the student (or parent(s)/legal guardian if the student is under 18) at a reasonable time prior to a written agreement being signed as well as comprising part of student’s written agreement.

1. This policy outlines refunds applicable to course fees paid to the school

2. The enrolment fee is non-

3. Payment of Course Fees and Refunds

   1. Fees are payable according to the Australian International Islamic College’s Fees

Schedule

1. An itemised list of Australian International Islamic College fees is provided in the

Australian International Islamic College’s written agreement.

1. All fees must be paid in Australian dollars unless requested Refunds will be reimbursed in the same currency as fees were received.

2. Refunds will be paid to the person who enters into the written agreement unless the school receives written advice from the person who enters the written agreement to pay the refund to someone else.

4. All notification of withdrawal from a course, or applications for refunds, must be made in writing and submitted to Administration Coordinator.

5. Student default because of visa refusal

   1. If a student produces evidence of visa refusal (or provides permission for the school to verify visa refusal with the Department of Immigration) and fails to start a course on, or withdraws from the course on or before the agreed starting day,

the school will refund within four weeks of receiving a written claim from the student the total amount of course fees received by the school before the student’s default day

1. If a student whose visa has been refused withdraws from the course after it has commenced, the school will retain the amount of tuition fees proportionate to the amount of the course the student has undertaken and will refund of any unused tuition fees* received by the school with respect to the student within the period of four weeks after the day of student default.

*Calculation of the refund due in this case is prescribed by a legislative instrument (s.10 of Education Services for Overseas Students (Calculation of Refund) Specification 2014).

6. Student default

Any amount owing under this section will be paid within 4 weeks of receiving a written claim from the student (or parent(s)/legal guardian if the student is under18).

• Non-tuition fees:

Non-tuition fees will be refunded on a pro rata basis proportional to the amount of time the student was studying in the course, except where a non-refundable payment on behalf of the student has been made.

• Non-commencement with no notification of withdrawal:

If the student does not provide written notice of withdrawal, and does not start the course on the agreed starting date the fees will not be refunded.

• Non-Commencement with notification of withdrawal:

  1. If the school receives written notification of withdrawal by the student (or parent(s)/legal guardian if the student is under 18) 4 or more weeks prior to commencement, the Australian International Islamic College will refund the full amount of tuition fees received.

  2. If the school receives written notification of withdrawal by the student (or parent(s)/legal guardian if the student is under 18) less than 4 weeks prior to commencement of the course,

the Australian International Islamic College will not refund the first semester tuition fee, while fees for other semesters will be refunded.

• Refunds after commencement of a course:

  1. If tuition fees for up to 1 semester have been received in advance: Where the student (or parent(s)/legal guardian if the student is under 18) notifies the school in writing of withdrawal before completing the term/semester, no tuition fees will be refunded.

  2. If tuition fees for more than 1 semester have been received in advance: If fees for more than one semester have been received in advance, and the Australian International Islamic College receives written notification of withdrawal by the student (or parent(s)/legal guardian if the student is under 18), the Australian International Islamic College will retain the tuition fee payable up to the enrolled semester and will refund the amount of unused tuition

• Refunds in the event of a provider-initiated cancellation of enrolment:

1. No refund of tuition fees will be made where a student’s enrolment is cancelled for any of

the following reasons:

• Failure to maintain satisfactory course progress (visa condition 8202). Please see

AIIC’s Course Progression and Attendance Policy.

• Failure to maintain satisfactory attendance (visa condition 8202). Please see AIIC’s

Course Progression and Attendance Policy.

• Failure to maintain approved welfare and accommodation arrangements (visa

condition 8532). Please see AIIC’s Welfare and Accommodation Policy.

• Failure to pay course

• Any behaviour identified as resulting in enrolment cancellation in Australian International Islamic College ’s Behaviour Policy and Code of Conduct.

Any refund in the case of cancellation of a student’s enrolment for failure to maintain Australian International Islamic College ’s agreed conditions of enrolment as outlined in the student’s written agreement, including failure to disclose a pre-existing condition requiring a high degree of specialised support or care, will be at the discretion of the school.

Provider default

1. If for any reason the Australian International Islamic College is unable to offer a course on an agreed starting day for the course, and the student for some reason cannot be placed or refuses placement in an alternative course arranged by the school, a full refund of any unused tuition fees* received by the school with respect to the student will be made within 14 days of the agreed course starting day.

2. If for any reason the school is unable to continue offering a course after the student commences a course, and the student for some reason cannot be placed or refuses placement in an alternative course arranged by the school, a full refund of any unused tuition fees* received by the school with respect to the student will be made within 14 days of the school’s default day.

In the event that the school is unable to fulfil its obligations of providing an agreeable alternative course for the student, or a refund, the student will receive assistance from the Australian government’s Tuition Protection Service. For information on the TPS, please see: https://tps.gov.au/StaticContent/Get/StudentInformation.

*Calculation of the refund due in this case is prescribed by a legislative instrument (s.7 of Education Services for Overseas Students (Calculation of Refund) Specification 2014). http://www.comlaw.gov.au/Details/F2014L00907.

This written agreement, and the right to make complaints and seek appeals of decisions and action under various processes, does not affect the rights of the student to take action under the Australian Consumer Law if the Australian Consumer Law applies.

Definitions

1. Non-tuition fees – fees not directly related to provision of the student’s course, including

excursion fees, homestay, camps and uniforms.

1. Tuition fees – fees directly related to the provision of the student’s course, including school fees,

levies and security deposit.

1. Course fees – the sum of tuition fees and non-tuition fees received by the school in respect of the student in order for the student to undertake the course.

2. Term – In general, 10 weeks of study period is considered as a

Semester – A semester consists of two terms.

SCHOOL DEFERMENT, SUSPENSION AND CANCELLATION POLICY

Communicating with families about changes in enrolment status

1. All communications regarding changes to enrolment status will be made directly with students and parents, in accordance with the latest contact details provided to the school.

1. Parents must therefore keep Australian International Islamic College informed of their current contact details, as per the conditions of the student visa.

2. Where relevant and where approved by the parents, the school may also share copies of

correspondence with the child’s education agent to help facilitate communication about any changes in enrolment status. However, the parents with whom the school has a formal written agreement are the primary contact for the school in such matters. The school will not act on any decision affecting the student’s enrolment that is not made by the parents.

STUDENT-INITIATED CHANGES IN ENROLMENT

1. Deferment of commencement of study requested by student

1. Australian International Islamic College will only grant a deferment of commencement of studies for compassionate and compelling These include but are not limited to:

   1. illness, where a medical certificate states that the student will be unable to attend classes

   2. bereavement of close family members such as parents or grandparents (where possible a death certificate should be provided)

• major political upheaval or natural disaster in the home country that has impacted on expected commencement of studies

1. a traumatic experience which has impacted on the student (where possible, these cases should be supported by police or psychologists’ reports).

2. after undertaking ELICOS studies, the student has not/will not meet the English language benchmark required for entry into the desired course, and the school is

willing to defer the student’s commencement in the course until a later date when the required benchmark is achieved.

1. All applications for deferment will be considered within 14 working

1. The final decision for assessing and granting a deferment of commencement of studies lies with the principal. Where a student’s request to defer his/her commencement of studies is refused, the student has a right of appeal (see AIIC’s Complaints and Appeals policy).

1. Deferment will be recorded on PRISMS within 14 days of being

2.       Suspension of study requested by student

1. Once the student has commenced the course, Australian International Islamic College will only grant a suspension of study for compassionate and compelling These include but are not limited to:

1. illness, where a medical certificate states that the student was unable to attend classes

2. bereavement of close family members such as parents or grandparents (where possible a death certificate should be provided)

• major political upheaval or natural disaster in the home country requiring emergency travel that has/will impact on studies

1. a traumatic experience which has impacted on the student (where possible, these cases should be supported by police or psychologists’ reports).

2. Student return to their home country to sit a university exam (or similar assessment) which impacts upon their education

1. Where there is a significant issue impacting upon a student’s attendance or course progress, it is essential that the student or parents contact the school as soon as possible to discuss the concern so that appropriate support can be put in place. Where deemed necessary, this may involve

temporarily suspending the student’s enrolment so that matters can be resolved without having a negative impact on the student’s ability to satisfy their visa conditions.

1. Temporary suspensions of study cannot exceed 6 months

1. Suspensions will be recorded on PRISMS within 14 days of being granted if the student is under 18 years of age, and within 31 days if the student is over 18 years of age.

1. The period of suspension will not be included in attendance

1. Applications will be assessed on merit by the

1. Some examples of circumstances that are not considered compassionate and compelling at Australian International Islamic College include:

1. Requests for early departure or late return from vacation, including inability to secure cheap flights

2. Leaving early or returning late from holidays in order to attend festivals in the student’s home country

• Returning home to attend family gatherings that occur during term

1. As part of any assessment of a request to defer or temporarily suspend studies, the impact of the request on the student’s ability to complete their intended course of study in accordance with their CoE/s and student visa will be considered. Any implications will be communicated to students.

1. All applications for suspension will be considered within 14 working

1. The final decision for assessing and granting a suspension of studies lies with the Principal. Where a student’s request to suspend studies is refused, the student has a right of appeal (see AIIC’s Complaints and Appeals policy).

3.       Student-initiated cancellation of enrolment

1. All notification of withdrawal from a course, or applications for refunds, must be made in writing and submitted to Administration Please see Australian International Islamic College ’s Refund Policy for information regarding refunds .

1. A student will be deemed to have inactively notified Australian International Islamic College of cancellation of enrolment where:

1. the student has not yet finished his/her course/s of study with the school, and

2. does not resume studies at the school within [14 days] after a holiday break, and

• the student has not previously provided the school with written notification of

4. Student-initiated cancellation of enrolment, including “inactive” cancellation of enrolment in b), above, is not subject to Australian International Islamic College ’s Complaints and Appeals Policy.

SCHOOL-INITIATED CHANGES IN ENROLMENT

1. School-initiated exclusion from class or suspension from attending school (no impact on CoE)

1. Students may also be excluded from class or suspended. Australian International Islamic College may exclude a student from class studies or suspend attendance from school on the grounds of misbehaviour by the Temporary exclusion or suspension will occur as the result of any behaviour identified as resulting in exclusion in Australian International Islamic College ’s Behaviour Policy/Student Conduct Policy.

school for failure to pay fees that he/she was required to pay in order to undertake or continue the course, as stated in the written agreement.

1. Where Australian International Islamic College intends to exclude a student from class or suspends a student from school, it will first issue a letter which notifies the student and parents of this intention. The letter will provide details of the reason/s for the intended exclusion, as well as information about how to access AIIC’s internal appeals process. Further information about the appeals process in the event of a school-initiated exclusion from class is outlined

1. Excluded or suspended students must abide by the conditions of their withdrawal from studies or school, and must adhere to any welfare and accommodation arrangements in place, as determined by the Pincipal.

2. Where the student is provided with homework or other studies for the period of the exclusion or suspension, the student must continue to meet the academic requirements of the course.

1. Exclusions from class or suspensions from school under this section of the policy:

   • will not be included in attendance calculations for the study period,

   • will not impact the CoE or study, and

   • will not be recorded on PRISMS

   • will not be visible to the Department of Home Affairs (Immigration).

6.                   School-initiated suspension of enrolment (CoE will be impacted)

1. Australian International Islamic College may initiate a suspension of enrolment for a student on the grounds of misbehaviour by the student. Suspension will occur as the result of any behaviour identified as resulting in suspension in Australian International Islamic College ’s Behaviour Policy/Code of Conduct.

1. Student enrolment may also be suspended for failure to pay fees that he/she was required to pay in order to undertake or continue the course, as stated in the student’s written

1. Where Australian International Islamic College intends to suspend the enrolment of a student, it will first issue a letter that notifies the student and parents of this intention. The letter will provide details of the reason/s for the intended suspension, potential impact on the CoE and study path, as well as information about how to access Australian International Islamic College ’s internal appeals Further information about the appeals process in the event of a school-initiated suspension is outlined below.

1. Suspended students must abide by the conditions of their suspension of enrolment and must adhere to any welfare and accommodation arrangements in place, as determined by the

1. Students whose enrolment have been suspended for more than 28 days may need to contact Department of Immigration. (Please see contact details at: https://immi.homeaffairs.gov.au/help-support/contact-us.)

1. Where applied, a suspension of enrolment will impact the student’s CoE and will be recorded on PRISMS. The suspension will therefore be visible to the Department of Home Affairs (Immigration).