The omet

The New sletter of K. International School Tokyo
Volume 27 | Issue 3 | March 2024

In this issue...
02...Important Safety Notice15-17...English Department Snapshot

04...New Building Construction Update!

17...G6 Visual Art—Assemblage

08…“For Tomorrow”—Twelve Years On

18...G11 DP Physics Excursion

12...Junior Varsity Debate Tournament

19...G12 Visit to the JPX

13...G6 Excursion to Yumenoshima

22...Introducing KISTstream

14...G7 Excursion to Ueno Zoo

29...Math Field Day

From the Head of School

Dates to Remember

Dear KIST Community,
As we welcome the spring season, I am delighted to share with you the latest
updates and highlights from our vibrant school community.
First and foremost, I would like to remind everyone that March 19 marks theofficial arrival of spring this year. It is a time of renewal, growth, andanticipation for the warmer days ahead. With the changing of the seasonscomes a reflection on the passage of time, and indeed, this school year has
flown by remarkably fast.
This year has been particularly eventful for us with the exciting move into our
new building in January. The transition has been smooth, and I am thrilled tosee our students and staff settling in and making the most of our new facilities.
The new building not only provides a conducive environment for learning but
also symbolizes our commitment to excellence in education, aligning with our
mission.
Looking ahead, the spring promises to be a busy and fulfilling time for all of us.
In the Elementary School, we are gearing up for our Student Led Conferences
on March 20. These conferences are a wonderful opportunity for students toshowcase their learning and growth while taking ownership of their educational
journey—a reflection of our mission to develop academically motivatedindividuals.
Following the conferences, we will be observing our spring break from March
23 to 31. This period serves as a well-deserved rest for our students and staff,
allowing everyone to recharge and return refreshed for the remainder of theacademic year in our safe and supportive environment.
In early April, we have an exciting event lined up as we host a joint
International Baccalaureate (IB) and Council of International School (CIS) reevaluation/re-accreditation visit. This week-long visit will involve hosting nine IB
and CIS visiting team members. It is a chance for us to showcase ourcommitment to academic excellence and high standards and to receive
valuable feedback for continuous growth.
As we move into April, our Grade 10 students will be preparing for their IGCSE
mock examinations, providing valuable practice and feedback ahead of their
final assessments. Simultaneously, our Diploma Programme (DP) students will
be gearing up for their examinations beginning in late April.
Continued on next page

KIST Learning for Life KIST Learning for Life KIST Learning for Life

March 2024
20 School day
20 (E) Student-led conferences (Noclasses)20 (S) Quarter 3 PTS conferences(No classes)
20 (G8) IGCSE options session
23-31 Spring vacation

April 2024
1 School resumes for all students
1-26 (G1-G5) English/Mathematics
diagnostic testing
1-11 (G10) IGCSE mockexaminations
5 (G1-G9) KIST cross country
7-13 IB re-evaluation/CIS reaccreditation visits
9 School photographs (for new andabsent students)
11 (G9) PSAT
12 (K1/K2/K3) Cross country(*Morning)
15-19 (G5) G6 Extended foundation
math 1st test
17 (G12) Last day of classes
18-23 (G12) DP study week (DPteachers available)
26-May 17 (G12) DP examinations
27 KPASS MS volleyball (B)29 School day
29 (P0-K3) ECE concert (@KIST)(*Afternoon)

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Continued from previous page

These examinations represent the culmination ofyears of hard work and dedication, fostering thedevelopment of competent, academic individuals—acore aspect of our mission.
In closing, I want to express my gratitude to our entire
school community for your ongoing support andcommitment to academic excellence and thedevelopment of high moral character. Together, wehave navigated through challenges and celebrated
achievements, embodying the spirit of making
meaningful contributions to our global community—acornerstone of our mission at K. International School
Tokyo.

Wishing you all a wonderful spring season filled withjoy, growth, and new beginnings.
Warm regards,
Kevin Yoshihara Ed.D.
Head of School/Elementary School
Principal

Important Safety Notice
Preventing choking incidents in children
We hope this newsletter finds you well. As always, the safety and well-being of ourstudents are of utmost importance to us. In light of recent incidents in Japan where children
have experienced choking while eating, we would like to take this opportunity to share some important
recommendations to ensure the safety of our students during mealtimes.
It is crucial for parents to consider the shape and size of the food and snacks they provide in their children’s
lunches. Sweet, sticky foods that remain in the mouth for an extended period should be limited. Instead, opt for
healthier alternatives such as fruit or vegetables, but ensure they are cut into small, manageable pieces. Items likecherry tomatoes, grapes, apples and cheese should not be provided whole, and any pits, seeds or tough skins
should be removed beforehand.
Moreover, we encourage parents to teach their children at home about the importance of taking small bites,
chewing food thoroughly, and eating slowly. These habits not only promote better digestion but also reduce the riskof choking incidents.
We want to reassure you that our school cafe has been briefed on these recent choking incidents in Japan, andthey are taking necessary steps to ensure the size, shape and texture of food in school lunches are safe for ourstudents. Our cafeteria staff is dedicated to providing nutritious meals in a safe environment, and they will continue
to prioritize the well-being of our students.
In conclusion, we kindly ask for your cooperation in implementing these safety measures athome and reinforcing them with your children. By working together, we can create a safer
and healthier eating environment for all our students.
Thank you for your attention to this matter.
Kevin Yoshihara Ed.D.
Head of School/Elementary School Principal

New Faces
Since the last issue of The Comet, we havewelcomed two new staff members, Aprillia(April) Dewi, who has joined our Elementary School
Grade 1A instructional team as a Learning Support
Instructor, and Maya Edwards who has joined ouroffice team as an Administrative Assistant.
On behalf of the school community, we wish Ms. Dewi
and Ms. Edwards all the best in their new roles.

Aprillia (April) Dewi
Learning Support Instructor(G1A)

Maya Edwards
Administrative Assistant(Main Office)“ T h e Co m et ”

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3

PYP News
Building blocks of math: The importance of basic number skills andmultiplication tables in primary education
In the world of education, mathematics stands as acornerstone subject, with basic number skills andmultiplication tables forming the bedrock upon whichmathematical proficiency is built. For primary school
children, mastering these fundamental concepts is notjust about solving equations or memorizing facts; it’s
about developing a solid foundation that will support
their mathematical journey throughout their academic
careers and beyond. For this issue of The Comet, wedelve into the significance of basic number skills andmultiplication tables, exploring their importance inprimary education and introducing two innovative
online programs—NumBots and TT Rockstars—
designed to enhance children’s mathematical abilities.

The importance of basic number skills

Basic number skills encompass a wide range ofmathematical abilities, including understanding number
relationships, place value, number bonds, and mentalarithmetic. These skills serve as the building blocks formore advanced mathematical concepts and areessential for everyday problem-solving and criticalthinking.
Place value:
Place value is a fundamental concept in mathematics
that underpins the entire number system.
Understanding place value allows children tocomprehend the significance of each digit in a number
and how its position affects its value; for example, inthe number 325, the digit 5 represents five units, thedigit 2 represents two tens, and the digit 3 represents
three hundreds.
Mastery of place value enables children to manipulate
numbers fluently, perform addition and subtraction withease, and develop a deeper understanding ofmathematical operations.
Number bonds:
Number bonds, in particular, are a crucial aspect ofearly number skills. Understanding number bonds—therelationships between numbers that add up to a given
total—lays the groundwork for mental arithmetic andhelps children develop fluency with numbers. By
mastering number bonds, children can more easily
perform addition and subtraction, which are essential
operations in everyday life as well as in more complex
mathematical problem-solving.
Understanding number bonds enhances children’s
mental arithmetic abilities, allowing them to perform
calculations quickly and efficiently. It also lays thegroundwork for more advanced mathematicalconcepts, such as multiplication, division, and fractions.

The significance of multiplication tablesMultiplication tables are another cornerstone ofmathematical proficiency, especially as children
progress through primary school and encounter moreadvanced mathematical concepts. Memorizing

multiplication facts not only enhances computational
fluency but also facilitates problem-solving in areas
such as division, fractions, and algebra.
The ability to recall multiplication facts quickly andaccurately is particularly valuable in today’s fast-paced
world. Whether it’s calculating the total cost of items at
the grocery store or solving multi-step word problems,
fluency with multiplication tables enables children to
tackle mathematical tasks efficiently and confidently.
Moreover, mastering multiplication tables lays thegroundwork for more advanced mathematicalconcepts, such as ratio and proportion, as well as
algebraic thinking. By internalizing multiplication facts,children develop a deeper understanding ofmathematical relationships and can apply thisknowledge to solve a wide range of problems acrossvarious domains.

Introducing NumBots and TT Rockstars

Recognizing the importance of basic number skills andmultiplication tables in primary education, educatorsand developers have created innovative online
programs to support children’s mathematical learning.
Two prominent examples are NumBots and TT
Rockstars, which offer interactive and engaging
platforms for developing and reinforcing essential
mathematical skills.
At KIST, we implemented these programs earlier in theschool year, and a significant number of our students
have enthusiastically embraced the content. Whilehomeroom teachers may allocate assignments related
to these programs, it’s important to acknowledge thatthey also assign other types of homework which may
take precedence on certain days. Nonetheless, wehighly encourage you to explore these programs withyour children and try to make time for them wheneverfeasible.
NumBots:
NumBots is an
online program
designed to help
children develop
fluency with basic
number skills
through interactive games and activities. With a focus
on number bonds, addition, subtraction, and mentalarithmetic, NumBots provides a fun and engaging way
for children to practice essential mathematicalconcepts.
The adaptive learning system of NumBots adjusts thedifficulty level of activities based on each child’s
progress, ensuring that they are appropriately
challenged and supported in their mathematicaldevelopment. Through personalized feedback andreinforcement, NumBots helps children build
confidence and proficiency in basic number skills.
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Continued from previous page

TT Rockstars:
TT Rockstars takes a unique approach to learning
multiplication tables by incorporating the excitementof rock music into mathematical practice. In TT
Rockstars, children assume the role of rockstar
avatars and compete in timed multiplication
challenges against their peers.

for supportingchildren’smathematicallearning,
providing engaging and interactive platforms forpracticing basic number skills and multiplicationtables.

This gamified approach not only makes learning
multiplication tables fun but also encourages children
to practice regularly and strive for improvement. By
participating in competitive challenges and earning
rewards, children develop a sense of achievement
and motivation to excel in mathematical computation.

At KIST, we’ve integrated these online programs into
our curriculum. We understand that parents play a
crucial role in supporting their children’s learningjourney; therefore, we encourage you to engage withthese programs at home with your children, whether
it’s by checking their progress, offering
encouragement, or even working on the activities
together. Your involvement can greatly enhance theirlearning experience and reinforce theconcepts they’re learning in school.

In conclusion, basic number skills and multiplicationtables are fundamental concepts that play a crucialrole in primary education. Mastery of thesefoundational skills is essential for developing
mathematical fluency, problem-solving abilities, andcritical thinking skills. Online programs such as
NumBots and TT Rockstars offer valuable resources

Oliver Sullivan
PYP Coordinator

New Building Construction Update!
It has already been three months since the completion of our new school building! The warm, comfortable
gymnasium; the well-equipped labs; the spacious, quiet library suitable for reading and self-study; and therestrooms—which have been commented on as being “like in a hotel!”...students and teachers alike are very
pleased with our new learning environment. Also, in the newly established student lounge, G11 and G12
students are able to spend relaxing lunchtimes.
We are pleased to announce that we have received various donations and support from parents for the new building. Recently,
we received two beautiful Banksy lithographs, donated by the G1 Toda family, to add a touch of color to the student lounge.
Parents and guardians are welcome to visit the student lounge while enjoying a delicious café latte from K. Shop.
On the second and fourth floors of the new building, there are multipurpose rooms equivalent to the size of four and twoclassrooms respectively. The MPR will be used for a wide range of different activities including DP and IGCSE exams andmock exams, information sessions, advisory and PE classes, after-school activities, and various other events.
On January 31, the eagerly awaited Japanese New Year Celebration was held for the first time inthree years. In the second floor MPR, K1–K3 students participated in a sumo challenge with sumo
wrestlers, while G1–G5 students watched a demonstration of sumo techniques. In the asphalt areaon the first floor, students pounded mochi rice cakes with the sumo wrestlers, and in the student
lounge, all students enjoyed freshly pounded mochi to celebrate Japanese culture. We would like tothank all the parent volunteers who helped with the mochi-making on the day of the event and the
preparations the day before. Thank you so much for preparing delicious mochi with sweet beanpaste, kinako powder, and nori seaweed.
Furthermore, we extend our sincere appreciation to everyone from the Musashigawa-beya sumo
stable who generously supported the event, despite having just concluded the hatsu basho (New Year Grand Sumo
Tournament). We understand that pounding a large quantity of mochi in the cold weather must have been challenging. We
express heartfelt gratitude to Musashimaru-oyakata, okamisan, and all the sumo wrestlers who prepared for this event fromearly in the morning. Thank you to the G4 Musashimaru family!
Within the school, there are several areas that you don’t normally see. One of these is the emergency supplies storage room on
the 6th floor of the new building. While we regularly rotate our emergency supplies, as part of a
recent replacement, we received offers of donations from a number of Secondary families.
Thanks to these families, we were able to replenish three days’ worth of emergency drinking
water and food rations for 800 people. Thank you very much.
Demolition of our old school building has begun. While it is sad to see thebuilding we have used for 17 years being taken down, we are looking forward
to the excitement of a new, larger school field from October.
Sayoko Naito
Director of Operations

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Early Childhood News
Hello KIST Families,

materials for their level.

I hope this issue finds you all well! Now that we are in
March, we are seeing more spring-like days, and theend of the school year is slowly approaching. All of thechildren in each K1–K3 class have grown so muchduring the year! I am sure that you are all quite proudof your child’s journey, just as we are.

Then K3 starts with Jolly Grammar. With Jolly
Grammar, students review what they learned in K2 with
Jolly Phonics. Remembering all of the tricky words andalternative spellings can be quite difficult for young
children. Addtionally, the K3s learn about parts ofspeech and start looking at sentences more carefully
when they read and write. As they learn the English
language, it is also crucial that they can understandand identify short and long vowels.

Over this year, the children at KIST have been using
Jolly English, Jolly Phonics and Jolly Grammar toenhance their early literacy learning.
With Jolly English, the K1s were introduced to manydifferent types of sounds in the English language, andby using two text books, they improved their fine motor
skills. As an example of a lesson with K1 about sounds,
to learn the /ar/ sound, all of the children rode together
in an imaginary car, had a big barbecue where they ate
hamburgers together to learn /er/ and /ue/ sounds, andwent up to the dark science room on the 4th floor togaze at stars for the /ar/ sound.
In K2, we use three textbooks: Jolly Phonics 1, 2 and 3.
With these three books, the children learn 42 sounds,
including 72 tricky words, homonyms and alternative
spellings. By the end of K2, the children can readdecodable sentences and some of them can even write
sentences properly with capital letters, finger spacing
between words, and a full stop! It is very important that
we help the children to read on their own confidently byproviding and preparing appropriate books andOn this page, you can see work samples from each
grade level. They have done such a good job with theirwriting!
Lastly, I hope our two new literacy programs that westarted providing this year, “epic” and “Reading Eggs”,
supported your child’s literacy learning at home, too.
Please remember, if a book is not decodable or isbeyond your child’s level, please do NOT force them toread it, as it will just discourage them.
Happy reading, everyone!
Eri Ozawa
Early Childhood Coordinator (K1–K3)/
K2A Teacher

K3A
K2A

K1A

K3B

K1B

K2B

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V ol u me 27 | I s s ue 3 | M arc h 20 24

A Call to Action for a Sustainable Future
Have you noticed that the seasons seem to be changing more slowly than before? It’s not just yourimagination; climate scientists from around the world are studying and confirming thisphenomenon. The delicate balance of our planet is shifting, and it’s up to us to take action. Let’s
consider the reasons behind the slower change in seasons and think about how we can contributeto preserving and restoring the health of our environment.

Understanding the shift in seasons

The Earth’s climate is undergoing unprecedented changes due to human activities, primarily the emission ofgreenhouse gases like carbon dioxide and methane. These gases trap heat in the atmosphere, leading to a
gradual increase in global temperatures. As a result, the natural rhythm of the seasons is being disrupted, causing
them to change more slowly than in the past.
One noticeable effect is how certain weather patterns, such as warmer temperatures, are lingering into what wasonce considered the fall or spring seasons. This shift can have far-reaching consequences for ecosystems,
wildlife, agriculture, and our overall well-being. To address this issue, we must adopt sustainable practices that
reduce our carbon footprint and promote environmental conservation.

How can we help? Seven easy ways!

1

2

3

4

5

6

7

Reuse and recycle

Remember the three Rs—Reduce, Reuse, Recycle! Use less stuff, reuse what you can, and recycle tohelp our planet. It’s a simple way to reduce waste and protect the environment.

Love solar and wind power

Help the Earth by using energy from the sun and wind. You can support clean energy in yourcommunity, use energy-saving light bulbs like LED, and turn off devices when you’re not using them.

Go green with transportation
Single passenger cars aren’t ecologically sound. Try taking the bus, carpooling with friends, biking, orwalking. Even better, electric cars are cool and help keep the air clean!

Protect nature

Get your hands dirty for a good cause! Join tree-planting events, clean up parks, and help save
wildlife. By doing this, you’re making sure our world stays balanced and healthy.

Learn and share

Knowing about climate change is powerful! Stay curious, learn about our planet, and tell your friends
what you discover. Encourage everyone to make smart choices that help the Earth.

Eat earth-friendly

Support farmers who grow food in a way that’s good for the Earth. Choose local and seasonal fruits
and veggies, and don’t forget to compost your kitchen scraps to help make healthy soil!

Reuse stuff and go in circles

Be a superhero for the Earth by choosing things that can be used again or turned into something new.
Encourage businesses to do the same! It’s like giving things a second chance.

Let’s all do our part to make our planet a better place. Small actions can make a big difference!
The changing pace of seasons serves as a reminder of the urgent need for collective action to address climatechange. By adopting sustainable practices in our daily lives, we can contribute to a healthier planet for current andfuture generations. Let’s embrace the challenge, make informed choices, and work together to create a moresustainable and resilient world.
Together, we have the power to make a difference.
Clay M. Bradley
Elementary School Vice Principal/Student Care CoordinatorV o l u me 2 7 | I s s u e 3 | M a rc h 2 0 2 4“ T h e Co m et ”

KIPS News
From the P0/P1
More than half a year has
passed, and we can see how theP0 and P1 children have grownand developed over the months.
As early as this age, our 0- and1-year-old children are engaged
in group activities such as Musicand Food Education.
In Music, they get to move theirwhole bodies to music while
playing with a scarf or using a
musical instrument. They also
have an “instrument time” where
they can freely explore different
musical instruments related to the term’s concept such as beat or pitch.
The P0 and P1 children also join the P2s in Food Education where they listen to the facts about a certain food, lookat the pictures of how it changes over time, and use their senses to explore food. In January and February, we had
spinach and broccoli as the food of the month. The children had the chance to taste fresh spinach and hold a pieceof broccoli with its huge leaves. They also got to compare the raw and boiled vegetables which awakened theirinquisitive thinking.
It is fascinating how the children become encouraged to try new things such as eating
green vegetables when they see their friends and teachers doing it. Indeed, children
learn a lot from copying and observing the people and things around them.
Ma. Cielito Bautista
P0/P1 Teacher

From the P2 classroom...
With the longer than usual summer season and warm weather that lingered until January, it wasquite a surprise to have a very snowy day at the start of February. The children were especiallydelighted because our lessons were all about the winter season—snowflakes, snowmen, wintercrafts, places turning majestic white with snow…and yet, the children had not seen all these things
until that one amazing snowy day in February. The moment they saw the snowflakes fall from thesky, they started singing the Snowflakes Song as if on cue—“snowflakes, snowflakes, little
snowflakes….” The smiles and excitement on their faces were so priceless!
Our Science classes were all about winter animals and how they adapt to the cold. The children are
now familiar with blubber, animals changing their colors to white during winter, and hibernation. And
since they had not seen any snow yet before that magical snowy day, we made our very own snow
using cornstarch and baking soda as our science activity. They were so happy to touch and to feel the“snow” with their bare hands. In Art, we had been making winter crafts such as plastic cup snow
globes, snowflakes from cotton buds, and sleeping bear crafts. But the highlight of it all was our winterdiorama which the P2s painted and decorated themselves. We also used the “snow” we made inscience class to cover the entire ground of our diorama with “snow”.
As adults, we may not be fond of snowy days that much. But for children, snowy days can be truly
magical, so the next day after the overnight snowstorm, I let the P2 children play with our self-made“snow” and winter diorama on the floor of the P2 classroom. By the time we finished, the floor was a
mess. But the laughter, the joy, and the fun learning experiences that the children had were all worth it!
Moreover, aside from academic and exploratory learning, the children’s social skills inside theclassroom have also improved since the previous term. Although conflicts
between friends still exist, the children are now able to apologize to eachother by saying “sorry”, and they are also learning how to
wait their turn. Their English communication skills have also
improved. They can now express and tell their teachers
how they feel and think in English. Hearing them do sobrings a sense of unexplainable glee to all of us in KIPS.
Anna Sophia Valencia
P2 Teacher

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V ol u me 27 | I s s ue 3 | M arc h 20 24“ T h e Co m e t ”

8“For Tomorrow”—Twelve Years On
In June 2012, our school song “For Tomorrow” waspresented to the school community for the first timeat our annual end-of-year concert. In recent years,
opportunities to enjoy live performances of the song
have been severely reduced due to the coronavirus
pandemic and the construction of our new schoolbuilding. In celebration of the song’s twelfth
anniversary in 2024, we would therefore like toreintroduce the song to our school community.
“For Tomorrow” features an easy-to-sing,memorable melody that was composed especiallyfor us by renowned Japanese musician andsongwriter, Tomoyasu Hotei. Unlike many typicalschool songs, which tend to focus on being a source
for creating school pride or for glorifying a school’s
merits, the idea behind “For Tomorrow” was tocreate something more meaningful that describes
the type of individuals we hope our students will
become.
To capture the essence of this concept, the lyrics wedeveloped for the song reflect our mission andvision in conveying the message that we should
never forget that we are the ones who shapetomorrow. Just as we are supported by people
around us, we must also ensure that we in turn help
others. If we support others, or are in some way
able to help build a brighter future for those aroundus, we can take pride in our own lives.
To improve the ongoing state of turmoil in the world,
we need talented, caring individuals with a sense of
responsibility. It is our hope at KIST to nurturecompetent, academic young people with high moral
character who, through mutual cooperation, cancontribute to society by striving to build a betterworld, not only for themselves and the current
generation, but also for future generations. This is
the concept behind “For Tomorrow.” We hope thatthe song endures as a source of inspiration for all
the members of our school community, and will becherished for years to come.
Please enjoy listening to “For Tomorrow” at the link
below.
bWeb

https://www.kist.ed.jp/node/614

Craig Larsen
Director of Admissions and Personnel(English lyricist, “For Tomorrow”)

For Tomorrow[Karaoke version]

Never forget that all through time
We make the future together
Side by side, hand in hand
Building a better world for tomorrow
We are all sharing the earth
We’re not alone
Neighbors and friends helping us learn
All through our lives
Any time you see someone who is in need
Just stop and think what help you can give
Just trust in yourself, believe in yourself
And you can change the world
For everyone
どんなときも わすれないで (Donna toki-mo wasurenai-de)
未来は皆で 作ってくよ (Mirai-wa minna-de tsukutteku-yo)
輝く未来 築くために (Kagayaku mirai kizuku tame-ni)
明日に向かい 歩こうよ (Ashita-ni mukai aruko-yo)
人や自然に ささえられ (Hito-ya shizen-ni sasaerare)
私たちは 生きてる (Watashitachi-wa ikiteru)
いつの日か 誰かのために (Itsu-no hi-ka dareka-no tame-ni)
何かができるかな (Nanika-ga dekiru-kana)
誇りをもち 生きてくために (Hokori-o mochi ikiteku tame-ni)
さあ未来へ (Saa mirai-e)
For everyone
La la la la la…
We are all sharing the earth
We’re not alone
Neighbors and friends helping us learn
All through our lives
Any time you see someone who is in need
Just stop and think what help you can give
Just trust in yourself, believe in yourself
And you can change the world
いつの日か 誰かのために (Itsu-no hi-ka dareka-no tame-ni)
何かができるかな (Nanika-ga dekiru-kana)
誇りをもち 生きてくために (Hokori-o mochi ikiteku tame-ni)
さあ未来へ (Saa mirai-e)
For everyone

“ T h e Co m et ”

V o l u me 2 7 | I s s u e 3 | M a rc h 2 0 2 4

Creating Sugoroku Game Boards
In January, Japanese classes in the Secondary
School began with the greeting: “Akemashite
Omedetou Gozaimasu (Happy New Year).”During their first week in the new school building,
students made sugoroku game boards.
At the beginning of each new calendar year, ourJapanese classes provide students with
opportunities to experience Japanese culture.
Last year, the students experienced activities
such as calligraphy lessons, and this year, theyexperienced playing sugoroku, a traditional
Japanese New Year’s board game. Sugoroku isvery similar to Monopoly, making it easy forstudents unfamiliar with sugoroku to enjoy.
Rather than playing with pre-prepared gameboards, I thought it would be more enjoyable forthe students to play with game boards they madethemselves, so after deciding on a theme andrules together, the students began making theirown original sugoroku game boards.
The theme we chose was hatsumode, which is a
traditional Japanese New Year’s visit to a shrineor temple for prayer. The students set the ‘startpoint’ at their home and set the ‘goal’ at a temple
or a shrine, and then started creating theirsugoroku boards. Additionally, the students
added rules and instructions per square, so that if
a player landed on a square, they had to follow
the instructions. The students were divided into
groups and brainstormed together, incorporating

various rules andinstructions related to
hatsumode; forexample, instructions
included: “Returnhome because you
forgot your osaisen(the offering money),”and “Ask the teacher
for otoshidama (NewYear’s money).”
Instead of using thesame sugoroku
board with the samegroup repeatedly, I
encouraged thestudents to switchgroups or exchange theirboards with other groups,
making it enjoyable for theentire class. I believe it was avaluable cultural experience
for the students to link theirstudies with traditional
Japanese customs. Let’scontinue tostudy hard insemester 2.
Yuuki Tanabe
Secondary Japanese Teacher (G6–G10)

Middle School Brain Bowl 2024
The stage was set, the questions were flying, and
KIST’s Brain Bowl students were ready to dominate at
the annual 2024 Middle School Brain Bowl! Six of our sharpest trivia
students made their way to Tokyo International School on Wednesday
the 7th of February. Ashlesha (G6B), Touma (G6B), Taiga (G6B),
Aakarsh (G6B), Hema (G6C) and Luca (Lujia) (G7A), took on the challenge, armed with brains full of knowledge and nerves of steel.
Facing off against mixed teams from seven other KPASS schools, ourstudents proved they were not to be underestimated. From history
stumpers to science brain teasers, they tackled each question with enthusiasm that would make KIST proud.

Luca

After multiple rounds covering topics including English, Current Events, Geography, Math, History, Art & Music, Japan,
Science, Sport, and General Knowledge, the event came toan end and…a KIST student was part of the winning team!
Congratulations to Luca, whose team won
the overall 2024 MS Brain Bowl.

Well done to all our MS Brain Bowl stars.
Jamee-Grace Rose
Brain Bowl Supervisor

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KPASS Instrumental Soloand Ensemble Festival
On Saturday February 24, 2024, four KIST Secondary
students represented our school at the KPASS
Instrumental Festival held at The British School inTokyo.
• Jessica (G10A)—flute• Sungbeen (G11B)—violin• Zia (G10B)—violin• Jiani (G10B)—piano

V ol u me 27 | I s s ue 3 | M arc h 20 24

IGCSE News
Outstanding Pearson School Awards

Since our last issue of The Comet, we have received
some exciting news about the academic excellence ofour recent IGCSE class (current G11). The Outstanding
Pearson School Awards were released and KIST had 1
Highest Mark in the World award, 1 Highest Mark in
Asia award, and 8 Highest Mark in Japan
awards. In fact, KIST students had thehighest mark in Japan for all of the Science
courses offered by Pearson.
Congratulations to these students:

The students performed very well,earning positive praise and scoring at
the highest level, with commendations
from adjudicators.
Robert Collins
Secondary Music Teacher

Fumie (G11A):★Highest Mark in the World: English Literature
Highest Mark in Japan: English Language A
Highest Mark in Japan: Biology
Highest Mark in Japan: ChemistryHighest Mark in Japan: Physics
Highest Mark in Japan: Geography

Yi Ming (G11B):

Highest Mark in Asia: Further Pure Mathematics

Sungbeen (G11B):

Highest Mark in Japan: Science (Double Award)

Pramiti (G11A):

Highest Mark in Japan: Business

Mamiko (G10A):

Highest Mark in Japan: Mathematics B
Our next group of students are currently preparing fortheir final IGCSE exams. G10 students and G9 Math B
students will sit a mock exam from April1–11 and thefinal IGCSE exams will be held from May 10 to June 14.
With the upcoming exams, I encourage you and yourchild to read the next section on exam preparation tips.
Continued on next page

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Continued from previous page

Effective Study Habits in the IGCSE

Entering the IGCSE is a significant step for students, as they transition to a more rigorous and challenging
academic curriculum. To succeed in the IGCSE, it is essential for students to develop effective study habits. Hereare some tips to help IGCSE students develop study habits that will set them up for success.

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Create a study schedule

One of the most important things for students to do is to create a study schedule.
This will help them manage their time effectively, ensure they are covering allnecessary topics, and minimize last-minute cramming. Students should allocate a
specific amount of time to each subject and ensure that they have enough time forbreaks and relaxation. It is essential to make sure that the study schedule is realistic
and achievable, considering other commitments and extracurricular activities.

Find a suitable study environment

The environment in which students study is essential to their learning. It should bequiet, free from distractions, and comfortable. It is essential to have a well-lit space,with comfortable seating and a desk or table. Students should avoid studying inplaces where they are likely to be distracted, such as in front of a TV or in a busy
communal area. Ideally, students should create a dedicated study area that is onlyused for studying.

Take notes and organize information

Effective note-taking and information organization are essential for students tosucceed in the IGCSE. Students should take detailed notes during lessons andrevise them regularly. They should organize their notes and other study materials ina way that makes sense to them, such as by subject or topic. Using diagrams,
charts, and other visual aids can also be helpful.

Practice active learning

Active learning is a more engaging and effective approach to learning than passive
listening or reading. Students should engage in active learning by asking questions,participating in discussions, and practicing problem-solving. They should also makeconnections between different subjects and topics, as this can help to reinforce
learning.

Seek help when needed

It is essential for students to seek help when they need it. This includes asking
teachers for clarification or additional resources, as well as working with tutors or
study groups. There is no shame in asking for help, and it is a sign of strength anddedication to seek support when needed.

Prioritize self-careFinally, it is crucial for students to prioritize self-care. This includes getting enoughsleep, eating healthily, and engaging in physical activity. Taking breaks and relaxing
is also essential for reducing stress and maintaining focus. Students should notsacrifice their physical and mental health for the sake of studying, as this canultimately be counterproductive.

In conclusion, developing effective study habits is essential for success in the IGCSE. By creating a studyschedule, finding a suitable study environment, taking notes and organizing information,practicing active learning, seeking help when needed, and prioritizing self-care, students can set
themselves up for success. With dedication, hard work, and the right study habits, students canachieve their academic goals and excel in the IGCSE.
Keith Erickson
IGCSE Coordinator

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Junior Varsity Debate Tournament
Back in September, a group of high school students,
led by Ms. McKenzie and Ms. Clarkson, started their
preparation for the demanding debate season awaiting
them. Most of us, having joined for the first time, werebombarded with new rules and information we had
never seen before. As a result, the older members andteachers spent their precious time compiling tips andbasic details regarding debate, which they presented
to us each week up until December before our firstpractice round. Thanks to their guidance, the 2023–24
debate season went very well, with multiple students
winning debates and some receiving awards!
Before the final tournament, every week in January,
the debate team made our way over to St. Mary’s
International School to do practice rounds. When it
was a prepared debate, the topic would be given to
the teams the week before the practice round;however, if it were an impromptu debate, we would
receive the topic on the day, with only an hour toprepare. Either way, it was stressful—we always sat
nervously on the Hanzomon train, grasping our cue
cards tightly, as if our life depended on them.
Despite our nerves, the second we were called up to
defend our stance on the motion, there was no goingback. Words poured out of our mouths as we
passionately dominated the floor, appealing to thejudges who examined each one of us carefully. We
were different people; we were no longer normal KIST
students, but much more. After each practice round,regardless of the outcome, each one of us felt amassive wave of satisfaction as we headed back to
the long journey home.
The practice debates went by in a blink and soon
enough, it was the long-awaited day of the tournament
which was held at Seisen International School. Our
team consisting of Joanne, Kanade and Ankita
competed as the JV3 (Junior Varsity) team in thetournament along with the other JV teams
representing KIST. The motion was “This House
believes that the increase in usage of artificial
intelligence in secondary education is more beneficial
than harmful.” The JV teams, despite all our overloadof work from school, dedicated time into completing
our speeches. The teams collaborated, shared ideas,

and even consulted withsubject teachers on how tomake strong and concise
arguments. We learnt how to establish flexible
mindsets from our experience preparing for the debate
tournament. Many of us were able to break out of ourshells and foster methods to successfully express ourviews in convincing ways.
Many of us, specifically the G9s who were completely
new to the debate team and had never experienced
debating before, were extremely anxious about how
the tournament would unfold. On the day, we had
prepared our cue cards, notes and finalized our
detailed speeches. During recess, we would ask ourpeers to listen to our speeches, give us feedback on
our context and help us with our presentation. Someeven asked for POIs (points of information) that werevery useful in order to prepare for potential argumentsthat would be made against us.
It was finally the time for the tournament to begin; alldebaters were filled with a stir of excitement andapprehension. The rooms in which the debates were
held were tense and the atmosphere was heavy but assoon as we would start our lengthy speeches, we were
overwhelmed with confidence and passion. After the
tournament was over, all debaters were filled withrelief and a sense of fulfillment as we all joyfully lookedback at our treasurable memories from this year’s
season.
These past few months have been nothing but
memorable—the endless hours of preparation andcollaboration, the nerve-wracking train rides, thepetrifying seconds before each speech. Although thedebate season for many of us was a bittersweet
experience, we will forever cherish these moments as
we prepare for next year.
Ankita (G9A), Joanne (G9A) and Kanade (G9B)

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G6 Science Excursion to Yumenoshima
On Wednesday January 31, 2024, all three Grade 6 classes had the opportunity tovisit the Yumenoshima Tropical Greenhouse Dome.
After a brief trip on public transport, the classes arrived at the massive greenhouse.
There were three sections to the greenhouse, each growing a wide variety of plants
for a different habitat. With 20 minutes in each dome, the classes split up in searchof plants with distinct adaptations to their leaves, stems and flowers. The activity
became a treasure hunt for interesting and diverse adaptations.
Despite the heat and humidity, the students fully explored the greenhouse, finding
elegant orchids, fruiting cacao and starfruit, and towering examples of bamboo andRavenala madagascariensis.
By the time the classes
gathered for their return tocampus, everyone had drawn
diagrams and made excellent
observations about thevarious different examples ofplant adaptations.

Jarod Elson, Marta Alba, Jamee-Grace Rose
Secondary Science Teachers

Advisory for ‘Project: A Peace of Mind’Our names are Alex and Elina, and we are the leaders of a newly founded service group,‘Project: A Peace of Mind.’
On the snowy day, we were granted the opportunity to talk with the G5s about conflict resolution during the PYP
Exhibition. Being past G5s, (and the most previous cohort to have the Exhibition in-person) we understood the
difficulties of working effectively with the same few people for an extended period, and how that may affect the
final performance in front of countless students, teachers, and staff.
During the short but fruitful session, we discussed possible conflict scenarios that may have arisen during theremaining time of the Exhibition, and ended with a verbal reflection about the fundamental reasons why conflicts
happen and methods to prevent them from occurring.
We hope the G5s had a great experience ofundergoing the Exhibition, and we wish them thebest—conflict-free—for the remaining months of
their Elementary School life!
Alexandra (G10B) and Elina (G10A)

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G7 Excursion to Ueno Zoo
This February, Grade 7 students had the opportunity
to visit Ueno Zoological Gardens for one day as partof their Science and I&S courses. The students
G7A posing
spent the day completing a scavenger hunt activity
in front of thein which they had to visit different areas of the zoo in Steller’s sea
small groups, take pictures and answer questions.
eagle
This excursion was part of the Ecology unit, which iscovered in both subjects in Grade 7. Students wereable to find real-life examples of things they hadlearned about in Science and I&S class, including
animal adaptations to different biomes andthreats to biodiversity in different habitats.
The students got a chance to see gorillas andtigers from the tropical rainforests of SouthAmerica, as well as rhinos and giraffes fromthe African savanna, and even giant pandas
from the mountainous regions of central China.
Despite the cold and rainy weather, thestudents had a wonderful time exploring thewonders of nature and the implications ofhuman activities on biodiversity.

(L>R) Xiaoye (G7A),
Ishan (G7B), Jun(G7A) and Kaitlyn(G7B) looking at theflamingos

Marta Alba and Hanad Mahamed
LSP Science Teachers
Anna Holdaway and Aika Nukariya
LSP I&S Teachers(L>R) Yuki (G7A), Harsh(G7B), Andrew (G7A), Ann(G7A) and Yun (G7A)
looking at the penguins(L>R) Keya (G7A)
and Akshita (G7A)
looking at theprairie dogs

G7B posing
in front of
the Steller’s
sea eagle(L>R) Ryan (G7B) and Yuki (G7A)
showing the otter plushies they bought
as souvenirs

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15

English Department Snapshot
Over in English, we have had a busy Semester 1 as
usual, with students studying a range of texts from
Shakespeare and Charles Dickens, to Margaret Atwoodand Nawal El Saadawi. We are delighted to present a
departmental snapshot to give you a flavor of what wehave been doing!

What does English mean to students?

This semester, our HS English students took a moment
to reflect on the importance of English beyond theclassroom! We conducted a short survey asking
students for their views:
1. What is the first word that comes to mind when
you think of English?

••

Promotes concentration and focus
Reduces stress and anxiety

I hope this encourages you to pick up abook from the LMC today!
Isobel Duncan
Subject Area Coordinator—English

Debate: The secret weapon to academic
success!

This year, our debate team worked tirelessly during
Semester 1 to prepare for the upcoming season. We
shared many highs and lows, culminating in somebrilliant success for KIST, as you’ll read in this very
issue! However, you may be asking yourself: what’s thepoint?
Firstly, engaging in debates strengthens critical thinking
abilities. Students learn to analyze issues from multiple
perspectives, formulate logical arguments, and evaluate
evidence effectively. This fosters a deeper
understanding of complex topics and teaches them tothink critically about the world around them.

2. What are the most important skill/s that you
develop by learning English?

Additionally, mastering debate enhances
communication skills. Students must articulate theirthoughts clearly and persuasively, improving their ability
to express themselves in various contexts. This
proficiency in communication not only helps themsucceed academically but also prepares them forsuccess in future endeavors, whether in college, theworkplace, or everyday interactions. It’ll also prepare
you for the important IO assessment in Grade 12.
Finally, participating in debates promotes active
learning. Instead of passively absorbing information,
students actively engage with course material,
developing a sense of ownership over their education.

Karen Donald-Godfrey
Secondary English Teacher

Personally, from competing in my own debate team asa senior, to mentoring younger students, to eventuallycoaching the team along with Ms. Kemble-Clarkson, I
am constantly learning and developing essential
communication and critical thinking
skills. Sound interesting? Consider
giving debate club a go next semester!

The importance of reading

Amy McKenzie
Secondary English Teacher

We talk about it a lot as English teachers, but why isreading independently so important?
• Improves reading fluency and critical thinking skills,
which helps across all your subjects• Reading about different topics increases yourgeneral knowledge and understanding of theworld—a recent favourite book that I loved wascalled ‘The Mountains Sing’ and it taught me a lot
about the Vietnam war• Increases language acquisition—the more you
read, the more words you know! A good rule ofthumb is that there should be a two to threewords that you don’t know on every page.

LSP dramatic monologue performances

LSP English teachers watched students perform
masterfully crafted monologues, based on a text they
were studying. Students were asked to write a script asa selected character, crafting language and structure todemonstrate their understanding of the context andimportant themes that outline the text. LSP teachers
were blown away by the performances! A special
mention to students who brought in props or selectedminor characters to show off their knowledge of thetext:Continued on next page

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Continued from previous page

Grade 6: ‘A Midsummer Night’s Dream’ by
Shakespeare• Chan Kwon (G6B)—acted as Titania• Ishika (G6A)—acted as Hermia• Jingwen (G6C)—acted as Puck
Grade 7: ‘A Christmas Carol’ by Charles Dickens• Jun (G7A)—acted as Jacob Marley• Madoka (G7B)—acted as Scrooge’s relative• Suguru (G7B)—created a meta script where thecharacter summoned the ghosts• Shitoku (Antony) (G7B)—acted as Bob Cratchit
Grade 8: ‘Romeo and Juliet’ by Shakespeare• Noah (G8A)—acted as Tybalt• Jiwoo (G8C)—acted as Rosaline• Tyler (G8C)—acted as Paris• Sarah (G8A)—acted as the Nurse• Mana (G8A)—acted as Juliet• Tianlin (G8B)—acted as Rosaline• Carys (G8B)—acted as Rosaline
The oral assessments happen once a year for our LSP
classes, providing an opportunity for our students toaccess, break down, and bring to life challenging texts
in a way that engages others. These assessments
develop their speaking and listening skills, whichconnect to life beyond the classroom, as
they will be assessed in a similar way for
their future DP oral exams, andinterviews in their future.
Olivia Kemble-Clarkson
Secondary English Teacher

Counting down to KISTory 2024

In 2019, the legendary Mr. Steve Otis (a former KIST
English teacher) approached me to see if I could use
my previous career experience as a magazine editor todesign a magazine that showcased student work. The
school had previously run a club publication, KMag, thatwas spearheaded by editor Marlinah (Class of 2020)
that had provided students with a chance to showcase
their writing. While KMag ceased publication, Mr. Otis
was inspired by the students’ initiative and wasdetermined to continue their mission to promote a
culture of writing in the school. From that, the firstedition of KISTory came together, compiled from standout examples of writing produced in the classroom fromEnglish and I&S. It came in at 28 pages. A great start,
but we were inspired to do more. 2020 was going to bebigger and better.
And then there was a pandemic.
And no KISTory 2020.
We could have been defeated... but we weren’t.
With momentum back in motion, the 2021 edition again
topped out at 28 pages and created even more
opportunities to showcase the brilliant work of the KIST
community. Taking the reigns as editor-in-chief, Ms.

Duncan’s guidance and vision saw the 2022 edition of
KISTory solidify its form and broaden its horizons toinclude more specific content. The 2023 edition was thefirst time every student from G6–G11 made asubmission. As a result, not only were we spoiled for
choice, but we were able to showcase the incredible
breadth of literary talent at this school: even fromstudents who may not have considered themselves
writers before.
As the task of compiling and designing the 2024 edition
begins in earnest, we are again reminded of the great
talent we have the privilege to nurture at KIST. Not onlyis the writing exemplary, but thanks to the guidance andencouragement of Ms. Cho, this year’s cover designs
will showcase the incredible creativity in
our Visual Arts department. 2024 will
indeed be another stellar chapter in
KISTORY.
Jade Bonus
Secondary English Teacher

What is ELS?

You’re sitting there, working on piecing together somepart of an assignment that your English teacher has
given you, something that you’ve read on the board andneed to analyze, but you’re not sure how to put it into
the right words, or maybe, you don’t fully understandwhat the words on the board mean in the first place.
You want to raise your hand for some help, but theteacher is across the room helping another student, andyou’re not sure what to do…
And suddenly, I’m there, looking over your work, asking
if you’ve heard of some other word, or some phrase,some device...and things just *click*. You have an ideaof what you’re doing and so you can start writing again.
That is the function of English Language Support
instructors: we’re there to support students in theclassroom where they may need some help
understanding English or aren’t entirely sure how to
express their ideas. However, because there’s only oneof me, I’ve got to move around between classes so I
can be around when and where I might be most neededor effective; sometimes, this also means I will bepresent in other subjects when a teacher would like meto support a class during some in-class essay writing.
ELS is there for anyone who needs a bit of a boost
when working in English, especially writing, but most ofwhat I do is try and give you the tools to let you express
yourselves as well as you can so that your teachers canunderstand your ideas as well as you can make them.
From things as small as figuring out a definition, tobouncing ideas back and forth over scaffolding a WhatHow-Why paragraph, to teaching
Academic Writing, English Language
Support exists to, well, support you!
Charles Owen
Secondary ELS Instructor
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Holly Thompson—author visit

After finishing reading ‘Orchards’, we had the rare experience of meeting theauthor, Holly Thompson! She visited us and gave a presentation which gave
valuable information on her time creating the novel. Holly told us about themethods she used as a writer, how she researched and the techniques she used.
All the students took part in additional writing activities such as writing
chain poems, using synonyms in writing, and there was a writing
competition too! It was a wonderful experience for all the students.
Yuki (G7A)

G6 Visual Art—Unit 3: Assemblage
This unit, G6 are exploring assemblage art. Assemblage, sometimes referred to as
junk art, sees artists repurposing found and discarded objects into reimagined
creations. With links to sustainability, this unit has been designed to encourage
students to consider how they can upcycle items normally discarded in everyday
life into art objects.
In our lesson about Kurt Schwitters, a German artist working in the early 20th
century, who used small items found on his daily travels, students used a range ofthin cardboard boxes (lovingly saved from the recycling collections of the KIST
staff community!) to make their own pieces inspired by his ‘Merz’ paintings.
While creating their art pieces, students enthusiastically cut, ripped and arranged
the cardboard, embracing a range of approaches. Some students focused oncolour, some on text, while others explored the three dimensions. All students
produced pieces of great interest that highlighted their creativity.
As we continue the unit, students will explore the work and practices
of prominent artists from the assemblage world such as Rosalie
Gascoine and Vhils before creating their own unique pieces.
Jade Bonus
G6 Visual Art Teacher“ T h e Co m et ”

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G11 DP Physics Excursion
In the last week of February, the G11 DP
Physics class immersed themselves in an
excursion to Tokyo Dome City
Attractions. It was an exhilarating field trip
designed to put their experimental skills to
the test within the context of their current unit. In the
middle of palpable excitement, strong windy conditions,and some attractions undergoing maintenance,
students still had the chance to exercise thetechnological skills required in the new Physics
curriculum.
Armed with nothing more than their smartphones, theyrecorded videos and used accelerometers built into
their devices to collect lots of experimental data thatcan be used for data processing and analysis ininvestigations assessing their AO2 and AO3 criteria in
S2. The attractions morphed into an expansive physics
playground, each twist, turn, and drop serving as
invaluable data for their scientific inquiries.
This immersive experience allowed students to witness
the real-world applications of scientific principles.
Beyond the academic gains, the experience etchedindelible memories, serving as a testament
to the sheer joy of learning Physics.
Cesar Cely
Subject Area Coordinator—Science

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Trip to Trotec
The Grade 12 DP Business Management class visited
Trotec Ltd. on the 30th of November to understandbusiness in a real-world context.
Before visiting, we did some research into Trotec’s origin
and the products they sold. There we learned about
Trotec’s organizational structure, budget construction andtheir marketing methods and plans. Later, using this information we created a SWOT analysis for Trotec, and at theend enjoyed pizza while discussing the learning of the day.
Comments from some BM students:
I was actually able to contextualize what we learned in class and earned new calculations like the closing
ratio.”I was able to use my prior knowledge of business and new understanding of finance (leads and closing
ratio) to recognize Trotec’s business operations.”
I liked being able to learn about the SWOT analysis and budgeting from a new contextual perspective toapply in my future business projects (and the pizza!).”Visiting Trotec deepened our understanding about corporate decision making in consideration of marketing,finance, and organizational structure. It was a great experience for all of us and gave many of us a
more realistic outlook on many theories we learned during our class. I hope such trips will keep
occurring, helping spark new ideas and experiences in the future for us all!
Diya (G12A)

G12 Visit to the JPX
The students of Grade 12 Economics recently went on
a field trip to JPX, the Japan Exchange Group, to learn
about its history and the operation of the Tokyo Stock
Exchange (TSE). During a tour of the establishment,
students learned how the stock exchange works
through an informative video and saw the real-time
fluctuations in the stock market. We were also given
advice on how to trade shares and further general
information about the Japanese stock exchange, suchas the daily flow of money in the stock exchange andthe total market capitalization of the JPX, as can beseen on the big screen in the picture above.
Towards the end of the trip, students were given an opportunity to attempt stock tradingon their own in a simulated game containing three fictitious companies and ¥10 million.
In this game, the 23 students competed against each other to strive to make the largest
profit within ten days of trading in the simulated market. Not only did we have to use
critical thinking and make educated predictions based on the trends of the market, we
also had to consider changes within the economy through imaginary news articles that
informed us of interest rate fluctuations
along with other changes and how theywould affect share prices. Through thisactivity, students were able to interactively
learn about the stock market with a hands-on experience. At theend, a ranking was given based on the total profit through trading,with G12B student Han winning the competition with over ¥3.1
million made in profit. Overall, it was an invaluable andengaging trip for the students of G12 Economics,
perhaps inspiring a generation of future stock traders.
Kushagra (G12B)

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Athletics Update
Winter season 2023–24
Kanto JV boys’, JV girls’ and ISTAA U-18
girls’ & boys’ basketball

Our JV girls’ team had a very competitive season in
the Kanto League finishing with 4 wins and 3 losses
with one of the losses being by 3 points to ASIJ, andtwo losses being by 2 points to CAJ and ISSH. The
girls were in every game and were unlucky to not havefinished better. An unfortunate series of events
happened in the first round of the tournament which
saw KIST lose to a Seisen team they had thoroughly
beaten 10 days earlier. They went on to beat BST afterthat game. In ISTAA U-18 girl’s action, KIST were
almost unbeatable suffering just one loss to LFIT 22–
21. In the ISTAA tournament held at KIST, the girls
played arguably their best basketball of the season
thrashing Columbia 36–13 in the semi-finals andexacting revenge against LFIT 31–22 to become
ISTAA Champions for the first time since 2015.

subpar free throw shooting
which is where the boys lostthe game. To illustrate how close the top boys’ teams
were this year, KIST lost a close 4-point game to LFIT,
the eventual tournament winners. It was a sad ending
for the U-18 boys, having won the ISTAA
championship last year and not making the tournament
this year.
A special thanks to all the seniors who have beenpart of the KIST basketball team for several years:
Haruto (G12A), Ethan (G12A), Anant (G12A), Selin(G12A), Amane (G12B) and Maya (G12B). Fabulous
effort over the years!! —Mr. Ota

U-18 basketball seniors

Kanto MS girls’ soccer

U-18 girls’ basketball champions

Our JV boys’ team started the season competitively
and were close in every game except the last one inwhich a very well-practiced St. Mary’s team gave us athumping. The boys finished with one win and 5 losses
but were unlucky to not have had a few more wins (wegave CAJ and YIS their only wins of the season ingames KIST could have won). Some extenuating
circumstances prevented the JV boys’ participation in
the tournament at Kinnick. In ISTAA U-18 boys action,
KIST were missing players in key games against Aoba
and then Horizon and lost winnable games. In
particular, the game against Horizon was a case of

The MS girls soccer team, despite best efforts from all,
had a tough season finishing 9th on the ladder. The
girls played with heart the entire season with special
mentions for our star keeper Keya (G7A), highest
scorer Iora (G8B) and our youngest but most energetic
player Aki (G5A) who scored our final goal of theseason. —Coach Beaton
Thank you, Mr. Beaton for your efforts inorganizing the MS girls’ football team!

MS girls’ soccer

Kanto Varsity/JV boys’ football

The JV boys’ team was a blend of players from G9 to
G11 and over the course of the season played 8games against other Tokyo schools. The squad
fostered a fantastic team spirit and determination, anddespite the challenges posed by limited facilities due tothe new building construction, they worked hard to
improve every game. The season culminated in the JV
tournament, where the KIST boys put in an
outstanding performance against BST to win 5–0, andfinished a well-deserved 3rd place in the tournament.
Everyone who participated throughout the season
made a valuable contribution, and as their coach forthese games, I was very proud of the players’ positive
attitude, commitment, and perseverance.—Coach
Arnold
U-18 boys’ basketball

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21

Continued from previous page

the KIST wrestlers rose to meet the challenges headon. When competing, KIST performed admirably at the
CAJ invitational as well as the JV end of season
Jamboree racking up a number of medals, including
numerous bronze, silver and golds. Great job thisseason KIST—I cannot wait to see everyone back on
the mat next year! —Coach Buck

Kanto MS, ISTAA U-14 boys’ basketball

JV boys’ soccer

The Varsity soccer team had several positive
performances that unfortunately did not translate into
positive results. With long travel required for a numberof games, KIST always tried to match the efforts ofbigger squads but came up just short. Despite theresults, the team scored some sensational goals, thepick of which include a Beckham-style strike from thehalfway line by Aidan (G12B) and an incredible solo
goal by Linya (G9B). A 3–1 victory over the Germanschool was the highlight of the season, with many
players getting a chance for game time in the win. —Coach Archer
Thank you, Mr. Arnold, for taking the JV team thisyear! Some very close results. A shout out to Mr.
Archer who has supported many of the footballteams each year!

The boys still have the ISTAA U-14 tournament to go
which happens in early March. The season has beenvery tough for the MS boys. There were many
challenges that they all faced; however, they were allresilient and faced their challenges head on. MS boys’
A team were 0 wins this season but their record does
not show the big improvements they all have made.
We had a range of boys on the team with even someG6s showing KIST spirit. I have been proud of themthis season. The MS boys’ B team track record also
does not show the development they all had. With thegames being 0 wins, they all played cohesively
developing their own skills within practice. Even
coming close with teams such as CAJ and Saint Maur
till endurance getting the better of them. They all
played well, and we hope they carry on developing
their skills to be ready for next season.
A very big thank you to Coach Mahamed for his
efforts in coaching our MS boys’ basketball teamagain this season and also to assistant Coach
Grant for running the B team this year.

MS boys’ basketball
Varsity soccer

Kanto JV wrestlingThis year, KIST participated in Kanto Plain wrestlingfor the first time in our history. Training was tough, but

Spring season Kanto teams (baseball, MS girls’
basketball, MS boys’ volleyball, JV girls’ football)started training in February. Games will start in Marchwith tournaments on the first Saturday in May. The
ISTAA League futsal teams will start training in the firstweek of April.
Please check Schoology >> Groups>> Resources for game information
and results.
Dennis Ota
Athletics Coordinator

JV wrestling

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V ol u me 27 | I s s ue 3 | M arc h 20 24“ T h e Co m e t ”

KIST Train Safety Campaign
In recent weeks, we have, as a whole school, beenlearning about how we can keep ourselves and otherssafe. In Advisory classes, we have been learning how
to spot the signs of chikan and tousatsu behaviour, twoof the main issues facing young people when travellingon trains. For those within our community who are notfamiliar with these terms, chikan is the touching ofanother person without consent and tousatsu refers to
the illegal filming or photography of another person
without consent. Whilst chikan usually refers to
behaviour that occurs on the train or at the train
station, tousatsu could occur anywhere—on the train,on the street, or in a shop. In 2023, a new law was
passed specifically to deter tousatsu.
Not only have we been learning about safety tips, wehave also launched a badge design campaign. Thesebadges are going to be sent off to a badge making
company and all students in the school will be given
one of these badges to wear on their blazer or schoolbag.
The purpose of displaying the badge is to show two
things. Firstly, KIST students have been educatedabout these issues and understand their rights to travel
safely without fear. Secondly, students will not tolerate
this behaviour and will actively represent the KIST
values of community when traveling around Tokyo.
A big congratulations to Jash (G9B) and Aimi (G7B)
whose designs (pictured on this page) have beenchosen torepresent theschool. Both these
designs will beturned into badges
and students will
receive one of thedesigns at random.
Thank you to all
the students whoentered thecompetition.
Furthermore, we have also prepared a short
information presentation for KIST families. The
presentation has been recorded by Mr. Archer, and inJapanese by KIST students Satori, Mamiko andReika, who are all in G10A. A huge thank you to thegirls for doing such a professional job. These videos
will be released via E-Communications and available
for all families to learn the same content as thestudents.
Together, as a KIST community, we can keep thecurrent (and future) generations of students safe whentravelling to school.
Matthew Archer
Student Care Coordinator (Secondary)

Introducing KISTstream
A new location for school video content
Due to a change in the Microsoft Stream
video service, the school has created a
new SharePoint site, called KISTstream.
KISTstream replaces the previous
Microsoft Stream portal and is the newcentral location for the KIST community toaccess and enjoy important school video
content, including announcements,
graduate forums, concerts, etc.
KISTstream can be found at the web
address below (please feel free to add thislink as a bookmark):bWebhttps://kisted.sharepoint.com/sites/StreamPortal

The school community can also access a catalogue of old school video content by navigating to the Resources
section of the KISTv group on Schoology.
bWeb

https://kisted.schoology.com/group/5891518227/

Please contact IT Support (it.support@kist.ed.jp) if you have any questions about this change.
IT Support Team“ T h e Co m et ”

V o l u me 2 7 | I s s u e 3 | M a rc h 2 0 2 4

Spolight on Clubs
Sculpting Club (Elementary)

There’s something quite magical about being able to create something with yourhands. It’s a very fulfilling feeling to hold an artwork that you’ve worked hard on formany hours. Students who share this sentiment have joined this year’s sculpting
club, where they can direct their creativity and artistic skills to make things they
didn’t think they could do.
The club members use an air-dry polymer clay that they don’t normally get to use
in class. This type of clay can be difficult to work with when you first use it, but agreat material once you get used to it. To help the students make their sculptures,
they also use professional-grade sculpting tools that allow them to cut, slice, poke,smoothen, form and assemble their work. After a sculpturefinishes drying, the students paint them using acrylic paints
and coat them with a layer of clear varnish. The students havemade some amazing things from small figures to decorative
key chains that some chose to hang on their bags.
The sculpting club has 14 members composed of a mix ofgrade 3 and grade 4 students, some of whom are returning
members from last semester. Making
sculptures is a fun and rewarding activity thatcan be enjoyed by anyone who has a desire tocreate.
Julian DaveClub Supervisor

Music Clubs (Elementary/Secondary)Band
The school bandwelcomes G6–G11
students who areinterested in performing avariety of rock/pop songs.
In Semester 2, the band
plans to participate in theinaugural Modern Music
Festival in Yokohama in
April and KIST’s end-ofyear concert in June.
Orchestra
The school orchestra consists of G4–G11
students who have spent this year
learning special arrangements of popular
film music. As well as performing at school
events, several students have represented
KIST at KPASS music festivals this year.

MusicalActing, singing, and dancing—musicalclub members spent Semester 1 learning
music from the ‘Wizard of Oz’. In
Semester 2, we have been broadening
performances to include well-known
songs from other hit musicals.
Choir
Elementary (G4–G5) and
Secondary
students haveenjoyed learning
to sing inharmony in theschool choir.
Welcoming allinterested
students, the choir club meets weekly, with students hoping toparticipate in local choral festivals and school events.

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V ol u me 27 | I s s ue 3 | M arc h 20 24

Staff 10!
In this month’s Staff 10!, we are pleased to present
Yuqi Zhao who joined us in August 2020 as a
Mathematics teacher in the Secondary School. She
is also the homeroom advisor for G10B during thecurrent school year.
1) Tell us something interesting about yourhometown.
My hometown is Beijing, and people often say it washome to many old emperors, which is indeed true. I
believe that half of the sightseeing spots in Beijing arelinked to the places where emperors once lived or
frequented (e.g. the Forbidden City, the Summer
Palace, the Temple of Heaven). One of my cherishedchildhood memories was frequently visiting theseancient places with my parents.
2) What is your favorite place in the world?
Lake Tekapo—I’ll never forget the stargazing
experience there. There were so many stars and theyfelt so close that I could almost grab them. It was also
my first time seeing a few zodiac constellations. I was
asked not to use my phone to protect the dark sky. It
was truly unforgettable to disconnect from the world
and to embrace nature with my whole heart.

8) If you could live your life again,
would you do anything differently?
I just wanted to get more involved inteam sports during my school years,
but the chance was so limited because I had to focus
on my academics. I remember having so much fun
every time I played sports with my friends in PE, andthat’s also where I learned about teamwork, tenacity,and maintaining a positive mindset.
9) Is there anything you are trying to learn/improveabout yourself at the moment?
I guess I would have the same answer as some of mystudents, which is the ability to manage stress. I tend
to get very nervous and stressed internally when a lot
comes up.
10) Do you have any special message for yourfans?
You never know what someone is going through. Be
kind. Always.

3) Who would you like to meet if you had thechance and why?
I cannot think of anyone I would like to meet and talkto. I am already grateful for being able to meet myfamily and friends from time to time.
4) Do you have any special skills or talents?
Unfortunately, I do not have any special skills or
talents or not as far as I found. I do wish I could singperfectly though.
5) Please share a little-known fact about yourself.
When I was a kid, I was sent to practice gymnastics fora few years. I was so eager to try every movement
without any fear. Seeing me like this, my parents
decided to let me go back to regular school since they
were worried that I would get critically injured in this
sport. However, despite practicing for a few years, I
cannot even do a split now!
6) What is your most prized possession?
I like to collect memories, so my most precious
possession so far is a ‘Cookie Time’ box (a brand fromNew Zealand selling cookies) containing various
objects I collected during my years back in New
Zealand. There are letters, gifts, photos, and even a
card key for the apartment I used to live in.
7) Which IB learner profile attribute do you mostclosely identify with and why?
Reflective by nature, I tend to reflect a lot. When I wasa student, constant reflection on my learning was aneffective strategy. It helped me see the connections
between topics, and reflecting on my mistakes also
contributed significantly to my improvement on exams.
Now, as an adult, reflection helps me to understandmyself better—my strengths and weaknesses. It also
serves as a means of self-acceptance.

Ms. Zhao meeting a “resident” of Shirakawa-go, Gifu.

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Nurse’s Notes
Protecting your child’s eye health
The number of children with low vision is increasing every year as their living environment changes. Nearly 70% ofhigh school students, 60% of junior high school students, and more than 30% of elementary school students have
naked eye visual acuity of 1.0 or less. Let’s protect our precious children’s eyes by controlling the progression of
myopia.
Factors that increase the risk of developing myopia in the future:• Parents are nearsighted (not only genetic factors, but also environmental factors
influence the risk of developing myopia)• Reading at close range (within 30 cm), such as when holding a book close to their eyes
• Playing video games or using smartphones for more than 1 hour continuously• Sleep deprivation• Late bedtimes• Spending less time outdoors
If your child seems to be having difficulty seeing in daily life or you have any concerns about the way he/she seesthings, visit an ophthalmologist and have a vision examination. The ophthalmologist will examine the child and, if
necessary, correct the child’s vision (including nearsightedness, farsightedness and astigmatism) according to thechild’s needs.
Some ophthalmologists offer the following treatments to control the progression of myopia:• Orthokeratology: Special hard contact lenses that are put in at night before bed and removed in the morning.
The lenses correct vision by changing the shape of the cornea while the patient sleeps.
• Eye drops: Eye drops are used to control the elongation of the ocular axis (depth of the eye). A doctor’sprescription is required.
• Multifocal contact lenses: Contact lenses that vary in power from the center to the periphery of the lens.
• Progressive spectacles: A single lens that varies in power according to its position.
The condition of a child’s eyes can change easily during the growth period, so even if the vision test shows noproblems, your child should still have regular eye examinations.
What you can do to prevent myopia and further progression of the condition:• Get exposure to sunlight through outdoor play.
If possible, children should be active outdoors for at least two hours per day. It has been reported that the riskof myopia decreases with more time spent outdoors, even if their parents are myopic.
• Avoid prolonged close-up work.
Activities that involve prolonged close-up work put strain on the eyes and increase the risk of myopia: It is
important to take a 5-minute eye break every 20–30 minutes to rest the eyes, such as by opening a windowand looking into the distance.
• View things in a bright environment.
Reading in bed in a dark room or looking at a monitor such as a smartphone is very stressful on the eyes.
• Have regular eye examinations.
Myopia tends to develop around the age of eight, and with the recent development of myopia at a younger
age, even children under the age of six can develop myopia. It depends on heredity and their living
environment.
• Be aware of eyestrain.
Prolonged up-close viewing not only tires the eyes, but also add to the risk of myopia developing. Avoid
prolonged TV viewing and smartphone use and rest your eyes in moderation.
• Actively consume foods that are good for eye health.
＊ Crocetin, a type of carotenoid, is effective in inhibiting the progression of myopia. Examples: saffron,beech nuts (saffron rice, chestnut kinton, takuan [pickled radish] etc.).
＊ Lutein, a type of carotenoid, protects the eyes but cannot be produced by the body. Examples: broccoli,
spinach, molokheiya, egg yolks etc.
＊ Vitamin A is a fat-soluble vitamin that maintains eye health. Examples: pumpkin, carrots, eel, liver etc.
We are considering offering eye exams for students over several days later in the year with theassistance of parents. If this plan goes ahead, families will be informed at the appropriate time.
Yukiko Yamazaki
School Nurse

Reference:
Children’s Eye Health Development Guidebook for Educational Institutions: Rohto
pharmaceutical company.
Retrieved from https://jp.rohto.com/learn-more/eyecare/all/myopia/menokenkou/

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KIST Community Association (CA) News
Library Committee

The CA hosted a holiday bake saleon December 15, 2023. This event
was held in collaboration with the
ESRC for the first time. The ESRC
funded free popcorn as well. We appreciate
the school community’s generous donations,which made the event possible.

As the new school building was inaugurated in January, library volunteers assisted in setting up the LMC.

Events Committee

The Events Committee held aholiday wreath event on Friday,
December 15, 2023. We helped
the Union of Friendly
Reforestation with a wreathmaking event in the MPR. A
secondary student service groupgave a brief presentation on
SDGs.
The event was enjoyed by 15
children and their parents. Many
beautiful and interesting wreaths
were made.

Service Committee

The Service Committee supported theService and CAS explanation session(English/Japanese) on February 9 and
16. CAS and Service activities are
elements that students must complete as part of
the DP/IGCSE/LSP. To assist parents tounderstand CAS better, the CA invited Ms.
Wakasa, theKIST CAS
Coordinator,
to explain thecontent ofCAS. The
session was
attended by
52 parents.

The committee extended their
help with washing the rice andcleaning utensils the day before
the Japanese New Yearcelebration mochi
making event.

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27

University Guidance NewsKIST university updates!

Thanks to our new building, we have some updates on
how university advising will work and things to lookforward to in the future. I hope to continue improving
efforts here so that university applications can be more
efficient (saving families time and money), while also
having more students getting into their top choices.

A new office location

Although a lot of us havesettled into our locations in
KIST, to make things moreconvenient and accessible,
the University Guidance
Office will be moving acrossthe hall on the fourth floor. It
will now be next to the care
office on the north side of
the building. You walk pastroom 419 and it will be thethird door on the left.
Please come visit soon!

World map

A world map has recently been posted on a corkboardof the fourth floor. This shows the final choices andstudy destinations for KIST graduates from the last
three years. This provides two large benefits:••First, I hope it inspires students to see the varietyof locations that are possible after graduation.
95% of the universities on the map are providing
programs in English. Whether our students are in
France, the Netherlands, Korea, or Hong Kong,
they can study what they like and in a language
they can understand. Of course, learning anotherlanguage while in their new study location is also
highly recommended.
Second, because this shows only the last three
years, it gives us not only a realistic perspective ofwhat is possible “now”, it also means that we havea point of contact if students/families havequestions. If you see a location on the map that isof interest, I can contact our graduate and see ifthey are willing to have a conversation with you.

Limiting applications

A small change, that may sound large at first, will be
coming to the university application policy within KIST
and will match many international school policies.
Since I have been a counselor here, I have neverinstituted a limitation on the number of applications a
student could apply to; the word “limit” rarely sits wellwith me. However, to keep supporting students in thebest way I can, that will be changing from the 2024–25
school year.
Why the change?
I want to be very forward and mention this change is
not from a lack of resources or wanting to reduce theamount of work I do. The main issue is efficiency
and opportunity cost. Students have increasingly felt
pressure from their families and peers to apply to more
and more destinations, some of which they have nointention of attending. During the IB Diploma
Programme, time is precious. Students are sitting formock exams, preparing for university entrance tests,
writing essays, doing interviews, and trying to maintaina social life alongside their extracurriculars. Applying
to universities that you will never attend iswasteful. Time spent on applications without direction
or done solely to “show off” takes away from time that
could be used making more purposeful applications.
How does this benefit students?
A student can only attend one university. If we are allon the same page and have more focused targets, thequality of applications will increase. For the past two
years, over 90% of our graduates have gotten into auniversity they listed as a “top choice”, and this is themost important metric to track, in my opinion. The
average number of applications for these past
graduates has been less than 10. Focused
applications will open a lot of time and reducestress.
What is the limit?
The exact number is still being determined, but it will
have flexibility built in. The last thing I want to do istake away opportunities. I want the trend of students
missing classes, having a lack of sleep, and being
overly stressed due to the pressure associated with too
many university applications to decrease. A
recommendation guide for applications is pictured in
the image below. I will work together with students to
help identify what a “Safety”, “Target”, and “Reach”
may mean for them.

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Continued from previous page

What can we do as a family?
• Please take the above information seriously andreach out to me with any questions.
• Help students narrow down where they really want
to go and make a smart plan. Students need one
or two safety options only, the others should firmly
be targets or dream schools.
• Don’t force students to apply to universities they
will never attend. It’s nice to be proud of
successful university applications but applying only
for reasons of “ego” or hopes of “showing off” ismore harmful than beneficial.

SAT test center
increase

Times Higher Education (THE) certified

Lastly, I am happy to announce that I have completed
the certification process through Times Higher
Education to get our school certified as a THE
Accredited Counselling School. This required aseries of lectures, exams, and a peer-reviewed
proposal essay in order to evaluate that ourcounseling team’s and school’s resources wereadequate to provide university application and career
support. I hope that this provides more comfort for ourfamilies. Just as we expect of our students, our staff
is also busy making sure they are constantly
educated about best practices for teaching,counseling, and advising.

Our new building has
allowed us toincrease the numberof students who cantake the SAT at KIST
by almost 50%.
While our students
can take the SAT at any center they like, I hope thiswill allow KIST to be an easier option to book during
peak season (bookings are made on the College
Board website).
When to take the SAT and why?
The SAT is in most cases recommended only forstudents who want to apply to the United States. It
has been optional for most universities during COVID
but is slowly becoming mandatory again; please plan
accordingly. All KIST students take a Practice SAT(PSAT 8-9) during Grade 9 and another (PSAT 10)
during Grade 10. I recommend students considering
the US to take the real SAT for the first time in Augustat the start of Grade 11. This gives them time during
the summer between G10 and G11 to prepare.

University visits at KIST!

I am happy to announce that we are resuming regular
university visits this semester. The visits will be heldby default during lunch in the fourth floor MPR(MPR4). This will allow students to have lunch while
listening to a university presentation. Parents are also
invited to join if time allows. Our upcoming schedulefollows, and I will send e-mails at the end of eachweek promoting upcoming visits.
• March 6 – University of Toronto• March 14 – University of Cambridge• April 10 – Purdue University

Thomas Waterfall
University Counselor
thomas.waterfall@kist.ed.jp
Office hours: Monday–Friday,
8:00 a.m.–5:00 p.m.
University Guidance Office (4FMain Building)“ T h e Co m et ”

V o l u me 2 7 | I s s u e 3 | M a rc h 2 0 2 429Math Field Day
We are thrilled to announce the outstandingachievement of our school at the KPASS Math Field
Day event held at Zama High School on March 5, 2024.
Approximately 260 students from twelve international
schools in the Kanto region participated in the event,including 27 students from KIST ranging from Grades 6
to 11.
We are pleased to share that KIST excelled remarkably,with an impressive performance that placed us at theforefront. Out of all participating schools, KIST had thehighest number of students on the podium, with a totalof seven students. The second highest was St. Mary’s
International School with six students, followed by
Seisen International School and Saint Maur
International School with three students each. (Notethat Grade 12 results have been removed from the list
as KIST did not participate in this division and only six
schools out of the twelve schools participated.)
Considering that the average number of students on the
podium for other schools was only 1.5, our students'
achievement is commendable.
Congratulations to the following students forrepresenting KIST on the podium in the individual
contest.
• Satori (G10A): 1st place in the G10 category• Wing Hei (Jeremy) (G9A): 1st place in the G9
category• Mamiko (G10A): 2nd place in the G10 category• Tongxi (Len) (G9A): 2nd place in the G9 category• Teppei (G8C): 2nd place in the G8 category• Zongtai (Anthony) (G7A): 2nd place in the G7
category• Naoya (G6B): 3rd place in the G6 category
It is also worth mentioning that out of the 27 students
from KIST, 20 students (74%) ranked in the top 10.
Among them are the following students who missed the
podium by only one mark:• Fumie (G11A)• Ota (G8B)• Rintaro (G8B)• Natsuki (G7B)
In the Tech Challenge and Energizer Round, wherestudents work in teams with students from otherschools, our students demonstrated their ability tocommunicate effectively with others, with some of themtaking the lead in their groups. The teams with thefollowing students from KIST secured top 3 positions:• Tech Challenge (Senior division): Fumie (G11A)• Energizer Round (Junior division): Yifeng (Max)(G6A) and Tyler (G8C)
One of the teachers from another school shared withme how touched he was when he saw one of our senior
students becoming so happy whenever the names ofour students were called during the award ceremony.
Through this event, our students not only demonstrated
their excellence in math but also showcased their ability
to work cooperatively with others and their school spirit.

This accomplishment shows the dedication and hard
work of our students, as well as the guidance andsupport provided by our teachers. Let’s celebrate thisachievement together and look forward to seeing more
KIST students excelling in various areasin the future.
Nanami Sakuma
Subject Area Coordinator—
Mathematics