our students and class teachers in years 11 & 12
student representatives secondary school 2026
Meet our new 2026 student representatives for Secondary School.
Bosse, Aureleo, Yeshan, Melissa and Jamila with Teachers Alex Wreth and Michael Cordes (Principal)
CONGRATULATIONS!
Chris, Anastasios , Isabella, Skye, Tahnee with teachers Anne-Catherine Froidevaux and Alex Wreth
SRC 2026: Chris, Anastasios , Isabella, Skye, Tahnee with teachers
Anne-Catherine Froidevaux and Alex Wreth
This year a new initiative was introduced: Honorary School Captains. Under this concept, the 2025 Year 11 SRC students will continue to represent the school at special occasions in their honorary roles. To recognise this responsibility, each student was presented with a GISS blazer, which they will wear while representing GISS at these events.
schülervertretung 2026 sekundarstufe
herzliche Glückwünsche
Chris, Anastasios , Isabella, Skye, Tahnee mit Lehrern Anne-Catherine Froidevaux and Alex Wreth
Unsere neuen SchülervertreteriInnen für 2026:
In diesem Jahr wurde eine neue Initiative eingeführt: Ehrenamtliche SchulsprecherInnen. Im Rahmen dieses Konzepts werden die SRC-SchülerInnen der Jahrgangsstufe 11 des Jahres 2025 die Schule weiterhin bei besonderen Anlässen in ihren Ehrenrollen vertreten. Zur Anerkennung dieser Verantwortung erhielten alle einen GISS-Blazer, den sie bei der Vertretung von GISS bei diesen Veranstaltungen tragen werden.
Bosse, Aureleo, Yeshan, Melissa and Jamila with Lehrern Alex Wreth and Michael Cordes (Schulleiter)
Deutsches sprach diplom (dsd I and DSD II)
We all are learning (or teaching) German at GISS, so you’ve probably heard of the Deutsches Sprachdiplom (DSD). It’s an internationally recognised German language qualification that students around the world work towards.
DSD I certifies German at B1 level of the Common European Framework of Languages, while DSD II confirms skills at B2/C1 level. Passing DSD II is a major achievement — it officially qualifies students to study at a university in Germany.
We are one of 110 German Schools abroad and our contestants were one of 20000 worldwide who had plenty to celebrate. A total of 27 students received the DSD I and 10 students were awarded the DSD II, an excellent result for the whole school community. Especially impressive was that several students from year 9, Amélie Noffs and Bulgan Munch-Ochir amongst others, passed the DSD I after only 30 months of DaF (Deutsch als Fremdsprache) classes, showing how much progress can be made with focus and commitment.
The DSD celebration ceremony featured a number of inspiring speeches.
Principal Michael Cordes spoke about how learning a foreign language builds bridges — between cultures, countries and people. He highlighted that mastering another language is not just about exams, but about gaining new perspectives and being able to communicate in an increasingly connected world.
DSD Coordinator Karlo Gruja focused on the idea of dreams, referring to the famous Rio Reiser song „Der Traum ist aus“. He reminded students that dreams don’t become reality on their own — they require effort, perseverance and the courage to keep going even when things get challenging. The DSD, he explained, is proof that sustained hard work can turn ambitions into real achievements.
The Consul General Felix Schwarz followed with a message about responsibility. Holding a DSD diploma, he noted, also means having the responsibility to use language skills wisely — to promote dialogue, show openness, and contribute to understanding between cultures.
The DSD represents far more than German language proficiency. It stands for resilience, critical thinking, confidence and strong communication skills — qualities that will benefit students well beyond their school years.
A special congratulations goes to Helene Naumann, who achieved the highest result in DSD II this year — an outstanding accomplishment.
None of this would be possible without the dedication of the whole German Faculty, the support of families, and the determination of the students themselves. Together, they have shown what can be achieved with motivation and a clear goal.
To all DSD graduates: Herzlichen Glückwunsch! Your success speaks for itself — and this is just the beginning.
DSD Success at GISS
Consul General Felix Schwarz, Simone Hessling, Philip Fleischner, Karlo Gruja
DSD students with Karlo Gruja, Michael Cordes, Consul General Felix Schwarz, Philip Fleischner and Simone Hessling
Wir alle lernen (oder unterrichten) Deutsch an der GISS, daher kennt ihr wahrscheinlich das Deutschen Sprachdiplom (DSD) schon. Es handelt sich dabei um eine international anerkannte Deutschprüfung, auf die Schülerinnen und Schüler weltweit hinarbeiten.
Das DSD I bescheinigt Deutschkenntnisse auf dem B1-Niveau des Gemeinsamen Europäischen Referenzrahmens für Sprachen, während das DSD II Sprachkompetenzen auf B2-/C1-Niveau bestätigt. Das Bestehen des DSD II ist eine herausragende Leistung – es berechtigt offiziell zum Studium an einer Universität in Deutschland.
Als eine von 110 Deutschen Auslandsschulen gehörten unsere Kandidatinnen und Kandidaten zu insgesamt 20.000 Teilnehmenden weltweit – ein Anlass, der viel Grund zur Freude bot. Insgesamt erhielten 27 Schülerinnen und Schüler das DSD I, und 10 Schülerinnen und Schüler wurden mit dem DSD II ausgezeichnet – australienweit das beste Ergebnis.
Eine Premiere war, dass mehrere Schülerinnen und Schüler der Jahrgangsstufe 9, darunter Amélie Noffs und Bulgan Munch-Ochir, das DSD I bereits nach nur 30 Monaten DaF-Unterricht (Deutsch als Fremdsprache) bestanden haben. Dies zeigt eindrucksvoll, welche Fortschritte mit Fokus und Engagement möglich sind.
Die feierliche DSD-Zeugnisverleihung wurde von einer Reihe inspirierender Reden begleitet.
Schulleiter Michael Cordes sprach darüber, wie das Erlernen einer Fremdsprache Brücken baut – zwischen Kulturen, Ländern und Menschen. Er betonte, dass das Beherrschen einer weiteren Sprache weit mehr sei als das Bestehen von Prüfungen: Es eröffne neue Perspektiven und ermögliche Kommunikation in einer zunehmend vernetzten Welt.
Der DSD-Koordinator Karlo Gruja griff das Thema der Träume auf und verwies dabei auf das bekannte Lied von Rio Reiser „Der Traum ist aus“. Er erinnerte die Schülerinnen und Schüler daran, dass Träume nicht von selbst Wirklichkeit werden, sondern Einsatz, Ausdauer und den Mut erfordern, auch in schwierigen Momenten weiterzumachen. Das DSD, so erklärte er, sei ein Beweis dafür, dass kontinuierliche harte Arbeit ehrgeizige Ziele in echte Erfolge verwandeln kann.
Der Generalkonsul Felix Schwarz schloss mit einer Botschaft über Verantwortung. Ein DSD-Diplom zu besitzen, bedeute auch die Verantwortung, Sprachkenntnisse bewusst einzusetzen – um Dialog zu fördern, Offenheit zu zeigen und zum gegenseitigen Verständnis zwischen Kulturen beizutragen.
Das DSD steht für weit mehr als sprachliche Kompetenz. Es steht für Durchhaltevermögen, kritisches Denken, Selbstvertrauen und starke kommunikative Fähigkeiten – Eigenschaften, von denen die Schülerinnen und Schüler weit über ihre Schulzeit hinaus profitieren werden.
Ein besonderer Glückwunsch gilt Helene Naumann, die in diesem Jahr das beste Ergebnis im DSD II erzielt hat – eine herausragende Leistung.
All dies wäre nicht möglich gewesen ohne das große Engagement der gesamten Deutschfachschaft, die Unterstützung der Familien und den Einsatzwillen der Schülerinnen und Schüler selbst. Gemeinsam haben sie gezeigt, was mit Motivation und einem klaren Ziel erreicht werden kann.
An alle DSD-Absolventinnen und -Absolventen: Herzlichen Glückwunsch! Euer Erfolg spricht für sich – und dies ist erst der Anfang.
Deutsches sprach diplom (dsd I and DSD II)
DSD-Erfolge an der GISS
DSD SchülerInnen mit Karlo Gruja, Michael Cordes, Generalkonsul Felix Schwarz, Philip Fleischner und Simone Hessling
Generalkonsul Felix Schwarz, Simone Hessling, Philip Fleischner und Karlo Gruja
Conceptual understanding workshop
On 20 April 2026, Junior and Senior Secondary staff took part in a Conceptual Understanding workshop as part of our staff development day.
The session focused on deepening understanding of concepts and how conceptual learning can strengthen students’ critical and higher-order thinking skills. We explored a 3D pedagogical model that highlights the interdependence of knowledge, skills, and concepts, with concepts acting as the connecting link between facts and skills.
The approach is grounded in research by Julie Stern, co-author of Tools for Teaching - Conceptual Understanding, which served as the key resource for the workshop.
Teachers also examined the benefits of concept-based planning for teaching, learning, and assessment. This work will continue across the school as we further embed this approach to encourage students to ask meaningful questions and develop creative, innovative solutions.
Conceptual understanding in the CAS Program
CAS students show conceptual understanding when thinking deeply about the meaning and purpose behind their CAS experiences, not just completing them.
For example, during a service project, the students reflect on what the experience taught them, how it challenged them, what strategies helped them overcome difficulties, and how their work impacted the community they are working with.
Students connect their actions to bigger ideas like teamwork, leadership and social responsibility, linking them to CAS learning outcomes such as showing perseverance, learning new skills, or engaging with global issues.
Conceptual understanding develops through critical thinking, making meaningful connections, and applying insights gained from CAS experiences across academic work, daily life, future projects, and decision-making. Ultimately, students learn how to use what they have learned to handle new situations with confidence and make better choices.
collaborative science project year 11
Our Year 11 Collaborative Science Project Day gave students the opportunity to experience science the way it happens in the real world — through teamwork, problem-solving, and curiosity. Instead of working in isolated subjects, students combined their knowledge from different scientific disciplines to investigate complex challenges and design creative solutions.
Throughout the day, the focus was not just on getting the “right” answer, but on developing a deeper conceptual understanding. Students asked questions, tested ideas, analysed results, and refined their thinking, building skills in critical thinking and collaboration. By working in teams, they also learned to communicate scientific ideas clearly and consider different perspectives.
This approach reflects the growing importance of interdisciplinary thinking in science, where real-world problems rarely fit into a single subject. The project day helped students see connections between concepts and understand how scientific knowledge can be applied in meaningful and practical ways.
Overall, it was an engaging and valuable experience that encouraged students to think like scientists — curious, reflective, and open to new ideas.
Quality Teaching Rounds (QTR), developed by the University of Newcastle, is an evidence-based professional learning program that brings teachers together to observe, reflect, and grow. By working in small Professional Learning Communities, educators analyse each other’s lessons using the Quality Teaching Model—enhancing teaching practice, boosting morale, and improving student outcomes.
On 24–25 March, teachers from GISS across Primary, Secondary, and IB attended a face-to-face workshop in Parramatta. Yannick Winoto, Alexander Goossens, Gisela Koehl, and Simone Hessling in collaboration with a second GISS team joining an online course, will start implementing the QTR program at our school. This initiative will strengthen pedagogical dialogue through a structured peer review approach and support continuous professional growth.
giss implements quality teaching rounds program
year 11 english
Inspired by the following poem, Photographs from September 11, by Wislawa Szymborska which responds to the traumatic events of 9/11, students wrote their own creative pieces about traumatic world events.
They jumped from the burning floors--
one, two, a few more,
higher, lower.
The photograph halted them in life,
and now keeps them
above the earth toward the earth.
Each is still complete,
with a particular face
and blood well hidden.
There’s enough time
for hair to come loose,
for keys and coins
to fall from pockets.
They’re still within the air’s reach,
within the compass of places
that have just now opened.
I can do only two things for them--
describe this flight
and not add a last line.
Copyright © 2005 by Wisława Szymborska
by Wislawa Szymborska
December 2019 is when it began,
and the world was caught off guard.
With it quickly spreading, we had to make a plan.
With not much idea, it was going to be hard.
Covid-19 was its name, and it took the world by storm.
It spread like wildfire, the number of cases going higher and higher.
With lockdown announced, we were locked in place,
With but one thing left to do: Confront it face to face.
Jobs were lost; lives were lost.
A cure for this beast had to be found.
Vaccines were made, but at what cost?
With lockdown gone, we may have found a way around.
An estimated 7 million people entered the void,
this was an event we just couldn’t avoid.
It was not the first and won’t be the last,
all we can do now is leave it in the past.
This was nothing but a test,
and it seems as if Covid got the best.
Covid-19
Photographs from September 11
by Joshua C
Poppy
by Emmelie A
year 12 in the lab
For his Chemistry IA, Luka from Year 12 is using papain enzyme to determine its effectiveness in the hydrolysis of whey protein and subsequent analysis of the protein.