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This second half of 2005 has been a very busy period with many students engaged in activities and programs outside the School.
The H ICES Schools (NSW Independent Coeducational Schools) held a Years 5-8 Music Festival, a Gifted and Talented Camp for upper Primary students, Year 10 Spoken Arts Festival and Stage 4 Mathematics Day. Students enjoyed participating in all these activities which gave them the opportunity to mix with students from other schools in a noncompetitive manner. The standard achieved by working with others with similar interests and experience was exceptional.
Year 10 German students turned their hand to film-making and entered a short film competition held by the Goethe Institute. The entry by Chris Loukakis, Kane Hancock, Rory Moran and Kit Fair was screened at the Festival held at the Mitchell Library in October. Afri Gregory and Laetitia Liere, Year 8, received 2nd prize for the poem they recited in the Song, Poem and Poster competition at the Alliance Francaise.
During Term 4, Ben Strum attended the Minister's Young Designer Awards. His entry, Japanese Inner City Façade, won the Built Environment category and was exhibited with those of other prize winners at the Sydney Institute.
Term 3 also saw a local focus. Students in the Primary SRC spent time working on the Glebe Early Literacy Project reading to local children and handing out over 400 donated books.
students reaching the national competition.
Both High School and Primary School student leaders participated in leadership training seminars and three students undertook study at the National Art School.
The highlight of the year for a small group of students and staff was the inaugural School trip to China. With home-stay in Huai'an and four days spent in the Beijing Road Middle School, our students had the chance to experience Chinese life in a very real way. And in November our largest group of students left for Europe on exchange. Six students travelled to Montpellier (France), twelve to Roveretto (Italy) and six to Salzgitter (Germany).
The Music camp was moved this year to Term 4 and 190 students attended the camp over four days at Stanwell Tops. We were delighted this year to have James Madsen as a guest composer and master teacher.
Activities inside IGS have also been intense over these months. The new facilities in Mountain Street were opened in September. Soon after, we farewelled Year 12 as they left to prepare for their exams in Term 4. This was not, however, before we had the opportunity to view their major HSC works showcased for us in Art, Drama, Music and Extension 2 English during Term 3. The beginning of the new term brought a new group of Student Leaders with an induction Assembly on the first day of the term. Term 4 is always a very exciting and busy one as we prepare for end-of-year events and celebrate the achievements of the year. We look forward now to 2006.
Kerrie Murphy, Principal
The snow season brought many IGS students to the southern snowfields to compete in the Sydney, Regional, State and National We/come to the new leaders for 2006. From L-R; (Back row) Interschool competitions. Our Kerrie Murphy, Principal, Harry Greenwood, Hannah Burnett, teams achieved a very high Alice Beasley, Nicholas Jordan, Cara Higgs, Kim-Siobhan Robitschko, Robert Jones. (Front row) Toby Wilson, Laurence standard with twelve Horesh, Loren Zammit, Oscar Dempsey, Maureen Gill, Director of Welfare. Absent are Elena Collinson and Frederick Bagnall.
ROBOCUP
Congratulations to Daniel Playfair-Cal of Year 6 and Julian Chai of Year 5 (pictured) who competed in the RoboCup Challenge recently at UNSW. Their robot, Tom, who performed to the theme music from Mission Impossible, came third in the Junior Dance section of the competition, and was subsequently invited to participate in the Nation in September.
Eighty one schools from NSW were entered in the NSW finals. N was a very competitive environment indeed, with schools who had many years of practice presenting dance routines of enormous complexity. However the rules are fixed, and if anything breaks down or you have too many false starts or restarts, or if your robot leaves the designated dance area, points are lost. Also 40% of the final mark is taken on a personal interview and log book being assessed by the judges. IGS teams achieved high scores in this area.
The two other teams form IGS comprising of Thorsten Hupfauf and Michail Schwarz from Year 5 had their first taste of Robocup and entered a robot named ENTE who performed to the chicken Dance. Charlie Schacher and Rohan Harford of Year 4, the youngest ever from IGS to compete in this event, entered DIABLO who performed to the theme from the Pink Pussycat. All teams performed extremely well and had a wonderful time
seeing aiin and were especially interested in seeing how the intricacies of each robot functioned.
Congratulations to all teams and their parents for helping out on the day and supporting the boys in this worthwhile event
f ut u re problem solving competition
Her teacher, Mrs Anne Moss, the school's Enrichment Co-ordinator, accompanied her.
Sponsored by Macquarie Bank, the Future Problem Solving Competition is an international competition for gifted young people that has been structured around higher order thinking abilities. It was developed by Paul Torrance, an American educator, to meet the need to §00te challenging creative problems for ted children to solve by usingcritical tTnkina. research and motivation.
Morgan says she learnt "heaps of new skills in thinking creatively and futuristically".
Having won her way through to the National Finals of the Macquarie Bank's Future Problem Solving Competition, Morgan Kain-Bryan of Year 7 then had the privilege of travelling to Kentucky in the USA to be an Australian competitor on an international level.
The tasks in the competition are designed to help students learn how to think (not what to think). Specifically, they motivate and assist students to think more creatively and positively about issues, develop an active interest in the future, improve communication skills
(both oral and written), work cooperatively in teams, learn about complex societal issues, develop research skills and think critically and analytically.
Future Problem Solving is recognised as a powerful tool in opening minds. It is being introduced by universities into introductory courses for students as a way to unlock rigid thinking and develop higher order critical thinking. Learning how to think is important at IGS in both the Primary and the High School curriculum, through various researchbased tasks such as "Studies of Eminence" in Year 5 and the Independent Research Task In Year 6 and also Years 9 and 10.
Robyn Moloney
Anne Moss, Enrichment Co-ordinator Years 3-10
OUR PART IN SOCIAL JUSTICE
A group of students from 6 Green went to NSW Parliament House on Monday 29 August to attend a Primary Schools Citizenship Convention about Our Part in Social Justice.
There were 2 keynote speakers. One talked about different human rights, rights balanced with duties, threats to social justice from the rise of individualism and the consumer society. The other speaker talked about the lack of human rights in Burma. They were very interesting.
Representatives from 16 schools spoke about different social justice issues such as
homelessness, racism, disabilities, poverty, Aboriginal health and education. We talked about illiteracy and the importance of reading to young children aged 0-5 and the IGS project supporting the Glebe Family Reading Group Early Literacy Program. The Sir Henry Parkes actor said it is important to act locally and think globally.
Uu Federation", Sir Henry Parkes. (L-R) Blaise Graham, Jon Lasry, Brigitta Summers, Andreas Richter, Isabella del Grande, Emma TaksaGrimsha w
Isabella del Grande, Blaise Graham, Jon Lasry, Andreas Richter, Brigitta Summers, Emma Taksa-Grimshaw 6 Green
year 12 farewell
The final farewells for Year 12 2005 started with a sumptuous breakfast during which farewell tears were shared by students and teachers.
Emotions continued to escalate as students moved down to the Hall for the final Assembly in their honour where they were also farewelled by Kindergarten and Year L Song and dance, combined with humorous anecdotes from Mr Paul Galea and Mr Andrew Thompson. livened UP the informal Dart of the Assembl
at the end of which the Year 12 students were farewelled with a guard of honour, only to come back at 6.30 that evening dressed to the nines with their parents for the Farewell Dinner!
Delicious food, as well as tears and laughter, were shared by all throughout the evening, especially during Mrs Gill's speech. Many thanks go to the Year 11 parents, students and staff who helped with the organisation of the farewell events.
;i1f_1b
11
another class. It was a rollercoaster of fun, tantrums - and a very understanding teacher.
We began our final project in Drama divided up in groups of 5 or 6, given a topic sentence to base our 8-12 minute
became accustomed to early mornings, late, exasperated afternoons ("RIGHT! LAST TIME AND THEN WE'RE GOING HOME!") and a vague idea of what lunchtimes used to be like. Our projects ranged from deranged air hostesses to pirates on a mission, to being stuck in
wracked group member can attest.
Our Showcase Evening, however, proved the fruits of our labours were all wrth the sweat, each group putting on a fantastic, high energy performance, aided by excellent warm ups from Miss
of us will forget ace singing "Pa's ball" in full
The. Year 12 Drama ca$Ji4Ith Ms Evans
Ms Pellicane and her Kindy class reading their farewell letter to the Year 12 students
SALUT JOACHIM!
Lettre a mon correspondant
Salut Joachim,
Alors, plus qu'un mois avant que tu n'arrives en Australie! J'espère que tu as hate de venir car J'al plein de choses organisées pour toil
Th arrives en plein milieu d'té, en plein milieu de Ia saison des fetes et des competitions de sport. Du coup, comme Je sals que tu aimes le sport, surtout le foot, j'ai reserve des billets pour le match amical Austraile contre Nouvelle-Zéiande! ca sera un beau match car ii y a une grande rivalité entre les deux pays.
Sinon, j'ai prevu un stage de surf a une plage locale, Maroubra Beach, pendant une semaine! Ensulte ca sera grand temps de faire la fête: ca sera le Nouvel An et, t Sydney, les feux d'artifice
sont incroyables; pour bien les voir, ii ne faut pas trop s'éioigner du port au moment du Nouvei An.
Entre temps, je te présenterai mes amis car tu t'entendras bien avec eux!
Pour l'instant, essaie de ne pas trop penser a Sydney ou a i'Austraiie et concentre-toi sur tes examens.
Je t'attends avec impatience,
Julian
Julian Mark, Year 11
Science Laboratory recently to check out photosynthesis.
Year 6 were working with Masumi sensei on a science unit, Living Things -Plants, this term. The learning activities of this unit, all conducted in Japanese, included grouping and sorting plants collected from gardens by the shapes of their petals and leaves. Experiments included dying white flowers to investigate conduction in the stem, and photosynthesis. Thanks to Ms Donnelly and Ms Gearie for their help Director of Languages
rm qmm . - I
One wintry June evening, families from dergarten and Years 1, 2 and 3 met at te Park for a traditional German tern Walk". During school the week Fe, the children had been busy -nIaD±rnandJarning traditional
erns were litchildren sat in circle and sang their songs and then hole group went for a walk. There lenty of hot chocolate and ' foreybody, and Its.
- bringing the together.
WeIla Buergi, German teacher.
Major Works was held in the school library. This event amount of self discipline is required to complete an independent celebrated the works of this years Extension 2 students. project of this nature.
Their works included short stories, novellas, a play ccrlpt, Parents, friends and staff who attended enjoyed light 1eIeviiun i1-wm sc.ripts and a critical response. The evening was refreshments and were treated to the opportunity to listen to hosted by Mona Rawlings-Way, their Extension 2 teacher, who excerpts from the works either being read or performed as well began the evening by outlining the fact that the students had as to students explanations of their initial inspiration for the nt.a year extensivgj rchlnc.. draftira and writing, the work and how they devloped. their thi. product. rks. She Farland, Bim
lost in translation
My Year 12 English Extension iWo Major Work Is concerned with Translation and interpretation.
I was curious about how our own perspectives influence how we interpret texts and if this inherent human quality can affect a tran5lation. Just to make my life difficult, I chose Classical Arabic Literature as a case study. I didn't originally set out to analyse the translations of classical Arabic. This major work began over a year ago when I read a collection of short stories by Naguib Mahfouz, a modern Egyptian author. My curiosity took over and I began to move away from the Modern Arabic Novel and into the heart of Arabic Culture, which is predominantly Islam. I chose texts that were an important part of understanding Islamic Culture - The Our'an. 1001 Nights and religious poetry. I also focused on the perception of women in these texts. The position of women in Islam, I've found, Is an often-discussed aspect of Islam, especially with the images of women in Afghanistan being forced to wear the Burka and the various horrific biographies of the lives of women in Saudi Arabia I wanted to discover for myself what the actual perception of women was in Islam and also how the western stereotypes came to be. Of course, this being an English course and me not speaking Arabic, i focused on the English translations of these texts and how they have affected the audiences' perception of Islamic Culture.
The process of translation is more complicated than it sounds. Translation isn't a matter of exchanging words between languages; it's exchanging meaning, context, Idioms, symbolism, metaphors - the list goes an. The role of translator is that of an interpreter; the translator has to interpret all the nuances of a text into an entirely different language and culture. Classical Arabic takes this complicated process one step further. Classical Arabic is something very different - it has conciseness. Effectively it expresses as many meanings as It possibly can in as few words as possible - something we can't do in English. A translator cannot possibly express all the different meanings of a Classical Arabic text, so they have to choose one. That choice can change the entire style or meaning of a piece, due to the translator not only choosing one particular meaning but then interpreting it - due to their personal bias - so that it fulfils their aim.
While my Major Work Is a critical response, and thus not highly entertaining, it is interesting and researching it was actually quite exciting and has now become a personal passion. My Major Work is the hardest and longest piece of work I have ever writtenbut it's also the most fulfilling. While the actual critical response is finally finished for the course, I think I'm going to be researching this topic for a long time to come.
Kelly Wade-Johnson, Year 12 student
INTERNATIONAL DAYdesigning our world
Each year we celebrate our ethos of Aboriginal and Torres Strait Islander, cultural diversity with International Day. with emphasis on the design styles of the countries. The guest speaker at the High This year the theme was Designing Our School assembly, Maryam Gusheh, spoke World. Students enjoyed design activities about the relationship between design in home classes, and design as found in and cultural lifestyle in Isfahan, Iran. Maths, Science, TAS, Drama and Visual
Primary and Preschool assemblies Arts. The design of Japanese gardens, featured wonderful performances origami and scrolls was also featured: around the theme, enjoyed by all. Country Rooms this year featured India, Robyn Moloney, Director of Languages Austria, China, Greece, Brazil and 1'
meals on wheels
For some years now, the Year 11 students have been involved with community service work with the Meals on Wheels programme, based at the Ron Williams Activity Centre at Redfern.
Each Thursday morning, 2 students go out to assist with the regular delivery of hot meals to those in need in the local community. Students find the morning interesting and often eye-opening. They return to school with some interesting comments about the experience, mixed emotions sometimes and often with the opinion that they are glad to have been
able to take part in this activity.
It was an insightful experience, made fun by the driver, who possessed some very colourful and interesting views. This touching experience provided me with a real sense of satisfaction and I certainly recommend doing "Meals on Wheels."
Christopher Payne, Year 11
It was a rather hectic and intense few hours as we raced from one home to the next. However we tried our best to stop and wish the recipients of the meals a good day, as the majority of them were
Arvind Hughes and Stephen Parker outside the Ron Williams Activity Centre
alone, with nothing but the TV to keep them company. Eleanor Witt, Year 11.
Anne Jackson, Year 11 Advisor
Sand the British Colonisation of Australia, Year 3 went on an excursion to the Powerhouse Museum and the National Maritime Museum.
Starting at the Powerhouse Museum, we spent some time at the Bayagul Contemporary Indigenous Communication Exhibition. 'Bayagul means "speaking up" in the language of the Eora people who were the first people of the Sydney region.
From the moment we entered the exliibiiion and met Ihe Marrugeku Mimi dancers we were immersed in the rriessages of contemporary Aboriginal and Torres Strait Islander commuri explored: the wrilernporary d structural aspects of the exhiL fun and educational interacthi audiovisual displays which incorl.
dance and miicic.
After lunch and a game of Bull Rush, we were off to the National Maritime. While half the group explored the museum, the other half of us clambered aboard the HMAS Vampire, imaging what life would have been lIke In These cramped and confIned pacec.
During our tour of The Navigators; defining Australia exhibition, we investigated early contact with the Australian contin non-11 I navlgEu rot
artefacts from ships including Endeavour and Batavia.
We had a great day and would like to thank all those parents who helped us and made the day so much fun.
Jessica Almond, Nikki Stewart and Josie Nar ' -
When the eggs arrived safe and sound in the humidity box, both the children and the teachers were not sure what to expect would happen. That same afternoon, small cheeping sounds could be heard emanating from the eggs and by the very next morning 2 chicks had hatched out. Within 4 days all the chicks had arrived safely and were then all happily feeding in their brooder box.
The children had first hand experience of watching all of this unfold over 4 days and then had the opportunity to hold, pat and just look at the chicks for the whole of the next week. When it was time for the chicks to go, 4 lucky chicks found new homes with some Transition Green children and their parents.
national chemistry quiz
Results from the 2005 RACI Australian National Chemistry Quiz were extremely pleasing this year. Students from Years 7-12 volunteered to enter the competition, with a number receiving certificates. There were a total of 114,973 entries from all over Australia! Well done to the following students:
Year 8: Jessica Long - Credit; Paros Huckstepp & Max Pound - Dist; Ayla Jones - High Dist
Year 9: Myles Leadbeater, Meret MacDonald, Mitchell Taylor - Credit; Daniel Di Orazio, Adam Noore and Georgia Tsambos - Dist
Year 10: Bendeguz Devenyi-Botos, Daniel Head, Reuben Holt and Michael Techera - Credit; Lloyd Fournier - Dist; Zi Qi Zhou - High Dist
Year 11: Linda Nguyen and Kim-Siobhan Robitschko - Credit; Dong Hyun Kim - High Dist
Year 12: Wilkins Luk - Credit; Elliot Di Qual-Flood and John Towner - Dist Philip Thompson, Head of Science
ANNUAL YR 12 VISUAL ARTS bodies of work exhibition
On Wednesday 27 July the annual Bodies of Work exhibition was opened by Sydney-based installation artist Sue Pedley. This year's show was our largest to date with a culmination of a variety of media and concepts which reflected the diversity of the 2005 Year 12 group. The exhibition has become a highlight on the IGS calendar and we had over 200 people from the IGS community plus ex-students and local artists come through the doors. Thank you to our musicians on the night, Tim Reeves-Smith, Toby Wilson and Sam Parkinson, whose soulful jazz tunes and grooves filled the space, setting the mood for the evening.
The Bodies of Work this year truly reflected and revealed the students' thorough practical and theoretical understanding of artmaking and artistic practice. Our students' engagement with the Frames and Conceptual Framework on a variety of levels in their work was refreshing to see as was the variety of forms.
The exhibits ranged from Hugo Mueke's "Lost in Translation", a collection of work combining a subtle mix of cyanotype prints with released images and line drawings, to Jodi Bini's sculpture installation "Round intentions", a conceptual arrangement of organic materials based around the sphere. Some students pushed the boundaries of size and scale with Hilary Larcos's confronting but spectacular charcoal works, Chris Peck's expressive figure works and Russell Parbury's miniature graphite explorations of architectural spaces. These were just a handful of the high quality works on display.
I would like to thank Sharon Morgan for her contributions and tireless efforts and the students for their professionalism and hard work over the last 3 terms which was rewarded with a successful exhibition.
Andrew Thompson, Head of Visual Arts
In Term 2 of this year, IGS began 'Smite Club', a new after-school group aimed at introducing students to European historical fencing.
Unlike modern Olympic fencing, historical fencing teaches medieval and early-modern swordplay from actual manuals that survive from as long ago as the 15th century. Interest in traditional European martial arts is growing worldwide, and IGS is probably the first school in Australia to offer these activities to students. Smite Club is taught by Paul Wagner, and we are very lucky to have found him as an instructor. Paul has published a number of books on western martial arts from Medieval German sword and buckler to English quarterstaff, and regularly offers seminars throughout Europe and the United States.
The members of Smite Club are learning a system of Highland broadsword fighting that was codified by an English army officer named Thomas Page in 1746. After learning and drilling the basic attacking moves and parries over two terms using sticks, the students are starting to engage in controlled bouts with one another, using padded practice swords, or 'boffers'.
Smite Club has a dedicated core of about 15 students from Years 7-11, both boys and girls, and it has been great to see the
enthusiasm they have for the group. As with eastern martial a'ts, historical European swordplay is a great way to develop general fitness and skills in coordination and self-discipline. For many students who might otherwise be less than interested in spor:, Smite Club has also been providing a way of bringing together their interests in history with physical activity.
Alan Dearn
Jodi Bini's work
Teacher Rosina Tortorella and Richard Kim, Year 12
stall Droll studies of eminence
In Term 3, Year S students at IGS embarked on a journey of investigation where the learning activities were designed around an eminent person of each individual student's interest. -
The nature of the investigation was aimed to develop important independent research skills and to build on each individual's processing and presentation and organisational abilities. Each student presented a variety of products of their learning, ranging from individually designed learning centres, sculptures, biographies, historic timelines and many more.
All students are to be congratulated for approaching the Study of Eminence Unit with the enthusiasm and dedication demonstrated.
meet the FACILITIES TEAM
"Providing a functional, effective and clean environment for staff, students and visitors" is the task of this energetic team, a microcosm of the diversity of the school: Patrick from Sweden, Graham from the UK, Marco from New York, US, Joseph from Hungary and Paul a born and bred Aussie. -,
Patrick, Graham, Paul, Marco and Joseph all express a positive mixture of feelings about balancing their good lives here with their strong family and background ties. Together they bring
Lto the school a Pommle heart, American drive, Hungarian it vitality, an Australian larrikin sense of humour and Swedish efficiency.
They all enjoy the cheerful ambience of the school and good relationships with the appreciative staff. Their challenge is to constantly and creatively adapt to the changing needs of the school. Whether it is a window or an elevator, a computer or printer that needs attention, they are all committed to the Upkeep of the whole school environment. The whole IGS community greatly appreciates their support for the vast range of activities in the school, and their sense of humour!
(Back) Marco Correa and Patrick Skagerflt. (front) Graham Tranter, Jozsef Gaal and Paul Bourke
Dominique Parker as Leonardo da Vinci and Gabriella Bate as Robyn Moloney Einstein
ceramic mural
Congratulations to all Involved In the design and production of the Visual Arts ceramic tile mural on International Day. All of your artistic efforts and creative energy resulted In an aesthetically explosive and vibrant IGS artwork.
Students, staff and parents alike thrived on the opportunity to create a tile design using their name initials as the key resource. Coloured slips were painted onto bisque tiles to create exuberant and expressionistic ceramic works. A clear glaze was later applied over each tile to enhance and encapsulate colour and surface design.
After many kiln firings, the 400 tiles have been installed on the level 4 balcony outside the High School Visual Arts room. The Ceramic mural is a wonderful reflection of our community and I would whole-heartedly like to thank everybody involved.
a load of old rubbish'.
In Term 3 this year. IGS started a new recycling program. Previously many recyclable resources - glass, plastics, aluminium and vast amounts of paper and cardboardwere thrown in the garbage. This went straight into landfill, creating pollution and further environmental problems, as well as wasting energy and materials. Now we have a system of 3 different recycling bins:
Blue sulo bins and white cardboard floor boxes for paper;
Large square green bins for cardboard;
Small red sulo bins for mixed recyclables (glass bottles and jars, cartons from milk and juice, aluminium cans, steel tins, plastic bottles and containers numbered 1,2 or 3 on the bottom)
These bins are located all around the school, with clear signs above them. The recycling program will only work if students and staff use it properly. Items should be placed in the correct recycling bins, and general rubbish like food scraps and plastic bags must not be put in any recycling bins. We spoke to students at Primary and High School assemblies, and overall there has been a great response.
The amount IGS recycled climbed dramatically from July to August 2005. Based on our recycling statistics provided by Visy, we recycled 0.1 tonnes of mixed recycling in July, and 0.6 tonnes in August. We "saved" 7 trees and avoided 2 cubic metres of landfill in July, and in August saved 23 trees and avoided 7 cubic metres of landfill. In September the figures have reduced slightly, perhaps due to end of term distractions. But this is still a fantastic start to a greener IGS!
Sharon Morgan, Visual Arts Teacher
Jane Gibian, Senior Library
Alison Sloss, Emily George and Daniel Moar of Year 5 enjoyed ceramic tiles on international
Ms Sharon Morgan of the Art Department gives the OK with Rhys Williams of Year 4
Felipe Basioli (4 Blue)
spanish
Spanish started at IGS last year and since then the number of students has almost tripled. This year there are three Year 7 classes, two Year 8 classes and one Year 11. The interest and enthusiasm of students keeps growing too! Year 8 Spanish this Benjamin Prelec, Jordan McDonald and year started to write letters to Sofie Rawlinson some students from a school in Madrid and they were very excited to receive news, photos and even some little presents from Spain!
Year 8 students wrote, performed and filmed some dialogues "At the doctor".
Enfermero: iHola!
Paciente: Hola, buenos dIas.
Enfermero LQué le pasa? LN0 se encuentra bien?
Pacnte Estoy resfriado.
Enfrmero LTiene. usted cita?
Paciente Si, pero liego tarde.
Enfermero Pase por favor.
Buenos dias, ZquL& le pàsa? fle Achus' (sneeze)
Door Ya veo un resfrrado Tumbese aqui Voy a ver si tiene fiebre, Lde acuerdo?
Paciente Si, por supuesto.
Doctor Relájese.
Paciente LE5 algo grave doctor?
odor No, no es nada grave Trabaja usted mucho durante la semana?
Piente Si, 49 horas.
Trabaja demasiado. Usted no está bien, pero no es nada grave. Relájese y Ileve una vida tranquila.
Paciente LPuedo beber alcohol?
Doctor No. Le voy a recetar unas pastillas. No tome leche con coñac.
Paciente Pero es que me gusta...
Doctor No. LPor qué no se va a Ia cama?
Paciente Si, tengo sueño.
Doctor Vuelva la semana próxima.
Paciente Gracias, doctor.
Enfermero LEI viernes a las cinco está bien?
Paciente Si, gracias. Perfecto.
Enfermero 1Adi6s'
Sophie Rabin, Dylan Parker, Ben Gran, Year 8
china trip Cb in WMMEAR
Warm hospitalIty, fuzzy communication and a glimpse Into an amazing history were some of the experiences for 22 students from Years 8 to 11 over the holidays.
Accompanied by Robyn Moloney, Justyn Ambrose and Josie Pellicane, they toured Shanghai, Man and Beijing and were welcomed by the staff and students of Beijing
Rd Middle School in the rural city of Hualan. This connection was through our founding principal Reg St Leon. All students were paired with a Chinese hoSt!. .: student and st4$djNr their family for nights, managing to make bonds of friendship and communication despite minimal Chinese
language skills.
Our visit coincided with the school's 20th birthday celebrations, so we took part in a big
municipal conc.
Waltzing Mat
Historical thrills were walking on the Great Wall of China, and seeing the Forbidden City and the Terracotta Warriors of Xuan uages
were visited recently by the Handa Junior Brass municipal band from the Handa area In Japan. a
The ages of the band members ranged from 12 to 20. IGS
Year 10 Japanese students joined the band members for lunch, exchanging conversation and small gifts. The band played a short but very spirited concert for students from Preschool, Years 4, 5 and 6 Japanese classes and music students. Brief interactions like this enrich our school and our students' perceptions.
Robyn Moloney, Director of Languages
lied Jackson Pollock as part of their Art Unit Term 2. They had a go at doing their own artwork' which was very successful indeed!
Surprise is yellow
Surprise sounds like a water bomb hitting your face
Surprise looks like bright colours exploding everywhere
Surprise smells like fresh strawberries
Surprise Tels fdbuluus
Surprise can be as yellow as the sun and as red as the fire
Michelle Weir, Year 4 teacher