Our very engaged and talented Year 10 students who put in so much effort throughout the entire school year brought home a double first place for GISS!

This is the first time the Goethe Institute hands out two first places and we can be so very proud of our students.

  1. Drittes Auge  (Ethan, Henry, Nik, Thomas)

  2. TranslatOhr  (Richard, Louis, Brian, Robin)


Thanks to everyone for supporting this project and for keeping your fingers crossed for our teams!!

enterprise german

The winning teams were: 

Our students did it!!! 

Am Donnerstag bis Freitag Woche 7 sind Klasse 7 und 8 zum Sprachcamp Camp Kedron gegangen. The goal was to improve our German. When we arrived, we were greeted in a welcoming manner by staff and sorted into our cabins. All year 7 and 8 girls were together!

After morning tea (which was lecker) we headed up to our meeting point which is where we did our Deutschkurs. The first session was led by Herr Fleischner, and we worked on Körpersprache and Deutsche plays.

Next, we were split into zwei groups for the zwei activities, Klettern und Bogenschieβen. In the middle of this we had Mittagessen which gave us the energy to continue with the action-packed day. After all of this we played capture the flag in the oval and playground (which was GIANT).

After all our Donnerstag Aktivitäten we had curry and garlic Brot for Abendessen. For Nachtisch we had Obstsalat and a Churro. We had some Freizeit after Abendessen to spielen in the Sporthalle or outside in the Spielplatz or Oval before heading up to the Treffpunkt to watch ‘Findet Nemo’. While we were watching the movie, we got Plätzchen .

After a long day we went back to our cabins to schlafen. Then we aufwachen at 6:30 and at 7:45 we headed up to the dining hall for Frühstück before it was time for Ethik or Religion. This was a great time for reflection before our next Deutschkurs. We wrote clues to make a Schnitzeljagd and then hunted for our group clues. We then had Mittagsessen, our letztes Essen at camp Kedron. We then were given time to packen, aufräumen and gehen.

Um 13.45 Uhr we were loading our luggage and saying Tschüss to camp Kedron, an experience we won’t forget any time soon.




How much Denglish do you understand?

Grace and Klara in Year 7 wrote an article in English about the DaF-Camp in week 7 and in class, we decided to change some of the language to German. 😊

The German sessions were about an hour to two hours long, where we acted out scenarios in German. The treasure hunt was full on, everybody at least once picked a up a clue that wasn’t meant for them, and lots of the clues were misplaced and a bit confusing.

We had a wonderful time learning new skills and interacting with others. Working in groups with some year 8 students made us open to new people to work as a team to accomplish the task we were handed. We had a few setbacks like wild animals in cabins or having to walk up the long steep driveway to the German room, but overall, we had an amazing time.



And Zoe and Charlotte reported:

At the Year seven orientation we started the day with a detailed PowerPoint, by Herr Szartowicz, about lessons, rules and much more. Then we paired up with a new kid for every two current GISS students and gave them a tour of the school. When we all finished giving our tours it was morning tea. We were given muffins, banana bread and fruit.

When morning tea was over, we headed to the library where we met Frau Vinje and Herr Fleischner for German. They put us into groups of four and gave us all worksheets which we were to complete at different stations around the school. After German we had Maths in which we firstly got to know one another better.

Then we split into groups again and worked on different Maths worksheets, and when we answered them  we had to check that they were right with the teachers. After that was lunch. We had sandwiches, half a burrito, fruit and lamingtons.

Then we had our last lesson, which was sport. We split into to two groups and went to either Campus 1 or in between the library and the sports field. On Campus 1 we did soccer practice and a little bit of badminton. Then we ran relays on the grass, each relay with different rules.

It was altogether fun and I personally think that everyone made at least one friend. 

year 7 orientation day

Sashko B

He is the living definition of cute,
Grazing peacefully on the green fields.
He is large in size,
But inside, he is as soft as marshmallow.
His fur, as soft and white as snow.
He is the guardian of grass and the field,
As strong as an elephant, yet as gentle as a mouse.
He troughs and ploughs through the field;
Scanning for pests.
He is the custodian of the field,
He is Alpaca!

The Alpaca 

poetry in year 6

- by Ted C, Year 6

Year 6 have been consumed creative creatures collectively collaborating on poems as dutifully as a musician practising their chromatic scales. On 11th December they submitted a collection of 21 poems, completed individually and in groups, to be published  by Book Leaf Publishing. Keep a weather out on the horizon to review the marvellous creations within!

Enjoy the sneak peek from our talented Ted...


For weeks now they have been shown the ropes,
Submitting their pieces for publication with high hopes,
21 poems in 21 days,
Creativity afforded a space to play,
Together these poems will be forever bound,
Per #TheWriteAngleChallenge on Amazon to be found,
With tears in her eyes their fair teacher did share,
For their determination, pride and courage she did care.

Cassandra Polden

year 10 water colours

Bevor wir zum Goethe Institut gingen, machten wir ein Poster über die Chronik der Berliner Mauer im Unterricht.

Als wir im Goethe Institut waren, besuchten wir mit virtueller Realität die Mauer in Berlin. Wir sahen uns Videos und Audioaufnahmen an und machten uns Notizen. Sie hatten ein Stück der Mauer im Garten, und wir lasen Informationen darüber. Wir machten auch Graffiti-Designs auf Papier. Es war sehr informativ und wir hatten viel Spaß. - Heidi, Year 9B

In der Schule lernten wir über die Teilung Deutschlands. Wir machten ein Poster zur Chronik der Berliner Mauer.

Am 22. November, machten die DAF Schüler von der Klassen 9 und 10 einen Ausflug zum Goethe Institut. Es war viele Aktivitäten über die Berliner Mauer.

Wir machten Graffiti mit Sprühfarbe auf Poster und sahen die East Side Gallery in Virtueller Realität. Wir sahen Videos über die Geschichte auf der Mauer und schrieben Notizen. Am Ende sahen wir ein stück der Berliner mauer. Insgesamt waren die Workshops sehr interessant und wir hatten alle viel Spaß. - Niamh, Year 9B

The task this term for Years 9-10 DaF 1, was creating a podcast based around the Berlin wall, the podcasts went over what life was like when the Berlin wall was up, and how it affected the population. The podcasts also talked about of some thrilling escapes that happened during the many years while the wall still stood.

This assignment took place over a few weeks, giving students creative liberty for how they wanted to do their podcasts. Alongside with the podcast students created a poster to advertise and entice people into listening to their podcast. These posters informed what the podcast would be about and had images relating to their podcast’s stories.

Year 9 and 10 students enjoyed being given the opportunity to find their own stories to do with the Berlin wall, instead of having one given and then writing about that. It was also a good way for the students to go for more of a deep dive on the Berlin wall as they had to do their research entirely on their own. This allowed the students to be more interested in their found research topics, allowing for some interesting podcasts and posters.

Overall, I think this term assignment was enjoyable change of pace for most students. - Elliot, Year 9A

This assignment took place over a few weeks, giving students creative liberty for how they wanted to do their podcasts. Alongside with the podcast students created a poster to advertise and entice people into listening to their podcast. These posters informed what the podcast would be about and had images relating to their podcast’s stories.

Year 9 and 10 students enjoyed being given the opportunity to find their own stories to do with the Berlin wall, instead of having one given and then writing about that. It was also a good way for the students to go for more of a deep dive on the Berlin wall as they had to do their research entirely on their own. This allowed the students to be more interested in their found research topics, allowing for some interesting podcasts and posters.

Overall, I think this term assignment was enjoyable change of pace for most students. - Elliot, Year 9A

Am 22.11 haben alle DAF-Schüler von Klasse 9 und 10 einen Ausflug zum Goethe Institut gemacht. Da gibt es ein Stück der Berliner Mauer und dort haben wir die Künstlerin Mandy Schöne-Salter getroffen.

Als wir im Goethe-Institut waren, wurden wir in zwei Gruppen eingeteilt und hatten zwei Aufgaben zu erledigen.

Die erste Aufgabe war es, mit Mandy Schöne-Salter Graffiti zu machen, und die andere war es, durch das Goethe-Institut zu gehen und Aufgaben auf einem Tablet zu tun. Eine der Aufgaben, die uns gestellt wurden, bestand darin, die Berliner Mauer und den Checkpoint Charlie mit VR zu betrachten. Es gab auch spaßige Aufgaben wie das Zeichnen und Anschauen von Videos über die Berliner Mauer.

Die Berliner Mauer war in einem Garten vor dem Goethe Institut ausgestellt. Das Stück der Mauer war beschädigt, obwohl es immer noch cool war. -Mungo, Year 9B

die berliner mauer - the berlin wall

Anna-Lena Schenck from the Goethe Institute and Mandy Schoen- Salter (the artist)

At the actual piece of the wall in front of the Goethe Institute.
  Find out how it got here. 

The students used VR to visit Berlin

Stencil cutting and preparation for the graffitti

Spraypainting

The students who weren’t busy with the art work were busy learning about the wall and the German reunification

The task this term for Years 9-10 DaF 1, was creating a podcast based around the Berlin wall, the podcasts went over what life was like when the Berlin wall was up, and how it affected the population. The podcasts also talked about of some thrilling escapes that happened during the many years while the wall still stood.

Ms Annie and Herr Fleischner were asked to decorate the wall in the car park

Year 8a enjoyed a fun end-of-year day to playing minigolf in Narrabeen.

fun days for years 8a & 8b

Year 8b challlenged themselves at Treetops

Our incoming Class of 2024 enjoyed their IB Transition Week, experiencing IB learning with our Year 11 class, participating in IB lessons, workshops and activities to learn more about the IB courses they have selected to study next year, and completing their Pre-IB Prep Pack to pave their way into successful learning in their senior education at GISS.

We wish our Class of 2024 all the very best as they start out on their IB journey!  

year 10 transition  to their ib journey

year 8 studies public art

Students from Year 8 studied public art in Term 4. They watched a documentary and looked at many examples of art in public spaces. They also read about it on the internet and discussed the following questions:

  •  How does public art contribute to society?
  •  What is the meaning of public art?
  •  What is the goal of public art?
  •  What is the impact of public art on society?
  •  What should we try to achieve with our Year 8 GISS mural?

They wrote about what they had learnt and discovered and then looked at other examples of school murals before producing their own mural designs for a GISS Year 8 mural.

Students were encouraged to incorporate our school culture, society, and surroundings. They were to ask themselves how their design activates the imagination and encourages GISS students to pay attention to their surroundings and perceive more deeply the environment they occupy.

They then each presented their design and ideas to the rest of the class. All GISS secondary students and teachers were invited to vote on their favourite design. The design by Anna P in 8B was a clear winner. The students then transformed Anna’s design by each painting an individual section which came together to create the wonderful mural we now see hanging outside the Year 8 classroom.

Im 4. Term befassten sich die SchülerInnen der 8. Klasse mit Kunst im öffentlichen Raum. Sie sahen sich einen Dokumentarfilm an und schauten sich viele Beispiele an. Sie lasen viel darüber im Internet und diskutierten folgende Fragen:

  • Wie trägt Kunst im öffentlichen Raum zur Gesellschaft bei?
  • Was bedeutet Kunst im öffentlichen Raum?
  • Was ist das Ziel von Kunst im öffentlichen Raum?
  • Welche Auswirkungen hat Kunst im öffentlichen Raum auf die Gesellschaft?
  • Was wollen wir mit unserem GISS Wandbild erreichen?

Sie schrieben über das, was sie gelernt und entdeckt hatten, und sahen sich dann andere Beispiele von Schulwandbildern, bevor sie ihre eigenen Wandbilder für ein GISS-Wandbild der 8. Klasse erstellten.

Die SchülerInnen wurden ermutigt, unsere Schulkultur, Gesellschaft und Umgebung einzubeziehen. Sie sollten sich fragen, wie ihr Design die Vorstellungskraft anregt und GISS-SchülerInnen ermutigt, auf ihre Umgebung zu achten und diese tiefer wahrzunehmen. Anschließend präsentierten sie jeweils ihr Design und ihre Ideen dem Rest der Klasse. Alle SchülerInnen und LehrerInnen der GISS-Sekundarstufe waren eingeladen, über ihr Lieblingsdesign abzustimmen.

Indem die SchülerInnen dann die einzelne Abschnitte malten und zusammenstellten, wurde Annas Design zu dem wunderschönen Wandbild umgewandelt, das das wir jetzt außerhalb des Klassenzimmers der 8. Klasse bewundern können.

klasse 8 - was ist kunst im öffentlichen raum?

Throughout their education in Junior Secondary, the focus on students engaging with new concepts, content and skills is imperative to their academic growth and success in their higher education. In previous years, we have identified that many students in Year 11 discover that there is a significant difference between the skills they have mastered by the end of Junior Secondary and what is expected in their IB courses.

To address this, Frau Burkart and I decided to integrate an essay writing element into the history curriculum and combined this with the Simpson’s prize competition as a further incentive. The Simpson Prize is a national competition for Year 9 and 10 students that focuses on the service of Australians in World War I. The question that the students had to answer this year was: How significant was Australia’s contribution to the Allied military victory on the Western Front in 1918?

We began by unpacking the question and unearthing what the question was really asking of us. The class split into groups and annotated the question on paper creating mind map connections between prior knowledge and connotations/denotations within. After this, students were shown how to engage with historical sources through TOMACPRU which helped them analyse four of their chosen sources from the Simpson’s website. The researching aspect was enjoyed by all (regardless of what they will tell you) as students engaged with credible information ranging from academic databases such as JSTOR to physical texts in our own library. It was encouraging to see students engaging with wider literature in order to further inform their understanding and guide their approach towards the essay.

The next part proved to be the most challenging… writing the essay! Questions ranging from structuring to wording were posed throughout this process but the most frequent question by far was “how do I reference this?”. After workshopping the correct way to reference in APA7, the students gained confidence and excelled in the task. Re-drafting and asking for help were key elements of this process which some students rightly took advantage of and benefitted from enormously. A fresh pair of eyes – or a different perspective - is always recommended in any essay process. Finally, students submitted their final draft within the deadline frame and reflected upon the process.

Frau Burkart and I couldn’t have been happier with, nor prouder of their reflective responses. All students reported that they were thankful to have been given the opportunity to undertake a project such as this in order to hone their essay skills, especially with the IB in sight. Not only did they gain beneficial skills such as essay writing, researching, referencing and source analysis; they also became engaged again in History as they had the opportunity to independently research and take ownership of the direction they wished their essay to take.

Overall, Frau Burkart and I would like to thank Year 9 and 10 for their hard work and resilience throughout the project as it was by no means easy. We would also like to thank Frau Eireen Bruell who stepped in to assist us with this project – her background as an IB teacher was invaluable especially when it came to giving the students feedback on their finished essays. The challenging aspects really pushed students and gave them a glimpse of what to expect in higher education. With the success of this project, we look forward to repeating it next year with the hopes that it continues to challenge students and inspire others to continue raising standards throughout the school.

Throughout their education in Junior Secondary, the focus on students engaging with new concepts, content and skills is imperative to their academic growth and success in their higher education. In previous years, we have identified that many students in Year 11 discover that there is a significant difference between the skills they have mastered by the end of Junior Secondary and what is expected in their IB courses.

To address this, Frau Burkart and I decided to integrate an essay writing element into the history curriculum and combined this with the Simpson’s prize competition as a further incentive. The Simpson Prize is a national competition for Year 9 and 10 students that focuses on the service of Australians in World War I. The question that the students had to answer this year was: How significant was Australia’s contribution to the Allied military victory on the Western Front in 1918?

We began by unpacking the question and unearthing what the question was really asking of us. The class split into groups and annotated the question on paper creating mind map connections between prior knowledge and connotations/denotations within. After this, students were shown how to engage with historical sources through TOMACPRU which helped them analyse four of their chosen sources from the Simpson’s website. The researching aspect was enjoyed by all (regardless of what they will tell you) as students engaged with credible information ranging from academic databases such as JSTOR to physical texts in our own library. It was encouraging to see students engaging with wider literature in order to further inform their understanding and guide their approach towards the essay.



The next part proved to be the most challenging… writing the essay! Questions ranging from structuring to wording were posed throughout this process but the most frequent question by far was “how do I reference this?”. After workshopping the correct way to reference in APA7, the students gained confidence and excelled in the task. Re-drafting and asking for help were key elements of this process which some students rightly took advantage of and benefitted from enormously. A fresh pair of eyes – or a different perspective - is always recommended in any essay process. Finally, students submitted their final draft within the deadline frame and reflected upon the process.

Frau Burkart and I couldn’t have been happier with, nor prouder of their reflective responses. All students reported that they were thankful to have been given the opportunity to undertake a project such as this in order to hone their essay skills, especially with the IB in sight. Not only did they gain beneficial skills such as essay writing, researching, referencing and source analysis; they also became engaged again in History as they had the opportunity to independently research and take ownership of the direction they wished their essay to take.

Overall, Frau Burkart and I would like to thank Year 9 and 10 for their hard work and resilience throughout the project as it was by no means easy. We would also like to thank Frau Eireen Bruell who stepped in to assist us with this project – her background as an IB teacher was invaluable especially when it came to giving the students feedback on their finished essays. The challenging aspects really pushed students and gave them a glimpse of what to expect in higher education. With the success of this project, we look forward to repeating it next year with the hopes that it continues to challenge students and inspire others to continue raising standards throughout the school.

THE SIMPSON'S PRIZE

Jamie Greenslade, Year 12 class teacher

Students from the Junior and Senior Choirs, along with Janine Boubbov and Klemens Pedarnig, travelled by bus to the Terrey Hills Nursing Home to visit the residents and spread some joy and Christmas spirit this week.

They sang Christmas carols in English as well as several in German, and their performances were received with enthusiasm and gratitude. The students commented on how much they enjoyed seeing how very moved the elderly people were, to have the young children come to perform for them.

GISS has a long-standing and positive connection with the Terrey Hills Nursing Home, and it is lovely to be able to return there and make a difference to these people’s lives again, after such a long period of restrictions preventing us from doing so. Thank you, GISS Choirs! 

giss choirs spread christmas joy 

manly beach day

Am letzten Dienstag  machten sich die Klassen 5 bis 10 auf nach Manly für den nun schon traditionellen Beach Day. Wir hatten Glück mit dem Wetter. Bei strahlendem Sonnenschein konnten die Schülerinnen und Schüler zwischen den Flaggen die Wellen genießen.

Am Strand stand unter anderem Beach Volleyball und Sandburgen bauen auf dem Programm. Kapil versorgte uns alle mit leckeren Lunchpaketen. Ein Ausflug auf dem Corso durfte natürlich auch nicht fehlen.

Auf der Rückfahrt zur Schule konnte man den vielen Kindern ansehen, dass es ein ereignisreicher Tag war und manchem die Äuglein zufielen.

Wir freuen uns schon auf den nächsten Strandtag.


Last Tuesday, Years 5 to 10 found their way to Manly for our annual Beach Day. We were lucky with the weather. In bright sunshine, the students enjoyed the waves between the flags. Beach volleyball and building sandcastles were also on the agenda. Kapil provided us all with delicious lunch boxes. Of course, a trip to the Corso was also a must.

On the way back to school, you could tell by the children’s faces that they had a great day and some of them even had to take a little nap.

We are already looking forward to the next beach day.


Am letzten Dienstag  machten sich die Klassen 5 bis 10 auf nach Manly für den nun schon traditionellen Beach Day. Wir hatten Glück mit dem Wetter. Bei strahlendem Sonnenschein konnten die Schülerinnen und Schüler zwischen den Flaggen die Wellen genießen.

Am Strand stand unter anderem Beach Volleyball und Sandburgen bauen auf dem Programm. Kapil versorgte uns alle mit leckeren Lunchpaketen. Ein Ausflug auf dem Corso durfte natürlich auch nicht fehlen.

Auf der Rückfahrt zur Schule konnte man den vielen Kindern ansehen, dass es ein ereignisreicher Tag war und manchem die Äuglein zufielen.

Wir freuen uns schon auf den nächsten Strandtag.



Last Tuesday, Years 5 to 10 found their way to Manly for our annual Beach Day. We were lucky with the weather. In bright sunshine, the students enjoyed the waves between the flags. Beach volleyball and building sandcastles were also on the agenda. Kapil provided us all with delicious lunch boxes. Of course, a trip to the Corso was also a must.

On the way back to school, you could tell by the children’s faces that they had a great day and some of them even had to have a little nap.

We are already looking forward to the next beach day.


Claudia and Natalie from Year 7 played in the U13 Indoor Hockey State Championship in Orange on the 26-28 November 2022.

Claudia represented the Northern Beaches and Natalie Nepean. The Nepean team won their gold medal match 8-5 in division 2.

The girls had a fantastic time and improved their indoor hockey skills.

indoor hockey in orange

...I am delighted to write to you to acknowledge the wonderful young student from your school who participated in community programs at Kids Giving Back during the 3rd term of this year and the recent September/October school holidays.

This student is among close to 500 young people who produced over 7,500 hot meals, cold meals, fruit kebabs, breakfast boxes, snack packs and care packs which all included empathetic, positive messages on each item. These were then distributed to 9 charities around Sydney ...

... Thank you again for supporting your students and shaping them into caring emerging leaders to create the Next Generation of Generosity.

Your Sincerely,
Gabrielle Morrissey Hansen,
CEO Kids Giving Back 

kids giving back

GISS received a letter of acknowledgement from  Gabrielle Morrissey Hansen from Kids Giving Back thanking Emma from Year 7 who participated in community programs during Term 3 and helped cooking for the homeless during the school holidays.