The Comet

The Newsletter of K. International School Tokyo
Volume 13 | Issue 3 | December 2009

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K. Festa’09 report…p. 3
MYP News…p. 9tdo s her weA Snapshot of the PYP Curriculum…p. 10
Office Updates…p. 4
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Library News…p. 12.
School Website…p. 5~Hel
Inter-House Cross Country Report…p. 7 Lower School Cross Country…p. 13
en K
Nihongo Notes 3…p. 15
elle
KIST Language Policy Review…p. 8rGlobal Changemakers…p. 16
Model United Nations at KIST…p. 8

In this issue...

From the Principal’s Desk
I trust everyone had a restful as well as productive mid-term break.
School life is as busy and exciting as ever and in a few short weeks, so much seems tohave happened. I would like to thank all those members of our community who put in anenormous amount of effort into making K. Festa’09 such a huge success. The variety ofactivities, items and food on offer, as well as the costumes and huge crowd made it anextremely festive and fun day. All funds raised on this day go toward grassing theplayground. Unfortunately, we are still a little short and as this newsletter’s quote says,
so much can be achieved when people all work together. The Artificial Turf Committee
has come up with more ideas to raise funds for the grass and I ask each and every
parent to contribute, participate and support their efforts. The amount of joy students
have already had through the artificial grass sample is evidence enough of how
important this project is to the students in our school. We are still on track to begin workover the Winter Break and with everyone’s assistance we will get there I am sure.

DATES TO REMEMBER

December 10:
Santa Photo Day
December 16:
Interim reports distributed

Another change that many people may not be aware of is that the first step in our new
interactive website was launched very quietly on the weekend of the school festival. Theinternet “face” of the school has had a considerable facelift and I am sure you will agreewith me that it presents information about our school in a more attractive and up-to-dateway.

December 18:
Last day of Autumn Term

At this time of the year the school goes through the process of ascertaining staffing
requirements for the upcoming academic year. Though this may seem early in theschool year, it is in line with the recruitment calendar for international schools. This year,
KIST will be attending fairs in Sydney and London as we did last year. We have anumber of staff moving on to new ventures at the end of this school year. Among thoseare myself and Amanda Cooke.

January 11:
Staff Development Day

The school has initiated a search for a Principal (Head of School) and for a Secondary
Principal (the dual roles that I hold at the moment) and one for a Lower School
Coordinator. Due to a re-structure of the Administration Team this position is new andreplaces the former Lower School Principal. The Lower School and Primary School willbe lead by the Elementary Principal and the Lower School Coordinator reports to the
Elementary Principal. A full outline will be published in the next newsletter. I will still be
involved with the school during the initial transition phase and consult on matters as
they arise to ensure that the essential spirit of the K. school community endures andflourishes.
I would like to wish everyone a very good holiday and a wonderful start to 2010. I willcelebrate Christmas with my family in Australia.
Anne Grahame
Principal

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

December 19 – January 11:
Winter vacation

January 12:
Start of Winter Term
January 18:
Clubs and ESL start
January 22:(K1 – K3) School holiday (enrolment
interviews)
January 27:
Japanese New Year celebration
February 11:
School holiday
February 15 – 19:(G3/G5/G7/G9) ISA testing
February 22 – 26:
No clubs this week (ESL as usual)2

Volume 13 | Issue 3 | December 2009

“The Comet”

School Director’s Message
This year’s school festival, K. Festa’09, was a huge success thanks to everyone’s support and cooperation. With
clear weather and a total attendance of over 5,500 visitors throughout the day, we were able to achieve marvelous
results toward our main objective of raising funds for the installation of artificial turf on the school playground. I
would like to express my sincere gratitude to you all for your efforts.
In the early years after the founding of KIST, the school festival began
as a way to raise funds to purchase books and resources for the school
library. Parents, students and staff worked together in order to provide
as many books as possible. Since that time, the festival has grown inscale to become an integral part of the culture of the school. It has
become an event that brings all members of the school community
together, working for the benefit of all students.
What pleased me most of all was that this year, the results confirmed
for me that the spirit of working together to achieve an end goal hastaken firm root at KIST. Once again, thank you so much. I look forward
to your continued support and cooperation.
Yoshishige Komaki

Memories of K. Festa’09
As a new staff member at KIST this year, I had no
idea what to expect from the school festival day on
October 24. Having seen quite a few similar such
events elsewhere, experience told me that this was
not something to get excited about. So what a sweet
surprise to be able to enjoy this fantastic day.
What impressed me most was the participation. It
seemed that the entire school community was not
only “there”, but actively and enthusiasticallycontributing to every aspect of the festival. Fromparents organizing and running stalls, to student
performances and activities, and teachers in weird
and wacky costumes. Everyone helped to create an
atmosphere of fun, entertainment and giving.
Also important was that there was a clear goal, withobvious benefit to the students of the school. It
seemed as though the purpose of the day had
infected everyone with a collective energy anddetermination to exceed this goal, bring a grassed
courtyard to KIST, and continue the improvement ofphysical resources at K.

The office staff at K. deserve a special congratulations forbeing the main organizing force behind the festival. The
number, diversity and quality of food, stalls, activities,
entertainers, prizes and events was way beyond anything
I have previously seen from a school festival. To
transform a school into a festival ground almost overnight
was an impressive
achievement.
As you can read elsewherein this newsletter, moremoney was raised at thisyear’s festival than any
before. The target for thegrass has still not beenreached, but any event thatbrings an entire schoolcommunity together withsuch spirit and good will
can only be called asuccess.
Andrew Young
Science SAC

Volume 13 | Issue 3 | December 2009

“The Comet”

K. Festa’09 Report
We would like to take this opportunity to thank the entire school community for yoursupport of K. Festa’09! It was a tremendous success and we hope you enjoyed theday. This year for the first time, we opened the festival to the general public on a trial
basis. We were rewarded with a total general attendance of over 5,500 visitors, arecord for our festival! We were very pleased that there were no problems with safetyissues on the day. The aim of this year’s festival was to raise funds to put towards theinstallation of artificial grass on the school playground and to renovate the Lower
School playground. Our parent body at all grade levels worked exceptionally hard to
help meet our target. Thanks to everyone’s support, total sales reached 6,871,405 yen. After deducting expenses,
4,667,614 yen will be allocated to the artificial turf campaign and 207,746 yen will go towards participation in the
Habitat for Humanity program. Unfortunately, we did not meet our target of 7 million yen; however, sales were 1.5
times that of last year and we sincerely thank everyone for their efforts.
Based on our experience this year, we plan to again open the festival to the general public next year. If you have
any ideas or suggestions to improve the festival, please send an e-mail to friends@kist.ed.jp.
Detailed information on sales is outlined below.
Notes:
 For many classes, expenses for ingredients were covered through donations by families.

 All ingredients for the sumo food (chanko) booth were donated by the family of Tomoko Sakamoto (K2A) through the Kise-beya.
 Profits from the Haunted House booth (205,375 yen) operated by Grade 10, and profits from the Crafts and Science booth (2,371 yen)operated by Grade 11, will be put towards Habitat for Humanity participation.

3

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V o l u m e 1 3 | I s s u eV3o l|u D
meec 1e 3m b
I sesru2e030 9“The Comet”

Office Updates
School support program
Morning bus help
We thank families for your continued cooperation with
the School Support Program (SSP). As you know, oneof the duties in the SSP is for morning bus help and isfor the purpose of supervising students in the Lower
School who ride the bus to school in the morning. On
some occasions, we receive last-minute cancellations
from parents unable to complete their duty for various
reasons. On such occasions, we try to arrange forschool staff to ride the bus in their place; however, as
the bus leaves early in the morning at 6:40 a.m., it is
not always possible to make such arrangements. When
it is not possible, this results in a situation that is lessthan desirable in terms of student safety as no
attendant is present.
To deal with these situations, we would like tointroduce a system whereby parents who live along theroute or close to the bus stops on the route can registeras emergency attendants to act as replacements atshort notice at times when parents rostered cancel at
the last minute. The emergency attendants would, ofcourse, be able to count this help towards their regular
SSP duties.
Parents who are interested in registering as
emergency attendants are asked to contact Mrs
Naito in the office at admin@kist.ed.jp or 03-36429992. We look forward to hearing from you andthank you for your support.

Sign-up sheets
We would like to remind families that sign-up sheets forrequesting preferred duty types and dates for the
School Support Program are distributed two months
before the end of each term for the following term. Finalrosters are then distributed during the last month of theterm. Both the sign-up sheet and the final roster are
distributed according to each family’s registeredmethod of receiving communication from the school(i.e. paper or electronic format). Families who do notreceive the forms for particular reasons are remindedthat it is their responsibility to contact the school before
the end of each term.
After receiving the final roster, please check it to ensurethat you do not miss your scheduled duty. Please also
be sure to arrive at school at an appropriate time inorder to commence your duty at the time scheduled. It
is very difficult to make alternative arrangements forparents/guardians who arrive late or cancel at the lastminute. If you are unable to make it on a particular day
when you have a duty scheduled, please be sure tonotify the school in advance. Also, please try to arrange
for someone else to complete your duty on your behalf.
Parents/guardians who miss a duty or arrive late by 10
minutes or more will be required to complete an
additional duty.

Uniform reminders
All families are asked to please cooperate in following
the school dress code by ensuring that children wear
the correct school uniform at all times. When a small
number of students wear incorrect items, otherstudents make the mistake of thinking it is acceptable
to wear such items and the problem escalates. We ask
for your support in helping us to avoid these situations.
Please read the following reminders about the school
uniform.
 As we have informed families previously, it became
compulsory for students to wear the correct PE
tracksuit (KIST blue tracksuit top and KIST blue
tracksuit pants) from the beginning of the Autumn
Term 2009. Students not wearing the correct
tracksuit have been issued with a yellow Notificationof Incorrect School Uniform slip. Families arereminded to please order the correct tracksuit assoon as possible. Furthermore, please ensure thatyour child tries on a tracksuit at reception first to
check the size.
 We have noticed an increasing number of students
wearing incorrect button-down shirts. Please ensurethat your child wears the correct KIST shirt.
 For uniform items in sizes that are not available atschool, families are able to obtain permission topurchase items from general retail stores. Before
purchasing such items, however, permission must
be obtained from the school in advance.
 During winter, all accessories such as scarves,
knitted hats and gloves must be plain black with nostripes, patterns or brand names visible. The correctschool coat must also be worn, including while
travelling to and from school. Students not wearing
the correct items are required to purchase them assoon as possible. For families unable to find suitable
items, black gloves, scarves and knitted hats areavailable from reception. Please inquire at thereception directly for sizes and prices.
 A number of school club
activities require a
special uniform to beworn, however, thisshould be worn during
club time only. Students
should change into theircorrect school uniform
at the end of theactivity.

Technology fee
As advised earlier this year, an additional payment of
15,000 yen will be levied to families of students
currently enrolled as part of the Technology Fee for thecurrent school year. This will be divided between theremaining two terms: winter term (5,000 yen) andspring term (10,000 yen). These amounts will be added
to the regular term invoices that are due on December
15 and March 15. For families who have already paid
annual fees for the full year, additional invoices will be
distributed before each term.

Volume 13 | Issue 3 | December 2009

“The Comet”

5

School Terms in 2010 – 2011
To assist families planning overseas trips during the 2010 – 2011
school year, we would like to inform you of the dates for theschool terms. We hope that this early information will help ensurethat students are back in Japan ready to start each term on thecorrect date. The complete calendar is currently being finalized
and will be available next term.
Autumn term:
August 23 (Monday) – December 17 (Friday), 2010
Winter term:
January 11 (Tuesday) – March 23 (Wednesday), 2011
Spring term:
April 5 (Tuesday) – June 22 (Wednesday), 2011

Car Parking Problems
Despite repeated requests for cooperation, we havecontinued to receive complaints from our neighbors
and warnings from the police department regarding
families parking cars on the streets surrounding theschool. The complaints refer to two main issues: (1)Cars lined up for almost 100 meters in the left lane
along Kiyosubashi-dori at pick-up time completely
blocking the flow of traffic; and (2) Cars lined up in frontof the school gate in the street from the Akafudado
supermarket. This situation continues to cause a
disturbance to our neighbors and other vehicles using
these roads. It seems there are families that believe ifthey wait in the car, they are not at fault; however,according to road traffic laws, by stopping their car on
the road, these families are in breach of parking laws.
We are planning to survey all families in the school
regarding the pick up and drop off of children. We willconsider the results of this survey in determining
measures to deal with the parking problem. Until then,we strongly urge all families dropping off and picking
up children by car to cooperate with our request to use
a public car park. To assist with the problem in themeantime, we ask that you follow these procedures

School Website
You may have noticed that the school
website has been renewed. There is,however, still a long way to go.
The next stage of the renewal will involve a
log in area for our currently enrolledfamilies and various systems associatedwith this. When this area is complete, wewill inform all families of the log in details.

① In order for as many families to use limited spaces
in car parks, please agree on an exact pick-up timewith your child in order to shorten the time needed
to park.
② To prevent overcrowding in car parks, pleasearrange with other families to stagger pick-up
times. In particular, for students in Grades 1 to 5
who wish to play on the school grounds with theirfriends after school until 3:30, please don’t take up
parking space before 3:30.
③ If you are looking for a car park and can’t get in at
first, please continue driving around the block until
a place becomes available.
Families coming to schoolby car are welcome tocontribute ideas andsuggestions for specificways that we can work
together to overcome theparking problem.

6“The Comet”

Volume 13 | Issue 3 | December 2009

Lower School Update
Playgrounds
Lower School PlaygroundWe are continuing to work on planning for the upgrade of our Lower School playground. This process is taking alittle longer than hoped; however, we are confident that being diligent and patient in our work will ensure the best
renovations possible. We have a team of Lower School teachers who have volunteered to help work on theserenovations, we have also enlisted the services of a playground design company who are helping design and will
implement the renovations.
Our teachers are working hard to maintain outdoor play experiences for the schoolday. Due to the shared nature of this space this can sometimes be difficult andtime consuming. Therefore, we would like to request that families respect thislearning space and not use it before or after school or during other school events.
Unfortunately this often results in equipment being damaged or broken. Please
ensure that your children know that this space is for teacher supervised use
during school time only. The main playground space is available for use duringother times.
Main PlaygroundWe are working on the provision of playground resources for our young students playing in the main playground.
We are currently looking for an appropriate position for a sandpit and climbing equipment, both of which we know
are necessary and important for our young children’s development both physically and academically.
Recently we had a donation of new Hoola Hoops from Mana’s family (G1B). We would like to thank them for thisand take this opportunity to ask other families if they have suitable playground equipment they would like to donate.
If you have, please speak with Mrs Matamu (G2B) b_matamu@kist.ed.jp to check to see if the equipment issuitable.
Staffing
Unfortunately Ms Collings (K2A) will be returning to live in Australia at the end of the first term. Ms Collings has
enjoyed her time her at K. International, however, family reasons have led her to make the decision to return toAustralia permanently. We thank Ms Collings for her time here and her contribution to our school community. We
wish her and her family well for the future.
During the Winter Term, Ms Collings will be replaced by Mr Jones, one of our regular relief teachers. In April, Mrs
Astrop, who will return from maternity leave, will take on this position. We are confident that with the consistency of
Ms Sterling and the professionalism of Mrs Astrop and Mr Jones, the students of K2A will continue to receive
consistency and quality in education. Should you have any questions or concerns regarding this, please speak withme directly.
Amanda Cooke
Lower School Principal

Mini Basketball NewsThe 63rd Koto-ku Athletics Festival—Mini Basketball Tournament
was held on Sunday, October 4, Saturday, October 31 and Sunday,
November 1 at Fukagawa Sport Center. The KIST Comets Boys Mini
Basketball Team won the bronze medal at the tournament. Welldone, boys!!
Congratulations also to Salam (G7A), Roshana (G7A) and Tyson(G6A) who were selected to represent Koto-ku at the 25th Tokyo 23
Wards Mini Basketball Tournament (Thomas Cup) which will be held
on December 5,6 and 13. Good luck, boys!!
Eri Ozawa
CoachVolume 13 | Issue 3 | December 2009

“The Comet”

7

Inter-House Cross Country Report
On Friday, November 6 on a beautiful sunny day, KIST held its annual Inter-House Cross Country event at Ojima
Komatsugawa Park. It was an event where all year levels from Grade 2 through 12 took part. All students completed
their courses and everyone ran extremely well. Congratulations to Honshu House (Red House) who was thevictorious house on the day and all of the competitors from other houses, who competed so gallantly during the day.
I would like to thank all of the parents who came along and supported the event and enjoyed a picnic with theirchildren and I would also like to thank the teachers who gave up their time to make the day such a success.
Students who finished in the top three in each age group went through to compete in
the Inter-School Cross Country competition, which took place at Ojima Komatsugawa
Park on Friday, November 27. I look forward to seeing you there again next year.
Will Spring
Head of Physical Education

Results were as follows (= indicates tied placings):
Grade 2 Boys:
1st: Coco (G2B)
2nd: Zac (G2B)
3rd: Amane (G2B)

Grade 2 Girls:
1st: Minori (G2B)
2nd: Emily (G2A)
3rd: Ashley (G2A)

Grade 8 Boys:
1st: Shinnosuke (G8A)
2nd: Roland (G8A)
3rd: Abhinav (G8A)

Grade 8 Girls:
1st: Himeka (G8A)
2nd: Gina (G8B)
3rd: Miku (G8A)

Grade 3 Boys:
1st: Keina (G3A)
2nd: Shin (G3B)
3rd: Toshiki (G3A)

Grade 3 Girls:
1st: Hina (G3A)
2nd: Samantha (G3B)
3rd: Eleonore (G3B)

Grade 9 Boys:
1st: Shimon (G9B)=2nd: Abeer (G9B
=2nd: Alakhsa (G9A)

Grade 9 Girls:
1st: Monica (G9B)
2nd: Shifa (G9A)
3rd: Marie (G9A)

Grade 4 Boys:
1st: Sho (G4A)
2nd: Hiroshi (G4B)
3rd: Hikaru (G4B)

Grade 4 Girls:
1st: Seina (G4B)
2nd: Riko (G4A)
3rd: Yi-Ting (G4A)

Grade 10 Boys:
1st: Eric
2nd: Ryousuke
3rd: Leo

Grade 10 Girls:
1st: Erica
2nd: Sung Hye
3rd: Na Yeong

Grade 5 Boys:
1st: Haruto (G5A)
2nd: Shouta (G5A)
3rd: Masaru (G5B)

Grade 5 Girls:
1st: Moana (G5A)
2nd: Sophia (G5A)
3rd: Lin (G5A)

Grade 11 Boys:
1st: Pyay Phyo
2nd: Keito
3rd: Jakub

Grade 11 Girls:
1st: Shreya
2nd: Da Hea
3rd: Saleha

Grade 6 Boys:
1st: Tyson (G6A)
2nd: Kai (G6B)
3rd: Mihir (G6B)

Grade 6 Girls:
1st: Nino (G6A)
2nd: Tabasa (G6A)
3rd: Yen Ning (G6A)

Grade 12 Boys:
1st: Sho
2nd: Min-Hyung=3rd: Dong Hyun
=3rd: Aditya

Grade 12 Girls:
1st: Yuri
2nd: Katina
3rd: Joann

Grade 7 Boys:
1st: Salam (G7A)
2nd: Taymur (G7C)
3rd: Roshana (G7A)

Grade 7 Girls:
1st: Keerti (G7A)
2nd: Erika (G7C)
3rd: Stella (G7C)

8

Volume 13 | Issue 3 | December 2009

“The Comet”

KIST Language Policy Review
As part of the action described in our School
Development Plan, during the upcoming Winter andSpring Terms, KIST will be conducting a review of its
current language policy. In 2008, the IB publishedguidelines for this process and we will be following theoutlined procedures in this document. Some guidelines
from the document appear below:
A language policy is derived from the school’s
language philosophy and is a statement of purposethat outlines goals for language teaching andlearning. It is constructed around pedagogical andlearning beliefs and is therefore also a statement ofaction describing practices for achieving andevaluating goals.
The language policy must be consistent with thestipulated principles and practices of the IB. The
language policy must therefore: recognize that, since language is central tolearning, all teachers are, in practice, language
teachers with responsibilities in facilitating
communication
 outline how students are to learn at least one
language in addition to their mother tongue
 describe how the development and maintenanceof the mother tongue for all learners is to besupported ensure that there are practices in place toprovide inclusion and equity of access to the IB
programme(s) offered by the school for all
learners, including those who are learning in alanguage other than their mother tongue
 describe how the language of the host country is
to be promoted
 recognize that administrators, teachers, librarians
and other school staff will require professional
development in the fields of language learningand teaching, and on how to make sure thelanguage policy becomes a working document

 consider what resources and practices are to be
used to involve parents in planning theirchildren’s language profile and development
Each school, of course, exists in a unique social
context with complex language andlearning-related needs. A language policy must
therefore also take into consideration the particularsocio-cultural circumstances of each schoolcommunity. Since these circumstances are notstatic, a language policy needs to be dynamic andflexible so that it can evolve with the changing
needs of the school population. Thus it is essential
that, when developing a language policy, there are
initial and ongoing collaborative reflective practices
in place that will monitor change and consider theviews and wishes of the whole community.
(Guidelines for Developing a School Language
Policy, IB, 2008)
The first step is to establish a language policy steeringcommittee. If you would be interested in finding out
more information or participating in this language policy
steering committee please contact me atd_rentoule@kist.ed.jp and I can e-mail you a copy ofthe full IB document and our current language policy.
Kind regards,
Damian Rentoule
Vice Principal/
Curriculum Director

Model United Nations at KIST

Mike Wagner
MUN Coordinator

On Saturday, December 5, 2009, K. International School will host a Model United Nations(MUN) scrimmage attended by four schools from around the Kanto Plain including KinnickHigh School from Yokosuka Naval Base, Yokota High School from Yokota Air Base, Zama
High School from Camp Zama Army Base and St Mary’s International School. The keynote
speaker will be Mr Justin Tilman, National Aeronautics and Space Administration Attachefrom the United States Embassy in Tokyo. At this scrimmage there will be more than 100
students participating in debates regarding United Nations concerns such as: Piracy, Child
Soldiers, Drug Trafficking, the effect of the current economic crisis on the environment andNuclear Disarmament as it pertains to Iran and North Korea. MUN provides students withthe opportunity to learn about other countries and gain a different perspective on the issues
affecting countries worldwide. In addition, through the use of debate and education, it
allows students to be more responsive and reflective world citizens. This is the third year of
the Model United Nations program at KIST under the sponsorship of Mr. Wagner. In our
first year there were 10 students who participated; this year there are 52 students from
Grades 9 to 12 who are involved in the program. Saturday will be a very busy day at KIST.
Parents are invited to drop by the school to observe the students during the proceedings.

Volume 13 | Issue 3 | December 2009

“The Comet”

MYP News
Why MYP?
The IB Middle Years Programme – A guide for universities and governments (2009) 88% of IB World Schools consider pedagogy (constructivist approach, including student inquiry into
significant content in real-world contexts) an important and influential factor in selecting the MYP 70% of IB World Schools consider ability and flexibility to develop course content (using an MYP framework)
an important and influential factor in selecting the MYP 38% of MYP graduates achieve bilingual IB diplomas 44% of MYP graduates achieve a grade A or B, and 85% of MYP graduates obtain a grade A, B or C, in thetheory of knowledge (TOK) course in the Diploma Programme
 79% of IB World Schools consider academic rigour an important and influential factor in selecting the MYP 38% of MYP graduates obtain a grade A or B, and 78% of MYP graduatesachieve a grade A, B or C in the extended essay in the Diploma Programme.

MYP Parent Information Sessions
There will be three parent information sessions planned for term 2 as outlined
below. The number of participants for each session is limited to 15 to allow allattendees to be actively involved. There are two times for each session and if
there is demand for more of these sessions, I will accommodate this at a later
date. To book a place in any of these sessions please e-mail Ross Ferris directly
at myp_co@kist.ed.jp detailing the session/s and times you would like to attend.
Reminders will be sent prior to each of these sessions.
MYP Grade 6 students explore levers
during a Science lesson

Ross Ferris
MYP Coordinator
Dates / Times
Monday, January 25
9.00 - 10.00 a.m.
5.00 - 6.00 p.m.

Monday, February 8
9.00 - 10.00 a.m.
5.00 - 6.00 p.m.

Monday, March 1
9.00 - 10.00 a.m.
5.00 - 6.00 p.m.

Subject
Concept-Based Curriculum – Learning through big ideas
Key components of a concept-based curriculum and the advantages for the student to carry their learning
throughout their lives will be explained with practical examples. The value of learning through concepts will besupported by some examples of higher level thinking that lead to a deeper understanding. Time will be allocated forquestions.
Assessment in the MYP
An explanation of criterion based assessment and how the MYP provides a framework for assessment. A
comparison between criterion based assessment and other traditional methods of assessment will be provided
clearly showing the advantages of assessment through criteria. The process for developing modified assessment
criteria for Grades 6 to 8 will also be explained. The external moderation process will also be explained. Time willbe allocated for questions.
The Areas of Interaction
The role of the areas of interaction will be explained with supporting examples of KIST units of inquiry studied
through each of the areas of interaction. The practical component of the Community and Service AOI will be
specifically explained. The recently developed Approaches to Learning scope and sequence detailing thedevelopment of the ATL skills throughout the MYP will be shared and explained. Time will be allocated forquestions.

Secondary Report Changes
The MYP and DP reports have been reviewed and will appear in a new format this year. The changes to reports
will come in two steps, starting with the Interim Report and being finalized with the End of Year Report in line withchanges introduced through the implementation of a new software system which will help us manage reporting
information. We are making three major changes to our reporting processes:
1. We are trying to make our reports easier to understand for members of our school community as well as foroutside institutions by reducing the amount of duplicated data. For MYP Student Reports for each subject, an
overall level will be given for each subject specific criterion. In addition, a General Grade (1-7) will be given
for each subject on the report. Task specific levels for each criterion are still available through the task
specific rubrics that your children will have with their assessment tasks (please see your children for thisinformation). Please note that for the Interim Report this year, only the General Grade Descriptor (1-7) willappear with teacher comments. For DP Reports, a General Grade Descriptor (1-7) will be provided for each
assessed task as well as an overall General Grade Descriptor (1-7) for each Subject with a teacher comment.
2. We are trying to make our reporting processes more environmentally friendly by sending reports
electronically. This will happen for the End of Year Reports. A hard copy of the Interim Report will still be sent
this term, but the size has been reduced substantially due to the above-mentioned point.
3. We are trying to make student's documents more accessible to families by creating an electronic space forarchiving all reporting documents which families can access through a secure online portal in our website.
Families will be able to access all historical reporting documents related to their child through this portal.
We are looking forward to a clearer, more environmentally friendly reporting system in the coming years.
Damian Rentoule
Vice Principal/Curriculum Director910Volume 13 | Issue 3 | December 2009

“The Comet”

Primary School News
It is obvious that this year is quickly moving along as
there are only three weeks left in the term. The Primary
School has been busy lately with events andimprovements.
I would like to thank the PE department for arranging
our recent Inter-House Cross Country. They have spentmuch time and effort making the event the success it
was. I saw many enthusiastic children being cheered
on by their parents and staff as they pushedthemselves to keep running when it became difficult. I
hope everyone enjoyed the additional time this year fora picnic.
November has also been a time for the Student/Parent/
Teacher Conferences. I hope you found the timevaluable to learn more about your child, share more
information about your child with his or her teacher aswell as taking advantage of the opportunity to reflect onwhat has been accomplished already in order to makegoals for the next year. Thank you to parents for taking
the time out of your busy schedules to show support foryour child and our school.
Teachers have been busily working on theDevelopmental Reports and PYP Portfolios in order to
get them ready to come home on Wednesday,
December 16. You may notice some changes to themwhich have been based on feedback during the last
review cycle. There will be opportunities to provide
feedback in the future as we start our next two year
review cycle.
It has been an exciting time as access to ICT has been
improving for our Primary students and will continue togrow in the months ahead. In addition to the changes
made over the summer, additional digital projectors foreach grade level, 2 mobile computer labs with 4
laptops each, 6 individual laptops, 1 mobile scanningand videoing station, more digital cameras and awireless network have been added to the resources
teachers and students use. The addition of more
laptops and other technology is continuing. In addition
to hardware, we are adding a new member to our ICTteam as our school’s Educational Technologies
Integrator. With software, Grade 5 classes are piloting
the use of the online Mathletics program which isreceiving positive feedback. Also, the school is making
arrangements to begin installation of a new software
database program which will be able to be accessed by
you at home. All of these changes have been made to
improve the education of your children and to improvethe ease and efficiency of communication between
families and the school.
Please take some time to let your child’s teacher know
how much you appreciate their newsletters. The next
monthly set of single subject newsletters (Japanese,
Art, PE and Music) was sent home this week. The
purpose of the newsletters is to communicate to youwhat your child is learning and doing at school and to
let you know how we are helping your child.
I hope to see you around school sometime during theterm but if not, please have a safe, relaxing andenjoyable holiday break.
Greg Brunton
Primary School Principal

A Snapshot of the PYP Curriculum
When most people think of the meaning for the word
“curriculum” the first thing that comes to mind is a
written body of knowledge that students will be
exposed to in school. In addition to this, many would
include a set of academic skills students should acquireand maybe even a set of positive character traits thatstudents will be encouraged to model as part of aschool’s curriculum. There are many debates about themerits of the endless variety of written curricula thatexist for elementary students – which is the mostrigorous, most developmentally appropriate, mostculturally appropriate and so on. The IB Primary Years
Program takes a different and much broader view ofcurriculum than the one expressed above. According to
the PYP, “curriculum” revolves around the concept oflearners constructing meaning, and everyone at a PYP
school, including the teachers, is a learner. The PYP
model of curriculum is student-centered. It is foundedon the belief that learning occurs when students (andteachers) build on their prior knowledge and engage inactivities that help them construct new understandings.
This process involves continuous self-reflection, thefreedom to ask questions, the motivation to take risks
and the desire to take action based on what one haslearned.
So what does the PYP curriculum model look like? It is
composed of three interrelated and equally importantcomponents. In keeping with the spirit of inquiry foundthroughout the Primary Years Program, eachcomponent is expressed as an open-ended questionand compels
teachers tothink deeply
about theirown practicewith regard
to student
learning.

Volume 13 | Issue 3 | December 2009

What do we want to learn?
The written curriculum
the identification of a framework of what’s
worth knowing
How best will we learn?
The taught curriculum
the theory and application of good classroom
practice
How will we know what we have learned?
The assessed curriculum
the theory and application of effective
assessment

The Written Curriculum
The written curriculum at KIST is planned and used in adevelopmentally appropriate way; it takes into accountwhat students should learn and be able to do on thebasis of what is best for their development during theirprimary school years, rather than simply on the basis ofwhat works in the short term. The scope of student
learning is developed from the IB Scope and Sequence
documents, as well as other curricular models. These
documents specify the phases of development andhighlight specific learning outcomes that must becovered at developmentally appropriate times from K1
through to Grade 5.
The written curriculum is also based on each student’s
needs, interests and competencies. Thisdevelopmental approach takes into account thedifferent rates at which students learn and the variationthat can occur in any age group. It is also
acknowledged that learning is a balance between theintellectual, the social and the personal; each isimportant and each is interlinked with the others.

The Taught Curriculum
The second question, “How best will we learn?”represents the taught curriculum in a PYP school. The
taught curriculum involves the methods teachers use toengage students with the written curriculum. It is not
only “what” students will learn but also “how” they willlearn it that matters in a PYP school. PYP teachers are
expected to constantly examine and improve thepractices they use to actively involve students inlearning. Inquiry-based instruction and differentiation of
instruction to meet individual student needs arefeatured within the wide array of best practices
employed by teachers around the globe, and promoted
and supported as best practice here at KIST.
Another method of strengthening the teaching andlearning practices at KIST, is thorough a structured,
collaborative approach to planning, using the IBplanner which is designed to assist teachers inplanning their inquiries. The planner is designed
around seven open-ended questions such as how best
will the students learn, how will we know what has beenlearned and how will we take action? Through the useof the IB planner, teachers consistently and frequently
reflect on their teaching practices and adjust theirteaching methods according to the student’s interest,
readiness, learning profile and their developmental
stage of learning.

“The Comet”

11

The Assessed Curriculum
The third component in the PYP definition of
curriculum, the assessed curriculum, is concernedwith the assessment of the actual learning that takes
place for each student, a component that can often be
neglected or inappropriately practiced. The
development of a range of authentic and targeted
assessment strategies, focused on the learning, bringsbalance and integrity to the curriculum and reminds
teachers of its purpose.
The PYP defines assessment as ‘the gathering andanalysis of information about student performance. It
identifies what students know (knowledge), understand(concepts), can do (skills) and feel (attitudes) at various
stages in the learning process. It is the means by which
we analyze student learning and the effectiveness of
our teaching and acts as a foundation on which to baseour future planning and practice. It is central to our goalof guiding the child, from novice to expert, through thelearning process.’
The PYP further divides assessment into threecomponents:
 Assessing – how we discover what students havelearned.
 Recording – how we make note of our findings
about what students have learned.
 Reporting – how we pass that information on toparents, administration and other parties directly
involved in students’ learning.
At KIST we use a variety of strategies and tools toreport student growth to all members of our community:
student portfolios; student-led conferences; teacher
parent conferences and reports card.
Why do we assess?
 To promote continuous student learning and growth.
 To guide children through the five essential
elements of learning (concepts, knowledge, skills,
attitudes and action).
 To celebrate what students can do.
 To set goals and plan for future student growth.
 To evaluate the effectiveness of the learning
program.
AT KIST, we see the purpose for assessment as going
far beyond assessing student growth in acquisition ofknowledge. We also highly value the need to recordand reflect on their development of attitudes, thelearner profile and students independent decision totake action. Assessment of student growth in theirunderstanding of concepts (big ideas that go beyond
traditional subject areas), mastering of thetransdisciplinary skills as well as their progress andperformance in the following subject areas: language;mathematics; social studies; science; the arts;
personal, social and physical education, are alsoessential to ensuring we cater for individual
developmental needs within the programme.
To learn more about each of these essential
components to the KIST curriculum, please come along
to the three parent information sessions that will berunning over the course of this school year. Please also
refer to our school website and the official website for
the International Baccalaureate Organisation:
http://www.ibo.org/
Emma Homerlein
PYP Coordinator12Volume 13 | Issue 3 | December 2009

“The Comet”

Library News
Please read the following information regarding the use and availability of our school libraries.
Main Library Mainly for upper Primary and Secondary students
 Fiction and non-fiction books (excluding picture books)
 12 computers for educational use
Junior Library Mainly for Lower and Primary students
 Picture fiction and easy illustrated non-fiction books
 Students are not permitted to visit the library by themselves. If there
are no teachers present, students may not use the library. The librarystaff are helpers, not teachers.
Opening hours
The availability of the libraries for students in the Lower, Primary and Secondary Schools outside lesson times islisted below. If availability of the libraries change, students and parents will be informed.
Lower
ML: 8:15 – 8:35
JL: 15:00 – 15:30 (Available forparents to visit with their child)
ML: 15:30 – 16:30

Primary
ML: 8:15 – 8:35
JL: 15:00 – 15:30 (Available forparents to visit with their child)
ML: Lunch Time (if no class is in thelibrary)
ML: 15:30 – 16:30

Secondary
ML: 8:15 – 8:35
ML: 13:10 – 13:35
ML: 15:30 – 16:35

ML = Main Library / JL = Junior Library
Borrowing limits
Grade
Maximum
ECE
K1 – K2
2
K3
3
Primary
G1 – G5
4*
SecondaryG6 – G12
6*

 Any overdue books will be deducted from the total number of books that a
student is allowed to borrow.
e.g. Sally (G1) has one overdue book. She will only be allowed to borrow a
total of three books until the overdue book is returned.
 Any students with two or more overdue books will not be permitted to borrow
further items until the overdue books are returned.
 Lower and Primary School students will not be allowed to borrow without alibrary bag.

*This total does not include class texts.

Using computers and printers (Main Library) Available to Secondary students who bring their Student ID Card (Edy Card) to the library counter.
 Printing: B/W: 10 yen per page / Color: 25 yen per page
Satoko Yoshimoto
LibrarianCongratulations!
Victo (G3A) was selected by the
Scout Association of Japan toattend a ceremony which was held
on November 12 to commemorate
the 20th anniversary of the reign of
the Heisei Emperor, Akihito.
We would like to congratulate Victoon his selection and hope that heenjoyed the event.

Congratulations to Mr Igoe on
his acceptance as a PhD
Candidate in AtmosphericPhysics at the University ofSouthern Queensland,
Australia. Mr Igoe will start thisundertaking next year and is amodel example to our studentsof our school motto “Learning
for Life”.

Volume 13 | Issue 3 | December 2009

“The Comet”

Lower School Cross Country
On a beautiful, clear Autumn day, the K3s and Grade
1s took to the streets of Kiyosumi en route to Kiyosumi
Park – the destination for this year’s Lower School
Cross Country. Full of enthusiasm and laughter, thestudents arrived eager to participate.
First up were the K3s. One lap of the park was theirtarget – a whole 520m. After the instructions had been
given, the students rushed to the start line burstingwith excitement. On the whistle, the students galloped
away chasing Mr Southall on his bike. With staff
placed around the course, the students had plenty ofpeople to impress, and impress they did. One by one
they crossed the finish line beaming with pride andlarge smiles – success!
Next up were the Grade 1s. After watching the K3scompete, the Grade 1s were keen to show everyone
that they are made of the same tough stuff! Two lapsof the course was the target – over 1km! This news
was greeted with a mix of excitement andapprehension. On the whistle, however, we saw aremarkable sight; 40 Grade 1 students sprinting after
the lead bike with no intention of ‘pacing themselves’.
Two laps came and went in no time, producing tired,thirsty, battered and bruised Grade 1s as they finishedthe race with smiles on their faces. Again, the Grade 1
students surprised me and they too can be proud of
how they represented the school and their families.

The effort from every pupil was remarkable andcompletely took me by surprise. The students didthemselves, the school and their families proud.
I must also take this opportunity to apologize to theparents who missed their child’s race. We were aheadof time and I took the decision to get the races started
rather than having the students sitting around too longas it was a little cold. We will ensure things run toschedule next time so that all can be involved. We are
excited about making this an annual event for K3 andGrade 1 as a lead up to their participation in thePrimary/Secondary Cross Country beginning in Grade2.
Many thanks to all the staff that helped on the day, all
the parents for coming along to support, but mostimportantly, to the students who made the day such a
fun and special day.
Mark Ralph
PE Teacher

IT Support
Welcome to Christian Thompson who has been appointed as our new Education
Technologies Integrator. Christian will be working within our IT team and will be
responsible for a number of areas within the IT department including the further
development of the systems to be integrated with the new school website and inproviding training to staff in these areas.
Christian comes to us with a wealth of experience in information technology including
several years as a web programmer in Romania, and before that, teaching experience at a number ofinternational schools in Tokyo. Christian said of his new position: “I'm very pleased to have the opportunity toapply my twin passions, technology and education, to help ensure the students at K. International School reach
their full potential.”
We wish Christian all the best in his new position.

13

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Volume 13 | Issue 3 | December 2009

“The Comet”

Secondary School News

Help Wanted

As mentioned in the last edition of The Comet, in midNovember, Carmina (G12) attended the Global
Changemakers’ Global Youth Summit in London. We
have further congratulations to offer Carmina. From thissummit, Carmina was one of six students chosen toattend the annual World Economic Forum Meeting in
Davos, Switzerland! This is an incredible
accomplishment and one of which we are extremely
proud. Carmina will have the chance to meet theleaders of the G8, including President Obama.

Learning Support AssistantThis is just one example of the many tremendous
things that our students do and I am very proud to beable to let our school community know of theseachievements. Carmina has written a short piece on
her experience for the newsletter so please take thetime to read it.
KIST places great emphasis on parent support of andinvolvement in their child’s learning, and a few weeks
back, parents came to school for Parent/Teacher/Student Interviews. I would like to thank those who
attended for taking the time to participate in thisimportant feedback loop on learning. Interviews do notnecessarily need to be about areas for improvement
but can also be an opportunity to celebrateachievements and a community building opportunity.
Finally, the previous
edition of The Comet
included information about
the Student
Representative Council(SRC) in the Secondary
School. Unfortunately, therepresentative for Grade 8,
Irene, was omitted. We
apologize to Irene for thisoversight.

Skillful sewers needed

Irene (G8)Anne Grahame
Secondary School Principal

Orchestra Lovers
I would like to take this opportunity tointroduce myself as the SecondaryMusic Teacher. My name is Trevor
Adams and I have a special interest in
the role that the Arts play in a 21st century education.
To this end, that is why Composition plays a central rolein my class music lessons. I would like to invite parents
to attend some orchestral concerts in the Tokyo area
over the next two years, where your children canexperience music that will support the classroom
composition program. There will be a meeting at 6:00
p.m. on Monday, December 7. Please contact me by email at t_adams@kist.ed.jp if you would like any
further information or wish to attend this meeting.
Trevor Adams
Secondary Music Teacher

We are looking for a learning support assistant for a
Grade 3 student. Suitable applicants will have theability to work closely with the classroom teacher inorder to implement an individual learning program in
conjunction with the regular class program-in
particular reading. Implementation of the program
may require the teacher assistant to makeadaptations to class activities. Applicants shouldhave experience working with children and show apatient but firm disposition. Applicants should
possess strong English language and reading skills.
The position requires the person to work with thestudent one-on-one for 2 hours a day for threemornings a week. The learning support assistant will
work under the guidance of school staff, althoughsalary and working hours will be a privatearrangement between
the student’s family. This
would be discussed at
the time of the interview.
Please apply in writing,including CV/Resume, toGreg Brunton (Primary
School Principal) at
g_brunton@kist.ed.jp.

We are looking for one or two parents who havesewing skills and could help with the creation of awall display for the PYP Programme of Inquiry. This
would involve the purchase of materials (school
funded) and several hours of sewing. You would
work together with the PYP Coordinator, Emma
Homerlein, and theLower School Principal,
Amanda Cooke,
regarding the design. If
you think you might
have the skills and timeto help, please contact
Amanda Cooke ata_cooke@kist.ed.jp.

Piano Tuning
We would like to express
our gratitude to Mr
Shimozawa (father of Shin,
K2B) for tuning the four
school pianos. This will
enable students to listen tomusic correctly in tune
during their music lessons.
Thank you very much, Mr
Shimozawa.

Volume 13 | Issue 3 | December 2009

“The Comet”

Inter-School Cross Country
The annual K. International inter-school invitational cross-country
event took place on Friday, November 27. K. International School
Tokyo had students in all events from Grade 1 all the way to Grade
12. The day was a huge success and a thank you must go out to all
staff that assisted in the running of the day, as well as to the students
for their efforts. There were some fine performances during the day
and K. International was lucky enough to have many medal winners.
They were as follows:
Grade 1 Boys:
Silver – Hee Sung (G1A)
Bronze – Jun (G1B)
Grade 1 Girls:
Gold – Saki (G1A)
Silver – Maki (G1A)
Bronze – Maria Alexia (G1C)

Grade 6 Boys:Bronze – Tyson (G6A)
Grade 7 Boys:
Gold – Salam (G7A)
Grade 8 Boys:Bronze – Shin (G8A)

Grade 2 Boys:
Silver – Amane (G2B)
Bronze – Zac (G2B)

Grade 9 Boys:
Silver – Shimon (G9B)
Bronze – Alakhsa (G9A)

Grade 3 Girls:
Gold – Hina (G3A)

Grade 9 Girls:
Gold – Monica (G9B)
Silver – Shifa (G9A)
Bronze – Marie (G9A)

Grade 6 Girls:
Bronze – Nino (G6A)

Grade 10 Boys:
Gold – Eric
Bronze – Leo
Grade 10 Girls:
Silver – Erica
Bronze – Na Yeong
Grade 11 Boys:Bronze – Pyay Phyo
Grade 11 Girls:
Gold – Jessica
Silver – Shreya
Bronze – Da Hea

The overall results were:Lower Primary Trophy (Grades 1, 2, 3)
K. International School Tokyo
350
The Montessori School of Tokyo320
The British School in Tokyo
100
Lower Middle School Trophy (Grades 4, 5, 6)
The British School in Tokyo
350
Yokohama International School
330
Tokyo International School120
Upper Middle School Trophy (Grades 7, 8, 9, 10)
K International School Tokyo
510
The British School in Tokyo360
Yokohama International School
210

School Development Plan
Action at KIST is guided by a clearly stated set of school

wide goals. These goals are based on a set of beliefs
based around the IB Standards and Practices, thatform the foundation of our school’s strategic plan forschool development. By structuring our School
Development Plan this way, members of our schoolcommunity can trace the origin of action within theschool back to the underlying beliefs, related tolearning within a school community, that guide ourplanning and drive us forward. The KIST School
Development Plan is now available on our website andwe invite you all to read through this most important
document. Please let me know if you have any
questions or comments related to the plan which will be
periodically reviewed.
Damian Rentoule
Vice Principal/ Curriculum Director

Nihongo Notes 3
Many students and parents ask
me for ideas for studying
Japanese at home. I’d like tointroduce some websites thatare easy to use and fun.
Stacey Isomura
ESL and Japanese Teacher
Sushi test http://www.jpf.go.jp/e/urawa/
Click “Sushi test/internet Japanese test” on the rightside of the page. It will take you to an interactive
Japanese language test. This test is excellent practicefor students who will take the Japanese Language
Proficiency Test levels three and four. It starts at avery easy level and gradually gets more difficult. Eachtime you do well on the test you earn a piece of sushi
which shows up at the end.
Kantango http://www.kantango.com/
This is a site dedicated to the study of Japanese
vocabulary. You can make your own flashcards,
quizzes, and practice online.
Kids Web Japan http://web-japan.org/kidsweb/
Finally, I’d like to re-introduce Kids Web Japan. This isan excellent site for learning about Japanese
language and culture for students in Grade 3 to 8 andbeyond. There are stories, games, video clips,
articles, and much more. It can be accessed in
English, Japanese, Korean, Mandarin Chinese,
Arabic, French, German, and Spanish.

15

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Volume 13 | Issue 3 | December 2009

“The Comet”

Global Changemakers
On 15 November, 2009, I arrived at Heathrow Airport in London. I was admittedly quite worried—I had no relatives
in the UK and I was supposed to attend a week-long Global Changemakers conference. When I spotted a British
Council official holding a sign with my name though, relief dampened my concern and I became excited for the
week that I anticipated would entail debates about current issues as one of the 60 worldwide participants.
Yet the week that followed held so much more than discussions (in fact, intense debates usually took place at 2 inthe morning). Rather, the week focused on putting our words into actions. For example, an entire day was devoted
to ‘Marketplace’: a series of workshops that refined our skills of project management, media, research andlaunching our own Community Action Projects. We even learned how to speak about ourselves and draw in an
audience in a time constraint of 27 seconds!
Throughout the week, we also had the privilege to speak withleading figures such as the Campaign Director of Avaaz andofficials from Make Poverty History. Additionally, we were given
private tours of organizations such as Action Aid and Global
Generation. I would have to say, however, that the real highlight of
the week was meeting the famous British comedian Francesca
Martinez. In spite of having a mental disability, she is motivatedenough to laugh her situation off by referring to herself as ‘wobbly’,
while sending her audience into fits of laughter and inspiring them
indefinitely. At a fancy reception later on in the week where we
spoke with members of the British Parliament, I was happy to see
her there as well and took the liberty of hugging and taking a
picture with her.
I say unreservedly that the Summit week was the most life-changing week of my life to date. Today, I felt very
humbled to learn that I am one of 6 participants chosen to speak in front of and with world leaders including Bill
Clinton, Kofi Annan and Gordon Brown at the World Economic Forum in January at Davos, Switzerland. They are
anticipating the attendance of President Obama so I am incredibly excited!
I am currently working with a friend I met at the summit on aYouth Directed Media Project tackling poverty issues that willbe sponsored by the British Council, so do expect opportunities
for the KIST community to get involved!
If there is one lesson that I take home with me from thisconference, it is the thought that anything is possible. When I
read articles pertaining to corruption and violence, I no longer
feel discouraged but I instead see opportunities for change. The
voice of the youth is one that is rarely ignored; therefore, wehave the chance to push this world forward. If you’re a K.
International School student reading this article, remember that
there is a whole world out there that is in your hands!
On that note, I should probably end this article before it gets even longer, but feel free to ask me any questions
about the Summit if you see me around school. It is definitely worth applying to next year. I am certain that you
would have the same amazing experience and meet the make the most incredible friends just like I did! Pleasecontact Mrs Okude or Mr Wagner in the College Guidance Office for further details.
Carmina (G12)
Editor’s note:
Carmina was selected as one of only six high school students worldwide to attend and participate in the World
Economic Forum to be held this January in Davos, Switzerland. Quite an accomplishment. Congratulations,
Carmina!